Tiberius R G, Sackin H D, McLean A
Centre for Studies in Medical Education, Faculty of Medicine, University of Toronto, Ontario.
Acad Med. 1989 Sep;64(9):538-42.
A survey of medical students on their first day of medical school and again near the end of their first year measured the discrepancy between their expectations of various aspects of the first year and their retrospective opinions about these aspects. The entering students had specific, detailed expectations about numerous aspects, many of which were not confirmed by their subsequent experience. The same students were reminded, one year later, of their unfulfilled expectations about the first year and were asked to describe any effects these expectations had had on class emotional climate and morale. They recalled both serious disappointments and pleasant surprises but no general change of class morale. A serendipitous finding was the profound indifference of the second-year students to their first-year emotional responses. Our results challenge the general practice of basing curriculum renewal programs on cross-sectional student surveys with no consideration of baseline expectations, and of relying on students to initiate improvements in educational programs.
一项针对医学院学生的调查，在他们入学第一天以及第一学年快结束时分别进行，测量了他们对第一年各个方面的期望与对这些方面的回顾性看法之间的差异。入学的学生对众多方面有着具体、详细的期望，其中许多并未得到他们后续经历的证实。一年后，同样这些学生被提醒他们对第一年未实现的期望，并被要求描述这些期望对班级情绪氛围和士气产生的任何影响。他们回忆起既有严重的失望也有惊喜，但班级士气没有总体变化。一个意外发现是二年级学生对他们一年级时的情绪反应极度冷漠。我们的研究结果对以下普遍做法提出了挑战：在不考虑基线期望的情况下，基于横断面学生调查开展课程更新项目，以及依靠学生发起教育项目改进。
