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

Yoyo Suhoyo*, Elisabeth A. van Hell, Titi S. Prihatiningsih, Jan B. M. Kuks, Janke Cohen-Schotanus

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    21 Citations (Scopus)


    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 chi(2) tests, t-tests and multilevel techniques. Cultural differences were explored using Hofstede's 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 (beta(residents) = -0.201, p

    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.

    Original languageEnglish
    Pages (from-to)223-229
    Number of pages7
    JournalMedical Teacher
    Issue number3
    Publication statusPublished - Mar-2014



    Cite this