Dean's Office for Medical Student Affairs, Indiana University School of Medicine, Indianapolis, Indiana 46202, USA.
J Surg Educ. 2011 May-Jun;68(3):190-3. doi: 10.1016/j.jsurg.2011.01.003. Epub 2011 Mar 12.
Historically, the surgery clerkship at the Indiana University School of Medicine (IUSM) has received poor evaluations from medical students, and the authors of this article hypothesized that this negative feedback may reflect, at least in part, inherent differences in the personality styles of the learners compared with those of the surgery teachers (faculty and residents). Differences between teachers and learners could impede effective communication and impact adversely students' perception of, and satisfaction with, the learning environment. The objective of this study was to compare the inherent personality styles of surgery teachers and medical students.
Using the Myers-Briggs Type Indicator (MBTI) to assess personality styles, we administered the instrument to 154 teachers in the surgery department and to 1395 medical students. Aggregate MBTI data for teachers and learners were analyzed based on four dichotomous scales. Chi square tests of independence were performed to examine the relationship between teachers and learners on the MBTI scales.
The study was undertaken at IUSM, which has been engaged in a process of cultural change for over 10 years, in part to ensure that both the formal curriculum and the learning environment support the development of self-awareness and professionalism among our graduates.
We found that teachers were similar to learners on the Introversion/Extraversion scale and dissimilar from learners on the three remaining scales: Sensing/Intuition scale (p < 0.008), Thinking/Feeling scale (p < 0.000), and the Judging/Perceiving scale (p < 0.022).
These results suggest that differences in personality styles may affect the teacher-learner interaction during the surgery clerkship and may influence negatively students' perception of the learning environment.
印第安纳大学医学院（IUSM）的外科学实习一直以来都受到医学生的差评，本文作者假设这种负面反馈至少部分反映了学习者与外科学教师（教职员工和住院医师）的人格风格存在固有差异。教师和学习者之间的差异可能会阻碍有效沟通，并对学生对学习环境的感知和满意度产生不利影响。本研究的目的是比较外科学教师和医学生的固有人格风格。
我们使用 Myers-Briggs 类型指标（MBTI）评估人格风格，向 154 名外科学系教师和 1395 名医学生发放了该工具。根据四个二分尺度对教师和学习者的 MBTI 数据进行了汇总分析。使用独立性卡方检验检验了 MBTI 量表上教师和学习者之间的关系。
该研究在 IUSM 进行，该学院已经进行了 10 多年的文化变革，部分目的是确保正式课程和学习环境都能支持我们的毕业生自我意识和专业精神的发展。
我们发现，教师在外向/内向尺度上与学习者相似，而在其他三个尺度上与学习者不同：感觉/直觉尺度（p < 0.008）、思维/情感尺度（p < 0.000）和判断/感知尺度（p < 0.022）。
这些结果表明，人格风格的差异可能会影响外科学实习期间的师生互动，并可能对学生对学习环境的感知产生负面影响。
