치의학전문대학원생의 MBTI 유형과 PBL 학업성취도와의 관계

• 영문명: The relationship between dental graduate students’ MBTI types and academic achievement in problem-based learning
• 발행기관: 한국의학교육학회
• 저자명: 김민진(Min-Jin Kim) 박경표(Kyung-Pyo Park) 서덕규(Deog-Gyu Seo) 임정준(Jung-Joon Ihm)
• 간행물 정보: 『Korean Journal of Medical Education』제26권 제4호, 291~297쪽, 전체 7쪽
• 주제분류: 의약학 > 기타의약학
• 파일형태: PDF
• 발행일자: 2014.12.31

영문 초록

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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키워드

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