Tutton P J
Department of Anatomy, Monash University, Clayton, Victoria, Australia.
Acad Med. 1996 Feb;71(2):181-6. doi: 10.1097/00001888-199602000-00027.
To analyze the correlation between scores obtained on the 25 scales and vectors of the California Psychological Inventory (CPI) and academic test results obtained in various subjects by the same students in the first three years of the six-year medical curriculum at Monash University.
The study participants were 133 students who commenced their medical education in 1990 or 1991 and completed their third year in 1993. The student took the CPI in their first year. The academic test results were classified according to assessment type and content. Pearson product-moment correlation coefficients were then calculated between the CPI scores and the test results.
With respect to assessment type, the results for multiple-choice question test (MCQs), practicals, calculations, and to a lesser extent, essays were negatively correlated with some CPI scores that might be notionally desirable in a caring profession. Essay and oral examination results were positively correlated with scales such as Socialization, Self-control, and Work Orientation. Results of oral examinations, unlike those of other types assessments, were positively correlated with the CPI scales of Intellectual Efficiency and Management Potential. Three of the assessment types--MCQs, practicals, and calculations--were highly significantly negatively associated with the Empathy scale. With respect to assessment content, results for cell and tissue studies were negatively correlated with several CPI scales, including Empathy. By complete contrast, the scores from clinical and communication skills assessments were positively correlated with many notionally desirable CPI scales, including Empathy, Responsibility, and Tolerance.
The results indicate that students with high achievement in many components of the curriculum tend to have personality profiles that seem inappropriate to their chosen careers as physicians. Medical schools espousing humanistic qualities in their educational objectives may be offering a contradictory message to their students by rewarding those with inappropriate personal qualities.
分析在莫纳什大学六年制医学课程的前三年中，25个量表及加利福尼亚心理调查表（CPI）各项指标得分与同一批学生在各学科取得的学术测试成绩之间的相关性。
研究参与者为133名于1990年或1991年开始接受医学教育并于1993年完成第三年学业的学生。这些学生在第一年参加了CPI测试。学术测试成绩根据评估类型和内容进行分类。然后计算CPI得分与测试成绩之间的皮尔逊积矩相关系数。
就评估类型而言，多项选择题测试（MCQ）、实践操作、计算题以及在较小程度上的论文测试成绩与一些在关怀性职业中理论上可能期望的CPI得分呈负相关。论文和口试成绩与社会化、自我控制和工作取向等量表呈正相关。与其他类型的评估不同，口试成绩与智力效率和管理潜力的CPI量表呈正相关。其中三种评估类型——MCQ、实践操作和计算题——与同理心量表高度显著负相关。就评估内容而言，细胞和组织研究的成绩与包括同理心在内的几个CPI量表呈负相关。完全相反的是，临床和沟通技能评估的分数与许多理论上理想的CPI量表呈正相关，包括同理心、责任感和宽容度。
结果表明，在课程的许多组成部分中取得优异成绩的学生往往具有与其选择的医生职业似乎不相符的个性特征。在教育目标中倡导人文素质的医学院校，可能通过奖励那些具有不适当个人素质的学生，向学生传递了相互矛盾的信息。
