Stritter F T, Hain J D, Grimes D A
J Med Educ. 1975 Sep;50(9):876-82. doi: 10.1097/00001888-197509000-00005.
In an effort to determine the most effective clinical teaching behaviors of clinical teachers or preceptors in individual or small group settings, investigators at the University of North Carolina and the University of Alabama developed an instrument to survey all clinical medical students at the two institutions. This process resulted in a compilation of the specific behaviors found to be most helpful to the responding students in facilitating their clinical learning. All items were then factor analyzed, resulting in six more general teaching dimensions or factors being identified. There were active student participation, preceptor attitude toward teaching, emphasis on applied problem-solving, a student-centered instructional strategy, humanistic orientation, and emphasis on content and research. The more specific behaviors which loaded on each factor were also examined.
为了确定临床教师或带教老师在个别或小组教学环境中最有效的临床教学行为，北卡罗来纳大学和阿拉巴马大学的研究人员开发了一种工具，对这两所院校的所有临床医学生进行调查。这一过程汇总了那些被发现对参与调查的学生促进临床学习最有帮助的具体行为。然后对所有项目进行因子分析，确定了六个更宽泛的教学维度或因素。它们分别是学生积极参与、带教老师的教学态度、强调应用问题解决、以学生为中心的教学策略、人文导向以及强调内容和研究。同时也对每个因素所包含的更具体的行为进行了研究。
