By Margaret Curtin, Pharm.D., Ph.D., PGY1 Pharmacy Practice Resident,
Sinai Hospital of Baltimore
Pick one image below that appeals
to you most.
Read more to interpret your selection.
Personality is defined as an inborn temperament and
features that arising in response to the external environment. It is a combination of characteristics that
separate one individual from others.1 Since learning styles can be
thought of as habits, personality traits inevitably affect learning behavior
and serve a facilitative role with regard to motivation. It is critical to
emphasize that no one personality type is superior to another and each occur at
different frequencies within a given population. Each personality type has its
own learning style (e.g. different preferences with regard to the approach to
learning) and is motivated by different factors.1
Many studies have been conducted which have found
statistically significant relationships between learning style and personality
type.1 For example, one study showed a positive relationship between
extroverted personality traits and active-minded learning styles.1 Other studies
examined outcomes based on knowledge of personality types, and the results
indicated that both work and leadership outcomes were improved when personality
types were considered by the learner during the learning process.2
Learning styles describe the way that we take in and
process information. Each individual has
a preference for the way they learn and this gets strengthened with practice.
Cognitive learning styles are defined as the consistencies in the unique manner
that a learner acquires and processes information.3
Many different
learning style models have been described, such as the Grasha-Recihmann Learning
Style Scale (GRLSS), Goley’s Learning Pattern assessment (LP), and Felder and
Silverman’s Index of Learning Styles (ILS), to name a few. ILS includes four
domains of learning, as shown in the table below.3
Learning Dimension
|
Preferred Learning Style
|
Attributes |
|
1
|
Perception
|
Sensory
(S)
|
Likes concrete facts, figures,
data, experimentation
|
Intuitive
(N)
|
Prefer
theory and principles, solve problems through innovation
|
||
2
|
Input
|
Visual (V)
|
Remember pictures, diagrams, and
flowcharts
|
Verbal (B)
|
Remember
spoken information that they had heard and discussed
|
||
3
|
Processing
|
Active (A)
|
Hands-on experience or
discussion of information
|
Reflective
(R)
|
Requires
time to think about what they are learning, learn best by understanding
theory
|
||
4
|
Understanding
|
Sequential
(Q)
|
Prefer logically order
progression
|
Global (G)
|
Gain
knowledge by connecting individual aspects to big picture rather than
learning individual parts
|
To address both learning styles in
the first dimension (perception), the instructor should optimally provide a
mixture of concrete facts and abstract theory. Visual (V) and verbal (B)
learners can both be reached if the learning experience includes interactive
discussions, visual materials, and illustrations of complex problems.3
Similarly, sufficient pauses (or breaks between learning events) to allow the
reflective (R) learner to understand theory as well as including a hands-on
activity for the active (A) learner would reach both processing styles. Most
curricula are set up in a sequential fashion, but in order to reach the global
(G) learner, the instructor should present the big picture prior to discussing
details, allowing the G learner to make connections on their own.
The Myers-Briggs Type Indicator (MBTI) is a well-known
personality test that has been used by many companies to build healthy
relationships among employees.4 Personality types are divided into four domains resulting
in 16 unique combinations.
- I (Introvert), E (Extrovert): how people focus attention and get energy
- S (Sensing), N (Intuition): how people take in information and ways they become aware of things
- T (Thinker), F (Feeler): how people evaluate and come to conclusions about information
- J (Judging), P (Perceiving): a person’s lifestyle and work habits
One’s personality traits, as identified by MBTI, has a
clear influence on learning styles and preferences.4 Lessons can be constructed
to best meet the needs of all students with varying MBTI personality types.3
Instructors may find it easiest to
approach this task by presenting the same lesson content in multiple ways, in
order to appeal to the preferences of all (or most) students.5
Strategies for effective learning based on S/N and T/F
traits are outlined in the Table 1. For example, extroverts (E) work best in situations
that allow time for discussion or working in a group. These learners do well in
activities that involve interaction with people.4 Introverts (I), on
the other hand, are energized by the inner world of reflection and thought, and
tend to enjoy reading and written work over discussions. I types like independent work.4 In
order to appeal to both I and E types, the learning experience should encompass
both discussion and independent work, enabling all learners to optimize their
potential. Additionally, judging (J) types live in a planned and orderly
way. J types do well with clear,
consistent, and formalized instruction and want to complete defined tasks according
to a specified timeline. Perceiving (P) types differ in that they are more
spontaneous by nature and prefer to operate without deadlines.4 When
appealing to both J and P subtypes, a learning experience could be structured
so that clear expectations are set at the beginning but leaving it up to the
learner to design their own timeline. Opportunities for elective projects and
optional activities would appeal to the P subtype but less likely to interest
the J type.
Through an understanding of the influence of personality
types on learning preferences, the instructor can devise creative ways to customize
the leaning process.5 In a
large group of learners representing many different personality types (and
learning preferences) it will be a challenge to offer something uniquely
tailored to each person. By utilizing a variety of teaching approaches, one has
the opportunity to appeal to all personality types.5 Simply put,
knowledge of personality types and learning preferences put into practice can
help educators communicate more effectively with students and deliver instruction
in a way that maximizes the learning experience for each individual.
Table 1
Use the table
below to uncover your personality based on the image you selected. Are the suggested
strategies for learning accurate based on your personality?
If you picked
the …
|
Personality Type
|
Type of Question
|
Learning
preferences generally include:
|
Paper clip
|
ST
(Sensing Thinking)
|
What?
|
immediate responses and feedback, details and sequential
order, hands-on activities with a specific correct answer, clear concise
step-by-step instructions, knowing expectations, drill and practice
|
Magnifying glass
|
NT
(Intuitive Thinking)
|
Why?
|
planning and organizing before working, working
independently, arguing and debating, analyzing and examining pros and cons,
thinking about ideas and how they are related, logical and strategic games,
designing a new way to do something
|
Slinky
|
NF
(Intuitive Feeling)
|
What if?
|
learning without time constraints, praise for personal
ideas and insights, using creativity and imagination, open-ended activities
with many possibilities, working on many things at once, creative and
artistic activities
|
Teddy Bear
|
SF
(Sensing Feeling)
|
What does it mean to me?
|
getting personal attention and praise, sharing feelings
and experiences, working in groups/being part of a team, having someone show
how to do something, role-playing and personal expression, non-competitive
games where no one loses, interpersonal activities
|
References:
- Ibrahimoglu N, Unaldi I, Samancioglu M, Baglibel M. The relationship between personality traits and learning styles: a cluster analysis. Asian Journal of Management Sciences and Education. 2013; 2: 93-108.
- Jackson CJ, Hobman EV, Jimmieson NL, Martin R. Comparing different approach and avoidance models of learning and personality in the prediction of work, university, and leadership outcomes. British Journal of Psychology. 2009; 100: 283-312.
- Silver H, Perini M, Strong R. The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson. 2007 Alexandria, VA: Association for Supervision and Curriculum Development.
- Type and Learning. The Myers and Briggs Foundation. [Internet]
- Winn JM, Grantham VV. Using Personality Type to Improve Clinical Education Effectiveness. Journal of Nuclear Medicine Technology. 2005; 33:210-213.
loved your write-up.
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