Bhuriveth Varathpavee, Lertsakulbunlue Sethapong, Tangdumrongvong Vittavat, Charoensakulchai Sakarn, Piyaraj Phunlerd, Mahagita Chitrawina, Kantiwong Anupong
Phramongkutklao College of Medicine, Bangkok, Thailand.
Department of Pharmacology, Phramongkutklao College of Medicine, Bangkok, Thailand.
BMC Psychol. 2025 Aug 19;13(1):937. doi: 10.1186/s40359-025-03282-y.
Introverted medical students often encounter distinct challenges in collaborative learning (CL) environments that can impact their performance. Understanding both introverted and extroverted perspectives is essential for developing supportive strategies. This study investigates the barriers faced by introverts in CL settings and compares these with the perspectives of extroverted peers.
The study utilized an exploratory mixed-methods design targeting pre-clinical medical students. The qualitative phase involved in-depth semi-structured interviews with 12 students to identify obstacles faced by introverts in CL. The quantitative phase utilized an 18-item questionnaire developed from the qualitative findings, administered to 162 students to quantify perceived barriers. Perceived barriers between different personality groups were compared. Maudsley Personality Inventory (MPI) was utilized to assess introverted personality.
Thematic analysis revealed seven major themes: (1) fear of responsibility, (2) shyness, (3) low communication due to a lack of intimacy, (4) contextual self-doubt in group learning, (5) a need for stimuli to express opinions, (6) diminished roles due to others' dominance, and (7) high energy required for participation. Introverts often avoid leadership roles, hesitate to voice their opinions, and require more intimate group settings for effective communication. The average MPI score is 23.6 ± 6.4, and 50% are introverts by the cutoff point of 24. Exploratory Factor Analysis extracted a questionnaire with four domains: (1) insecurities, (2) aloofness, (3) attention anxiousness, which hampers leadership, and (4) pacing challenges, which need additional assistance. The overall Cronbach's alpha was 0.87. The average scores for these domains are 3.28 ± 1.00, 3.60 ± 0.72, 3.42 ± 0.77, and 3.56 ± 0.86, respectively (F(3, 644) = 4.88, p = 0.002). Introverts rated attention anxiousness hampering leadership significantly higher than extroverts (Introverts = 3.60 ± 0.70, Extroverts = 3.24 ± 0.81, t(160) = 3.603, p = 0.001, Cohen's d = 0.48). However, both groups rated similarly for other domains.
CL can challenge introverted medical students, especially during fast-paced clinical reasoning or when team leadership is required in unstructured settings. Medical schools should offer structured social engagement, adapt group-based assessments, and accommodate diverse learning styles. Importantly, strategies should be co-developed with both introverted and extroverted students to address performance anxiety, communication, and leadership in CL environments.
内向的医学生在协作学习（CL）环境中常常面临独特的挑战，这可能会影响他们的表现。了解内向和外向学生的观点对于制定支持性策略至关重要。本研究调查了内向学生在CL环境中面临的障碍，并将其与外向同伴的观点进行比较。
本研究采用探索性混合方法设计，以临床前医学生为研究对象。定性阶段对12名学生进行了深入的半结构化访谈，以确定内向学生在CL中面临的障碍。定量阶段使用从定性研究结果中开发的一份包含18个条目的问卷，对162名学生进行调查，以量化他们感知到的障碍。比较了不同性格群体之间感知到的障碍。使用莫兹利人格问卷（MPI）评估内向型人格。
主题分析揭示了七个主要主题：（1）害怕承担责任，（2）害羞，（3）因缺乏亲密感而沟通不足，（4）小组学习中的情境性自我怀疑，（5）需要刺激才能表达意见，（6）因他人主导而角色减少，（7）参与需要高能量。内向的学生通常避免担任领导角色，犹豫表达自己的意见，并且需要更亲密的小组环境才能进行有效的沟通。MPI的平均得分为23.6±6.4，以24分为临界值，50%的学生为内向型。探索性因素分析提取了一个包含四个领域的问卷：（1）不安全感，（2）冷漠，（3）妨碍领导的注意力焦虑，（4）需要额外帮助的节奏挑战。总体Cronbach's α为0.87。这些领域的平均得分分别为3.28±1.00、3.60±0.72、3.42±0.77和3.56±0.86（F(3, 644)=4.88，p=0.002）。内向型学生对妨碍领导的注意力焦虑的评分显著高于外向型学生（内向型=3.60±0.70，外向型=3.24±0.81，t(160)=3.603，p=0.001，Cohen's d=0.48）。然而，两组在其他领域的评分相似。
CL可能给内向的医学生带来挑战，尤其是在快节奏的临床推理过程中，或者在非结构化环境中需要团队领导时。医学院校应提供结构化的社交活动，调整基于小组的评估方式，并适应多样化的学习风格。重要的是，应与内向和外向的学生共同制定策略，以解决CL环境中的表现焦虑、沟通和领导问题。
