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.

<p>Faculty of Medicine UGM has implemented Problem Based Learning (PBL) since 1985. Seven jump tutorial discussions are applied. A scenario is used as a trigger to stimulate students to identify learning objectives (LOs) in step five which are used as the basis for self study in step six. For each scenario, the Block Team formulates the LOs which are informed to tutors. Tutors have to facilitate the discussion that the correct LOs are identified. This study checked the allignment of LOs formulated by the Faculty and LOs by the students. Cardiorespiratory system block is used. A content analysis is applied for this purpose. Sixteen discussion notes (DNs) written by 16 groups from one scenarios were analysed. The LOs from the tutor book and DNs were coded separately. There were eight Faculty LOs for scenario Blood Donation. None DNs were mentioned correctly. Many DNs mentioned LOs which are not in the prescribed LOs. It was clear that 16 groups of student failed to identify LOs correctly. This might affect their performance in their block exams, and also their preparedness for the subsequent blocks as they lack relevant prior knowledge.</p>

Self-directed learning (SDL) is essential in medical education. The rapid development of medical science and the expansion of health problems need a physician who can meet that challenges. A physician must have lifelong learning ability. SDL is one of the important requirements for lifelong learning ability. In SDL, learners are the controller of learning and learners have the freedom to learn according to their needs. Therefore, it is necessary to explore the role of the teacher in the SDL process, particularly in medical education. This study used a qualitative exploratory design. Twelve teachers and 23 medical students were selected by purposive sampling. There were seven themes that emerged from the analysis. The role of teacher in the SDL process includes: (1) Competent; (2) Concern; (3) Creative; (4) Facilitator; (5) Motivator; (6) Partners; and (7) Role Model.

Problem Based Learning (PBL) has been implemented as a major learning approach at the Faculty of Medicine, Universitas Indonesia (FMUI) since 2005. The learning environment and curriculum play an important role in students' performance. The characteristics of students may influence the PBL tutorial process and students' learning outcomes. This study aimed to examine the relationship between students' characteristics and their performances. By knowing students' characteristics, we can predict their future success, prevent their study delays and decrease student drop out numbers. The study population included all 2 nd , 4 th and 6 th semester students (total = 539). Students' performance in the PBL discussion process was assessed using a standard evaluation form. Data was collected using questionnaires of students' characteristics and documents of students' achievements. Data was analyzed statistically using SPSS version 11.5. The overall response rate was 69%, with response rates of 71.5%, 63.5% and 72.1% from 2 nd , 4 th and 6 th semester students respectively. Students' method of admission and level of education correlated with the performance (p<0.05). Discussion scores showed a moderate correlation with module scores (r= 0.398, p <0.001) and low correlation with GPA (r = 0.283, p <0.001). However, the module scores showed a strong correlation with GPA (r=0.725, p<0.001). Students' admission and level of education affects students' academic outcomes. Discussion' and module scores can be utilized as a predictor of students' GPA.