Objective. To determine volunteer preceptors' perceived value and desired frequency of quality assurance visits by experiential education faculty members.Methods. An electronic survey instrument was sent to 235 volunteer preceptors. Results. A 71.5% response rate was achieved. Nearly 90% of respondents indicated that onsite visits met their needs. Approximately 50% of respondents preferred monthly onsite visits, 17% preferred every other month, and 32% preferred once per year. Conclusions. A quality assurance program for preceptors and experiential sites that includes onsite visits from experiential education faculty members meets multiple needs of the college and the preceptors. More research is needed to determine the impact of this method of quality assurance on experiential education.

Summary A small study was set up to investigate the prevalence of delayed language development in an urban sample of 3 year old children. Verbal comprehension, expressive language, articulation and intelligibility were assessed. Children from immigrant families performed particularly poorly on the assessment scales, and were not included in the subsequent analysis. In the remaining sample of 160 children, no child was found to have a severe developmental language disorder, and only one with a significant specific language delay which was still present at the age of 4 years. The sample was too small for a study of the prevalence of severe developmental language disorder, but some interesting suggestions emerged in relation to the effects of social grade, size of family and attendance at nursery school. Good language performance seemed to be related to a complex of high social grade, small family, and attendance at nursery school.

A comprehensive review is presented of Drug Education programs for school students from 1967 to date, with an eye toward eking out whatever guidance can be obtained for future efforts. Programs are organized into categories beginning with those lacking in any meaningful evaluation to those which reported more elegant designs using appropriate control groups, long term follow up of effect, and some attempt at the collection of behavioral evidence. In general it was found that the great bulk of Drug Education programs reported in the literature were lacking in any meaningful evaluation that would provide data for guidance in the design of future programs. Discussion of the shortcomings revolves around evaluation methodology, measurement, assumptions, and objectives. It is pointed out that given some reasonable assumptions about society, e.g. that drugs will always be available for use, and that ultimately use or non use will be a personal decision, new and more clearly defined objectives for drug education seem to be prescribed. Possible examples of these objectives are given.