2,007
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting

, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon show all
Article: 2185122 | Received 21 Aug 2022, Accepted 23 Feb 2023, Published online: 03 Mar 2023

References

  • Harden RM. Ten Key features of the future medical school-not an impossible dream. Med Teach. 2018;40(10):1010–13.
  • Bandura A, National Inst. of Mental Health. Social foundations of thought and action: a social cognitive theory. New Jersey: Prentice-Hall, Inc; 1986.
  • Can-MEDS, https://www.royalcollege.ca/rcsite/canmeds/canmeds-framework-e
  • Davies A, Fidler D, Gorbis M. Future work skills 2020. Palo Alto: Institute for the Future University of Phoenix Research Institute; 2011.
  • Edgar L, Roberts S, Holmboe E. Milestones 2.0: a step forward. J Grad Med Educ. 2018 Jun;10(3):367–369. DOI:10.4300/JGME-D-18-00372.1.
  • World Health Organization 2005 Preparing a health care workforce for the 21st century: the challenge of chronic conditions World Health Organization https://apps.who.int/iris/handle/10665/43044
  • In: Pellegrino JW, Hilton ML (editors). National research council. 2012. Education for Life and Work: developing transferable knowledge and skills in the 21st century. Washington, DC: The National Academies Press. 10.17226/13398.
  • OECD: The future education and Skills 2030 – a position paper https://www.oecd.org/education/2030-project/contact/
  • Ramani S, Könings KD, Ginsburg S, et al. Meaningful feedback through a sociocultural lens. Med Teach. 2019;41(12):1342–1352.
  • Syah NA, Claramita M, Susilo AP, et al. Culture and learning. In: Claramita M, Findyartini A, Samarasekera D Nishigori H editors. Challenges and opportunities in health professions education. Springer: Singapore. 2022pp. 1–14. DOI:10.1007/978-981-16-7232-3_1
  • Harden RM, Lilley P. The Eight Roles of the Medical Teacher. 1st ed. Edinburgh: Elsevier; 2018. pp. 1–34.
  • Areemit RS, Cooper CM, Wirasorn K, et al. Hierarchy, “Kreng Jai” and feedback: a grounded theory study exploring perspectives of clinical faculty and medical students in Thailand. Teach Learn Med. 2021;33(3):235–244.
  • Van der Schaaf M, Baarrtman L, Prins F, et al. Feedback dialogues that stimulate students’ reflective thinking. Scan J Educ Res. 2013;57(3):227–245.
  • Findyartini A, Hawthorne L, McColl G, et al. How clinical reasoning is taught and learned: cultural perspectives from the University of Melbourne and Universitas Indonesia. BMC Med Educ. 2016 Jul 21;16(1):185.
  • Suhoyo Y, Van Hell EA, Kerdijk W, et al. Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter? BMC Med Educ. 2017;17(1):69. DOI:10.1186/s12909-017-0904-5
  • Soemantri D, Nurokhmanti H, Qomariyah N, et al. The practice of feedback in health professions education in the hierarchical and collectivistic culture: a scoping review. Med Sci Educator. 2022;32(5):1219–1229.
  • Hofstede G. Dimensionalizing cultures: the Hofstede model in context. Online Readings Psychol Cult. 2011;2(1):2307–2919.
  • Claramita M, Utarini A, Soebono H, et al. Doctor–patient communication in a Southeast Asian setting: the conflict between ideal and reality. Adv in Health Sci Educ. 2011;16(1):69–80. DOI:10.1007/s10459-010-9242-7
  • Riskiyana R, Qomariyah N, Nurokhmanti H, et al. Towards improving soft skills of medical education in the 21st century: a literature review. ISSN: 2252-8822 Int J Eval Res (IJERE). 2022;111:2174.–21781. DOI: 10.11591/ijere.v11i4.22951
  • https://www.embassyofindonesia.org/basic-facts/
  • Indonesian Medical Council. http://www.kki.go.id/index.php/aboutus/index/1206/1/968
  • Reason P, Bradbury H, editors (2008). The Sage Handbook of Action Research: participative Inquiry and Practice (2nd ed.). Los Angeles Calif: SAGE. ISBN 9781. ISBN 9781412920292.412920292.
  • Danley KS, Ellison ML (1999). A handbook for participatory action researchers. Implementation Science and Practice Advances Research Center Publications. Retrieved from https://escholarship.umassmed.edu/psych_cmhsr/470
  • Könings KD, Mordang S, Smeenk F, et al. Learner involvement in the co-creation of teaching and learning: aMEE Guide No. 138. Med Teach. 2021;43(8):924–936.
  • Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101.
  • Van Der Vleuten CPM, Schuwirth LWT, Driessen EW, et al. Twelve Tips for programmatic assessment. Med Teach. 2015;37(7):641–646.
  • Al-Rumayyan A, Van Mook WNKA, Magzoub ME, et al. Medical professionalism frameworks across non-Western cultures: a narrative overview. Med Teach. 2017;39(sup1):S8–14.
  • Chandratilake M, McAleer S, Gibson J. Cultural similarities and differences in medical professionalism: a multi-region study. Med Educ. 2012;46(3):257–266.
  • Passi V, Johnson S, Peile E, et al. Doctor role modelling in medical education: bEME Guide No. 27. Med Teach. 2013;35(9):e1422–1436.
  • Wilkinson TJ, Wade WB, Knock LD. A blueprint to assess professionalism: results of a systematic review. Acad Med. 2009;84(5):551–558.
  • Boursicot K, Kemp S, Wilkinson T, et al. Performance assessment: consensus statement and recommendations from the 2020 Ottawa Conference. Med Teach. 2021;43(1):58–67.
  • Huang CD, Tseng HM, Jenq CC, et al. Active learning of medical students in Taiwan: a realist evaluation. BMC Med Educ. 2020;20(1):487. DOI:10.1186/s12909-020-02392-y
  • Whelan B, Hjörleifsson S, Schei E. Shame in medical clerkship: “You just feel like dirt under someone’s shoe”. Perspect Med Educ. 2021;10(5):265–271.
  • Soemantri D, Greviana N, Findyartini A, et al. “To obey or not to obey”: medical students’ response towards professional dilemmas in a hierarchical and collectivist culture. PLoS ONE. 2021;16(12):e0261828.