Analysis of Personality Traits Influencing Clinical Education: Addressing Issues Prior to Clinical Training

Abstract

[Purpose] In order to make clinical training education serve its purpose, we analyzed students’ personality traits and linked them with coaching techniques. [Subjects and Method] The subjects were 166 first to third year students of a four-year vocational training school. We conducted an investigation using academic results, attitudes towards life, the President version of the “Big Five” personality constructs (B5), the short form of the Profile of Mood States (POMS) and the activity check sheet based on the coaching, and examined which personality traits and related factors had an effect on clinical practice. [Results] In the B5, students with neurotic tendencies showed strong anxiety factors, and in POMS they showed a tendency to have high Tension-Anxiety and Depression scores and low Confusion-Bewilderment scores. This tendency was marked in male students. Also, for the coaching type at this school, the “Analysis-Observer type (Analyzer)” type of student tended to be in the majority. [Conclusion] For in-school education, it is desirable that students’ personality traits should be analyzed soon after entry, so that they can be supported with a suitable coaching technique. We consider it important to bear in mind that encouraging behavioral modification requires sufficient time, information and ascertainment of internal stress.