Student Perspectives on Critical Incidents in the Tutorial Group
Student Perspectives on Critical Incidents in the Tutorial Group
复制标题
学生对辅导小组中重大事件的看法
DOI：
10.1023/a:1021104201303
复制
发表时间：
2002
影响因子：
4
通讯作者：
C. V. D. van der Vleuten
中科院分区：
文献类型：
--
作者：
W. D. de Grave;D. Dolmans;C. V. D. van der Vleuten
本研究的目的是探讨学生对辅导小组中发生的事件的看法以及他们对导师在这些事件中所扮演的角色的看法。本研究调查了三种看法之间的差异：对辅导小组中发生重大事件的看法、对这些事件是否抑制辅导小组功能的看法以及学生对导师在这些事件中所扮演角色的期望。还调查了不同培训级别的学生看法的差异。研究对象由马斯特里赫特大学医学院一年级、二年级、三年级和四年级的 200 名学生组成，分层随机抽样。我们使用了一份问卷，其中包含辅导小组中关键事件的 36 个陈述和相关描述。问卷中的陈述被假定为六种潜在的成功抑制因素（缺乏阐述、缺乏互动、不平等参与、缺乏凝聚力、性格困难和缺乏动力）。学生们被要求对每一个事件进行五点李克特量表的三种感知评分。这项研究的主要发现是，这三种类型的学生认知之间存在显着差异。我们还发现，四个学年中学生的看法存在显着差异。我们得出的结论是，所有潜在的成功抑制因素都在解释辅导小组功能失调方面发挥着作用。动机的影响似乎对辅导小组的功能有特别强烈的影响。
The aim of this study is to explore student's perceptions of incidents in tutorial groups and their perceptions of the tutor's role in these incidents. This study investigated the differences between three types of perceptions: the perceptions of the occurrence of critical incidents in tutorial groups, the perceptions of whether these incidents inhibit tutorial group functioning and the expectations student shave of the role of the tutor with respect to these incidents. Variations in these student perceptions were also investigated for different training levels. The subjects consisted of a stratified random sample of 200 students from first, second, third and fourth year at the Medical School of the University of Maastricht. We used a questionnaire that consisted of a list of 36statements and related descriptions of critical incidents in the tutorial group. Six potential success inhibitors (lack of elaboration, lack of interaction, unequal participation, lack of cohesion, difficult personalities and lack of motivation) were assumed to underlie the statements of the questionnaire. Students were asked to rate each incident on a five-point Likert scale for the three types of perceptions. The major finding of this study was that there are significant differences between the three types of student perceptions. We also found that there are significant differences between perceptions of students in each of the four academic years. We conclude that all potential success inhibitors play a role in explaining dysfunctional tutorial groups. Motivational influences seem to have a particularly strong impact on tutorial group function.