Whitman N, Burgess P R
Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City 84132.
Med Educ. 1988 Sep;22(5):393-7. doi: 10.1111/j.1365-2923.1988.tb00773.x.
In a variation of the Dr Fox study, an educational specialist delivered a lecture in the first-year course on physiology. A highly expressive teaching style was used for content which was determined by physiology teachers. The aim was to determine whether students would note a difference. According to student evaluations, this was the highest rated lecture in the 1984 course. The lecture was repeated in the 1985 and 1986 courses with positive, but less high ratings. No students detected that the lecturer was not a physiologist.
在福克斯博士研究的一个变体中，一位教育专家在生理学一年级课程中进行了一次讲座。讲座采用了极具表现力的教学风格，内容由生理学教师确定。目的是确定学生是否会注意到差异。根据学生评价，这是1984年课程中评分最高的讲座。该讲座在1985年和1986年的课程中重复进行，评价积极，但评分没那么高。没有学生察觉到讲师不是生理学家。
