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Surveys were conducted in 1968 and 1977 soliciting information from former clinical psychology interns at Langley Porter Psychiatric Institute regarding (a) the distribution of their professional time, (b) how they "ideally" would like to spend their professional time, (c) the level of their internship satis/action, and (d) recommendations about future training. Changes in professional activities over time--seen as due to shifts in the profession rather than to maturational effects in the respondents-included increased time supervising trainees and less time doing psychological testing and research. These changes paralleled reports in the literature that suggested "clinician-teacher" as descriptive of many clinical psychologists. Respondents would, have preferred less psychological testing and administration in their professional work. During their training they would have preferred more psychotherapy and less testing. The role of such surveys in evaluating and planning clinical psychology internships is discussed.

Students in an Introductory Psychology course were assigned administratively to one of three teaching conditions: lecture-laboratory, lecture-lecture, and lecture-research-discussion. Within each teaching" method, either weekly testing or midterm-final testing was employed. Academic performance was found to differ significantly as a function of both teaching conditions and testing methods. Postcourse student evaluation was not significantly different as a result of those teaching modes; however, it was significantly different as a function of the two testing schedules. Implications of the relationship between academic performance and postcourse student evaluation and their usefulness as measures of success in teaching are discussed.

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