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The purpose of this research was to develop and to validate an instrument which would assess specific components of the clinical performance of residents regardless of their medical specialty. Such an instrument is necessary if medical schools are to evaluate adequately their educational process. The instrument—The Resident Evaluation Form (REF)—contains 33 rating scales which measure the performance of a resident in nine categories of performance. Validity and reliability data on it were gathered from two study populations of graduates from the Medical School, University of Missouri-Kansas City. The content validity of the REF, the internal structure of the instrument, and the results concerning its reliability and validity all indicate that the REF has the potential to measure clinical performance of medical residents.EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1979, 39 EVALUATIVE studies of undergraduate medical education have primarily utilized criteria of structure or process. However, outcome measures, particularly of graduates' clinical performance during residency training, are the sine qua non for judging that education. Several instruments which measure the clinical performance of medical residents exist. But those instruments which yield profiles of residents' strengths and deficiencies are specific to a particular speciality; and those which can be used across specialities provide only global performance assessments.The purpose of this research was to develop and validate an instrument which would assess specific components of the performance

The study was concerned with the adequacy of several methods for reducing or preventing hostility toward a frustrating teacher and examined whether classroom performance was affected. Two cathartic methods, Rating Scale and Mutual Expression, and two non-cathartic methods, Explanation and Control, were induced. Residual hostility toward the teacher was measured by means of a Teacher Evaluation Form. Results showed that the Explanation method was most effective and the two cathartic methods were least effective in preventing or reducing residual hostility. The two cathartic methods actually increased residual hostility as compared to the Control treatment. Task performance efficiency varied directly with the level of residual hostility. Doubt is cast upon the catharsis hypothesis and a relationship between residual hostility and performance was found.

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