Abstract
Background: The power of feedback for students’ learning and performance has been acknowledged, and the influence of culture has been recognized. However, there are only a few studies providing empirical evidence about the role of culture in giving feedback during clerkships.
Aims: This thesis explored the role of culture in feedback processes. We take into account the Indonesian culture as a country with low individualism and large power distance.
Methods: Five studies were conducted at the Universitas Gadjah Mada, Indonesia. First, we replicated a Dutch study in Indonesia cultural to explore differences in feedback processes and their influence to the perceived instructiveness of feedback. Second, we studied the perceived learning value and characteristics of individual and group feedback. Third, we explored the challenges in implementing the mini- CEX as method to improve feedback in clerkship. Fourth, we examined the appreciation of students and specialists towards the mini-CEX. Fifth, we investigated the influence of feedback characteristics facilitated by the mini-CEX to the perceived learning value of feedback.
Results: There are significant differences between countries in feedback processes and in the use of underlying factors that influence the perceived instructiveness of feedback. Group feedback is importance for clerkship learning. By taking into account culture, the mini-CEX could be successfully implemented as intended. Specialists and students had positive appreciation on the mini-CEX. The effectiveness of some feedback characteristics could be validated, but of others could not.
Conclusion: Culture should be considered when implementing international standards for feedback in order to optimize student learning and development.
Aims: This thesis explored the role of culture in feedback processes. We take into account the Indonesian culture as a country with low individualism and large power distance.
Methods: Five studies were conducted at the Universitas Gadjah Mada, Indonesia. First, we replicated a Dutch study in Indonesia cultural to explore differences in feedback processes and their influence to the perceived instructiveness of feedback. Second, we studied the perceived learning value and characteristics of individual and group feedback. Third, we explored the challenges in implementing the mini- CEX as method to improve feedback in clerkship. Fourth, we examined the appreciation of students and specialists towards the mini-CEX. Fifth, we investigated the influence of feedback characteristics facilitated by the mini-CEX to the perceived learning value of feedback.
Results: There are significant differences between countries in feedback processes and in the use of underlying factors that influence the perceived instructiveness of feedback. Group feedback is importance for clerkship learning. By taking into account culture, the mini-CEX could be successfully implemented as intended. Specialists and students had positive appreciation on the mini-CEX. The effectiveness of some feedback characteristics could be validated, but of others could not.
Conclusion: Culture should be considered when implementing international standards for feedback in order to optimize student learning and development.
| Translated title of the contribution | Feedback tijdens de co-assistentenschappen, de invloed van cultuur |
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| Original language | English |
| Qualification | Doctor of Philosophy |
| Awarding Institution |
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| Supervisors/Advisors |
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| Award date | 23-May-2018 |
| Place of Publication | [Groningen] |
| Publisher | |
| Print ISBNs | 978-94-034-0652-7 |
| Electronic ISBNs | 978-94-034-0651-0 |
| Publication status | Published - 2018 |