Purpose Deciding on a future career path or choosing a career specialty is an important academic decision for medical students. The purpose of this study is to develop a career coaching model for medical students.
Methods This research was carried out in three steps. The first step was systematic review of previous studies. The second step was a need assessment of medical students. The third step was a career coaching model using the results acquired from the researched literature and the survey.
Results The career coaching stages were defined as three big phases: The career coaching stages were defined as the “crystallization” period (Pre-medical year 1 and 2), “specification” period (medical year 1 and 2), and “implementation” period (medical year 3 and 4).
Conclusion The career coaching model for medical students can be used in programming career coaching contents and also in identifying the outcomes of career coaching programs at an institutional level.
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Purpose This study was performed to develop a counseling strategy, based on the profiles of medical students’ Strong Interest Inventory (STRONG) and Myer-Briggs Type Indicator (MBTI) results, focusing on the three following questions: Into what distinct levels are students categorized by STRONG and MBTI? and What is the dispersion of the integrated profiles?
Methods Freshmen students from Konyang University College of Medicine who matriculated between March 2011 and 2013 were administered the MBTI personality type test and the STRONG interest inventory assessment. The integrated profiles were categorized per Kim et al. (2006), and frequency analysis was performed with the collected data, using SPSS version 21.0.
Results Regarding MBTI types, 16.9% of students were categorized as ESTJ, and 12.9% was ISTJ. Further, 62.4% of students were Investigative (I) according to STRONG. The integrated profiles were divided into four types, according to their unclear/clear preference in the STRONG and MBTI results. Most students had ‘clear preference and clear interest’ (n=144, 80.9%), six students (3.4%) had ‘clear interest but unclear preference,’ and 28 students (15.7%) showed ‘unclear interest but clear preference.’
Conclusion Using the combined results of the STRONG interest inventory assessment and MBTI tools, we can purvey more tailored information to students.
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The personality factor in premium IOLs selection: quantifying Myers-Briggs personality types influence among cataract surgeons Yinuo Wen, Yan Liu, Linghao Song, Xinyue Wang, Ruohong Li, Yue Yu, Shenjie Peng, Zexu Chen, Tianhui Chen, Yongxiang Jiang Frontiers in Medicine.2025;[Epub] CrossRef
Career Guidance to Help Medical School Students Choose a Specialty after Graduation Sun Woo Lee Korean Medical Education Review.2024; 26(1): 5. CrossRef
The Myers-Briggs type indicator association with United States medical student performance, demographics, and career values Henry Krasner, Leah Yim, Edward Simanton BMC Medical Education.2024;[Epub] CrossRef
Introducing career skills for dental students as an undergraduate course at the University of Szeged, Hungary Réka Magdolna Szabó, Joan Mary Davis, Márk Antal BMC Medical Education.2020;[Epub] CrossRef
Use of Personality Frameworks in Health Science Education Lindsey Childs-Kean, Mary Edwards, Mary Douglass Smith American Journal of Pharmaceutical Education.2020; 84(8): ajpe7231. CrossRef
Development of a systematic career coaching program for medical students Yera Hur, A Ra Cho, Mihye Kwon Korean Journal of Medical Education.2018; 30(1): 41. CrossRef
Development of a career coaching model for medical students Yera Hur Korean Journal of Medical Education.2016; 28(1): 127. CrossRef
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