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Performance and attitudes of Ss who had completed either a traditionally organized university course or an experimental course which held mastery as a requirement for progressing through the course were compared. There were three replications of the experiment, one each in courses in biology, philosophy, and psychology. In all three comparisons the performance of Ss in the E group was higher and their attitudes toward the instructional procedures were more favorable than the performance and attitudes of controls.

The Preceptor-evaluation questionnaire (PEQ) was developed at the University of Mississippi Medical Center to evaluate the clinical teaching behavior of general practice doctors in private practice who have one or more third-year medical students per year in their offices for a required general practice clerkship. The PEQ was designed to provide feedback to these doctors and the sponsoring department in an effort to improve teaching in this setting. Developed from the input of family practice doctors who have supervised students in their offices and from a review of related literature, the instrument was given to students to determine the level of importance they attributed to each teaching characteristic. A principle components factor analysis and subsequent varimax rotation produced six significant teaching factors in this setting. These six factors were: (1) demonstrates a humanistic orientation toward patients and staff; (2) demonstrates a humanistic orientation toward student; (3) provides opportunity for practice; (4) motivates and stimulates student's thinking; (5)communicates effectively with student; and (6) demonstrates comfort and confidence in the roles of doctor and teacher. The factor relating to the humanistic orientation toward student has not appeared as a separate factor in other studies of clinical teaching. This may be due to the unique aspects of the relationship between student and doctor in this setting which may not occur in other settings. The PEQ and similar reliable and valid instruments can provide valuable information for the doctors in these off-campus teaching situations as well as provide useful programme planning information for the sponsoring academic departments. This information may also be valuable for off-campus residency training.