Use of Personality Frameworks in Health Science Education

Abstract

Objectives. To review the use of personality frameworks by educators as a tool to increase selfawareness in health professions students. Findings. After screening titles, abstracts, and/or the full text of the 415 articles identified in an initial search, 71 articles involving personality frameworks were included in the study. Several different personality frameworks, including the Five-Factor Model, Myers-Briggs Type Indicator, the Rational Experiential Inventory, and the CliftonStrengths assessment, were used in various health science education disciplines, including medicine, nursing, and pharmacy. Most publications were descriptive in nature and only reported on the personality attributes of the given research cohort. Some studies correlated personality framework results with either learning or non-cognitive outcomes. Very few studies described using personality frameworks as a tool for self-awareness and growth. Summary. While some personality frameworks have been used in health science education for multiple purposes, there is currently a lack of published evidence documenting the use of these frameworks for self-awareness in students.

A propensity to thrive: Understanding individual difference, resilience and entrepreneurship in developing competence and professional identity

“…The use of psychometric testing of candidates prior to admission onto healthcare programmes, advocated as being of benefit, could capture students who score highly in resilience, with a creative personality and desirable traits aligned with professionalism (Childs-Kean et al, 2020). However, Mason et al (2015) and McGinley (2020) suggest the need for further research around use of professionalism scales and predicting suitability within allied health.…”

“…Universities play a pivotal role in supporting students in their development, shaping them into practitioners who can thrive. Curriculum delivery and placements facilitate student development beyond skills and knowledge to help them to understand what is expected of them as a professional, adopting behaviours through self-awareness of their own traits and attributes (Childs-Kean et al, 2020; Mason et al, 2015). The opportunities afforded by the wider student experience creating a sense of belonging, such as student societies are also known to support the building of resilience and identity (Bleasdale and Humphreys, 2018).…”

Liquidity and Cross-Sectional Variation in Stock Returns: An Emerging Market Study

“…Therefore, an empirical study needs to be conducted to explore the frequency of doctors in different fields. If the trends of such behaviour are identified, the future can be forecasted, and the policymakers can be assisted with relevant interventions (Childs-Kean, Edwards, & Smith, 2020). This paper attempts to fill in these gaps identified in the literature.…”

Personality Type and Chronic Pain: The Relationship between Personality Profile and Chronic Low Back Pain Using Eysenck’s Personality Inventory

“…Evaluation of personality type has been an area of research in the social sciences for decades, with the Myers-Briggs Type Indicator first emerging during World War II to promote cohesion and teamwork in nursing units [5]. Personality tests are designed to quantify elements of the human psyche and construct a common language through which to discuss these elements [6]. However, it is unclear how personality influences pain perception and perceived disability.…”

“…A recent review discussed the many contextual factors that frame the pain experience in patients with cLBP [7]. Socioeconomic status, level of education, and job satisfaction, as well as co-occurrence of mental health disorders such as depression and anxiety, have all been shown to impact the pain experience, especially as it relates to the development of chronic pain [1][2][3][4][5][6][7][8][9]. These findings confirm existing research showing connections between cLBP and psychological conditions, such as anxiety and depression [8,9].…”