Personality, learning, and the mediating role of epistemic curiosity: A case of continuing education in medical physicians

Abstract

This study examined the relation between personality and learning as well as the mediating role of the trait epistemic curiosity in the context of continuing education. Data were collected from 150 medical physicians attending various training programs in Pakistan. The results indicate that conscientiousness directly positively predicts whether an individual will learn from training. The relation between conscientiousness and learning is also explained through epistemic curiosity. In addition, openness to experience also indirectly and positively affects learning through epistemic curiosity. The findings also suggest that dispositional traits that aid learning be given consideration in the hiring and training of medical physicians in Pakistan. Theoretical and practical implications are also discussed.