FACILITATING CLINICAL EDUCATION IN MEDICAL AND HEALTH PROFESSION EDUCATION

https://doi.org/10.22146/jpki.71819

Sylvia Mustika Sari(1*), Subha Ramani(2), Ova Emilia(3), Yoyo Suhoyo(4)

(1) Faculty of Medicine, Universitas Jenderal Achmad Yani
(2) Department of Medicine and Brigham Medical Institute, Brigham and Women’s Hospital and Harvard Medical School, Boston – USA
(3) Medical Education and Bioethics Department, Universitas Gadjah Mada, Yogyakarta – INDONESIA
(4) Medical Education and Bioethics Department, Universitas Gadjah Mada, Yogyakarta – INDONESIA
(*) Corresponding Author

Abstract


Background: The clinical supervisor's roles influence the quality of clinical education as a teacher and their interaction with students. Underlined the importance of refreshment on clinical teaching skills for clinical supervisors, the 3rd Webinar series of IAMHPE has inspired the recommendations on essential elements in the clinical education of medical and health profession education.

Gaps: Recent studies have highlighted the complexity of facilitating clinical education and the socio-cultural influence on clinical supervisor-student relations. As a gap, Indonesia has a hierarchical and collectivist culture and thus the potential to hinder improving students' learning development during clinical education.

Recommendation: An understanding of the Gaps between literature and Indonesia's socio-cultural influence on clinical education, we develop several recommendations, including 1) Building Clinical Supervisor-Student Relations that support students' development; 2) Making role modeling explicit and integrating into teaching and learning;

3) Facilitating the gradual development of students' clinical abilities, and 4) Re-conceptualization of feedback in clinical education as a “dialogue”.

 

 


Keywords


clinical education, role modeling, feedback, Indonesia

Full Text:

PDF


References

  1. Ramani S, Leinster S. AMEE Guide no. 34: Teaching in the clinical environment. Medical Teacher. 2008; 30(4), 347–364. https://doi.org/10.1080/01421590802061613
  2. Teunissen PW. Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces. Advances in Health Sciences Education. 2015; 20(4), pp. 843–856. https://doi: 10.1007/s10459-014-9556-y
  3. Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning. Med Educ. 2007 Jan; 41(1):84-91. https://doi: 10.1111/j.1365- 2929.2006.02652.x. PMID: 17209896
  4. Norcini J, Burch V. Workplace-based assessment as an educational tool: AMEE Guide No. 31. Medical Teacher. 2007 Nov; 29(9):855-71. https://doi.org/10.1080/01421590701775453
  5. Harden R and Cosby J. AMEE Guide No 20: The good teacher is more than a lecturer the twelve roles of the teacher, Medical Teacher. 2000. 22(4) 22, 334- 347.
  6. Ramani S, Konings KD, Ginsburg S, Vleuten CP. Meaningful feedback through a socio-cultural lens. Medical Teacher. 2019 September; pp. 1–11. DOI: https://doi.org/10.1080/0142159X.2019.1656804
  7. van der Zwet J, Zwietering PJ, Teunissen PW, van der Vleuten CPM, Scherpbier AJJA. Workplace learning from a socio-cultural perspective: Creating developmental space during the general practice clerkship. Advances in Health Sciences Education. 2011; 16(3), pp. 359–373. DOI: 10.1007/s10459- 010-9268-x.
  8. Wong AK. Culture in medical education: Comparing a Thai and a Canadian residency programme. Medical Education. 2011; 45(12), pp. 1209–1219. DOI: 10.1111/j.1365-2923.2011.04059.x.
  9. Wilbur K, Driessen EW, Scheele F, Teunissen PW. Workplace-Based Assessment in Cross-Border Health Professional Education. Teaching and Learning in Medicine. Routledge. 2019; pp. 1–13. DOI: 10.1080/10401334.2019.1637742.
  10. Ramani S, Post SE, Könings K, Mann K, Katz JT, van der Vleuten CP. “It’s Just Not the Culture”: A Qualitative Study Exploring Residents’ Perceptions of the Impact of Institutional Culture on Feedback. Teaching and Learning in Medicine. Taylor & Francis, 2017; 29(2), pp. 153–161. DOI: 10.1080/10401334.2016.1244014.
  11. Hofstede G. Culture Consequenses. Comparing Values, Behaviors, Institutions, and Organizations Across Nations. 2nd edn. Edited by J. B. Thompson. Thousand Oaks, California: Sage Publication. 2001
  12. Suhoyo Y, Van Hell EA, Prihatiningsih TS, Kuks JBM, Cohen-Schotanus J. Exploring cultural differences in feedback processes and perceived instructiveness during clerkships: Replicating a Dutch study in Indonesia. Medical Teacher. 2014. 36(3), pp. 223–229. DOI: 10.3109/0142159X.2013.853117.
  13. Suhoyo Y, Van Hell EA, Kerdijk W, Emilia O, Schönrock-Adema J, Kuks JBM, Cohen-Schotanus J. Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?. BMC Medical Education. 2017. 17(1), pp. 1–7. DOI: 10.1186/s12909-017-0904-5.
  14. Nugraheny E, Claramita M, Rahayu GR, Kumara A. Feedback in the nonshifting context of the midwifery clinical education in Indonesia: A mixed-methods study. Iranian Journal of Nursing and Midwifery Research. 2016; 21(6), p. 628. DOI: 10.4103/1735-9066.197671.
  15. Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide No. 63. Med Teach. 2012; 34(2):e102-e115. doi:10.3109/0142159X.2012.650741
  16. Sanders J. The use of reflection in medical education: AMEE Guide No. 44. Med Teach. 2009 Aug; 31(8):685-95. DOI: 10.1080/01421590903050374. PMID: 19811204.
  17. Hawley G, Tuckett AG. Using reflection: Mentoring midwifery students in India. Health Education in Practice: Journal of Research for Professional Learning. 2020; vol. 3, no. 2 https://doi.org/10.33966 /hepj.3.2.14253
  18. Paice E, Heard S, Moss F. How important are role models in making good doctors?. BMJ Clinical research ed. 2002; 325. 707-10. http://doi.org/10.1136/bmj.325.7366.707.
  19. Wolcott MD, McLaughlin JE, Hann A, Miklavec A, Beck Dallaghan GL, Rhoney DH, Zomorodi M. A review to characterise and map the growth mindset theory in health professions education. Med Educ. 2021 Apr; 55(4):430-440. DOI: 10.1111/medu.14381. Epub 2020 9th October. PMID: 32955728
  20. Yousuf R, Salam A. Role modeling in clinical educators: An important issue in medical education. southeast Asia Journal of Public Health. 2015; 5. 49-50. 10.3329/seajph.v5i1.24853.
  21. Benbassat J. Role modeling in medical education: the importance of a reflective imitation. Academic medicine : journal of the Association of American Medical Colleges.2014; 89(4), 550–554. https://doi.org/10.1097/ACM.0000000000000189
  22. Hattie J, Timperley H. The power of feedback. Review of Educational Research. 2007; 77(1), pp. 81–112. DOI: 10.3102/003465430298487
  23. Boud D, Molloy E. What is the problem with feedback?. In Boud, David and Molloy, Elizabeth (ed). Feedback in higher and professional education: understanding it and doing it well, Routledge, London, Eng., 2013. pp.1-10, DOI: 10.4324/9780203074336.
  24. Ajjawi R, Boud D. Examining the nature and effects of feedback dialogue. Assessment and Evaluation in Higher Education. Routledge. 2018; 43(7), pp. 1106–1119. Doi: 10.1080/02602938.2018.1434128.
  25. Sargeant J, Lockyer J, Mann K, Holmboe E, Silver I, Armson H, Driessen E, MacLeod T, Yen W, Ross K, Power M. Facilitated reflective performance feedback: developing an evidence-and theory-based model that builds relationship, explores reactions and content, and coaches for performance change (R2C2). Academic Medicine. 2015 Dec 1;90(12):1698-706.



DOI: https://doi.org/10.22146/jpki.71819

Article Metrics

Abstract views : 1332 | views : 1124

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Sylvia Mustika Sari, Subha Ramani , Ova Emilia , Yoyo Suhoyo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats