Personality traits and types predict medical school stress: a six-year longitudinal and nationwide study

Tyssen, Reidar; Dolatowski, Filip C.; Røvik, Jan Ole; Thorkildsen, Ruth Foseide; Ekeberg, Øivind; Hem, Erlend; Gude, Tore; Grønvold, Nina T; Vaglum, Per

doi:10.1111/j.1365-2923.2007.02802.x

Cited by 151 publications

(145 citation statements)

References 29 publications

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“…The positive impact of conscientiousness on academic achievement was confirmed in several studies conducted in the medical context (Chamberlain, Catano, & Cunningham, 2005;Ferguson, James, O'Hehir, & Sanders, 2003;lievens, Ones, & Dilchert, 2009;Tyssen et al, 2007). Especially the facets self-discipline (e.g.…”

Section: Personality Characteristics As Predictors Of Academic Achievmentioning

confidence: 60%

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

Guntern¹,

Korpershoek²,

Werf³

2016

Educational Psychology

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This study investigates the joint impact of personality characteristics and self-efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre-clinical years. The students' grade point average scores at high school were included as control variable in our explanatory models. Based on previous findings in the literature, we selected self-discipline, social activity and emotional stability from the Five Factor Model of Personality as predictor variables. Furthermore, following the social cognitive theory of Bandura, we added self-efficacy (students' belief in their academic skills) as an additional predictor. The logistic regression analyses confirmed the importance of self-discipline (positively related) and social activity (negatively related) for these students' perceived academic achievement. Additionally, we found a positive contribution of self-efficacy. The results of this study (as discussed in the final sections) have implications for support programmes in the practical field.

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Section: Personality Characteristics As Predictors Of Academic Achievmentioning

confidence: 60%

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

Guntern¹,

Korpershoek²,

Werf³

2016

Educational Psychology

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“…Also, research findings suggest that sociability, a prominent feature of the Extraversion factor, is an important mediating variable in the clinical performance of medical students (Ferguson et al 2003;McManus et al 2004;Hojat et al 2004a;Knights & Kennedy 2007;Tyssen et al 2007;Lievens et al 2009). However, their results on the Extraversion factor are less consistent in the preclinical than clinical phases of medical education (Piedmont et al 1991;Lievens et al 2002).…”

Section: Selected Personality Instruments Frequently Used In Medical mentioning

confidence: 99%

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

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In a paradigm of physician performance we propose that both ''cognitive'' and ''noncognitive'' components contribute to the performance of physicians-in-training and in-practice. Our review of the relevant literature indicates that personality, as an important factor of the ''noncognitive'' component, plays a significant role in academic and professional performances. We describe findings on 14 selected personality instruments in predicting academic and professional performances. We question the contention that personality can be validly and reliably assessed from admission interviews, letters of recommendation, essays, and personal statements. Based on conceptual relevance and currently available empirical evidence, we propose that personality attributes such as conscientiousness and empathy should be considered among the measures of choice for the assessment of pertinent aspects of personality in academic and professional performance. Further exploration is needed to search for additional personality attributes pertinent to medical education and patient care. Implications for career counseling, assessments of professional development and medical education outcomes, and potential use as supplementary information for admission decisions are discussed.''In the physician or surgeon no quality takes rank with imperturbability [which] means coolness and presence of mind under all circumstances and the physician who has the misfortune to be without it loses rapidly the confidence of his patient.''

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“…Even in a Scandinavian country with reasonably equitable working conditions across the genders, women still experience a greater total workload because they incur greater domestic responsibilities than men 24) . We also expect that personality traits may be important 25,26) , and have recently found that both neuroticism and conscientiousness may predict stress at medical school level 27) , and that neuroticism is a major predictor of general work stress during internship 28) . However, we have not studied stress beyond internship or controlled for other possible stress factors, such as the number of children and total working hours per week in a repeated measures predictor model.…”

Section: Introductionmentioning

confidence: 99%

Job Stress in Young Physicians with an Emphasis on the Work-Home Interface: A Nine-Year, Nationwide and Longitudinal Study of its Course and Predictors

et al. 2007

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Although physicians are known to experience more stress than other workers, knowledge is lacking on the course of stress from a longitudinal perspective. This study explored the course of and contributors to, different dimensions of early career job-stress among physicians by means of a nationwide mail survey, with a particular emphasis on stress relating to the work-home interference. All physicians graduating from all four Norwegian universities in 1993 / 94 (N=631), responded during their final year of medical school (N=522), during their internship (N=402), in their 4th postgraduate year (N=422), and in their 10th postgraduate year (N=390). The mean observation period was 9.2 yr (SD=0.5). The main outcomes were job stress dimensions derived from an established job stress questionnaire (Cooper / Tyssen), with emphasis placed on dimensions of the work-home interference. Stress relating to the work-home interference increased during the observation period for both genders (repeated measures: β β β β β=0.06, p<0.05), whereas stress relating to emotional pressure, time pressure, and fear of complaints and criticism, decreased. Stress relating to the work-home interference increased during their early career, mainly due to a lack of adaptive reduction in work hours and an increased number of children. Neuroticism, conscientiousness, and lack of support from one's partner and colleagues, appeared to be predictive of this stress.

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Personality traits and types predict medical school stress: a six-year longitudinal and nationwide study

Abstract: This is the first study to show that a specific combination of personality traits can predict medical school stress. The combination of high neuroticism and high conscientiousness is considered to be particularly high risk.

Cited by 151 publications

References 29 publications

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

Benefits of personality characteristics and self‐efficacy in the perceived academic achievement of medical students

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Job Stress in Young Physicians with an Emphasis on the Work-Home Interface: A Nine-Year, Nationwide and Longitudinal Study of its Course and Predictors

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