Knights Janice A, Kennedy Barbara J
School of Psychology, James Cook University, Townsville, Queensland, Australia.
Med Educ. 2007 Apr;41(4):362-8. doi: 10.1111/j.1365-2929.2007.02707.x.
Dysfunctional personality characteristics have a negative impact on the learning process, academic motivation, academic grades and course attendance. They are associated with higher levels of anxiety and negative mood before examinations, a lack of self-confidence and fear of failure, social skills deficits, and personal and social relationship problems. Dysfunctional personality characteristics inhibit interpersonal working relationships and are detrimental to team effectiveness. Previous research revealed that the majority of students selected into an Australian undergraduate medical programme via the process of academic merit, application and interview reported elevated levels of dysfunctional personality characteristics. Our research now identifies those patterns of dysfunctional behaviour that impacted on academic grades over the first 3 years of the medical programme.
Dysfunctional personality characteristics in a sample of Australian undergraduate medical students were assessed with the Hogan Development Survey (HDS). The scores of 139 students were then correlated with their end-of-year examination marks for each of the first 3 years of medical training, and their average grade.
Pearson's bivariate correlation analysis revealed that there were a number of significant negative relationships between academic grades and the HDS syndromes of Away and Against. There were significant positive relationships between academic grades and the HDS syndrome of Diligent.
To enrol and teach students who fail to graduate, need to repeat, choose not to pursue a career in medicine upon graduation, or become inefficient practitioners is costly. A measure of dysfunctional behaviour has the potential to predict academic performance and improve the cost-effectiveness of medical education.
功能失调的人格特质会对学习过程、学业动机、学业成绩和课程出勤率产生负面影响。它们与考试前更高水平的焦虑和消极情绪、缺乏自信和害怕失败、社交技能缺陷以及个人和社会关系问题有关。功能失调的人格特质会抑制人际工作关系，并对团队效能产生不利影响。先前的研究表明，通过学业成绩、申请和面试进入澳大利亚本科医学课程的大多数学生报告称，他们的功能失调人格特质水平较高。我们的研究现在确定了那些在医学课程的前3年中对学业成绩产生影响的功能失调行为模式。
使用霍根发展调查（HDS）对澳大利亚本科医学生样本中的功能失调人格特质进行评估。然后将139名学生的分数与其医学培训前3年每年的年终考试成绩及其平均成绩进行关联。
Pearson双变量相关分析显示，学业成绩与“逃避”和“对抗”的HDS综合征之间存在许多显著的负相关关系。学业成绩与“勤奋”的HDS综合征之间存在显著的正相关关系。
招收并教导那些无法毕业、需要重修、毕业后选择不从事医学职业或成为低效从业者的学生成本很高。一种功能失调行为的测量方法有可能预测学业表现并提高医学教育的成本效益。
