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Social Justice Constructs of Health Professional Students Trained at the Maldives
National University: A Cross-sectional Study

F. Hussain, C. Cameron, C. Jaye, and T. Stokes 1
1
2
1
Department of General Practice and Rural Health, University of Otago, New Zealand, and Biostatistics
1 2
Centre, University of Otago, New Zealand

Background: From a health perspective, Social Justice (SJ) is concerned with equitable distribution
of health services. The World Health Organization (WHO) recommends development of SJ attributes
in health professionals. Previous research findings suggest that SJ is neglected in their education.
Quantitative measurements of SJ constructs could aid in understanding the current status.

Objective: This study examined the social justice constructs of undergraduate health professional
students trained at the Maldives National University

Methods: The research tool Social Justice Scale (SJS), a validated scale with four sub-scales, was
emailed to 120 students. The scale included 25 statements, each using a 7-point Likert. SJS is based on
the supposition that attitudes and beliefs determine orientation towards SJ. The subscales measure
four constructs: attitudes (11 statements), perceived behavioural control (5 statements), subjective
norms (5 statements), and Intentions (4 statements). The variables of the study were the scores for
the total scale and the subscales. Descriptive statistics were used including percentages, means and
standard deviation.

Results: Respondents showed a positive attitude towards SJ with high scores for the total scale
(mean = 5.77, SD=0.75) and subscales: attitudes (mean = 6.51, SD = 0.80), intentions (mean = 5.78, SD=1.15),
perceived behavioural control (mean = 5.09, SD=1.08), and subjective norms (mean = 4.57, SD = 1.31). While
Oral Presentation Abstracts
90% of participants agreed that it is important to act for SJ, only 42% agreed that they were confident to talk
about social injustices and how social conditions impact health and wellbeing. Just half of the respondents
(50%) were confident that they can have a positive impact on others.

Conclusion: Even though students scored high on all constructs of SJS, they lack confidence in their
ability to work towards SJ. In order for students to be empowered to impact health equity, educators
may need to identify strategies to improve confidence of students.

Keywords: social justice, health equity, social justice scale, Maldives, social justice attitudes, health
professional students

_____________________________________________________________________________________________________
Correspondence: Fathimath Hussain, Department of General Practice and Rural Health, University of
Otago, New Zealand
E-mail: fathimath.hussain@postgrad.otago.ac.nz

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