Pollock D C, Byrne P N, Shanley D F
Med Educ. 1982 Jan;16(1):44-7. doi: 10.1111/j.1365-2923.1982.tb01218.x.
An attempt was made in this study to develop a composite profile of personality characteristics of medical students that correlated differentially with successful achievement outcomes in the Psychiatry CLerkship at a University of Toronto teaching hospital. Data on 27 of 33 final year medical students in a psychiatry rotation programme were used to analyse canonical correlations between personality and achievement variables. The findings of the study indicated that success in clinical examinations was significantly correlated (R = 0.64, P less than 0.001) with a personality defined as apprehensive, anxious and less neurotic. Success on oral examinations was significantly correlated (R = 0.37, P less than 0.01) with a personality defined as anxious, more neurotic and extroverted. Success in objective multiple choice tests was not significantly correlated (R = 0.21, P = 0.10) with any particular personality profile, but the direction of the correlations suggested a personality describable as less intelligent (concrete thinking), apprehensive, adjusted and introverted. Although the small sample makes conclusions tentative, the findings are that students' personality differentially affect their examination results.
本研究试图构建医学生人格特征的综合概况，这些人格特征与多伦多大学教学医院精神科实习成绩的成功结果存在不同程度的相关性。在一个精神科轮转项目中，33名最后一年医学生中有27名的数据被用于分析人格与成绩变量之间的典型相关性。研究结果表明，临床考试成绩与一种被定义为忧虑、焦虑且神经质程度较低的人格显著相关（R = 0.64，P < 0.001）。口试成绩与一种被定义为焦虑、神经质程度更高且外向的人格显著相关（R = 0.37，P < 0.01）。客观多项选择题测试成绩与任何特定人格概况均无显著相关性（R = 0.21，P = 0.10），但相关性方向表明存在一种可描述为智力较低（具体思维）、忧虑、适应良好且内向的人格。尽管样本量较小使得结论具有不确定性，但研究结果是学生的人格会不同程度地影响他们的考试成绩。
