Korean J Med Educ.  2014 Dec;26(4):291-297. 10.3946/kjme.2014.26.4.291.

The relationship between dental graduate students' MBTI types and academic achievement in problem-based learning

• Kim MJ
• Park KP
• Seo DG
• Ihm JJ

• KMID: 2306423
• DOI: http://doi.org/10.3946/kjme.2014.26.4.291

Abstract

PURPOSE
The study aimed to determine the personality types of the graduate students in Seoul National University School of Dentistry (SNU SD) and analyze the specific personal types that were linked to their performance in problem-based learning (PBL).
METHODS
A total of 263 graduate students in SNU SD from 2011 to 2013, participated in PBL and completed the Myers-Briggs Type Indicator (MBTI) GS form, which was analyzed statistically to determine whether their MBTI personality types were independent of their PBL performance. In particular, MBTI types were regressed on evaluation subcategories, including tutor evaluation and oral test.
RESULTS
ESTJ (20.9%) and ISTJ (18.6%) were the most common MBTI personality types in dental graduate students. Compared with males, female students performed significantly better on the PBL. Judging was the most notable type in PBL performance, with its J-P index being statistically significant.
CONCLUSION
PBL is implemented, based on the perspective of student-centered education. Accordingly, the types of personality that usually matriculate in dental school should be monitored, and a student-centered approach to dental education should be adopted.

Keyword

Problem-based learning; Personality types; Academic performance; Graduate students; Dental schools

MeSH Terms

Dentistry
Education
Education, Dental
Female
Humans
Male
Personality Inventory
Problem-Based Learning*
Schools, Dental
Seoul