Undergraduate Medical Students’ Perceptions on Feedback-Seeking Behaviour

Oktaria, Dwita; Soemantri, Diantha

doi:10.21315/mjms2018.25.1.9

Cited by 14 publications

(12 citation statements)

References 18 publications

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“…The results of this study showed that trainees were uncomfortable and discouraged sharing their thoughts with faculty members, although it was known that the use of the reflective e‐portfolio is ideally accompanied by the use of portfolio mentors to support accurate self‐reflection . This finding is congruent with the results of Oktaria and Soemantri (2018), which demonstrated that one of the obstacles faced by health professional students in Indonesia in terms of seeking feedback was their unpreparedness to receive negative responses from the teaching staff …”

Section: Discussionsupporting

confidence: 85%

Development of e‐portfolio in undergraduate clinical dentistry: How trainees select and reflect on evidence

Greviana

Mustika

Soemantri

2020

Eur J Dental Education

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Introduction:Self-reflection is a fundamental part of health professional development, especially in the unstructured clinical stage of dentistry, medical and health profession education, since it plays important role in experiential learning. A portfolio-both conventional and digital-records various aspects of knowledge, skills and attitudes over a long period of time to help students develop their professionalism by conducting self-reflection. This study aims to explore the process of selecting and reflecting on professionalism evidence recorded in e-portfolios during undergraduate clinical dentistry training. Method:This pilot study is a qualitative study with a phenomenological design. The selection of respondents was conducted using a maximum variety sampling method.Following a 6-week pilot programme, a total of six in-depth interviews and five focus group discussions were conducted with undergraduate students representing different clinical rotations to explore the process conducted by undergraduate clinical dentistry students in e-portfolio development. The study of documents was also conducted on the respondents' reflective writing from the e-portfolio back-end data to explore their self-reflection skills. Result:The results of the present study highlighted two different approaches used amongst trainees in developing a reflective e-portfolio: selective and non-selective.The observed reflective e-portfolio utilisation frequency and trainees' self-reflection skills were low, with several affecting factors identified. These identified factors consisted of external factors, such as the undergraduate clinical dentistry programme curriculum, the hidden curriculum, the availability of feedback, the availability of role models, and features of the e-portfolio and internal factors, such as understanding the self-reflection concept, the availability of time and mood, cultural factors, and understanding the content reflected. Conclusion:Through the process of independently selecting and recording learning activities in e-portfolios as well as repeatedly conducting self-reflection, trainees can improve their overall reflective abilities. However, producing a systematic approach to forming a reflective learning environment is necessary to aid the implementation of reflective e-portfolios, especially at the early stage of e-portfolio implementation. | 321 GREVIANA Et Al.

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Section: Discussionsupporting

confidence: 85%

Development of e‐portfolio in undergraduate clinical dentistry: How trainees select and reflect on evidence

Greviana

Mustika

Soemantri

2020

Eur J Dental Education

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“…This resulted from high power distance culture, thus, causing students to feel reluctant to seek direct feedback on their self-reflection due to a fear of receiving negative feedback. This notion is also supported by the results of Oktaria and Soemantri 22 , which show that the unpreparedness of Indonesian students to receive negative feedback from a faculty member is a barrier for them to seek feedback in general. Therefore, since it is essential to provide a safe environment to prevent resistance during the pilot stage, there was no faculty member assigned to provide feedback or grade students' reflections.…”

Section: Discussionmentioning

confidence: 67%

E-portfolio system development for undergraduate clinical dentistry: An action research study in one university

2020

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Introduction: Higher education institutions are responsible for accommodating students to synthesise the knowledge and skills they obtained in the classroom or workplace through reflections. In the field of health professional education, the use of e-portfolio has provided an empirically validated conceptual model of integrated knowledge and learning. Therefore, it is essential to analyse the need to establish a new platform to engage stakeholders and thus ensure daily use of e-portfolio by students in undergraduate dentistry program in Indonesia. The present study was aimed to develop an e-portfolio platform based on a needs analysis and explore stakeholders’ perceptions following its implementation. Methods: The present study was a participatory action research study using a cross-sectional design with a qualitative approach that involved trainees and supervisors in an undergraduate clinical dentistry program. The study was divided into three stages: the exploration stage, the pilot study stage, and the evaluation stage of the e-portfolio platform. Data were collected using in-depth interviews and focus group discussions with stakeholders, which included faculty members and students. Data were analysed thematically. Results: The e-portfolio platform was developed according to the results of the needs analysis stage while considering stakeholders’ expectations and expected features. The results of the evaluation stage indicated a positive response from respondents. Respondents considered the e-portfolio to be very useful in students’ professional development, as it helped students to understand the content, assisted in learning, and improved their understanding of self-reflection. Conclusion: Performing a needs analysis prior to the development of an e-portfolio system provided information on technical issues regarding its development as well as the adequate supporting system required prior to its implementation. Although the implementation of the e-portfolio developed in this early stage was not conducted ideally, students reported a satisfactory impact on their learning.

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“…Researchers have found that medical students make a cognitive appraisal of the costs (e.g., in terms of effort and saving face) associated with feedback seeking. 53 Literature in other fields suggests that sustained physical or psychological effort can exhaust one’s mental and physical resources through energy depletion. 54,55 The hierarchical nature of medicine could further potentiate the influence that others in the clinical environment may have on the energy drain students experience when they engage in proactive behaviors.…”

Section: Discussionmentioning

confidence: 99%

Medical Students’ Socialization Tactics When Entering a New Clinical Clerkship: A Mixed Methods Study of Proactivity

Atherley

Dolmans

et al. 2022

Academic Medicine

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Purpose Socialization into clinical clerkships is difficult in part due to ambiguity around students’ new roles and expected behaviors. Being proactive reduces ambiguity and is essential to socialization. Proactive behavior can be taught and goes beyond having a proactive personality. Among students entering new undergraduate clinical clerkships, this study aimed to investigate (1) reported proactive behaviors and their association with social integration and (2) enabling and inhibiting factors for proactive behavior. Method This study was conducted at the 5-year MBBS program at Western Sydney University during academic year 2019–2020. Using a convergent mixed methods approach, survey and interview data from third-, fourth-, and fifth-year students were collected. Surveys explored 5 proactive behaviors: feedback seeking, information seeking, task negotiation, positive framing, and relationship building. Interviews elicited descriptions of how students described their proactivity and what influenced students to be proactive when entering a new clerkship. Data were integrated using the following the thread and mixed methods matrix techniques. Results Students exhibited all 5 proactive behaviors. Survey data showed positive framing and task negotiation had the highest and lowest scores, respectively. Only positive framing correlated significantly with social integration scores (r = 0.27; P < .01), but this contrasted to interviews, in which students described how other proactive behaviors also led to social integration. Proactive behavior scores decreased across academic years. Integrated data showed 3 linked antecedents to whether students exhibited proactive behavior: feeling capable of being proactive, individual intention to be proactive, and the immediate environment and system-level factors. Conclusions Students who framed the experience positively were more likely to report increased social integration. Initiating task negotiation was challenging for most students. The authors propose a conceptual model for proactivity and social integration to support socialization and learning during clinical transitions for future research and interventional design.

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Undergraduate Medical Students’ Perceptions on Feedback-Seeking Behaviour

Cited by 14 publications

References 18 publications

Development of e‐portfolio in undergraduate clinical dentistry: How trainees select and reflect on evidence

Development of e‐portfolio in undergraduate clinical dentistry: How trainees select and reflect on evidence

E-portfolio system development for undergraduate clinical dentistry: An action research study in one university

Medical Students’ Socialization Tactics When Entering a New Clinical Clerkship: A Mixed Methods Study of Proactivity

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