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The influence of learning styles and personality profiles on undergraduate medical students' clinical performance

机译：学习方式和人格特征对医学生临床表现的影响

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Dear Sir The expectation is that poor performance of medical students, selected on the basis of academic achievement, should not be a problem. In contrast, most schools report an 'underclass' of poorly performing students. Such students regularly perform in the bottom quartile often with behavioural and professional problems (Papadakis et al. 2004), and continue to perform badly in postgraduate years (Greenburg et al. 2007). In order to redress poor (clinical) performance, evidence-based, remedial education is desirable. However, the research evidence for the cause of poor performance is still developing. Clinical skills assessment measures highly complex attributes, encompassing: communication and examination skills, problem-solving and professionalism. Pre-clinical knowledge and skills have limited influence on clinical performance, but personality characteristics may influence medical students' performance, for example conscientiousness. Similarly, learning styles might influence clinical performance and be open to remediation. We hypothesised that poorly performing students in a clinical assessment would differ from satisfactory performers in learning style and personality profile. We studied 135 Year 3 medical students divided into two groups (based on Year 2 OSCE scores); poor performers (w = 30, bottom quintile) and satisfactory performers (w= 105).
机译：尊敬的先生：期望基于医学成就而选拔的医学生表现不佳应该不是问题。相比之下，大多数学校报告表现不佳的学生属于“下层阶级”。这些学生经常在表现最差的四分之一中表现出行为和专业上的问题（Papadakis等，2004），并在研究生期间继续表现不佳（Greenburg等，2007）。为了纠正不良的（临床）表现，需要进行循证的补救教育。但是，有关性能下降原因的研究证据仍在发展中。临床技能评估衡量高度复杂的属性，包括：沟通和检查技能，解决问题和专业水平。临床前知识和技能对临床表现的影响有限，但人格特征可能会影响医学生的表现，例如尽责程度。同样，学习方式可能会影响临床表现并可以进行补救。我们假设在临床评估中表现不佳的学生在学习风格和性格特征方面与表现令人满意的学生有所不同。我们研究了135名3年级医学生，将其分为两组（根据2年级OSCE分数）;表现不佳（w = 30，最低的五分之一），表现令人满意（w = 105）。

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