Myers-Briggs Type Indicator in Medical Education: A Narrative Review and Analysis

Ramachandran, Vignesh; Loya, Asad; Shah, Komal; Goyal, Shreya Prasad; Hansoti, Esha; Caruso, Andrew

doi:10.1016/j.hpe.2019.03.002

Cited by 7 publications

(6 citation statements)

References 88 publications

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“…Consider psychometric tools such as the EQ-i (McLeod and Sonnenberg, 2017), character-based training from the Ivey Business School (Sultan et al , 2019) or Myers Briggs Type Indicator (Ramachandran et al , 2020) to kick start this endeavor. Reflection can be facilitated through faculty mentor and/or peer feedback, using observation with coaching feedback.…”

Section: The Results: Making Leadership Development Letter-perfectmentioning

confidence: 99%

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Sonnenberg

Maniate

et al. 2021

LHS

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Purpose Leadership decisions occur frequently throughout the day, yet as clinicians, who balance multiple roles and responsibilities, the authors seldom label them explicitly. This translates to missed opportunities to foster the requisite skill sets junior trainees to require in their current and future contexts. While there is clear evidence for a purposeful leadership curriculum, developing, implementing and assessing these competencies remains challenging. The purpose of this paper is to provide educators with a curricular approach to incorporate leadership opportunities in their own teaching and supervisory practices. Design/methodology/approach A dyadic “teaching and assessment” strategy may overcome leadership curricular challenges. The authors propose a new framework that breaks down leadership opportunities into their requisite learning settings. Like fine wine and cheese, these learning experiences are paired with assessment strategies to provide further formative and summative feedback, all in the context of educational theories and frameworks. Findings In this paper, the authors recommend six unique learning environments for educators to consider, captured in the abbreviation ABC’S3 for administrative, bedside, classroom, simulation, self-awareness and summarization, all of which lend themselves to leadership development opportunities for resident physicians. The authors provide tested examples and pair these teaching options with a variety of assessment strategies to choose from. Practical implications Three practical implications are put forth in this paper, namely, leadership competencies are needed for everyone, not just for those with leadership titles or positions; multiple learning settings (and all aspects of work) can be harnessed to provide diverse leadership opportunities; and advancement beyond Miller’s knows is needed to create opportunities to hone practical leadership competencies in the shows how and does levels. Originality/value This paper uniquely pairs learning opportunities with assessment strategies across diverse practical settings and environments. These techniques and opportunities will serve to stimulate ideas and kick-start dialogue about incorporating a practical leadership curriculum within clinical training programs.

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Section: The Results: Making Leadership Development Letter-perfectmentioning

confidence: 99%

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Sonnenberg

Maniate

et al. 2021

LHS

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“…Personality type has been categorized by Myers and Briggs [11]. The Myers-Briggs Type Indicator (MBTI) is a test that measures one's behavioral and personality tendencies to explain one's perception, interaction, and decisions in the world, particularly related to introversion and extroversion [12]. Specifically categorizing individuals as introverts if they prefer to place greater attention on and receive energy from spending time in the inner world of images and ideas versus extroverts in the outer world of things and people [11].…”

Section: Personality Typementioning

confidence: 99%

The Association Between Distance Learning, Stress Level, and Perceived Quality of Education in Medical Students After Transitioning to a Fully Online Platform

Altaf¹,

Kling²,

Hough³

et al. 2022

Cureus

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Background: Before COVID-19, preclinical medical students traditionally attended didactic lectures in inperson settings. Due to social distancing, students were required to switch to online meeting platforms, such as Zoom. For medical students accustomed to in-person interactions, these changes may add more stress to the already stressful medical school experience. Furthermore, it was unclear if students' stress levels were related to their preference for one learning modality over another. The purpose of this study was thus to explore associations between lecture modality (synchronous Zoom lectures versus live, in-person lectures) and stress in second-year medical students after they transitioned from a face-to-face learning experience to a fully online lecture platform.Methodology: Cross-sectional data were collected from 112 second-year medical students enrolled in a large U.S. medical school using an anonymous questionnaire delivered electronically via social media and emails. The survey contained items pertaining to students' attitudes towards different types of lecture modalities and how they relate to personal stress. Descriptive data and Spearman's rank correlation tests were conducted using IBM Corp. Released 2020. IBM SPSS Statistics for Windows, Version 27.0. Armonk, NY: IBM Corp.Results: This study examined correlations between preclinical medical school lecture delivery and personality type, stress levels, attendance, and burnout. Overall, no significance was found between mode of delivery and personality type. On the other hand, the mode of delivery significantly affected stress levels, attendance, and burnout. Moderate to strong correlations were found between the item "Zoom lectures have reduced stress compared to in-person lectures" and preference for Zoom, quality of education using Zoom compared to the in-person lectures, belief that Zoom lectures should continue as part of the curriculum delivery method, staying motivated with lectures fully online with Zoom, and liking that Zoom lectures save commute time to campus.Conclusions: Findings suggest that a fully online curriculum may play a role in reducing stress in medical students without compromising the quality of education.

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“…As a result, questionnaire-based identification process has been confirmed by many observations and interviews. There are four original psychological functions by that humans experience the world including sensation, intuition, feeling, and thinking, one of which is dominant for a person most of the time [45], [46]. There are four different corridors, and for each corridor, there are two distinguished conception ways.…”

Section: B Mbti Testmentioning

confidence: 99%

“…According to the MBTI test, PTs of each group have almost common features which can be placed in a group. For example, PTs belonging to group A have characteristics such as responsible and disciplined [45], [46]. Also, other PTs are similarly categorized into different groups.…”

Section: Different Tariffs and Ptsmentioning

confidence: 99%

Evaluating the economic impact of users' personality on the selection of demand response programs Publisher: CSEE Cite This PDF

2021

CSEE JPES

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Demand response creates an opportunity for consumers to play an important role in the development of the smart grids. With the advent of renewable energies and their uncertainty, demand response is a possible way to resolve this uncertainty. In addition to demand response schemes in the presence of renewable energy, personality types of the consumers can influence the choice of tariffs and change the electricity costs. In this paper, firstly, household's residents are considered with different types of personality as energy consumers. Secondly, the uncertainty of renewable energy sources is considered for the distributed generations scheduling by using a stochastic method named Here-and-Now approach and considering three tariffs, time of use, real-time pricing, and direct load control in the residential sector to reduce the total cost. Finally, the tariffs choice is compared based on people preferences via various personality types, the Myers-Briggs Type Indicator test, and simulations results. Also, a probabilistic unit commitment methodology is used for distributed generations scheduling to minimize the total cost. The financial losses caused by non-optimal tariffs selection are determined through the comparison of tariffs. Simulation results show that time of use and direct load control tariffs are optimal ones in summer and winter seasons, respectively.

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Myers-Briggs Type Indicator in Medical Education: A Narrative Review and Analysis

Cited by 7 publications

References 88 publications

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education

The Association Between Distance Learning, Stress Level, and Perceived Quality of Education in Medical Students After Transitioning to a Fully Online Platform

Evaluating the economic impact of users' personality on the selection of demand response programs Publisher: CSEE Cite This PDF

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