Korean Journal of Medical Education

"Personality"

Original Research

Personality traits and academic attitudes of medical students in the COVID-19 pandemic: a person-centered approach, empirical research, Korea: Jaesang Hwang, Ji Hye Yu, Janghoon Lee, Ikhan Kim, Su Jin Chae, Mijin Lee, Janghee Park; Korean J Med Educ 2024;36(4):379-387.
Published online November 28, 2024; DOI: https://doi.org/10.3946/kjme.2024.311

Abstract
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Purpose
Since the coronavirus disease 2019 (COVID-19) pandemic, the educational environment has moved toward online-based education, which may significantly impact medical students’ educational experiences. However, the same events may be understood differently by different individuals depending on their personalities. Therefore, the changing educational environment during the COVID-19 pandemic may not have been perceived equally by all students. This study aimed to investigate medical students’ personality profiles and the difference between academic burnout and engagement according to their personality profiles.
Methods
During the 2021–2022 academic year, when online-based education was implemented due to the pandemic, a survey was conducted among medical students in Korea (N=325). First, we used latent profile analysis to identify the sub-types of the Big Five personalities. Second, we used analysis of variance and post hoc comparisons to study the difference between academic burnout and engagement among these sub-types.
Results
The Big Five personality traits of medical students in our sample were classified into three profiles. Profiles with relatively high neuroticism, while other personality traits were low, had both the highest academic burnout and academic engagement. Alternatively, the profiles showing relatively low neuroticism, while other personality traits were high, had the lowest academic burnout and the highest academic engagement.
Conclusion
Personality is a stable trait that affects an individual’s behavior and response to the environment. Thus, individuals with specific personalities differ in their reactions to their environment. This may provide an advantage to some medical students’ careers.

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Personality traits and emotional status affecting academic achievements of medical students: testifying mediating effect of learning strategies: Ji-Hyun Seo, Jong Ryeal Hahm, Jung Je Park, Hwa-ok Bae; Korean J Med Educ 2022;34(4):299-308.
Published online November 29, 2022; DOI: https://doi.org/10.3946/kjme.2022.238

Abstract
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Purpose
The purpose of this study is to identify possible causal relationships among personality traits, emotional status, learning strategies, and academic achievements of medical students and to testify mediating effect of learning strategies in these relationships.
Methods
The study subjects are 424 medical students in the academic year of 2020 at the Gyeongsang National University, Jinju, Korea. Using the Multi-dimensional Learning Strategy Test-II, we assessed the students’ academic achievements with personality traits, emotional status, and learning strategies. This study employed Structural Equation Modelling to explore the causal relationships among the latent variables.
Results
In the path model, personality traits directly affected academic achievements (β=0.285, p<0.05) and indirectly affected academic achievements via emotional status (β=0.063, p<0.01) and via learning strategies (β=0.244, p<0.05), respectively. Further, personality traits indirectly affected academic achievements via emotional status first and learning strategies next (β=0.019, p<0.05). Personality traits indirectly affected academic achievements through three multiple paths in the model (β=0.326, p<0.05). Learning strategies partially mediated the relationship between personality traits and academic achievements as well as the relationship between emotional status and academic achievements of medical students.
Conclusion
Study findings proved constructing the causal relationships among personality traits, emotional status, learning strategies, and academic achievements of medical students, thus supporting our hypotheses. Early habits of self-regulated learning are essential for the successful academic achievements of medical students. Therefore, medical students should know how to regulate personality traits and control emotional status, significantly affecting learning strategies.

Citations

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Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis
Binbin Zheng, Ting Sun
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Mona Gamal Mohamed, Taliaa Mohsen Al-Yafeai, Shukri Adam, Md Moyazzem Hossain, Ramya Kundayi Ravi, Fatima Mohamed Jalo, Aamna Eltayeb Osman
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Personality and Learning Behavioral Characteristics as Predictors of Academic Achievement of Medical Students
Jang-Rak Kim, Young-A Ji, Mi-Ji Kim, Jong Ryeal Hahm
Korean Medical Education Review.2024; 26(1): 70. CrossRef

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3 Scopus

Understanding medical students’ empathy based on Enneagram personality types: HyeRin Roh, Kyung Hye Park, Hyo Jeong Ko, Dong Kyu Kim, Han Bin Son, Dong Hyeok Shin, Seung Hyeon Lee, Hee Young Jung, Dong Heo; Korean J Med Educ 2019;31(1):73-82.
Published online March 1, 2019; DOI: https://doi.org/10.3946/kjme.2019.120

Abstract
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Purpose
High self-awareness can promote communication and empathy. The Enneagram is a well-known personality tool to enhance self-awareness. We evaluated differences in empathy among medical students using the Enneagram typology.
Methods
This cross-sectional study included first and second grade students at the Inje University College of Medicine. The Jefferson Scale of Empathy was used to measure empathy and the Korean Enneagram Personality Type Indicator was used for examining personality characteristics. Empathy scores were analyzed according to the Triads, Hornevian group, Harmonic group, and each Enneagram type.
Results
The Instinctive triad, the Withdrawns, and the Positive outlook group were the most common, and the Feeling triad, the Assertives, and the Emotional realness group were the least common. Students in the Feeling triad and the Dutifuls had higher compassionate care (CC) scores as compared to their counterparts. Type 2 and 6 students showed the two highest empathy and CC scores. The empathy score of type 3 students was the lowest. Type 7 had the lowest CC score but the highest perspective taking score.
Conclusion
These differences in empathy according to Enneagram personality types can be applied to medical education to maintain and improve medical students’ empathy.

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Original Article

Specialty choice preference of medical students according to personality traits by Five-Factor Model: Oh Young Kwon, So Youn Park; Korean J Med Educ 2016;28(1):95-102.
Published online January 27, 2016; DOI: https://doi.org/10.3946/kjme.2016.14

Abstract
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Purpose
The purpose of this study was to determine the relationship between personality traits, using the Five-Factor Model, and characteristics and motivational factors affecting specialty choice in Korean medical students.
Methods
A questionnaire survey of Year 4 medical students (n=110) in July 2015 was administered. We evaluated the personality traits of Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness by using the Korean version of Big Five Inventory. Questions about general characteristics, medical specialties most preferred as a career, motivational factors in determining specialty choice were included. Data between five personality traits and general characteristics and motivational factors affecting specialty choice were analyzed using Student t-test, Mann-Whitney test and analysis of variance.
Results
Of the 110 eligible medical students, 105 (95.4% response rate) completed the questionnaire. More Agreeableness students preferred clinical medicine to basic medicine (p=0.010) and more Openness students preferred medical departments to others (p=0.031). Personal interest was the significant motivational factors in more Openness students (p=0.003) and Conscientiousness students (p=0.003).
Conclusion
Medical students with more Agreeableness were more likely to prefer clinical medicine and those with more Openness preferred medical departments. Personal interest was a significant influential factor determining specialty choice in more Openness and Conscientiousness students. These findings may be helpful to medical educators or career counselors in the specialty choice process.

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How to provide tailored career coaching for medical students: Yera Hur, A Ra Cho, Sun Kim; Korean J Med Educ 2015;27(1):45-50.
Published online March 31, 2015; DOI: https://doi.org/10.3946/kjme.2015.27.1.45

Abstract
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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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7 Scopus

The relationship between dental graduate students’ MBTI types and academic achievement in problem-based learning: Min-Jin Kim, Kyung-Pyo Park, Deog-Gyu Seo, Jung-Joon Ihm; Korean J Med Educ 2014;26(4):291-297.
Published online December 1, 2014; DOI: https://doi.org/10.3946/kjme.2014.26.4.291

Abstract
PDF

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.

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Dental students’ Myers‐Briggs Type Indicator personality profile in the past 50 years: Systematic review and meta‐analysis
Chenshuang Li, Niloufar Azami, Hugo Campos, Michael Chan, Anne Doan Van, Pamela Tisot, Susie Goolsby
Journal of Dental Education.2024; 88(12): 1652. CrossRef
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Jyoti Sonkar, Spencer Bense, Mohamed ElSalhy
Journal of Dental Education.2020; 84(12): 1388. CrossRef
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Minsun Kim, Sangho Roh, Jungjoon Ihm
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Seokhun Jang, Sunah Kim, Okhyung Nam, Misun Kim, Sungchul Choi, Hyoseol Lee
THE JOURNAL OF THE KOREAN ACADEMY OF PEDTATRIC DENTISTRY.2017; 44(3): 327. CrossRef
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The characteristics of medical students' personality types and interpersonal needs: Yera Hur, A-Ra Cho, Sun Kim; Korean J Med Educ 2013;25(4):309-316.
Published online December 31, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.4.309

Abstract
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PURPOSE
Medical students' personality types and interpersonal needs must be considered. The purpose of this study was to examine the characteristics of personality types and interpersonal needs.
METHODS
A total of 171 students in Konyang University College of Medicine were examined using the Myers-Briggs Type Indicator (MBTI) and Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B). The data were analyzed by frequency analysis, t-test, and one-sample proportion test.
RESULTS
The proportion of the 4 pairs of MBTI dimensions were Extroversion (E)-Introversion (I) (53.2% vs. 46.8%), Sensing (S)-Intuition (N) (63.2% vs. 36.8%), Thinking (T)-Feeling (F) (59.7% vs. 40.4%), and Judging (J)-Perceiving (P) (56.1% vs. 43.9%). The predominant personality types were ISTJ (16.4%), ESTJ (14.0%), and ESFJ (10.5%). The level of interpersonal needs were medium rage that was inclusion (mean=8.1), control (mean=8.8), affection (mean=8.1), expressed behavior (mean=12.1), wanted behavior (mean=12.9), and overall interpersonal needs (mean=25.0). Of the basic social needs, males and females differed significantly with regard to control needs (p=0.028).
CONCLUSION
Educational programs that take into account personality types and characteristics of interpersonal needs are crucial in providing effective medical education. Our results suggest that the characteristics of personality types and interpersonal needs should be considered in developing an interpersonal relations improvement program for medical students.

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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
How do medical students differ in their interpersonal needs?
Yera Hur, A Ra Cho, Sun Huh, Sun Kim
BMC Medical Education.2017;[Epub] CrossRef
Research trends in studies of medical students’ characteristics: a scoping review
Sung Soo Jung, Kwi Hwa Park, HyeRin Roh, So Jung Yune, Geon Ho Lee, Kyunghee Chun
Korean Journal of Medical Education.2017; 29(3): 137. CrossRef
The relationship between dental graduate students’ MBTI types and academic achievement in problem-based learning
Min-Jin Kim, Kyung-Pyo Park, Deog-Gyu Seo, Jung-Joon Ihm
Korean Journal of Medical Education.2014; 26(4): 291. CrossRef
How can medical students' rapport formation and communication skill be improved?
Sun Huh
Korean Journal of Medical Education.2013; 25(4): 261. CrossRef

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Predictors and Longitudinal Changes of Depression and Anxiety among Medical College Students: Hyun-Ji Lee, Eun-Young Jang, Yong-Chon Park, Daeho Kim; Korean J Med Educ 2013;25(2):101-111.
Published online June 30, 2013; DOI: https://doi.org/10.3946/kjme.2013.25.2.101

Abstract
PDF

PURPOSE
This longitudinal study was designed to examine the change in depression and anxiety and their predictors over 1 year among premedical and medical students. We compared depression and anxiety from 2 waves and determined the predictive power of personality, narcissism, social comparison, and social reward value on them.
METHODS
Two hundred twenty-six students at a medical school in Seoul were divided into 4 groups according to academic year and completed a questionnaire at the end of 2010 and 2011. The questionnaire included the Zung Depression Scale; Zung Anxiety Scale; scales for social comparison, narcissism, and social reward value; and Neuroticism-Extraversion-Openness Personality Inventory.
RESULTS
Among first- and second-year medical students, depression and anxiety increased significantly over the previous year. However, irrespective of academic year, depression increased significantly after 1 year. Also, social reward value had a moderating effect. Specifically, among students with low social reward value who entered their first year of medical school, the negative impact of the tendency toward depression and anxiety was amplified compared with older students.
CONCLUSION
Because the predictors of mental health differ between groups, each group must receive specific, appropriate education. Also, because social reward value is important moderating factor of mental health, education and intervention programs that focus on social reward value are needed.

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Transfer Students' Personality Types and Their Academic Performance in a Graduate-Entry Dental School: Jung Joon Ihm, Bo Young Park, Gene Lee, Bo Hyoung Jin; Korean J Med Educ 2012;24(3):241-246.
Published online September 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.3.241

Abstract
PDF

PURPOSE
The study was designed to identify how different types of transfer student personality would be constituted in Seoul National University School of Dentistry (SNU SD) and delve into what personal types were often observed more competent in academic performance.
METHODS
Among 40 students who transferred to SNU SD in 2004, 15 students voluntarily participated in completing the Myers-Briggs type indicator (MBTI; GS form); then, it was tested whether or not their MBTI types would be dependent upon their final grades. In addition, another 32 out of the 50 students who were enrolled through a traditional pre-den system served as a control group.
RESULTS
It was mainly found that ISTJ type was the most typical one for those transfer dental students as well as for other native dental students who excelled in their academic performance. The noticeable majority of transfer students were Introverted (67%), Sensing (80%), Thinking (86%), and Judging (80%), with S-J pattern being statistically significant.
CONCLUSION
SNU SD has been in a rebuilding process in terms of student/outcome centered dental education to have it up to the global standards. For this reason, it is ultimately a crucial part of that process to understand what personality types of the dental students with different backgrounds in major are observed and thus recognize how to support their learning according to different patterns of individual personality.

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Chenshuang Li, Niloufar Azami, Hugo Campos, Michael Chan, Anne Doan Van, Pamela Tisot, Susie Goolsby
Journal of Dental Education.2024; 88(12): 1652. CrossRef
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Yuh Hasegawa, Kazunori Ninomiya, Kazuyuki Fujii, Tsuneo Sekimoto
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Jung‐Joon Ihm, Gene Lee, Kack‐Kyun Kim, Ki‐Taeg Jang, Bo‐Hyoung Jin
Journal of Dental Education.2013; 77(12): 1616. CrossRef

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Medical Students' Failure Experiences and Their Related Factors: Eui Ryoung Han, Eun Kyung Chung, Sun A Oh, Kee Oh Chay, Young Jong Woo; Korean J Med Educ 2012;24(3):233-240.
Published online September 30, 2012; DOI: https://doi.org/10.3946/kjme.2012.24.3.233

Abstract
PDF

PURPOSE
A considerable number of medical students drop out due to low academic achievement, and these students have a high probability of repeated failure experiences. This study investigated the personal and academic problems of these students to help develop student support systems.
METHODS
First-year (n=146) and second-year (n=119) medical students were asked to complete questionnaires. The questionnaires consisted of personality traits and the students' management of/satisfaction with school life.
RESULTS
Students who had already dropped out accounted for 17.4% of the study subjects. The most common reason for dropping out was low academic achievement, and the most difficult part of taking a leave of absence from school was psychological anxiety. The group who dropped out had significantly lower levels of emotional stability, sociability, responsibility, dominance, masculinity, and superiority and more vulnerable mental states compared with those who did not drop out. They also expressed less motivation with regard to medical science and less satisfaction with school life than did the group that did not drop out. Those who dropped out tended not to prepare for exams, and they managed their time ineffectively. They also tried to resolve their difficulties alone and rarely sought help from teachers.
CONCLUSION
More intimate student-teacher relationships should be established, and teachers should be encouraged to meet and interact with their students on a regular basis. Additionally, personality inventories should be used to assist in efforts to understand students, especially to identify hidden social and emotional problems.

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Analysis of Medical Students' Enneagram Personality Types, Stress, and Developmental Level: Yera Hur, Keum-ho Lee; Korean J Med Educ 2011;23(3):175-184.
Published online September 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.3.175

Abstract
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PURPOSE
The purpose of this research was to examine the medical students' personality with stress and developmental level. The study explored three overarching topics: How are medical students' personality types reflected in an enneagram? Are there any differences between subtypes of stress points? How are the students' developmental levels by gender, academic level, and enneatypes? METHODS: The subjects were 414 medical students in three Korean medical schools. Enneagram Personality Types Inventory (Korean version) was used. These enneatypes were divided into four subtypes: centers of intelligence, hornevian triads, self-consciousness, and harmonic group. Enneatypes and stress points were analyzed statistically by frequency and percentage of enneatypes, chi-square test, and ANOVA.
RESULTS
Distribution of enneatypes; type 9 was the most frequent class (n=136, 32.9%). Types 1, 3, 4, and 9 had more disintegrated students than other types (chi2=59.2, p=0.000). Subtype analysis; in body-centered type more students were disintegrated than integrated or mediocre (chi2=25.8, p=0.000). In behavior patterns, aggressive and passive types showed more disintegration (chi2=25.2, p=0.000), and in self-consciousness groups only inner order types showed integration (chi2=19.3, p=0.001). In harmonic group, positive outlook types contained the most disintegrated students (chi2=20.5, p=0.000). Majority of medical students were in disintegrated developmental status.
CONCLUSION
A program should be developed for students to know their ego-identity plainly and overcome their disintegration, based on their enneatypes. Such a program will help students improve their ways of thinking or their behavior and become more secure.

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The Effect of Personal Character on the Results of Clinical Performance Skill Tests: Sung Joon Shin, Kyung Soo Kim, Dong Seok Lee; Korean J Med Educ 2011;23(2):111-117.
Published online June 30, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.2.111

Abstract
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PURPOSE
Even though many studies have indicated that the personality of medical students affects learning style and academic achievement, the effect of personality types on the performance skill tests has not been well known in the medical field due to the rarity of published papers. Thus, the aim of this study was to reveal the effect of personal traits on clinical skill performance tests.
METHODS
Fifty-seven fourth-grade medical students were enrolled in this study. They had all completed clinical performance tests. To assess personality types, we used the Korean version of the Myers-Briggs Type Indicator (MBTI).
RESULTS
Fifty-five of 57 senior medical students responded completely to the MBTI questionnaire. The proportion of four paired MBTI dimensions was Introversion (I)-Extroversion (E) (67.3% vs. 32.7%), Sensing (S)-Intuition (I) (76.4% vs. 23.6%), Thinking (T)-Feeling (F) (61.8% vs. 38.2%), and Judging (J)-Perception (P) (56.4% vs. 43.6%). The dominant personality types were ISTJ (23.6%), ESTJ (14.5%), and ISTP (10.9%). The first
objective
structured clinical examination (OSCE) test showed higher scores in Extraversion, Judging, and Sensing-Judging types compared to the counterparts (p<0.05), but this effect was not observed in the second OSCE test. On the clinical performance examination, Extraversion, Sensing, and Judging types had a higher score, as measured by standardized patients.
CONCLUSION
Specific personal traits affect the test scores of the clinical performance skill examinations. So, personality measurement might be a useful tool for understanding a student who has difficulty in performance tests. We hope this study will give valuable information to examiners when they instruct and counsel students about clinical performance tests.

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Personality Types of Medical Students in Terms of Their Choice of Medical Specialty: Cross-Sectional Study
Małgorzata Tobiaszewska, Tytus Koweszko, Jonasz Jurek, Karolina Mikołap, Jacek Gierus, Jantoni Mikulski, Napoleon Waszkiewicz
Interactive Journal of Medical Research.2024; 13: e60223. CrossRef
Impact of video feedback system on medical students’ perception of their clinical performance assessment
Bee Sung Kam, So Jung Yune, Sang Yeoup Lee, Sun Ju Im, Sun Yong Baek
BMC Medical Education.2019;[Epub] CrossRef
Examining the association of career stage and medical specialty with personality preferences – a cross-sectional survey of junior doctors and attending physicians from various specialties
Yu-Che Chang, Hsu-Min Tseng, Xaviera Xiao, Roy Y. L. Ngerng, Chiao-Lin Wu, Chung-Hsien Chaou
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Surgeons’ personalities and surgical outcomes
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Effects of micro- and subtle-expression reading skill training in medical students: A randomized trial
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Effectiveness of Simulation Problem-Based Learning for Community Visit Nursing according to Myers Briggs Type Indicator(MBTI) Personality Types
Hyun Jung Jang, Jeong Sook Park
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Min Young Chun, Sang Ho Yoo, Hoon-Ki Park
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The Effect of Counseling for Interpersonal Relationship Using Myers-Briggs Type Indicator: Seon Suk Jang, Bong Jo Kim, Young Tae Ju, Hyang Ok Woo, Jae Hee Han, Gyeong Jae Cho, Soon Chan Hong; Korean J Med Educ 2011;23(1):15-26.
Published online March 31, 2011; DOI: https://doi.org/10.3946/kjme.2011.23.1.15

Abstract
PDF

PURPOSE
There are large differences between medical school curricula and those of other disciplines and graduate schools. Counseling program is designed to help participants understand their innate tendencies and have indirect experiences with the 16 Myers-Briggs Type Indicator (MBTI) types, which can lead to better interpersonal relationships.
METHODS
The experimental and control groups, which were sampled randomly, comprised 34 students each. Each group was consisted of 17 females and 17 males. We implemented a counseling program (understanding oneself, understanding others) only to the experimental group, not the control group. The effects of the program were analyzed by t-test and analysis of covariance (ANCOVA). The data were analyzed using SPSS 17.0 Window.
RESULTS
For the Human relationship scale as a whole, the experimental group showed an increase from 3.641 to 3.846 (p=0.001). With regard to the subcategories, satisfaction increased from 3.705 to 4.022 (p=0.000), trust increased from 3.480 to 3.715 (p=0.015), intimacy increased from 3.833 to 4.019 (p=0.007), and openness increased from 3.435 to 3.700 (p=0.006).
CONCLUSION
This program improved interpersonal relationships by helping new students understand each other, build a rapport, and understand their personalities well with open minded attitudes. Their relationships gradually became more intimate than awkward through this program.

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Can Medical Students Study Happily?
Sun Huh
Korean Journal of Medical Education.2011; 23(1): 1. CrossRef

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The Relationship between the Level of I-conscousness We-consciousness and Interpersonal Problems of Korean Medical Students: Eunbae B. Yang, Wootack Jeon, Sook-hee Ryue; Korean J Med Educ 2010;22(2):141-148.
Published online June 30, 2010; DOI: https://doi.org/10.3946/kjme.2010.22.2.141

Abstract
PDF

PURPOSE
In Korea, students should have the consciousness of 'I' and 'we' to adapt well in society. Medical students in Korea must develop interpersonal and intrapersonal characteristics that are in accordance with Korean culture. This study intends to determine the relationship between the level of I-consciousness/we-consciousness and interpersonal problems in medical students.
METHODS
The I-consciousness/we-consciousness Inventory and the Inventory of Interpersonal Problems were used for 212 first year medical students and 191 second year medical students at Yonsei University College of Medicine in 2008.
RESULTS
The levels of I-consciousness/we-consciousness and interpersonal problems in medical students were higher than those of other general college students. There was a significant inverse correlation between the level of I-consciousness/we-consciousness and interpersonal problems for 118 of 130 factors. The higher the level of I-consciousness/we-consciousness in medical students is, the fewer interpersonal problems there are.
CONCLUSION
Educational programs that take into account the consciousness of 'I' and 'we' are useful for the development of medical students' personalities.

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The characteristics of medical students' personality types and interpersonal needs
Yera Hur, A-Ra Cho, Sun Kim
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Seon Suk Jang, Bong Jo Kim, Young Tae Ju, Hyang Ok Woo, Jae Hee Han, Gyeong Jae Cho, Soon Chan Hong
Korean Journal of Medical Education.2011; 23(1): 15. CrossRef

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Comparison of Patient-centeredness Changes between Medical School Graduates and Medical Students after Psychiatric Clerkship: Bong Sik Hong, Tae Ho Kim, Jeong Seok Seo, Tong Wook Kim, Seok Woo Moon; Korean J Med Educ 2009;21(2):133-142.
Published online June 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.2.133

Abstract
PDF

PURPOSE
The aim of this study was to compare patient-centeredness changes between medical school graduates and medical students after a psychiatric clinical clerkship.
METHODS
We focused on 40 medical school graduates. We received permission to use data from a 2006 study on patient-centeredness of 94 medical students. The following was repeated before and after clerkship: Minnesota Multiphasic Personality Inventory (MMPI), Meyers-Briggs type indicator (MBTI), Patient-practitioner Orientation Scale (PPOS) and Authoritarian Personality (AP) scale.
RESULTS
In the 2006 study on patient-centeredness of medical students, the AP scores were significantly lower than before clerkship and the PPOS scores were significantly higher than before clerkship. AP score changes were related to MBTI, correlated with MMPI subscales, but inversely correlated with PPOS changes. In this study, the change in PPOS scores was not significant after clerkship in case of medical school graduates. AP score changes inversely correlated with PPOS changes, but neither correlated with MMPI subscales or MBTI.
CONCLUSION
Considering previous findings, medical school graduates tend to be more patient-centered than medical students, but medical students can adopt a more patient-centered attitude than graduates through a psychiatric clinical clerkship.

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Ji Hye Lee, Gun Il Kim, Kwi Hwa Park, So-Joung Yune
Korean Journal of Medical Education.1970; 21(4): 393. CrossRef

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Comparison of Learning Styles between Medical College Students and Professional Graduate Medical School Students: Eun-Kyung Chung, Sun-A Oh, Tai-Young Yoon, Sang-Jin Lee, Young Jong Woo, Jung Ae Rhee, Yung Hong Baik; Korean J Med Educ 2009;21(2):125-131.
Published online June 30, 2009; DOI: https://doi.org/10.3946/kjme.2009.21.2.125

Abstract
PDF

PURPOSE
The Professional Graduate Medical School (PGMS) was established in 2003 in South Korea to train doctors that had better humanities and various educational backgrounds. By comparing the learning styles between students of the Medical College (MC) and PGMS, we investigated the characteristics of these students.
METHODS
The Kolb Learning Style Inventory (LSI) is used to determine learning preferences. It is composed of 12 statements on concrete experience, reflective observation, abstract conceptualization, and active experimentation. Six hundred nine students from all years of the 2 medical schools completed the Kolb LSI between June 1st and June 30th, 2008 (response rate: 91.4%).
RESULTS
MC students preferred Kolb's 'assimilator (56.3%)' and 'diverger (25.6%)', and PGMS students preferred Kolb's 'assimilator (61.2%)' and 'converger (19.3%)'. PGMS students showed a higher preference for abstract conceptualization compared with MC students (adjusted Odds Ratio=2.191; 95% Confidence Interval=1.115~4.306).
CONCLUSION
This study showed that the learning styles of PGMS and MC students differed. We can use this result not only in developing curricula and teaching strategies, but also in providing support to students.

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Do Personal Characteristics Related to Breaking Bad News Influence Students' Communication Skills?: Sun Ju Im, So Jung Yune, Sang Yeoup Lee, Hae Jin Jeong, Shin Young Kang, Bee Sung Kam, Hyung Gon Yoon, Hyun Ju Choi, Sun Hee Lee, Hae Gue Kim; Korean J Med Educ 2008;20(3):231-240.
Published online September 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.3.231

Abstract
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PURPOSE
Delivering bad news is a task that occurs in most medical practices, rendering communication skills essential to competent patient care. The purpose of this study was to identify factors that are associated with scores on an assessment of medical students' communication skills in delivering bad news to help develop more effective curricula to enhance these essential skills. METHODS: One hundred fifty-four fourth-year medical students at Pusan National University were included. Skills for delivering bad news were assessed using the SPIKES protocol in the CPX. The students were categorized into three main groups according to total scores: 'Exceeds expectations (E)', 'Meets expectations (M)', and 'Needs development (N)'. Personal experiences with misfortune and attitudes toward breaking bad news were surveyed, and school records were collected. The differences between the E and N groups were analyzed based on performance test and survey. RESULTS: Compared with students in the N group, E group students acquired significantlyhigher scores on the items of Perception, Invitation, a division of Knowledge, Empathy and Strategy, and Summary but not on Setting and a part of Knowledge. E group students had better records in classes and clerkships. There were no differences in personal experiences and attitudes toward breaking bad news between the groups.
CONCLUSION
Personal experience with delivering bad news does not guarantee better communication, and attitudes toward this task do not influence student performance. We expect that deliberate educational programs will have a positive impact on improving communication skills for delivering bad news.

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The Relationship Between Personality Types, Communication Skills and Learning Attitudes in Premedical Students: Young Hee Lee, Young-Mee Lee, Byung Soo Kim; Korean J Med Educ 2008;20(3):177-187.
Published online September 30, 2008; DOI: https://doi.org/10.3946/kjme.2008.20.3.177

Abstract
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PURPOSE
The purpose of this study was to explore the relationship between the personality types of premedical students and their self-assessed communication skills and attitudes toward a communication skills course.
METHODS
The participants were 59 second-year premedical students from Korea University College of Medicine. The Myers-Briggs type indicator (MBTI), which was validated in Korea, was used for evaluating personality types. Self-reported competency in communication and attitudes toward a communication skills course were measured by questionnaire.
RESULTS
Sensing (S) and thinking (T) personality types were predominant in this study group (76%). The relationship between the personality indicator 'Extraversion (E)-Introversion (I)' and the selfreported communication skills was statistically significant for four items of communication skills. Also, the personality indicator 'Thinking (T)-Feeling (F)' significantly correlated with one item: ask if the person has any further suggestions. Personality 'I' students showed more concern with regard to their communication skills than 'E' types. 'Sensing (S)'-type students had a more positive attitude toward the communication skills course than "iNtuition (N)" types.
CONCLUSION
Students' self-assessed competence in communication and attitudes toward the communication skills course varied between personality types. These results suggest that the personality types of students should be considered in developing a communication skills course.

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Analysis of Medical Students' Enneagram Personality Types, Stress, and Developmental Level
Yera Hur, Keum-ho Lee
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The Relationship between the Level of I-conscousness We-consciousness and Interpersonal Problems of Korean Medical Students
Eunbae B. Yang, Wootack Jeon, Sook-hee Ryue
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Exploring the Characteristics of Interpersonal Problems Based on Medical Students' Personality Types: Eun Kyung Kim, Eun Bae Yang, Se Jin Kim; Korean J Med Educ 2007;19(2):143-151.
Published online June 30, 2007; DOI: https://doi.org/10.3946/kjme.2007.19.2.143

Abstract
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PURPOSE
Medical students are exposed to various interpersonal relationships with patients, faculty and colleagues. Therefore, a clear understanding of their personality types and interpersonal problems is vital in creating an appropriate educational program for medical students. This study intends to explore the characteristics of interpersonal problems based on medical students' personality types.
METHODS
The Myers-Briggs type inventory(MBTI) and Korean Inventory of Interpersonal Problems were used to assess the first-year medical students at Yonsei University College of Medicine, 2006.
RESULTS
The personality types focusing on the interpersonal domain showed that the medical students could be categorized into four types: analytical type(47.2%), driving type(30.3%), amiable type(12.4%), and expressive type(10.1%). The characteristics of interpersonal problems data were within normal range. The relationship between the personality indicator and the characteristics of interpersonal problems is statistically significant in extraversion-introversion.
CONCLUSION
Our results demonstrate that the personality factors of medical students are correlated to the interpersonal problems they face. Thus, educational programs that take into account personality types and characteristics of interpersonal problems are crucial in providing high-quality medical education.

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The Relationship Between Personality Types, Communication Skills and Learning Attitudes in Premedical Students
Young Hee Lee, Young-Mee Lee, Byung Soo Kim
Korean Journal of Medical Education.2008; 20(3): 177. CrossRef

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The Relation of Self-Efficacy with Environmental Factors, Personality and Academic Achievement in Medical Students: Young-Mee Lee, Byung-Joo Ham, Kyung-A Lee, Duck-Sun Ahn, Meyoung-Kon Kim; Korean J Med Educ 2006;18(3):249-257.
Published online December 31, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.3.249

Abstract
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PURPOSE
The purpose of this study was to explore the relation of self-efficacy with environmental factors, personality, and academic achievement in medical students.
METHODS
Study subjects consisted of 141 first-year medical students at Korea University Medical School during one academic year (2003~2004). All participants completed a 24-item questionnaire on self-efficacy beliefs, a 16-item questionnaire asking demographic and socioeconomic data, and the Temperament and Character Inventory (TCI). Spearman'sorrelation of selfefficacy with other variables was generated. The differences of self-efficacy scores according to the level of satisfaction with school life, total family income per month and the reasons for entering medical college were analyzed by ANOVA.
RESULTS
Age and overall satisfaction with school correlated with self-confidence and total family income per month was related to self-regulation. Students who entered medical college due to the socioeconomic stability of medicine showed significantly lower preference for task difficulty than those who had other reasons for entering medical college. The GPAs of premedical studies correlated with self-regulation and the GPAs of Med 1 and the cumulative GPAs of premedical and Med I were related to the preference for task difficulty.
CONCLUSION
This result supports that self-efficacy beliefs were related with some environmental factors, personality and academic achievements in medical students.

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Ji-Hyun Seo, Jong Ryeal Hahm, Jung Je Park, Hwa-ok Bae
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Patient-Centeredness Associated with Personality Traits of Medical Students: Seok Woo Moon, Beom Woo Nam, Jeong Seok Seo, Eun Jeong Ryu, Hyuk Jung Kweon, In Ki Sohn, Woong Hahm; Korean J Med Educ 2006;18(1):77-85.
Published online April 30, 2006; DOI: https://doi.org/10.3946/kjme.2006.18.1.77

Abstract
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PURPOSE
The patient-centered attitude is an effort to understand patients themselves as well as their disease. The doctor-oriented approach has been shifting to one where patients and participate in the deciding of medical service. We performed this study to investigate the patient-centeredness and influencing variables associated with personality traits.
METHODS
We recruited 94 medical students before their psychiatric clinical clerkship, and all subjects were assessed by a structured questionnaire including socio-demographic data, Minnesota Multiphasic Personality Inventory(MMPI), Meyers-Briggs type indicator(MBTI), the patient-practitioner Orientation Scale(PPOS), and the Authoritarian Personality scale(AP), The AP and PPOS questionnaires were repeated after the psychiatric clinical clerkship.
RESULTS
After the psychiatric clinical clerkship, the AP scores were significantly lower than before, and the PPOS significantly higher than before. The change in the AP scores were related to MBTI, correlated with MMPI subscales, however, inversely correlated with the changes in PPOS after the clinical clerkship.
CONCLUSION
The authoritarian personality trait was related to, not only the personality trait including MBTI and MMPI subscales, but also to patient-centeredness in medical students.

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A Proposal on Educational Method of Studying by Comparing Medical Students' Personality Types and Class Achievement: Sun Kim, Joo-Hyun Kim, Yera Hur; Korean J Med Educ 2005;17(2):107-120.
Published online August 31, 2005; DOI: https://doi.org/10.3946/kjme.2005.17.2.107

Abstract
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PURPOSE
This study set its goals on determining 1) medical students' personality types, 2) the correlation between medical students' personality types and their satisfaction in medical school, 3) the correlation between medical students' personality types and class achievements, 4) the correlation between medical students' satisfaction in medical school and class achievements and 5) a proposition for using the results to benefit medical education. Methods: The study used the Korean version of Myers-Briggs Type Indicator (MBTI) GS form. This inventory was admisistered to the medical students during their orientation at the beginning of the first year of medical school. A total of 245 first year students in the years 2002 and 2003 completed the inventory. The study used the windows version of SPSS 11.0 statistics program. RESULTS: The noticeable majority of medical students were introverted (68.2%) -Sensing (68.6%) - Thinking (71.4%) -Judgers (60.0%). Comparing personality types with satisfaction in medical school and satisfaction in medical school with class achievements showed no significant correlation. There was, however, a significant difference seen in comparing personality types with students' achievements. Judging-type students showed higher class achievements (3.2) than perceptive-type (2.7), and SJ types showed higher class achievements (3.3) than SP types (2.6). CONCLUSION: The results of this study were consistent with previous studies done using Korean college students as subjects. And as the ISTJ type is appropriate for jobs related to medical care, the majority of medical students seem to have found their adequate career path. Implications for teaching and learning strategies, and for using the results of MBTI in medical students' career planning are discussed.

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The Status of Violence among the Doctors and Its Relationship to Authoritarianism, Aggression and Personality Characteristics: Ki-Young Lim, Sun-Mi Cho, Ho-Jeong Song; Korean J Med Educ 2004;16(3):299-308.
Published online December 31, 2004; DOI: https://doi.org/10.3946/kjme.2004.16.3.299

Abstract
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PURPOSE
The purpose of this study was to inquire about the present status of violence among doctors. It also examined the relationship between the violent act and authoritarianism, aggression and the offenders personality characteristics. METHODS: 93 doctors (22 professors, 33 residents, and 33 medical students) participated through survey questionnaires and standardized scales including Eysenck Type A Questionnaire, Barratt Impulsivity Scale, Korean Version Authoritarianism Scale, and Aggression Questionnaire. RESULTS: 51.6% of the subjects experienced abusive words from other doctors and 11.8% experienced physical violence. 18.3% of the subjects inflicted abusive words on other physicians. Most of the offenders were superiors of the victims. Offenders experienced abusive words from other doctors significantly more than non-offenders. Among the respondents, residents showed a higher score in the Aggression Questionnaire. There was no difference between the offenders and the victims on authoritarianism, aggression and personality scales.
CONCLUSION
Verbal and physical violence among doctors is common. Almost all offenders were superiors of the victims and there was no official system set up to prevent or manage violence among doctors. A campaign to rid of violence in the medical field is strongly needed.

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Student Characteristics That Influence Medical Career Decisions: Ki Young Lim, Sun Mi Cho; Korean J Med Educ 2002;14(2):269-286.; DOI: https://doi.org/10.3946/kjme.2002.14.2.269

Abstract
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PURPOSE
This study was performed to identify medical career decisions choosing a medical specialty.
METHODS
Medical career decisions were influenced by a number of factors which may be grouped into three categories: (1) personal, (2) demographic, and (3) environmental. In pre-medical stage, choice of a medical school was mainly decided by interests and aptitude(34.2%). Social class and economic condition that can be obtained after the graduation was second important determining factor(27.6%). In choosing medical specialty, aptitude was predominant determinant(84.5%) and the influence of other factors were weak. Personal value system and perception of self-capacity had no significant influence. Myers-Briggs Type Indicator (MBTI) was used to measure four dimensions of personality.
RESULTS
As a result authors, could find the relationship between the specialty preferences of medical students and interns and their psychological type. The best match was possible for those who favored psychiatry and surgery. Prospective psychiatrists' perception were tempered by intuition which means highly theoretical and reflective orientation. They were also introverted and sensitive. Prospective surgeons were more assertive than students with other specialty choice.

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A Study On The Relationship Between Personality, Study Satisfaction And Academic Achievement of Medical Students: Sun Kim; Korean J Med Educ 1999;11(2):271-284.; DOI: https://doi.org/10.3946/kjme.1999.11.2.271

Abstract
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The purpose of this study was to explore the relationship between personality type and study satisfaction and academic achievement of medical students. The personality of the students was examined based on MBTI personality theory. According to MBTI theory, personality type consists of 4 dimensions, and each dimension has two contrasting preferences. These preferences are as follows: extraversion(E)-intraversion(I), sensing(S)-intuition(N), thinking(T)-feeling(F), and judging(J)-perceiving(P). For this study, 269 students were sampled from the first to forth year of medical school. MBTI test was administered to the students and information about their study satisfaction was collected. The results of this study were as followss: First, the result of MBTI test showed that most medical students are personality type ISTJ(22.4 %), followed by ESTJ (11.6%), ISTP (10.4%). Second, the relationship between study satisfaction and personalty indicator "E-I" and "J-P" was statistically significant. Also, the relationship between adaptation as a subscale of satisfaction and personality indicator "E-I" and "J-P" was statistically significant. The relationship between attitude and personality was except for the indicator "S-N", statistically significant. Finally the relationship between satisfaction and personality indicator "E-I", "S-N", J-P" was statistically significant. Third, the result of t-test showed that academic achievement was significantly associated with student's personality in the dimensions Thinking(T) and Feeling(F). Students with personal type Thinking(T) had higher academic achievement than students with personal type Feeling(F). These results imply that a diagnosis of personality can be used to develop programs for medical students which can help them to be satisfied with academic environment and therefore to enhance their academic achievement. As well, these results can be used to analyse the appropriate aptitude for medicine which is very important in the selection of medical students.

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Eun Kyung Kim, Eun Bae Yang, Se Jin Kim
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