Articles Tập 67 Số CĐ1-NCKH 27/01/2026

THE INFLUENCE OF THE BIG FIVE PERSONALITY TRAITS ON MEDICAL SKILL EXAMINATION RESULTS: A STUDY ON MEDICAL STUDENTS AT HANOI MEDICAL UNIVERSITY

Ta Thi Mien1,2, Nguyen Thi Van Anh1,2, Nguyen Thi Nga1,2, Vu Thi Nguyet Minh1,2, Nguyen Thi Thu Trang1,2, Pham Thi Hong Tham1,2, Vu Ngoc Diep1,2, Le Thi Quynh Trang1,2, Do Thi Thanh1,2, Nguyen Thi Thanh Thao1,2, Kim Bao Giang1,2, To Thi Hai3,4
1 Hanoi Medical University
2 Trường Đại học Y Hà Nội
3 Hanoi Medical University Hospital
4 Bệnh viện Đại học Y Hà Nội
DOI: 10.52163/yhc.v67iCD1.4258
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Keywords
Personality traits, medical skills, OSCE, medical students, multivariate regression.
Abstract

Objectives: This study aimed to investigate the association between medical students’ personality traits and their performance in preclinical practical examinations conducted using the objective structured clinical examination (OSCE) format.

Method: A cross-sectional descriptive study was conducted on 1011 second- and third-year medical students at Hanoi Medical University. Personality traits were assessed using the TIPI. Data were analyzed using independent samples T-tests and multivariable linear regression modeling.

Results: The mean OSCE score for female students (8.04 ± 0.57) was significantly higher than that for male students (7.79 ± 0.67) with p < 0.01. Second-year students achieved higher scores than third-year students (8.09 ± 0.63 vs. 7.71 ± 0.60; p < 0.01). Extraversion and Conscientiousness were identified as two personality traits independently associated with an increase in OSCE scores. Conversely, male gender and enrollment in the third academic year were associated with a decrease in scores.

Conclusion: Student personality traits are significantly correlated with practical competency. Students exhibiting high Conscientiousness and Extraversion possess a distinct advantage in the OSCE setting. The notable difficulty experienced by third-year students, particularly in stations focusing on interpretation and diagnostic reasoning, suggests challenges during the transition phase toward clinical practice. These findings provide a valuable foundation for developing tailored teaching strategies to support medical students in enhancing their practical skills.

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