Bitran Marcela, Lafuente Montserrat, Zúñiga Denisse, Viviani Paola, Mena Beltrán
Centro de Educación Médica, Escuela de Medicina, Pontificia Universidad Católica de Chile.
Rev Med Chil. 2004 Sep;132(9):1127-36. doi: 10.4067/s0034-98872004000900015.
The degree of difficulty we experience while learning different concepts and skills depends, among other things, on our psychological features and learning style. This may be particularly true for medical students, whose formation involves the acquisition of multiple cognitive, affective and psychomotor skills.
To assess whether the psychological features and learning styles of medical students are associated with their academic performance.
The psychological preferences and learning styles of 66 students of the 2001-graduating cohort were determined with the Myers Briggs Type Inventory (MBTI) and the Kolb Learning Style Inventory (LSI), respectively. The academic performance was assessed by the Calificación Médica Nacional (CMN), Chile and by the marks obtained during the Basic (1st to 3rd), Preclinical (4th and 5th) and Clinical (6th and 7th) years of undergraduate training.
The psychological features, together with the sex of students were found to be associated with the performance in the Preclinical and Clinical years, and to the CMN. In men, the interest and ability to communicate with people and the concern for harmony, and in women the tendency to function in a systematic and orderly way are the features associated to high academic performance. No associations were found between learning styles and academic performance.
The finding that the psychological preferences of medical students are relevent to their academic performance opens a new perspective to analyze the medical education and to design programs aimed at improving learning.
我们在学习不同概念和技能时所经历的困难程度，除其他因素外，还取决于我们的心理特征和学习方式。对于医学生来说可能尤其如此，因为他们的培养涉及多种认知、情感和心理运动技能的习得。
评估医学生的心理特征和学习方式是否与其学业成绩相关。
分别使用迈尔斯-布里格斯类型指标（MBTI）和科尔布学习方式指标（LSI），确定了2001届毕业的66名学生的心理偏好和学习方式。学业成绩通过智利国家医学成绩（CMN）以及本科培训基础年（第1至3年）、临床前一年（第4和5年）和临床年（第6和7年）期间获得的成绩进行评估。
发现心理特征与学生性别与临床前一年和临床年的成绩以及CMN相关。在男性中，与人沟通的兴趣和能力以及对和谐的关注，在女性中，以系统有序的方式行事的倾向是与高学业成绩相关的特征。未发现学习方式与学业成绩之间存在关联。
医学生的心理偏好与其学业成绩相关这一发现为分析医学教育和设计旨在提高学习效果的课程开辟了新的视角。
