A longitudinal study of personality characteristics of medical students

Burstein, Alvin G.; Loucks, Sandra; Kobos, Joseph C.; Johnson, Gary; Talbert, Robert L.; Stanton, B

doi:10.1097/00001888-198009000-00008

Cited by 17 publications

(22 citation statements)

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“…Another study, based on the US, found that first-year medical students had higher achievement orientation than students after their third year. This finding was attributed to a shift in the motivational structure from achievement to self-gratification needs (Burstein et al 1980). …”

Section: Motivation As a Dependent Variablementioning

confidence: 99%

Motivation as an independent and a dependent variable in medical education: A review of the literature

et al. 2011

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Background: Motivation in learning behaviour and education is well-researched in general education, but less in medical education. Aim: To answer two research questions, 'How has the literature studied motivation as either an independent or dependent variable? How is motivation useful in predicting and understanding processes and outcomes in medical education?' in the light of the Self-determination Theory (SDT) of motivation. Methods: A literature search performed using the PubMed, PsycINFO and ERIC databases resulted in 460 articles. The inclusion criteria were empirical research, specific measurement of motivation and qualitative research studies which had well-designed methodology. Only studies related to medical students/school were included. Results: Findings of 56 articles were included in the review. Motivation as an independent variable appears to affect learning and study behaviour, academic performance, choice of medicine and specialty within medicine and intention to continue medical study. Motivation as a dependent variable appears to be affected by age, gender, ethnicity, socioeconomic status, personality, year of medical curriculum and teacher and peer support, all of which cannot be manipulated by medical educators. Motivation is also affected by factors that can be influenced, among which are, autonomy, competence and relatedness, which have been described as the basic psychological needs important for intrinsic motivation according to SDT. Conclusion: Motivation is an independent variable in medical education influencing important outcomes and is also a dependent variable influenced by autonomy, competence and relatedness. This review finds some evidence in support of the validity of SDT in medical education.

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Section: Motivation As a Dependent Variablementioning

confidence: 99%

Motivation as an independent and a dependent variable in medical education: A review of the literature

et al. 2011

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“…Graduating medical students perceived that they became more cynical over the course of their medical education (Wolf et al 1989a). It has been shown that there is a shift to more hedonistic personality characteristics in two longitudinal studies (Burstein et al 1980; Whittemore et al 1985).…”

Section: Attitudes Values Mood and Personalitymentioning

confidence: 99%

Stress, coping and health: enhancing well-being during medical school

1994

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Medical education can be a health hazard for many students, and far-reaching reforms are needed to improve it. This article reviews the literature on stress, coping and health during undergraduate medical education. The conclusions drawn from this review are used as a basis for advancing recommendations to improve medical education. It is essential to incorporate the principles of health promotion and disease prevention throughout medical education in order to minimize and prevent later burn-out and impairment. Healthy medical students are likely to become healthy doctors who can then model and promote healthy lifestyles with their patients. This preventive approach to health care can lead to an improvement in our health care delivery system.

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“…Some fi ndings emerge repeatedly when medical students are administered personality instruments at different points in training. Findings from these studies suggest at least some students become more self-indulgent and hedonistic outside of the classroom and wards, having scant time for meaningful stress reduction and instead seeking rapid, brief escape by playing video games, watching television, overeating, using more alcohol and recreational drugs, or acting out sexually ( Burstein et al ., 1980 ;Whittemore et al ., 1985 ;Zeldow et al ., 1987 ). Other fi ndings include increased cynicism, loss of idealism, ideological conservatism and rigidity, especially during the most stressful fi rst few years, less in the graduation year.…”

Section: Arrested Developmentmentioning

confidence: 99%

“…These reports usually describe the outcome of journaling exercises by medical students as they go through their clinical encounters, identify common themes from trainee discussion and refl ection groups, and present data from post-graduation questionnaires. Some published studies interpret differences in personality instruments administered to students at different points in medical school training ( Burstein et al ., 1980 ;Whittemore et al ., 1985 ;Zeldow et al ., 1987 ).…”

Section: Introductionmentioning

confidence: 99%

Identity Transformation in Medical Students

Cohen

Kay²,

Youakim³

et al. 2009

Am J Psychoanal

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This paper reviews the literature on the impact of medical school on personal development and consolidation of core identity. The limited literature relies on reports from medical students' journaling exercises, discussion groups, post-graduation surveys, and repeated personality testing. We review forces acting on medical students, with potential transforming effects. These forces include high external expectations and internal fear of superficial knowledge and skills, entry into the culture of medicine with its insider jargon and hierarchy, high academic workload, and the emotional burdens of confronting cadavers and death as well as bearing witness to patients' suffering. Potential developmental delay, emergence of substance abuse and hedonic acting out, cynicism, and loss of individual core values are possible consequences. Protections against these adverse outcomes include identification of strong mentors and role models, developing post-conventional morality and relativistic thinking, finding healthy coping strategies such as peer support, and remaining intellectually creative and personally reflective.

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A longitudinal study of personality characteristics of medical students

Cited by 17 publications

References 0 publications

Motivation as an independent and a dependent variable in medical education: A review of the literature

Motivation as an independent and a dependent variable in medical education: A review of the literature

Stress, coping and health: enhancing well-being during medical school

Identity Transformation in Medical Students

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