Browsing by Author "Lafuente Gil, María Montserrat"

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    Características psicológicas y estilos cognitivos de estudiantes de medicina y de otras carreras de la Pontificia Universidad Católica de Chile
    (2004) Bitrán Carreño, Marcela; Zúñiga Parada, Denisse Alejandra; Lafuente Gil, María Montserrat; Viviani García, Paola; Mena Concha, Beltrán
    The simila rity between the psychologica l fea tures of medi_x0002_ca l school freshmen of different cohorts suggests tha t Medicine a ttra cts students with specific psychologi_x0002_ca l types. However, it is a lso possible tha t medica l students a re simila r to the students a dmitted to a ny other ca reer with high a dmission requirements. Aim: To determine if medica l school freshmen a re dif_x0002_ferent from those of Engineering, Architecture, Psychology a nd Journa lism. Subjects and methods: The Spa nish version of the Myers Briggs Psychologica l Type Indica tor (MBTI) wa s a pplied to two cohorts of Medica l School freshmen (90 students of the 2000 cohort a nd 91 students of the 2001 cohort) a nd to a sa mple of 669 freshmen from the ca reers of Engineering, Psychology, Architecture a nd Journa lism. Results: Students entering Medica l School a re simila r to the students a dmitted to Engineering a nd dif_x0002_ferent from those tha t entered Architecture, Psychology a nd Journa lism in the Pontificia Universida d Ca tólica de Chile in 2000 a nd 2001. Medicine a ttra cts a la rger proportion of concrete a nd pra ctica l students tha t ha ve a n objective a nd systema tic a pproa ch to study a nd to life in genera l. Unlike Medi_x0002_cine, Psychology a nd Architecture a ttra ct more students tha t ha ve a cognitive style cha ra cterized by an intuitive perception, a nd tha t fa ce life with a n open a nd flexible a ttitude. Conclusions. This study re_x0002_vea ls tha t the psychologica l fea tures of undergra dua te students a re a ssocia ted to their ca reer choice. These psychologica l va ria bles, therefore, ma y be releva nt to the students’ voca tiona l preferences a nd possibly to their future specia lty choice
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    Influencia de la personalidad y el estilo de aprendizaje en la elección de especialidad médica
    (2005) Bitrán Carreño, Marcela; Zúñiga P, D.; Lafuente Gil, María Montserrat; Viviani García, Paola; Mena Concha, Beltrán
    Background: Several studies indicate that doctors who work in the same area of the medical profession tend to behave somehow similarly. Thus, it has been suggested that personality relates to the medical specialty choice. However, it is not known whether people selfselect into the medical specialties according to their personality or the professional practice in a particular field influences their behavior. Aim: To explore the possible association between the graduate’s personality features and learning styles and their chosen specialty. Subjects and Methods: The psychological preferences and learning styles of 65 students of the 2001-graduating cohort of the Pontificia Universidad Católica de Chile School of Medicine were evaluated with the Myers Briggs Type Indicator and the Kolb Learning Style Inventory, respectively. These variables were correlated with the information of their specialty choice or occupation two years after graduation. Results: Graduates distributed unevenly in different areas of the medical profession. Surgical specialties concentrated a larger proportion of extraverted, intuitive and structured doctors, whereas in Pediatrics and Internal Medicine predominated intuitive and people-oriented MD’s. Primary Care concentrated individuals with introverted, intuitive and flexible attitudes. Convergent learners (interested in problem-solving) preferred Surgery and Primary Care whereas Assimilator learners (abstract-reflexive) chose more frequently Internal Medicine, Pediatrics and Psychiatry. Conclusions: According to their personality and learning style, graduates tend to self-select into different medical specialties. This information may help medical graduates to guide their specialty choice process, and medical educators to develop learning experiences that take into account the individual differences of their residents (Rev Méd Chile 2005; 133: 1191-9).
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    ¿Influyen las características psicológicas y los estilos de aprendizaje en el rendimiento académico de los estudiantes de medicina? Un estudio retrospectivo
    (2004) Bitrán Carreño, Marcela; Lafuente Gil, María Montserrat; Zúñiga P., Denisse; Viviani García, Paola; Mena Concha, Beltrán
    Background: The degree of difficulty we experience while learning different concepts and skills depends, among other things, on our psychological features and learning style. This may be particularly true for medical students, whose formation involves the acquisition of multiple cognitive, affective and psychomotor skills. Aim: To assess whether the psychological features and learning styles of medical students are associated with their academic performance. Subjects and Methods: The psychological preferences and learning styles of 66 students of the 2001-graduating cohort were determined with the Myers Briggs Type Inventory (MBTI) and the Kolb Learning Style Inventory (LSI), respectively. The academic performance was assessed by the Calificación Médica Nacional (CMN), Chile and by the marks obtained during the Basic (1st to 3th), Preclinical (4th y 5th) and Clinical (6th y 7th) years of undergraduate training. Results: The psychological features, together with the sex of students were found to be associated with the performance in the Preclinical and Clinical years, and to the CMN. In men, the interest and ability to communicate with people and the concern for harmony, and in women the tendency to function in a systematic and orderly way are the features associated to high academic performance. No associations were found between learning styles and academic performance. Conclusions: The finding that the psychological preferences of medical students are relevant to their academic performance opens a new perspective to analyze the medical education and to design programs aimed at improving learning (Rev Méd Chile 2004; 132: 1127-36).
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    Tipos psicológicos y estilos de aprendizaje de los estudiantes que ingresan a Medicina en la Pontificia Universidad Católica de Chile
    (2003) Bitrán Carreño, Marcela; Zúñiga Parada, Denisse Alejandra; Lafuente Gil, María Montserrat; Viviani García, Paola; Mena Concha, Beltrán
    Psychological type and learning style influence the way students perceive and process information. However, research in medical education in Chile still does not put enough emphasis in the study of these variables. Aim: To characterize the psychological types and learning styles of the students admitted to a Medical School. Subjects and Methods: The Myers Briggs Type Indicator (MBTI) and the Kolb’s Learning Styles Inventory (IEA) were administered to the 270 students admitted from 2000 to 2002 to the medical school of the Pontificia Universidad Católica de Chile. Results: Fifty five percent of our students are concentrated in 4 of the 16 psychological types described. These students are characterized by the ability to base their decisions upon logical and objective reasoning (Thinking [T]) and to face life in a structured and decided way (Judging [J]). Only 10% of the students have preferences opposite to T and J. These students base their decisions on the preservation of harmony and teamwork (Feeling [F]) and have a flexible attitude towards life (Perceiving [P]). The remaining 35% have types with pairs of preferences TP and FJ. With regard to learning styles, more than two thirds of our students are Assimilators or Convergers. These learners tend to assimilate large amounts of information and abstract the main concepts, rather than to pay attention to concrete details. In general, our students are more reflective than active; they evaluate thoroughly all alternatives before making a decision. Conclusions: The psychological types and learning styles of medical students cluster around specific patterns whose features may either favor or hamper a specific learning. Knowledge of the differences in psychological types and learning styles of students may provide teachers with a new and valuable tool for improving learning and contributing to the academic success of student