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Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting

BACKGROUNDS: Research concerning student-centered learning (SCL) recommends a comprehensive assessment of medical students’ competencies including their personal and professional characters. Accordingly, nurturing future doctors should be in a continuous mentorship program. However, in a hierarchica...

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Autores principales: Findyartini, Ardi, Syah, Nur Afrainin, Susilo, Astrid Pratidina, Nurokhmanti, Hikmawati, Qomariyah, Nurul, Greviana, Nadia, Ainin, Dina Qurratu, Sari, Sylvia Mustika, Claramita, Mora
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9987738/
https://www.ncbi.nlm.nih.gov/pubmed/36866628
http://dx.doi.org/10.1080/10872981.2023.2185122
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author Findyartini, Ardi
Syah, Nur Afrainin
Susilo, Astrid Pratidina
Nurokhmanti, Hikmawati
Qomariyah, Nurul
Greviana, Nadia
Ainin, Dina Qurratu
Sari, Sylvia Mustika
Claramita, Mora
author_facet Findyartini, Ardi
Syah, Nur Afrainin
Susilo, Astrid Pratidina
Nurokhmanti, Hikmawati
Qomariyah, Nurul
Greviana, Nadia
Ainin, Dina Qurratu
Sari, Sylvia Mustika
Claramita, Mora
author_sort Findyartini, Ardi
collection PubMed
description BACKGROUNDS: Research concerning student-centered learning (SCL) recommends a comprehensive assessment of medical students’ competencies including their personal and professional characters. Accordingly, nurturing future doctors should be in a continuous mentorship program. However, in a hierarchical culture, communication is one-way with limited feedback and reflection. We aimed to explore challenges and opportunities for SCL implementation in medical schools in this cultural setting necessary for a globally interdependent world. METHODS: Two cycles of participatory action research (PAR) were conducted, involving medical students and teachers in Indonesia. A national conference on SCL principles was conducted between the cycles, also the SCL modules were developed for each institution and feedback was shared. Twelve focus group discussions were conducted (before and after the module development), with 37 medical teachers and 48 medical students from 7 faculties of medicine across Indonesia at various levels accreditation. Following verbatim transcriptions, a thematic analysis was conducted. RESULTS AND DISCUSSIONS: In cycle 1 PAR, some challenges in implementing SCL were identified: lack of constructive feedback, overloaded content, summative-based assessment, hierarchical culture environment, and teachers’ dilemma of committed time between patient-care and education. In cycle 2, several opportunities to approach the SCL were proposed: a faculty development program on mentorship, students’ reflection guides and training, a more longitudinal assessment system, also a more supportive government policy on the human resources system. CONCLUSIONS: The main challenge of fostering student-centered learning revealed in this study was a teacher-centered learning tendency in the medical curriculum. The weighting towards summative assessment and the national educational policy drive the curriculum like a ‘domino effect’, away from the expected student-centered learning principles. However, using a participative method, students and teachers could identify opportunities and articulate their educational needs, i.e., a partnership-mentorship program, as a significant step toward student-centered learning in this cultural context.
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spelling pubmed-99877382023-03-07 Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting Findyartini, Ardi Syah, Nur Afrainin Susilo, Astrid Pratidina Nurokhmanti, Hikmawati Qomariyah, Nurul Greviana, Nadia Ainin, Dina Qurratu Sari, Sylvia Mustika Claramita, Mora Med Educ Online Research Article BACKGROUNDS: Research concerning student-centered learning (SCL) recommends a comprehensive assessment of medical students’ competencies including their personal and professional characters. Accordingly, nurturing future doctors should be in a continuous mentorship program. However, in a hierarchical culture, communication is one-way with limited feedback and reflection. We aimed to explore challenges and opportunities for SCL implementation in medical schools in this cultural setting necessary for a globally interdependent world. METHODS: Two cycles of participatory action research (PAR) were conducted, involving medical students and teachers in Indonesia. A national conference on SCL principles was conducted between the cycles, also the SCL modules were developed for each institution and feedback was shared. Twelve focus group discussions were conducted (before and after the module development), with 37 medical teachers and 48 medical students from 7 faculties of medicine across Indonesia at various levels accreditation. Following verbatim transcriptions, a thematic analysis was conducted. RESULTS AND DISCUSSIONS: In cycle 1 PAR, some challenges in implementing SCL were identified: lack of constructive feedback, overloaded content, summative-based assessment, hierarchical culture environment, and teachers’ dilemma of committed time between patient-care and education. In cycle 2, several opportunities to approach the SCL were proposed: a faculty development program on mentorship, students’ reflection guides and training, a more longitudinal assessment system, also a more supportive government policy on the human resources system. CONCLUSIONS: The main challenge of fostering student-centered learning revealed in this study was a teacher-centered learning tendency in the medical curriculum. The weighting towards summative assessment and the national educational policy drive the curriculum like a ‘domino effect’, away from the expected student-centered learning principles. However, using a participative method, students and teachers could identify opportunities and articulate their educational needs, i.e., a partnership-mentorship program, as a significant step toward student-centered learning in this cultural context. Taylor & Francis 2023-03-03 /pmc/articles/PMC9987738/ /pubmed/36866628 http://dx.doi.org/10.1080/10872981.2023.2185122 Text en © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Findyartini, Ardi
Syah, Nur Afrainin
Susilo, Astrid Pratidina
Nurokhmanti, Hikmawati
Qomariyah, Nurul
Greviana, Nadia
Ainin, Dina Qurratu
Sari, Sylvia Mustika
Claramita, Mora
Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting
title Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting
title_full Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting
title_fullStr Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting
title_full_unstemmed Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting
title_short Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting
title_sort challenges and opportunities in cultivating medical students’ competencies: participatory action research from a hierarchical cultural setting
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9987738/
https://www.ncbi.nlm.nih.gov/pubmed/36866628
http://dx.doi.org/10.1080/10872981.2023.2185122
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