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Using the Myers-Briggs Type Indicator to Improve COMLEX Performance

Using the Myers-Briggs Type Indicator to Improve COMLEX Performance. Donald J. Sefcik, DO, MBA Associate Dean Tana N. Drefcinski, BA Education Specialist Midwestern University/Chicago College of Osteopathic Medicine. Presentation Overview. Myers-Briggs Type Indicator (MBTI)

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Using the Myers-Briggs Type Indicator to Improve COMLEX Performance

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  1. Using the Myers-Briggs Type Indicator to Improve COMLEX Performance Donald J. Sefcik, DO, MBA Associate Dean Tana N. Drefcinski, BA Education Specialist Midwestern University/Chicago College of Osteopathic Medicine

  2. Presentation Overview • Myers-Briggs Type Indicator (MBTI) • Literature Review • Learning Styles • Test-Taking Skills • Improving Student Examination Performance • Awareness of MBTI (preferences) • Developing “non-preferences”

  3. Myers-Briggs Type Indicator Mental Functions (S-N and T-F)

  4. Mental Functions (I/E, S/N, T/F, J/P) How information is “obtained” S = Sensing Function Information Input N = INtuitive Function Generation of Alternative Possibilities

  5. Mental Functions (I/E, S/N, T/F, J/P) How decisions are made T = Thinking Function Deduction of Most Logical Option F = Feeling Function Assessment of Outcomes/Values

  6. Examination Performance Aptitude Tests NT > NF > SF > ST ACT (Math): S = 544.1 N = 565.7 (p < .001) ACT (Verbal): S = 495.4 N = 540.4 (p < .001) MBTI Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator Myers IB, McCaulley MH, Quenk NL, Hammer AL. CPP, Inc. 2003 ISBN: 0-89106-130-4

  7. Examination Performance Medical School Course University of New Mexico (1989 – 1991) N = 137 (Neurochemistry course) ST (n = 35): 76.19% SF (n = 22): 76.12% NF (n = 37): 74.26% NT (n = 43): 66.99% Comparing Examination Scores and Personality Types of Students from Three Classes Wild GC, Skipper BJ. Acad Med. 1991;66(9):561-562.

  8. Examination Performance NMBE Part I University of New Mexico (1979 – 1981) N = 114 (15 excluded: potential test-taking difficulty) NF group had the most difficulty (42% failed) NBME Part I Examination: Possible Explanations For Performance based on Personality Type O’Donnell MJ. J Med Educ. 1982;57:868-870.

  9. NBME Part I Performance Mental Functions S = Focus on collecting facts ST = Step-by-step logical analysis/reasoning Best group: collecting and storing detailed facts SF = Base decisions on value judgments N = See associations (don’t focus on facts) NT = Temper perception with logic before deciding NF = Focus on what interests them the most Disadvantage: Learn about “wholes” (not facts) NBME Part I Examination: Possible Explanations For Performance based on Personality Type O’Donnell MJ. J Med Educ. 1982;57:868-870.

  10. Cognitive Processes Analytic • Rule-based; Compare & Contrast Attributes • Facts & Details; Differences • S-T (Left Brain) Holistic • Analogy-based; Global Relationships • Wholes; Similarities • N-F (Right Brain) Assessment of Individual Differences in Preferences for Holistic-Analytic Strategies: Evaluation of Some Commonly Available Instruments Beyler J, Schmeck RR. Educ & Psych Meas. 1992;52(3):709-719.

  11. MWU/CCOM Data Class of 2008

  12. MWU/CCOM Data (Class of 2008)Practice of Medicine course Lectures aboutNo change in Performance The COMLEX Examination Test-Taking Skills Study Skills

  13. Optimal Decision-Making Zig-Zag Technique S(facts, details)N(patterns) T(best choice)F(“best” choice) [objective] [impact]

  14. MWU/CCOM Data (Class of 2009) Practice of Medicine course * * Lectures aboutChange in Performance The COMLEX Examination Test-Taking Skills Study Skills Learning Styles MBTI

  15. Take Home Messages Action Plan #1 • Help each student be aware of how to optimize the opportunity to learn • Learning Styles • Help each student understand how the learning environment may not match their preference • MBTI 3. Help each student identify and practice behaviors & activities to maximize performance • Study Skills • Test-Taking Skills

  16. References • Success Types for Medical Students A Program for Improving Academic Performance John W. Pelly, PhD & Bernell K. Dalley, PhD (Texas Tech) 1997 • Learning Strategies for Success in Medical School A Guide for New Medical Students Pamela Houghton DeVoe, MA (University of NM SOM) 2004 • MBTI Manual A Guide to the Development and Use of the MBTI Isabel Briggs Myers et al 2003

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