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Myers-Briggs Type Indicator and dental school performance

A C Jones1, F J Courts, P L Sandow

  • 1Department of Oral and Maxillofacial Surgery and Diagnostic Sciences, University of Florida College of Dentistry, Gainesville 32610, USA. ajones@dental.ufl.edu

Journal of Dental Education
|February 11, 1998
PubMed
Summary

Introverted students performed better on dental board exams but had lower class ranks. Sensing and judging types achieved higher ranks, while perceiving types faced more academic challenges.

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Area of Science:

  • Psychology
  • Dental Education

Background:

  • The Myers-Briggs Type Indicator (MBTI) is a widely used personality assessment.
  • Understanding personality traits can inform student support in demanding academic programs like dentistry.

Purpose of the Study:

  • To investigate the correlation between MBTI personality types and academic performance in dental students.
  • To identify potential academic challenges faced by students based on their personality profiles.

Main Methods:

  • Administered the MBTI to 256 dental students across four classes.
  • Correlated MBTI results with National Dental Board Examinations (NB-I, NB-II), class rank, and academic difficulties.
  • Analyzed data for significant differences in performance based on personality preferences.

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Main Results:

  • Introverted students showed significantly higher performance on NB-I and NB-II.
  • Introverted students exhibited progressively lower class ranks and higher rates of academic difficulties.
  • Judging and sensing students achieved higher class ranks compared to perceiving and intuitive students, respectively.
  • Perceiving students encountered more academic difficulties and probation.

Conclusions:

  • Specific MBTI preferences are associated with varying academic outcomes in dental education.
  • Results can aid in proactive student counseling to address potential academic weaknesses.
  • Understanding personality-performance links may enhance support systems for dental students.