Calkins E V, Arnold L M, Willoughby T L, Hamburger S C
J Med Educ. 1986 Sep;61(9 Pt 1):743-8. doi: 10.1097/00001888-198609000-00018.
In the study reported here, the authors investigated the perceptions of medical students and faculty mentors, called docents, regarding the docents' role. A total of 197 students and 22 docents responded to a questionnaire asking them to rate 32 docent activities on a 4-point scale where 1 = seldom done and 4 = very often done. They were requested to rate these activities on the basis of how often they would be carried out by a docent ideally and on the basis of how often in their experience they were actually carried out. Mean ratings of ideal and actual practice were calculated for each activity as perceived by the docents and by the students. Rank-order correlations were computed to compare the docents' and students' perceptions. Although both the docents and the students consistently felt that more time should be devoted to each activity than actually was, the rank-order correlation between the docents' rating of the ideal and actual practice was .87, and between the students' ratings of ideal and actual it was .93. Both the docents and the students perceived the docents as actually carrying out their essential role-modeling, teaching, and patient-care functions.
在本文所报道的研究中，作者调查了医学生和教师导师（即讲解员）对讲解员角色的看法。共有197名学生和22名讲解员对一份问卷做出了回应，该问卷要求他们按照1（很少进行）到4（非常经常进行）的4分制对32项讲解员活动进行评分。他们被要求根据讲解员理想情况下开展这些活动的频率以及根据他们的经验中这些活动实际开展的频率来对这些活动进行评分。计算了讲解员和学生所感知的每项活动的理想和实际做法的平均评分。计算等级相关系数以比较讲解员和学生的看法。尽管讲解员和学生都一致认为每项活动应投入比实际更多的时间，但讲解员对理想和实际做法的评分之间的等级相关系数为0.87，学生对理想和实际做法的评分之间的等级相关系数为0.93。讲解员和学生都认为讲解员实际上履行了他们作为榜样、教学和患者护理的基本职能。
