Greenberg L W, Goldberg R M, Foley R P
Children's National Medical Center, George Washington University School of Medicine and Health Sciences, Washington, DC 20010, USA.
Med Educ. 1996 Jul;30(4):307-11. doi: 10.1111/j.1365-2923.1996.tb00835.x.
The objective of this study was to determine if there is a relationship between the learning preferences and personality types of residents in paediatrics. As part of a study to teach residents in paediatrics how to teach, the authors administered the Learning Preference Inventory (LPI) and Fundamental Interpersonal Relationship Orientation (FIRO-B) instruments to 55 residents in paediatrics at all three levels of training. The instruments provided data that were used to provide feedback to residents on their learning preferences and interaction styles, as well as how these factors might affect teaching and learning in the clinical setting. The Pearson correlation coefficient was used to determine relationships between the LPI and the FIRO-B. Fifty-two of the 55 residents (95%) completed the instruments. The results revealed that residents' learning preferences were significantly related to their personality types. For example, residents with high inclusion and affection scores on the FIRO-B preferred learning with others, which was significantly related to their high interpersonal scores on the LPI. Residents with low inclusion and affection scores were more likely to prefer independent learning (high individual and student-structured scores on the LPI) and abstract learning at statistically significant levels. The scores obtained by residents in paediatrics on the LPI were strongly correlated with those obtained on the FIRO-B. These data may have important implications for the way in which staff recruit, counsel and teach residents. The fact that the LPI is easy to administer and does not purport to measure personality styles makes it an acceptable educational tool that can be used in many areas of training.
本研究的目的是确定儿科住院医师的学习偏好与人格类型之间是否存在关联。作为一项教授儿科住院医师如何教学的研究的一部分，作者对55名处于三个培训级别的儿科住院医师进行了学习偏好量表（LPI）和基本人际关系取向量表（FIRO - B）测试。这些量表提供的数据被用于向住院医师反馈他们的学习偏好和互动风格，以及这些因素在临床环境中可能如何影响教学与学习。皮尔逊相关系数用于确定LPI和FIRO - B之间的关系。55名住院医师中有52名（95%）完成了测试。结果显示，住院医师的学习偏好与他们的人格类型显著相关。例如，在FIRO - B量表上包容和情感得分高的住院医师更喜欢与他人一起学习，这与他们在LPI量表上较高的人际得分显著相关。包容和情感得分低的住院医师更倾向于独立学习（在LPI量表上个人和学生结构化得分高）以及抽象学习，且具有统计学意义。儿科住院医师在LPI量表上的得分与在FIRO - B量表上的得分高度相关。这些数据可能对员工招聘、辅导和教导住院医师的方式具有重要意义。LPI易于实施且不旨在测量人格风格这一事实使其成为一种可在许多培训领域使用的可接受的教育工具。
