PURPOSE The purpose of this study was to examine whether non-cognitive student attributes such as learning style and personality type affected academic performance in a flipped learning classroom of a pre-dental undergraduate science course. METHODS 'Biodiversity and Global Environment,' a 15-week, 3-credit course, was designed as a flipped class in Seoul National University School of Dentistry in 2017. Second-year pre-dental students were required to enroll in the course and to engage in online learning and in-class discussion. The Kolb's Learning Style Inventory and the Myers-Briggs Type Indicator were conducted to measure non-cognitive student factors. Independent samples t-test and multivariate regression analyses were used to examine the relationships between self-rated measurements and academic achievement. RESULTS More than half of the students enrolled in the flipped science course had an assimilator learning style (50%), followed by convergers (24%), accommodators (16%), and divergers (10%), and their personality types were dominated by the introverted, sensing, thinking, and judging types, respectively. Examining group differences using the t-test demonstrated a significant relationship between the diverger group and higher academic success. In particular, the multivariate regression analysis indicated that both thinking types and female students performed better in discussion than feeling types and male students. CONCLUSION To operate the flipped learning classroom more effectively in medical and dental education, the instructor should carefully develop and apply a more tailored facilitation and relevant assessment by considering student learning styles and personality types.

http://kjme.kr/upload/pdf/kjme-2018-109.pdf

The relationship between non-cognitive student attributes and academic achievements in a flipped learning classroom of a pre-dental science course.

The aim of this study was to assess the relationship between personality preferences of incoming fourth-year dental students at the University of Texas Health Science Center at San Antonio as measured by the Keirsey Temperament Sorter II and their third-year clinical productivity and percentage of broken appointments. All 105 incoming fourth-year dental students in 2016 were invited to participate in the study, and 92 students completed the temperament questionnaire, for a response rate of 87.5%. Those students' clinical activity during their third year was measured by production points and percentage of broken appointments extracted from the electronic health record. The results showed that the majority of the respondents were extroverts rather than introverts and that the extroverts had significantly higher production points and significantly fewer broken appointments than the introverts. The most common personality preferences were sensing and judging. More than two-thirds of the respondents represented the Guardian temperament, one of four categories on the temperament measure. These findings help highlight the traits that may contribute to success in clinical training during dental school and support the notion that clinical success may be influenced by certain personality characteristics as well as the technical and specialized skills of dentistry.

Is Dental Students' Clinical Productivity Associated with Their Personality Profile?

Context Understanding the motivators and obstacles behind pursuing advanced dental education is essential in planning pedagogy, mentorship programs, and curricula that support dental students to achieve their future career goals. Purpose The objective of this study was to investigate factors influencing dental student's choice to pursue a postgraduate specialization at University of New England College of Dental Medicine with a focus on student personality. Factors examined include demographics, religious affiliations, prior education, dental experiences, expected debt, past career choices, beliefs about the process of specialization, and personality types. Method A total of 232 dental students (91.6% response rate) completed a self-administered questionnaire. About 21.6% of dental students intended to pursue a dental specialty while 38.8% wanted to pursue a nondental Masters' program. Approximately one-third of dental students were interested in practicing as general dentists or pursuing additional training in general dentistry. Orthodontics and Pediatric Dentistry were the top choices for dental specialization. Results Being younger, having a dentist family member, nonwhite ethnicity, and having Extraverted and Sensing personality were found to be significant predictors of dental students' intention to pursue advanced dental education. Having a unique talent or skills, past exposure to dental treatments, family/peer expectations, geographic location of the residency program and its proximity to the family were the most identified factors while considering residency program. Conclusion Results in this study are consistent with previous literature and bring attention to the importance of understanding students' personality in teaching methodologies, mentorship and determining their future goals. The findings allow dental institutions to better prepare their predoctoral candidate for residency.

Factors affecting pre-doctoral dental students' selection of advanced dental education: A cross-sectional study.

https://www.koreascience.kr:443/article/JAKO201510350830643.pdf

An Assessment Study for The Impact of Startup Club Activity by Bizcool Students on Their Entrepreneurship Will and Maturing Their Career Path

Abstract Background Dental students’ personalities are strongly correlated with their didactic and clinical performances. With the significant changes in the social environment in the past decades, students’ personalities may also change dramatically. Additionally, with the increasing number of international students admitted into US dental programs, educators must pay attention to the potential personality differences between domestic and international students. Background A systematic review focusing on the Myers‐Briggs Type Indicator personality types of dental students was conducted with 11 literature databases following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guideline. The quality assessment of each included article was conducted following the Joanna Briggs Institute Prevalence Critical Appraisal Tool. Meta‐analyses were conducted for each personality type within the United States in the past 50 years, and in each country in the past 20 years. Results Eighteen articles (17 reports) were included after the eligibility assessment. The longitudinal trends within the United States showed the predominant two personality types have changed from Extraversion, Sensing, Feeling, and Judging (ESFJ) and Extraversion, Sensing, Thinking, and Judging (ESTJ) to ESTJ and Introversion, Sensing, Thinking, and Judging (ISTJ) during the past 50 years. When comparing different countries, the United States, China, Korea, and Iran have the same two dominant personality types (ESTJ and ISTJ) but not the Philippines (Extraversion, Intuition, Feeling, and Perceiving and Introversion, Intuition, Feeling, and Perceiving). However, there are large variations in the prevalence of other personality types. Conclusion There have been constant changes in the predominant personalities of dental students over the years. Additionally, understanding the diversity of personality types within the United States as well as among different countries could serve as the foundation for further improvements in teaching strategies and student support services. 

Dental students’ Myers‐Briggs Type Indicator personality profile in the past 50 years: Systematic review and meta‐analysis

Purpose The study aimed to determine the personality types of the graduate students in Seoul National University School of Dentistry (SNU SD) and analyze the specific personal types that were linked to their performance in problem-based learning (PBL). Methods A total of 263 graduate students in SNU SD from 2011 to 2013, participated in PBL and completed the Myers-Briggs Type Indicator (MBTI) GS form, which was analyzed statistically to determine whether their MBTI personality types were independent of their PBL performance. In particular, MBTI types were regressed on evaluation subcategories, including tutor evaluation and oral test. Results ESTJ (20.9%) and ISTJ (18.6%) were the most common MBTI personality types in dental graduate students. Compared with males, female students performed significantly better on the PBL. Judging was the most notable type in PBL performance, with its J-P index being statistically significant. Conclusion PBL is implemented, based on the perspective of student-centered education. Accordingly, the types of personality that usually matriculate in dental school should be monitored, and a student-centered approach to dental education should be adopted.

http://www.kjme.kr/upload/pdf/kjme-26-4-291.pdf

[The relationship between dental graduate students' MBTI types and academic achievement in problem-based learning].

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[The relationship between dental graduate students' MBTI types and academic achievement in problem-based learning].