Purpose Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools’ distinct educational environments and curricula, research investigating students’ learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities.
Methods Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year.
Results Medical students passively expressed their thoughts and feelings, such as active sympathy for the team’s opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital.
Conclusion The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.
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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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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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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
PURPOSE Medical students' communication and interpersonal skills can be evaluated by standardized patients in a clinical performance examination (CPX). The purpose of this study is to investigate which communication and interpersonal skills are more closely correlated between medical students and residents.
METHODS This study included 2nd-year residents in 2009 who took the eight-station CPX as 4th-year medical students in 2006. In-patients who were cared for by the residents were asked the seven items related to interpersonal and communication skills. The correlation between the scores of these seven items in the 2006 CPX and the scores in the 2009 patient survey was evaluated.
RESULTS Twenty-six residents, 11 in medical wards and 15 in surgical wards, participated in the study. The medical students' total scores tended to be correlated with the residents' scores (r=0.381, p=0.055). There was significant correlation between the scores for students and residents for 'Explaining more explicably' (r=0.470, p=0.015), and marginally significant correlation (r=0.385, p=0.052) for 'Listening attentively.' There was no significant correlation for the other five items.
CONCLUSION 'Explaining more explicably' and 'Listening attentively', these skills were more closely correlated between medical students and residents. These basic communication skills should be included in graduate or licensing evaluations.
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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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
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The characteristics of medical students' personality types and interpersonal needs Yera Hur, A-Ra Cho, Sun Kim Korean Journal of Medical Education.2013; 25(4): 309. CrossRef
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 Journal of Medical Education.2011; 23(1): 15. CrossRef
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