The Science Journal of the American Association for Respiratory Care

2011 OPEN FORUM Abstracts

PREDICTING THE PERSONALITY TYPE IN ASSOCIATE DEGREE RESPIRATORY THERAPY STUDENTS AT JEFFERSON COLLEGE OF HEATLH SCIENCES.

Linda Cochran; Jefferson College of Health Sciences, Roanoke, VA

Background: A literature review reveals numerous publications regarding the Jungian personality type of varying health care practitioners; all of which are reported in dichotomous terms (Introversion vs. Extraversion; Sensing vs. Intuition; Thinking vs. Feeling; Judging vs. Perceiving). There are limited results for respiratory therapy students and none present the findings with a numeric score. The purpose of this research was to confirm the personality type of the students as well as a determining a numeric score. It is postulated the numeric scores will be more accurate in predicting the strength of behaviors or performance. Method: Beginning in 2008, incoming respiratory therapy students were asked to complete a personality assessment. Over three years, eighty-four students agreed to participate. As found in previous research, the majority of students were designated as ESFJ, the second highest of the sixteen classifications estimated in the general population in the United States (12.3%). Using the ESFJ classification as a foundation, the number of questions answered in each category was assigned a score on a continuous 10-point scale. For example, someone who chose all answers used to indicate an E preference would receive a score of 10; while someone who did not chose any answer leading to an E preference, would receive a score of 0. A score of 5 would indicate half of the answers indicated an E designation and half I. This was done for all four dichotomies. Results The information was entered into a SPSS data base and analyzed for descriptive statistics. The results are in Table 1. Conclusions: While a major of the students are ESFJs, the strength of the means limit our ability to apply generalities in the educational setting. Only the J score was significantly greater than the mid score of 5. The scores do offer opportunities to correlate individual scores to performance in cognitive and psychomotor arenas. Sponsored Research - None Table 1