How cultural factors affect medical students' interactions with clinical practice feedback: a qualitative study of ethnically diverse students at three transcontinental campuses.
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| Title: | How cultural factors affect medical students' interactions with clinical practice feedback: a qualitative study of ethnically diverse students at three transcontinental campuses. |
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| Authors: | Spooner M; Health Professions Education Centre, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland., Reinhardt C; Health Professions Education Centre, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland., Strawbridge J; School of Pharmacy, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland., Larkin J; Department of General Practice, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland., Liew SC; Perdana University Serdang, Selangor., Jafar MH; Perdana University Serdang, Selangor., Pawlikowska T; Health Professions Education Centre, Royal College of Surgeons in Ireland University of Medicine and Health Sciences, Dublin, Ireland. |
| Source: | Medical education online [Med Educ Online] 2025 Dec 31; Vol. 30 (1), pp. 2567075. Date of Electronic Publication: 2025 Oct 29. |
| Publication Type: | Journal Article |
| Language: | English |
| Journal Info: | Publisher: Taylor & Francis Country of Publication: United States NLM ID: 9806550 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1087-2981 (Electronic) Linking ISSN: 10872981 NLM ISO Abbreviation: Med Educ Online Subsets: MEDLINE |
| Imprint Name(s): | Publication: 2016- : Philadelphia, PA : Taylor & Francis Original Publication: [E. Lansing, MI] : Medical Education Online, [1996- |
| MeSH Terms: | Students, Medical*/psychology , Formative Feedback* , Cultural Diversity* , Ethnicity*/psychology , Feedback*, Humans ; Female ; Male ; Qualitative Research ; Interviews as Topic ; Sex Factors ; Young Adult ; Education, Medical, Undergraduate ; Schools, Medical ; Adult |
| Abstract: | Transnational medical educational programs are now commonplace. Given the importance of individualised feedback, this study explored how cultural factors influence feedback experiences across three transnational campuses of one medical school. A total of 57 final-year medical students were interviewed from a sampling frame of 514 (269 male, 245 female). One-to-one semi-structured interviews were conducted and analysed using template analysis. Codes were iteratively refined into four themes, which were critically reviewed through the lenses of Hofstede's cultural dimensions and Figured Worlds. Four themes were identified: (1) early socialisation into feedback shaped by family and schooling; (2) hierarchical learning environments positioning students as passive recipients; (3) strategies to cope with negative feedback; and (4) gendered differences in the interpretation of feedback. National identity played only a minor role, while prior experiences and hierarchical structures were more influential. Female students more often described humiliation and emotional burden, whereas some male students framed negative feedback as a 'rite of passage.' Feedback experiences in transnational medical programs appear less determined by national culture than by early life experiences and hierarchical clinical environments. Hofstede's framework offered limited explanatory value, while Figured Worlds illuminated how identities are negotiated in feedback encounters. To enhance feedback cultures in transnational settings, faculty development should prioritise dialogic approaches, sensitivity to learners' prior experiences, and awareness of gendered impacts. Institutional change is needed to move beyond transmissive practices and foster learner-centred, inclusive feedback. |
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| Contributed Indexing: | Keywords: Feedback; cultural diversity; feedback literacy; international medical graduates; learning culture |
| Entry Date(s): | Date Created: 20251030 Date Completed: 20251030 Latest Revision: 20251118 |
| Update Code: | 20251118 |
| PubMed Central ID: | PMC12576907 |
| DOI: | 10.1080/10872981.2025.2567075 |
| PMID: | 41162831 |
| Database: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | Transnational medical educational programs are now commonplace. Given the importance of individualised feedback, this study explored how cultural factors influence feedback experiences across three transnational campuses of one medical school. A total of 57 final-year medical students were interviewed from a sampling frame of 514 (269 male, 245 female). One-to-one semi-structured interviews were conducted and analysed using template analysis. Codes were iteratively refined into four themes, which were critically reviewed through the lenses of Hofstede's cultural dimensions and Figured Worlds. Four themes were identified: (1) early socialisation into feedback shaped by family and schooling; (2) hierarchical learning environments positioning students as passive recipients; (3) strategies to cope with negative feedback; and (4) gendered differences in the interpretation of feedback. National identity played only a minor role, while prior experiences and hierarchical structures were more influential. Female students more often described humiliation and emotional burden, whereas some male students framed negative feedback as a 'rite of passage.' Feedback experiences in transnational medical programs appear less determined by national culture than by early life experiences and hierarchical clinical environments. Hofstede's framework offered limited explanatory value, while Figured Worlds illuminated how identities are negotiated in feedback encounters. To enhance feedback cultures in transnational settings, faculty development should prioritise dialogic approaches, sensitivity to learners' prior experiences, and awareness of gendered impacts. Institutional change is needed to move beyond transmissive practices and foster learner-centred, inclusive feedback. |
|---|---|
| ISSN: | 1087-2981 |
| DOI: | 10.1080/10872981.2025.2567075 |