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Related Experiment Videos

Residents' formal knowledge acquisition and preferred learning styles

G Blake1, D Montgomery, E Walley

  • 1Department of Family Medicine, University of Mississippi Medical Center, Jackson, USA.

Family Medicine
|January 1, 1995
PubMed
Summary

Family practice residents who preferred feeling and judgment learning styles showed greater knowledge gains on in-service training examinations (ISTE) compared to thinking/perceiving counterparts. Results challenge existing Myers-Briggs Type Indicator (MBTI) learning theories.

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Area of Science:

  • Medical Education
  • Psychology
  • Cognitive Science

Background:

  • Family practice residency programs frequently utilize the Myers-Briggs Type Indicator (MBTI) for educational purposes.
  • Understanding the link between personality preferences and knowledge acquisition is crucial for optimizing resident training.

Purpose of the Study:

  • To investigate the relationship between learning styles, identified via MBTI preferences, and cognitive knowledge acquisition in residents.
  • To assess how MBTI personality factors correlate with improvements in In-Service Training Examination (ISTE) scores.

Main Methods:

  • Thirty-six residents' MBTI scores and their first- and third-year ISTE composite scores were analyzed.
  • ISTE scores were examined in relation to MBTI personality factors.

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  • The Wilcoxon Rank-Sum Test assessed the association between learning style preference and ISTE score improvement.

    • Main Results:

    • Significant differences in composite ISTE scores were observed for the thinking/feeling and judgment/perception scales.
    • Residents preferring 'feeling' showed greater ISTE score increases than 'thinking' residents (P = .031).
    • Residents preferring 'judgers' demonstrated greater ISTE score increases than 'perceivers' (P = .04).

    Conclusions:

    • The findings do not align with established MBTI learning theories or existing literature.
    • No cognitive knowledge acquisition advantage was found for intuitive residents over sensing residents.
    • Residents with feeling/judgment preferences acquired more knowledge over three years, as indicated by ISTE scores, compared to thinking/perceiving residents.