Personality Type in Occupational Therapy Students: Implications for Teaching and Learning Strategies

REFERENCES

• Barris R., Kielhofner G., Bauer D. Learning preferences, values, and student satisfaction. Journal of Allied Health 1985; 14: 13–23
   Google Scholar
• Blagg J. D. Cognitive styles and learning styles as predictors of academic success in a graduate allied health education program. Journal of Allied Health 1985; 14: 89–98
   Google Scholar
• Bush J. V., Powell N. J., Herzberg G. Career self-efficacy in occupational therapy practice. American Journal of Occupational Therapy 1993; 47: 927–933
   Google Scholar
• Capraro R. M., Capraro M. M. Myers-Briggs type indicator score reliability across studies: A meta-analytic reliability generalization study. Educational and Psychological Measurement 2002; 62: 590–602
   Google Scholar
• DePoy E., Merrill S. C. Value acquisition in an occupational therapy curriculum. Occupational Therapy Journal of Research 1988; 8: 259–274
   Google Scholar
• Ditiberio J. K., Hammer A. L. Introduction to Type in college. Consulting Psychologists Press., Palo Alto, CA 1993
   Google Scholar
• Ferguson J., Fletcher C. Personality type and cognitive style. Psychological Reports 1987; 60: 959–964
   Google Scholar
• Fisher D. L., Kent H. B. Associations between teacher personality and classroom environment. Journal of Classroom Interaction 1998; 33: 5–13
   Google Scholar
• Freeman V. S., Tijerina S. Delivery methods, learning styles, and outcomes of physician assistant students. Physician Assistant 2000; 24: 43–50
   Google Scholar
• Hammer A. L. Introduction to type and careers. Consulting Psychologists Press., Palo Alto, CA 1993
   Google Scholar
• Hayes J., Allinson C. W. Cognitive style and the theory and practice of individual and collective learning in organizations. Human Relations 1998; 51: 847–871
   Google Scholar
• Johnson W. L., Mauzey E., Johnson A. M. A higher order analysis of the factor structure of the Myers-Briggs type indicator. Measurement and Evaluation in Counseling and Development 2001; 34: 96–108
   Google Scholar
• Joyce-Nagata B. Students' academic performance in nursing as a function of student and faculty learning style congruency. Journal of Nursing Education 1996; 35: 69–73
   Google Scholar
• Kasar J., Clark E. N. Developing professional behaviors. Slack., Thorofare, NJ 2000
   Google Scholar
• Knowles M. The modern practice of adult education: From pedagogy to andragogy. Follett., Chicago 1980
   Google Scholar
• Linares A. Z. Learning styles of students and faculty in selected health care professions. Journal of Nursing Education 1999; 38: 407–414
   Google Scholar
• Llorens L. A., Adams S. P. Learning style preferences of occupational therapy students. American Journal of Occupational Therapy 1978; 32: 161–164
   Google Scholar
• Lyons M. Understanding professional behavior: Experiences of occupational therapy students in mental health settings. American Journal of Occupational Therapy 1997; 51: 686–692
   Google Scholar
• Lysack C., McNevin N., Dunleavy K. Job choice and personality: A profile of Michigan occupational and physical therapists. Journal of Allied Health 2001; 30: 75–82
   Google Scholar
• Munro B. H. Statistical methods for health care research. Lippincott., Philadelphia 2001
   Google Scholar
• Myers I. B., McCaulley M. H. Manual: A guide to the development and use of the Myers-Briggs Type Indicator. Consulting Psychologists Press., Palo Alto, CA 1985
   Google Scholar
• Myers I. B., McCaulley M. H., Quenk N. L., Hammer A. L. MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator, 3rd ed. Consulting Psychologists Press., Palo Alto, CA 1998
   Google Scholar
• Myers I. B., Myers P. B. Gifts differing. Consulting Psychologists Press., Palo Alto, CA 1980
   Google Scholar
• Power S. J., Lundsten L. L. Studies that compare type theory and left-brain/right-brain theory. Journal of Psychological Type 1997; 43: 22–28
   Google Scholar
• Provost J. A. Work, play, and type: Achieving balance in your life. Consulting Psychologists Press., Palo Alto, CA 1990
   Google Scholar
• Quenk N. L. Essentials of Myers-Briggs Type Indicator assessment. John Wiley and Sons., New York 2000
   Google Scholar
• Rezler A. G., French R. M. Personality types and learning preferences of students in six allied health professions. Journal of Allied Health 1975; 4: 20–26
   Google Scholar
• Rezler A. G., Rezmovic V. The Learning Preference Inventory. Journal of Allied Health 1981; 10: 28–34
   Google Scholar
• Schwartzberg S. L. Group process. Willard & Spackman's occupational therapy, 9th ed., M. E. Neistadt, E. B. Crepeau. Lippincott Williams & Wilkins, New York 1998; 120–131, (1998).
   Google Scholar
• Thompson J. A., Bing-You R. G. Physician's reactions to learning style and personality type inventories. Medical Teacher 1998; 20: 10–14
   Google Scholar
• Tryssenaar J. Clinical interpretation of “Understanding professional behavior”: Experiences of occupational therapy students in mental health settings. American Journal of Occupational Therapy 1997; 51: 693–695
   Google Scholar
• Tryssenaar J., Perkins J. From student to therapist: Exploring the first year of practice. American Journal of Occupational Therapy 2001; 55: 19–27
   Google Scholar