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

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

doi:10.3109/0142159x.2013.853117

Cited by 33 publications

(40 citation statements)

References 31 publications

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“…This might be caused by the appreciation of students to the supervisor who provided feedback. Suhoyo and colleagues 26 stated that cultural aspects influence the feedback reception. Indonesia is a country with a high power distance.…”

Section: Discussionmentioning

confidence: 99%

How does feedback in mini-CEX affect students’ learning response?

2016

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ObjectiveThis study was aimed to explore students’ learning response toward feedback during mini-CEX encounter.MethodsThis study used a phenomenological approach to identify the students’ experiences toward feedback during mini-CEX encounter. Data was collected using Focus Group Discussion (FGD) for all students who were in their final week of clerkship in the internal medicine rotation. There were 4 FGD groups (6 students for each group). All FGD were audio-taped and transcribed verbatim. The FGD transcripts were analyzed thematically and managed using Atlas-ti (version 7.0). ResultsFeedback content and the way of providing feedback on mini-CEX stimulated students’ internal process, including self-reflection, emotional response, and motivation. These internal processes encouraged the students to take action or do a follow-up on the feedback to improve their learning process. In addition, there was also an external factor, namely consequences, which also influenced the students’ reaction to the follow-up on feedback. In the end, this action caused several learning effects that resulted in the students’ increased self-efficacy, attitude, knowledge and clinical skill. ConclusionsFeedback content and the way of providing feedback on mini-CEX stimulates the students’ internal processes to do a follow-up on feedback. However, another external factor also affects the students’ decision on the follow-up actions. The follow-ups result in various learning effects on the students. Feedback given along with summative assessment enhances learning effects on students, as well. It is suggested that supervisors of clinical education are prepared to comprehend every factor influencing feedback on mini CEX to improve the students’ learning response.

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Section: Discussionmentioning

confidence: 99%

How does feedback in mini-CEX affect students’ learning response?

2016

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“…We have piloted the instrument and we have used these questions for our previous studies [14, 16]. Ethical approval for the study was obtained from the Medical and Health Research Ethics Committee (MHREC) at Universitas Gadjah Mada.…”

Section: Methodsmentioning

confidence: 99%

“…Several feedback characteristics have been described in literature as vital for the effectiveness of feedback [2–4, 6–15]. However, recent research indicates that the significance of feedback characteristics for the learning value of feedback may not hold for countries with different cultures [16]. We wondered whether feedback characteristics that were perceived to provide great learning value in a certain culture are also perceived to have great learning value in other cultures, and thus, whether feedback procedures that were developed in a certain culture can be implemented straight in a different culture.…”

Section: Introductionmentioning

confidence: 99%

“…In literature, it is suggested that the instructiveness of feedback is influenced by the status of the supervisor [3, 17], observation of behaviour [2, 18]. In the replication of a Dutch feedback study [14] in Indonesia [16], we considered the influence of the feedback provider and the role of direct observation on learning value, two recognized characteristics of effective feedback. Students were asked to register every feedback moment and asses the learning value of the feedback during a 2 - weeks period, and to report whether feedback was provided by a specialist who was perceived as an expert and as a credible person, and whether the feedback was based on direct observation.…”

Section: Introductionmentioning

confidence: 99%

“…Overall, no differences in perceived learning value of feedback were found between the two countries. However, the two feedback characteristics under study were found to influence the perceived learning value differently, which could be explained from cultural differences between the two countries on the dimensions individualism and power distance [16, 19]. In Indonesia, a country classified as high on power distance [20], feedback provided by a specialist was perceived to have more learning value than feedback provided by a resident.…”

Section: Introductionmentioning

confidence: 99%

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Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

et al. 2017

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BackgroundVarious feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students’ perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students’ perceived learning value of feedback in an Indonesian clerkship context.MethodsWe asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student’s performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression.ResultsA total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p < 0.01), compared their performance to a standard (β = 0.159, p < 0.01), explained or demonstrated the correct performance (β = 0.324, p < 0.001) and prepared an action plan with the student (β =0.496, p < 0.001). Appraisal of good performance did not influence the perceived learning value of feedback. No gender differences were found for perceived learning value.ConclusionsIn Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.

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Humanistic principles for providing culturally sensitive corrective feedback in supervision

Holstun,

Bohecker

2024

J Humanistic Counseling

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Corrective feedback can be a difficult endeavor in supervision. This article focuses on the following six principles of humanistic education that can facilitate corrective feedback: a nonthreatening environment, affective bias, self‐evaluation, connectedness, self‐determination, and personal growth orientation. These principles offer a framework for providing culturally sensitive supervision and corrective feedback. Implications for counseling supervision are included.

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

Abstract: 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.

Cited by 33 publications

References 31 publications

How does feedback in mini-CEX affect students’ learning response?

How does feedback in mini-CEX affect students’ learning response?

Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

Humanistic principles for providing culturally sensitive corrective feedback in supervision

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