University of Al-Qadisiyah Hi The results of the student's academic achievement are often an important indicator that gives us a negative or positive picture of the nature of the student's environment that directly affects his or her achievement, which helped him to obtain a result at a time and place. The examination of the educational achievement process with an analytical perspective and the many factors that are related to it are of the utmost importance.
Published online May Lombarts1 Marcel A. The authors have declared that no competing interests exist. Received Sep 12; Accepted Apr Copyright notice This is an open-access article distributed under the terms of the Creative Commons Public Domain declaration, which stipulates that, once placed in the public domain, this work may be freely reproduced, distributed, transmitted, modified, built upon, or otherwise used by anyone for any lawful purpose.
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Associated Data Figure S1: The associations between mean scores on openness and mean scores on feedback, separately for surgical and non-surgical specialties. The associations between mean scores on conscientiousness and mean scores on evaluation of residents, separately for surgical and non-surgical specialties.
The associations between mean scores on openness and mean scores on evaluation of residents, separately for surgical and non-surgical specialties. TIF Abstract Background Worldwide, attending physicians train residents to become competent providers of patient care.
To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine.
However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties.
Method We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians' overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated item System for Evaluation of Teaching Qualities SETQ.
Attending physicians self-evaluated their personality traits on a 5-point scale using the validated item Big Five Inventory BFIyielding the Five Factor model: Extraversion positively related to overall teaching performance regression coefficient, B: Openness was negatively associated with scores on feedback for surgical specialties only B: Conclusions Extraverted attending physicians were consistently evaluated as better supervisors.
Surgical attending physicians who display high levels of openness were evaluated as less adequate feedback-givers.
Non-surgical attending physicians who were conscientious seem to be good at evaluating residents. These insights could contribute to future work on development paths of attending physicians in medical education. Introduction Residents carry out much of daily patient care, while being learners at the same time.
Therefore, patient care quality benefits from adequate supervision of residents . To assess adequate supervision in residency training, attending physicians are increasingly evaluated on their clinical teaching performance  — .
Systems and tools for robust evaluation of teaching performance are available and high and low performing attending physicians can be identified . Research suggests that attending physicians who are younger, female and spend more time on teaching and conducting research, are more favorably evaluated on their teaching performance .
In addition, there is research indicating that high performing attending physicians could be identified by their personality traits which is in line with well documented personality research in the field of job performance  —  and academic performance in medicine  — .
Yet, personality research on teaching performance of attending physicians is limited and uses qualitative methods only. Understanding the plausible link between them can shed critical light on opportunities and policies regarding the development paths and career planning of attending physicians in medical education.
What are personality traits and in what way could they affect teaching of attending physicians?
Personality traits can be categorized in five comprehensive domains, called the Five Factor Model: Conscientiousness refers to dependability and includes traits such as being responsible, organized, orderly and thorough . Employees who are conscientious take responsibility for their work, accomplishing their work tasks more thoroughly and orderly.
Ultimately, university teachers who are orderly are better evaluated  and physicians who are conscientious are thought to be good teachers in medicine . Higher levels of conscientiousness of attending physicians could positively influence their teaching in residency training, as training of residents is an important responsibility .The main purpose of this study is to unravel the impact of the Big Five personality factors on academic performance.
We propose a theoretical model with conditional indirect effects of the Big Five personality factors on academic performance through their impact upon academic motivation. research on role of personality traits with regards to academic performance is to gives answer to the question why some individuals are academically inclined and others are not in spite having same intelligence level.
In general, the results suggest that different personality traits have different – both positive and negative - effects on different aspects of teaching performance. Of all findings, the most outstanding one is that extraverted attending physicians are evaluated as better teachers, both on general and specific teaching performance.
I am going to talk about the effects of personality and motivation on sports performance and I will do this by looking at the different theories relating to sports performance and how sports athletes deal with the effects of personality and motivation in sports performances.
Keywords: Personality, Trait, Academic Performance and Students. I.
Introduction Academic achievement is a major issue among students, teachers, parents, school administrators, and achievement in students is their personality traits.
How true is this? Traits Theorists have tried to identify The Influence of Personality Trait on the. Do they have different personality traits that will vary their academic performance? or are they utilizing different degree of mental or cognitive processes?
In other words, are the two groups of students differ due their different abilities to focus attention in class, or their.