Bitran Marcela, Zúñiga Denisse, Lafuente Montserrat, Viviani Paola, Mena Beltrán
Escuela de Medicina, Pontificia Universidad Católica de Chile, Quito 41, Depto. D, Santiago Centro.
Rev Med Chil. 2003 Sep;131(9):1067-78.
Psychological type and learning style influence the way students perceive and process information. However, research in medical education in Chile still does not put enough emphasis in the study of these variables.
To characterize the psychological types and learning styles of the students admitted to a Medical School.
The Myers Briggs Type Indicator (MBTI) and the Kolb's Learning Styles Inventory (IEA) were administered to the 270 students admitted from 2000 to 2002 to the medical school of the Pontificia Universidad Católica de Chile.
Fifty five percent of our students are concentrated in 4 of the 16 psychological types described. These students are characterized by the ability to base their decisions upon logical and objective reasoning (Thinking [T]) and to face life in a structured and decided way (Judging [J]). Only 10% of the students have preferences opposite to T and J. These students base their decisions on the preservation of harmony and teamwork (Feeling [F]) and have a flexible attitude towards life (Perceiving [P]). The remaining 35% have types with pairs of preferences TP and FJ. With regard to learning styles, more than two thirds of our students are Assimilators or Convergers. These learners tend to assimilate large amounts of information and abstract the main concepts, rather than to pay attention to concrete details. In general, our students are more reflective than active; they evaluate thoroughly all alternatives before making a decision.
The psychological types and learning styles of medical students cluster around specific patterns whose features may either favor or hamper a specific learning. Knowledge of the differences in psychological types and learning styles of students may provide teachers with a new and valuable tool for improving learning and contributing to the academic success of students.
心理类型和学习风格会影响学生感知和处理信息的方式。然而，智利医学教育领域的研究仍未充分重视对这些变量的研究。
对一所医学院录取学生的心理类型和学习风格进行特征描述。
对2000年至2002年被智利天主教大学医学院录取的270名学生进行了迈尔斯-布里格斯类型指标（MBTI）和科尔布学习风格量表（IEA）测试。
我们的学生中有55%集中在16种描述的心理类型中的4种。这些学生的特点是能够基于逻辑和客观推理做出决策（思维型[T]），并以结构化和果断的方式面对生活（判断型[J]）。只有10%的学生的偏好与T和J相反。这些学生基于维护和谐与团队合作做出决策（情感型[F]），对生活持灵活态度（感知型[P]）。其余35%的学生具有TP和FJ偏好组合的类型。关于学习风格，超过三分之二的学生是同化者或聚合者。这些学习者倾向于吸收大量信息并抽象出主要概念，而不是关注具体细节。总体而言，我们的学生更倾向于反思而非主动行动；他们在做出决定前会全面评估所有选择。
医学生的心理类型和学习风格围绕特定模式聚类，其特征可能有利于或阻碍特定的学习。了解学生心理类型和学习风格的差异可能为教师提供一种新的有价值的工具，以改善学习并促进学生的学业成功。
