Hunt D D, Khalid B A, Shahabudin S H, Rogayah J
University of Washington School of Medicine Seattle 98195.
Med J Malaysia. 1994 Sep;49(3):275-81.
The purpose of this study is to explore the types of problem students that clinical teachers encounter in clinical settings. A questionnaire developed by the Association of American Medical Colleges that lists a variety of types of problem students was completed by 466 clinicians at the University of Washington School of Medicine (UWSOM) and 98 Malaysian clinicians from Universiti Kebangsaan Malaysia (UKM) and Universiti Sains Malaysia (USM). In addition, 120 medical students from UKM completed a slightly modified version of this questionnaire. Both the faculty and student questionnaires asked the respondent to identify the frequency of a given problem type. The faculty was also asked to estimate how difficult it was to evaluate a specific problem. In general, there was strong agreement among the North American and Malaysian faculty on the frequency and difficulty of the 24 types of problem students listed. There were some notable differences, such as Malaysian teachers perceiving the "shy" student more frequently than their North American counterparts who rated the student with deficits in knowledge more frequently. However, the overall similarity in the rankings suggest that clinical teachers face similar types of problems, independent of cultural differences and institutional differences.
本研究的目的是探讨临床教师在临床环境中遇到的问题学生类型。美国医学院协会编制了一份列出各类问题学生的问卷，华盛顿大学医学院（UWSOM）的466名临床医生以及马来西亚国民大学（UKM）和马来西亚理科大学（USM）的98名马来西亚临床医生填写了该问卷。此外，UKM的120名医学生填写了该问卷的一个略有修改的版本。教师问卷和学生问卷都要求受访者指出给定问题类型出现的频率。教师还被要求估计评估特定问题的难度。总体而言，北美和马来西亚的教师对列出的24种问题学生类型出现的频率和难度看法高度一致。也存在一些显著差异，比如马来西亚教师比北美教师更频繁地察觉到“害羞”学生，而北美教师更频繁地提到知识有欠缺的学生。然而，排名的总体相似性表明，临床教师面临相似类型的问题，与文化差异和机构差异无关。
