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 χ(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 (βresidents = -0.201, p < 0.001 and βjoint = 0.193, p = 0.001). Dutch students appreciated feedback more when it was based on observation. 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.
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 χ(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 (βresidents = -0.201, p < 0.001 and βjoint = 0.193, p = 0.001). Dutch students appreciated feedback more when it was based on observation. 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.
Authors: Yoyo Suhoyo; Johanna Schönrock-Adema; Ova Emilia; Jan B M Kuks; Janke Cohen-Schotanus Journal: BMC Med Educ Date: 2018-04-19 Impact factor: 2.463
Authors: Yoyo Suhoyo; Johanna Schönrock-Adema; Ova Emilia; Jan B M Kuks; Janke Cohen-Schotanus Journal: BMC Med Educ Date: 2020-05-08 Impact factor: 2.463
Authors: Yoyo Suhoyo; Elisabeth A Van Hell; Wouter Kerdijk; Ova Emilia; Johanna Schönrock-Adema; Jan B M Kuks; Janke Cohen-Schotanus Journal: BMC Med Educ Date: 2017-04-05 Impact factor: 2.463