Titi Savitri Prihatiningsih

Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: Replicating a Dutch study in Indonesia

Context: Cultural differences between countries may entail differences in feedback processes. Aims: By replicating a Dutch study in Indonesia, we analysed whether differences in processes influenced the perceived instructiveness of feedback. Methods: Over a two-week period, Indonesian students (n = 215) recorded feedback moments during clerkships, noting who provided the feedback, whether the feedback was based on observations, who initiated the feedback, and its perceived instructiveness. Data were compared with the earlier Dutch study and analysed with χ2 tests, t-tests and multilevel techniques. Cultural differences were explored using Hofstedes Model, with Indonesia and the Netherlands differing on “power distance” and “individualism.” Results: Perceived instructiveness of feedback did not differ significantly between both countries. However, significant differences were found in feedback provider, observation and initiative. Indonesian students perceived feedback as more instructive if provided by specialists and initiated jointly by the supervisor and student (βresidents = −0.201, p < 0.001 and βjoint = 0.193, p = 0.001). Dutch students appreciated feedback more when it was based on observation. Conclusions: We obtained empirical evidence that one model of feedback does not necessarily translate to another culture. Further research is necessary to unravel other possible influences of culture in implementing feedback procedures in different countries.

Case Study: Exploration of Medical Student Self- Directed Learning (SDL) Process

Self-directed learning (SDL) emphasized the students to be responsible in their learning process. SDL capabilities need to be owned by physicians, so physicians will be able to face the continuous scientific changes and they can develop the lifelong learning capabilities. This study aimed to explore the process of SDL on medical students. This study was an exploratory qualitative research. Informants were selected based on the maximum variation. The number of informants are 23 students. Data was analyzed using thematic analysis approach. Twelve informants were male and 11 were female. The average of age was 21 years old. Eighteen informants live in the rental house, 13 informants come from high school, the rest come from the madrasah aliyah, 12 informants did not come from islamic boarding school. There were 12 informants from preclinical stage and 11 informants from clinical stage. The area of informant origin from Jakarta were eight, West Java were three, Central Java were three, East Java were four, Gorontalo was one, South Sumatra were two, Banten was two. The themes that emerged in the SDL process involves ten stages, namely: (1) learning target; (2) learning organization; (3) learning strategies; (4) learning resources; (5) consistency; (6) time management; (7) self-control; (8) performance insight; (9) review; and (10) strategic planning. SDL process was described as a spiral which shows that the process was a continuous ongoing process. The size of the spiral increasingly large that describing the quality of SDL processes were improving in line with level of education. The students of PSPD FKIK UIN SH Jakarta seen not optimal undergo the whole process, especially in consistency, time management, performance insight, and the review. Medical student should to improve their skills on SDL by practicing the ten step of SDL process. Keywords— self-directed leaning; medical education