The relationship between dental graduate students' MBTI types and academic achievement in problem-based learning.
10.3946/kjme.2014.26.4.291
- Author:
Min Jin KIM
1
;
Kyung Pyo PARK
;
Deog Gyu SEO
;
Jung Joon IHM
Author Information
1. Office of Dental Education, Seoul National University School of Dentistry, Seoul, Korea. ijj127@snu.ac.kr
- Publication Type:Original Article
- Keywords:
Problem-based learning;
Personality types;
Academic performance;
Graduate students;
Dental schools
- MeSH:
Dentistry;
Education;
Education, Dental;
Female;
Humans;
Male;
Personality Inventory;
Problem-Based Learning*;
Schools, Dental;
Seoul
- From:Korean Journal of Medical Education
2014;26(4):291-297
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The study aimed to determine the personality types of the graduate students in Seoul National University School of Dentistry (SNU SD) and analyze the specific personal types that were linked to their performance in problem-based learning (PBL). METHODS: A total of 263 graduate students in SNU SD from 2011 to 2013, participated in PBL and completed the Myers-Briggs Type Indicator (MBTI) GS form, which was analyzed statistically to determine whether their MBTI personality types were independent of their PBL performance. In particular, MBTI types were regressed on evaluation subcategories, including tutor evaluation and oral test. RESULTS: ESTJ (20.9%) and ISTJ (18.6%) were the most common MBTI personality types in dental graduate students. Compared with males, female students performed significantly better on the PBL. Judging was the most notable type in PBL performance, with its J-P index being statistically significant. CONCLUSION: PBL is implemented, based on the perspective of student-centered education. Accordingly, the types of personality that usually matriculate in dental school should be monitored, and a student-centered approach to dental education should be adopted.
