Wilbur Kerry, Mousa Bacha Rasha, Abdelaziz Somaia
College of Pharmacy, Qatar University, Doha, Qatar.
Int J Med Educ. 2017 Mar 17;8:91-98. doi: 10.5116/ijme.58ba.7c68.
To explore feedback processes of Western-based health professional student training curricula conducted in an Arab clinical teaching setting.
This qualitative study employed document analysis of in-training evaluation reports (ITERs) used by Canadian nursing, pharmacy, respiratory therapy, paramedic, dental hygiene, and pharmacy technician programs established in Qatar. Six experiential training program coordinators were interviewed between February and May 2016 to explore how national cultural differences are perceived to affect feedback processes between students and clinical supervisors. Interviews were recorded, transcribed, and coded according to a priori cultural themes.
Document analysis found all programs' ITERs outlined competency items for students to achieve. Clinical supervisors choose a response option corresponding to their judgment of student performance and may provide additional written feedback in spaces provided. Only one program required formal face-to-face feedback exchange between students and clinical supervisors. Experiential training program coordinators identified that no ITER was expressly culturally adapted, although in some instances, modifications were made for differences in scopes of practice between Canada and Qatar. Power distance was recognized by all coordinators who also identified both student and supervisor reluctance to document potentially negative feedback in ITERs. Instances of collectivism were described as more lenient student assessment by clinical supervisors of the same cultural background. Uncertainty avoidance did not appear to impact feedback processes.
Our findings suggest that differences in specific cultural dimensions between Qatar and Canada have implications on the feedback process in experiential training which may be addressed through simple measures to accommodate communication preferences.
探讨在阿拉伯临床教学环境中开展的以西方为基础的卫生专业学生培训课程的反馈过程。
本定性研究对卡塔尔设立的加拿大护理、药学、呼吸治疗、护理人员、口腔卫生和药房技术员项目所使用的培训期间评估报告（ITERs）进行了文件分析。2016年2月至5月间，对6名体验式培训项目协调员进行了访谈，以探讨国家文化差异如何被认为会影响学生与临床督导之间的反馈过程。访谈进行了录音、转录，并根据先验文化主题进行编码。
文件分析发现，所有项目的ITERs都列出了学生要达到的能力项目。临床督导选择与他们对学生表现的判断相对应的回应选项，并可在提供的空白处提供额外的书面反馈。只有一个项目要求学生与临床督导之间进行正式的面对面反馈交流。体验式培训项目协调员指出，没有ITER是专门针对文化进行调整的，尽管在某些情况下，针对加拿大和卡塔尔之间实践范围的差异进行了修改。所有协调员都认识到权力距离的存在，他们还指出，学生和督导都不愿意在ITERs中记录潜在的负面反馈。集体主义的情况表现为，具有相同文化背景的临床督导对学生的评估更为宽松。不确定性规避似乎并未影响反馈过程。
我们的研究结果表明，卡塔尔和加拿大在特定文化维度上的差异对体验式培训中的反馈过程有影响，可通过一些简单措施来适应沟通偏好来解决这些影响。
