Watts T L, Millard L
United Medical and Dental Schools of Guy's and St. Thomas's Hospitals, London, UK.
Eur J Dent Educ. 1997 Feb;1(1):6-12. doi: 10.1111/j.1600-0579.1997.tb00003.x.
No previous investigation has considered dental student and teaching staff opinions on their relationship with each other. In a day when students are increasingly asked for feedback on the quality of teaching by staff, such investigations are of particular interest. This exploratory study was designed to compare the personality characteristics of a clinical year of dental students with those of the teaching staff they most frequently encountered, and to investigate these factors for possible associations with the quality of perceived teaching-learning interaction between the 2 groups. A complete 4th year of dental students (n = 87), and those teachers whom they met regularly (n = 80), were asked to participate. Subjects completed a form of the Myers-Briggs personality questionnaire simplified for use in education, and were asked to assess their relationship with persons in the other group. All the students and 75% of the staff, after follow-up, returned usable data. There was close similarity between staff and student personality profiles, and perception of working relationships by both groups was largely independent of personality factors and temperament. There were differences in staff perception of their relationship with extrovert and introvert students. Students showed minor differences in their perception of staff relationships with respect to two other personality factors. These findings indicate a substantial similarity between staff and students, and suggest a mature and stable relationship between people in the 2 groups.
以往没有任何调查研究过牙科学生和教师对彼此关系的看法。在如今工作人员越来越多地要求学生对教学质量提供反馈的时代，此类调查格外引人关注。这项探索性研究旨在比较临床阶段牙科学生的性格特征与他们最常接触的教师的性格特征，并研究这些因素与两组之间教学互动质量的可能关联。邀请了完整的四年级牙科学生（n = 87）以及他们经常见到的教师（n = 80）参与。受试者填写了一份为教育用途简化的迈尔斯-布里格斯性格问卷，并被要求评估他们与另一组人员的关系。随访后，所有学生和75%的教师返回了可用数据。教师和学生的性格特征非常相似，两组对工作关系的认知在很大程度上与性格因素和气质无关。教师对与外向和内向学生关系的认知存在差异。学生在对教师关系的认知方面，就另外两个性格因素而言存在细微差异。这些发现表明教师和学生之间有很大的相似性，并暗示两组人员之间的关系成熟且稳定。
