The characteristics of medical students' personality types and interpersonal needs.
- Author:
Yera HUR
1
;
A Ra CHO
;
Sun KIM
Author Information
1. Faculty Development & Mentoring Center, Konyang University College of Medicine, Daejeon, Korea.
- Publication Type:Original Article
- Keywords:
Medical students;
Personality types;
Interpersonal needs;
Interpersonal relationship;
Personality inventory;
Fundamental Interpersonal Relations Orientation-Behavior
- MeSH:
Education, Medical;
Extraversion (Psychology);
Female;
Humans;
Interpersonal Relations;
Male;
Personality Inventory;
Rage;
Students, Medical;
Thinking
- From:Korean Journal of Medical Education
2013;25(4):309-316
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: Medical students' personality types and interpersonal needs must be considered. The purpose of this study was to examine the characteristics of personality types and interpersonal needs. METHODS: A total of 171 students in Konyang University College of Medicine were examined using the Myers-Briggs Type Indicator (MBTI) and Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B). The data were analyzed by frequency analysis, t-test, and one-sample proportion test. RESULTS: The proportion of the 4 pairs of MBTI dimensions were Extroversion (E)-Introversion (I) (53.2% vs. 46.8%), Sensing (S)-Intuition (N) (63.2% vs. 36.8%), Thinking (T)-Feeling (F) (59.7% vs. 40.4%), and Judging (J)-Perceiving (P) (56.1% vs. 43.9%). The predominant personality types were ISTJ (16.4%), ESTJ (14.0%), and ESFJ (10.5%). The level of interpersonal needs were medium rage that was inclusion (mean=8.1), control (mean=8.8), affection (mean=8.1), expressed behavior (mean=12.1), wanted behavior (mean=12.9), and overall interpersonal needs (mean=25.0). Of the basic social needs, males and females differed significantly with regard to control needs (p=0.028). CONCLUSION: Educational programs that take into account personality types and characteristics of interpersonal needs are crucial in providing effective medical education. Our results suggest that the characteristics of personality types and interpersonal needs should be considered in developing an interpersonal relations improvement program for medical students.
