The Role of a Student’s Personality Typology in the Perception of Educational Material in a Medical Higher Education Institution

Abstract

The relevance of the study is conditioned by the fact that each student of a higher education institution, in particular in the medical field, is a person, who has their own worldview, temperament, and personality, perceives the educational material differently, and therefore, requires an individual approach to learning. The purpose of the study is to determine the role of student typology in the perception of educational material. The research methods were individual typological questionnaires by L. Sobchyk and “Goal-Means-Result” by O. Karmanov. Students of the second and fourth years of study took part in the survey. It was found that among the fourth-year students, introversion and sensitivity reached the lowest indicators, against the background of increased anxiety, lability, extraversion, spontaneity, aggressiveness, and rigidity. In the second-year students, introversion reached higher scores than anxiety and lability. In the training system, both in the second and fourth years, there is a high motivation to study the material, but the achievement of the desired result is found to be higher among the second-year students. Students of the second and fourth years of study have harmonious and accentuated features that would help them choose their future profession. However, the fourth-year students who are inclined to leadership and have a well-formed mindset always focus their attention on the specific chosen medical field. Confidence in own knowledge sometimes leads to the establishment of an incorrect conclusion, since in medicine there is always a comorbidity of conditions. Knowledge of the students’ typology would help the teacher determine the characteristics of each student and find the right approach to the presentation of educational material, which would contribute to a better perception of medical topics.