Evaluation of Team Perceptions Regarding Personality Types and Learning StylesAmerican Journal of Pharmaceutical Education
AbstractObjectives: To determine differences in student perceptions of personality types in teams based on personality types and learning styles. Method: Students completed a personality test (Dove, Owl, Peacock, Eagle Test) and a learning styles test (Health Professionals’ Inventory of Learning Styles). An 11-item questionnaire was administered at the beginning and the conclusion of the fall 2012 semester at two different universities. The survey examined student perceptions of personality types and learning styles in their assigned teams (7 point, Likert-type scale, Strongly Agree to Strongly Disagree). Descriptive statistics were performed, and pre-post changes were evaluated using paired t-tests in SPSS. Results: One hundred eleven students completed the questionnaire (95.7% response rate). The dove personality type (N=41) was most common at 36.9%. The assimilator learning style (N=67) was most common at 60.3%. Students felt that teams should consist of different personality types as well as learning styles (p<0.0001). As the semester progressed, students agreed or strongly agreed that they connected with their team members on a personal (72%) and intellectual level (75%) and 84% of students agreed or strongly agreed they now know how to work with different personality types. Implications: Personality types and learning styles can be considered as a method to develop a team structure. As future healthcare professionals, students will be required to work with individuals of differing personality types and learning styles. By acknowledging the diversity of personality types and learning styles, students may be able to adapt to different situations in their future careers.
- Personality types,
- learning styles,
- team perceptions
Citation InformationTracy R. Frame, Rebecca J. Gryka, Mary E. Kiersma, Aleda M.H. Chen, et al.. "Evaluation of Team Perceptions Regarding Personality Types and Learning Styles" American Journal of Pharmaceutical Education Vol. 77 Iss. 5 (2013) p. 67 - 68
Available at: http://works.bepress.com/rebecca_gryka/32/