Using the Myers-Briggs Type Indicator to Improve COMLEX Performance

Donald J. Sefcik, DO, MBAAssociate Dean

Tana N. Drefcinski, BAEducation Specialist

Midwestern University/Chicago College of Osteopathic Medicine

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”

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ

Myers-Briggs Type Indicator

Mental Functions (S-N and T-F)

S = Sensing Function Information Input

N = INtuitive Function Generation of Alternative Possibilities

Mental Functions (I/E, S/N, T/F, J/P)

How information is “obtained”

T = Thinking Function Deduction of Most Logical Option

F = Feeling Function Assessment of Outcomes/Values

Mental Functions (I/E, S/N, T/F, J/P)

How decisions are made

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

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 ClassesWild GC, Skipper BJ. Acad Med. 1991;66(9):561-562.

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 TypeO’Donnell MJ. J Med Educ. 1982;57:868-870.

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 Performance

Mental Functions

NBME Part I Examination: Possible Explanations For Performance based on Personality TypeO’Donnell MJ. J Med Educ. 1982;57:868-870.

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.

MWU/CCOM Data Class of 2008

COMLEX Level 1 ST 569.1NT 523.4NF 486.2SF 483.1

Mean 515.46SD 40.18

Range 85.98

MWU/CCOM Data (Class of 2008) Practice of Medicine course

N Fall Winter Spring AverageST 8 89.3 86.4 85.8 87.17SF 7 85.8 83.9 83.7 84.48NT 11 85.4 84.0 81.2 83.52NF 14 84.5 79.8 82.3 82.21

Mean 85.91 83.01 82.95SD 5.96 6.69 6.59

Range 4.75 6.62 4.63

Lectures about No change in Performance

The COMLEX Examination Test-Taking Skills Study Skills

Optimal Decision-Making

Zig-Zag Technique

S (facts, details) N (patterns)

T (best choice) F (“best” choice)

[objective] [impact]

N Fall Winter Spring AverageNT 23 83.07 86.52 89.08 86.22ST 34 80.43 85.71 90.43 85.52SF 32 78.50 83.97 88.93 83.80NF 71 77.91 83.75 87.99 83.21

Mean 79.30 84.61 88.85SD 7.17 6.36 5.45

Range 5.16 2.78 2.44

Lectures about Change in PerformanceThe COMLEX Examination Test-Taking Skills Study Skills Learning Styles MBTI

* *

MWU/CCOM Data (Class of 2009)

Practice of Medicine course

Take Home Messages

Action Plan #1

1. Help each student be aware of how to optimize the opportunity to learn

• Learning Styles

2. 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

References

1. Success Types for Medical StudentsA Program for Improving Academic Performance

John W. Pelly, PhD & Bernell K. Dalley, PhD (Texas Tech) 1997

2. Learning Strategies for Success in Medical SchoolA Guide for New Medical Students

Pamela Houghton DeVoe, MA (University of NM SOM) 2004

3. MBTI ManualA Guide to the Development and Use of the MBTI

Isabel Briggs Myers et al 2003