Introversion and Medical Student Education: Challenges for Both Students and Educators

Abstract

Extraverted behaviors will continue to be an important part of medical training and practice, but the merits of introverted behaviors warrant further consideration as both medical training and practice evolve. Educators who make manageable adjustments to current teaching practices can improve the learning for both introverted and extraverted styles of academic engagement.

Estrutura Ontológica para representar Papéis Colaborativos Afetivos em ambientes CSCL

“…Dessa forma, no intuito de assegurar os benefícios educacionais de aprendizagem para os alunos que desempenharem os PCAs Participante Pleno Extrovertido Estável e Participante Pleno Extrovertido Instável recomenda-se o uso de estratégias que promovam a verbalização e incentivem a reflexão dos alunos. Por exemplo, utilizar estratégias como Brainstorming e Thinking Aloud (Huitt, 1992) ou técnicas que estimulem a reflexão, como pausa de 5-10 segundos para analisar uma determinada solução (Davidson, Gillies, & Pelletier, 2015).…”

Twelve tips for teaching twelve transferable skills

“…In fact, introverted students tend to get higher grades early on in medical school, despite scoring less highly on interpersonal assessments and feeling more stressed later on (Davidson et al, 2015). A variety of teaching styles must be used so that both introverts and extroverts can thrive at medical school (Davidson et al, 2015). For example, when students are at a placement we should make sure that introverts get as much opportunity as extroverts to learn from the interactions.…”

“…That is not to say all doctors must be extroverts, more that medical training must allow enough opportunity for students to work out how best they communicate and work with others. In fact, introverted students tend to get higher grades early on in medical school, despite scoring less highly on interpersonal assessments and feeling more stressed later on (Davidson et al, 2015). A variety of teaching styles must be used so that both introverts and extroverts can thrive at medical school (Davidson et al, 2015).…”

A Cautionary Tale About Using the WordShy: An Action Research Study of How Three Quiet Learners Demonstrated Participation Beyond Speech

“…Although the understanding of introversion has evolved over the last century (e.g., Cain, 2012a; Davidson, Gillies, & Pelletier, ), there is still much to consider and learn about the needs of quiet learners in our classrooms. As I learned, time to think and write is important for students to mediate their thinking and should be embraced alongside talk in the classroom.

Recommendations for working with quiet students: Find out why students are quiet in the classroom by taking an inquiry stance. Broaden definitions of participation beyond talk to include writing and listening. Pay attention to and value other semiotic resources beyond language, such as actions, gaze, gestures, facial expressions, posture, positioning with other students, and even clothing (e.g., wearing a hood over the head). Make time early in the year to learn about students’ interests through community‐building activities and interest surveys. Create a safe environment that does not put students on the spot by assuring them that you will not call on them unless their hand is up. Embrace the use of writing, drawing, and digital tools for reflection and communication.

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“…Although the understanding of introversion has evolved over the last century (e.g., Cain, 2012a;Davidson, Gillies, & Pelletier, 2015), there is still much to consider and learn about the needs of quiet learners in our classrooms. As I learned, time to think and write is important for students to mediate their thinking and should be embraced alongside talk in the classroom.…”