Matching student personality types and learning preferences to teaching methodologies.

Abstract

The purpose of this study was to identify teaching styles that complement the learning preferences of undergraduate dental students while enhancing the quality of patient care. A formidable challenge to reform in dental education has been overcoming the resistance by faculty and administration to recommended changes. The organizational structure of dental institutions, with their independent departments, makes obtaining consensus on educational issues difficult. For beneficial change to occur, clear evidence of the benefits to all within the organization must be presented. The objectives of the study were to 1) identify the most common personality types among first- and second-year undergraduate dental students at the University of Texas Dental Branch at Houston using the Myers-Briggs Type Indicator (MBTI); 2) identify the learning preferences of these personality types; and 3) determine a more effective approach to teaching clinical dentistry based upon student personality types and learning preferences. Four common personality types were identified among respondents: ISTJ, ESFJ, ESTJ, and ISFJ, with a predisposition for Sensing (S) (desire for facts, use of senses) over Intuition (N) (look for possibilities, relationships) and Judging (J) (prefers decisiveness, closure) over Perceiving (P) (desire flexibility, spontaneity). The most common occurring personality type, ISTJ, represents an Introverted, Sensing, Thinking, Judging individual. Specific clinical curricular techniques that would appeal to these common personality types are identified, and an explanation of their benefit is provided. Results of this study demonstrate the importance of faculty understanding and acknowledging different student personality types and related learning preferences as a way to initiate improvement of undergraduate dental education, promote student motivation, and allow for an expression of learning style preference.