Purpose Medical teachers are prone to burnout, but wellbeing state protects against it. This study aimed to evaluate the wellbeing of medical teachers and identify associated factors.
Methods This cross-sectional study surveyed 174 active Indonesian medical teachers from 41 institutions using consecutive sampling. Data collected through online Google Forms included sociodemographic factors and wellbeing status assessed with the Indonesian version of the PERMA-Profiler questionnaire. The data analysis was performed using descriptive, bivariate non-parametric tests and post-hoc analysis.
Results The median overall wellbeing score was 8.00. Among nine wellbeing domains, accomplishment had the lowest score (median=7.67). Higher educational degree (p=0.048) and academic rank (p=0.024) were significantly associated with the accomplishment score. Age (p=0.006), educational degree (p=0.046), and teaching experience (p=0.037) were significantly associated with overall wellbeing.
Conclusion Despite a decent overall level of wellbeing, Indonesian medical teachers exhibited a low sense of accomplishment. Hence, both the government and medical institutions should establish supportive regulations and constructive faculty development programs to foster teachers’ professional identity formation and wellbeing.
Purpose The practice of feedback is influenced by the characteristics of students, teachers, and the clinical environment. Most studies on feedback have been conducted in Western settings with different sociocultural backgrounds to Indonesia. This study explores feedback in Indonesian clinical clerkship using a sociocultural lens and aims to provide an exemplar of adaptive practice relevant to non-Western settings.
Methods This qualitative study was conducted using an interpretive phenomenology approach. Data were collected through focus groups with students and teachers and interviews with program coordinators. Data were transcribed verbatim and grouped according to data sources, coded, and analyzed thematically.
Results Themes identified from the focus group discussions and interviews were categorized as student, teacher, and environmental factors. Student factors include dependence on feedback, tendencies to use a group approach, difficulties recognizing social rules, a perceived lack of resilience, and tendencies to doubt praise. Factors related to teachers include a high level of expertise, being extremely busy, having a strong commitment, and being unsure of students’ acceptance of feedback. Clinical environment factors influence interactions between teachers and learners and include high power distance and collectivistic values. A safe environment is needed to ensure effective feedback interactions.
Conclusion High power distance, collectivism, and generational characteristics of students likely impact feedback practice in clinical settings. Designing a safe environment is essential for effective feedback practice.
Citations
Citations to this article as recorded by
Nursing students’ experiences of seeking feedback in clinical practice context: A qualitative explorative descriptive study Vistolina Nuuyoma, Martha Sinvula, Agnes Makhene Journal of Professional Nursing.2026; 62: 172. CrossRef
Promoting medical students’ reflection through feedback interaction: The RAISE model Estivana Felaza, Ardi Findyartini, Rita Mustika, Jenny Bashiruddin, Joedo Prihartono, Lucia RM Royanto, Subha Ramani The Asia Pacific Scholar.2025; 10(1): 27. CrossRef
Cultural influences on Asian health profession trainees seeking and receiving feedback: a scoping review Paul Douglas Fullerton, Van Nguyen, Vinod Pallath, Mahbub Sarkar BMC Medical Education.2025;[Epub] CrossRef
Nurturing humanism and professionalism in a clinical setting: A multicenter study to develop a framework for a learning module for clinical students Rita Mustika, Anyta Pinasthika, Nadia Greviana, Eti Poncorini Pamungkasari, Annang Giri Moelyo, Rahma Tsania Zhuhra, Ipek Gonullu PLOS ONE.2024; 19(11): e0313525. CrossRef
The Best of Both Worlds: Exploring the Interplay Between Written and Verbal Feedback in the Continuum of Medical Education Nadia Greviana, Anyta Pinasthika, Diantha Soemantri Medical Science Educator.2024; 35(2): 863. CrossRef
Looking beyond the COVID-19 pandemic: the recalibration of student-teacher relationships in teaching and learning process Diantha Soemantri, Ardi Findyartini, Rita Mustika, Estivana Felaza, Muhammad Athallah Arsyaf, Bayu Prasetya Alfandy, Nadia Greviana Medical Education Online.2023;[Epub] CrossRef
Purpose In recent years, faculty development (FD) research is more noticeable within an inter-professional context and in allied health education. However, there is a paucity of published literature on FD medical education programs in Asia. With the formation of the Asia Pacific Medical Education Network (APME-Net) in 2015, a scoping review of an environmental scan of FD medical education programs in main institutions in South East Asia and Australia in 2018 was conducted.
Methods A survey was developed to collect data on FD in medical education after several rounds of discussion with APME-Net members. The representatives from nine countries in Asia and Australia were invited to partner in this research project. They sent the questionnaire to the Dean of all different medical schools after ethical clearance. The data collected was analyzed using descriptive statistics.
Results Only institutions in four countries responded to the questionnaire. The medical/health professions education center/department/unit has been established in most educational institutions in these countries. These centers/departments/units mostly carry out FD programs to improve the teaching and learning skills of trained participants, particularly clinical teachers via workshops and seminars. Staffing issues and participant buy-in are the current key priorities of the center/department/unit in terms of FD. Lastly, research related FD program has not been well-supported in these countries, hence, the lack of publication in this area.
Conclusion Collaboration between countries to address key areas of interest and develop more standardized and productive FD medical education is required especially in research.
Citations
Citations to this article as recorded by
Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission Lukas Daniel Leatemia, Boukje Compen, Diana H. J. M. Dolmans, Jeroen J. G. van Merrienboer, Astrid Pratidina Susilo Medical Teacher.2025; 47(1): 64. CrossRef
Modern approaches to training medical professionals to solve workforce shortages in the field: A systematic scoping literature review V. N. Mazharov, V. A. Reshetnikov, V. V. Kozlov, L. E. Movsesyan, A. A. Khripunova Kuban Scientific Medical Bulletin.2025; 32(6): 27. CrossRef
Faculty development in health professions education: exploring need assessment, challenges, and opportunities in Vietnam Thuy Minh Ha, Hoang Viet Nguyen, Minh Quang Ngo, Phuoc Van Le, Michelle Lynn Hermiston, Quang Thanh Nguyen BMC Medical Education.2025;[Epub] CrossRef
“It would be nice to have more than basic support”: A learning needs assessment survey of midwifery faculty in low- and middle-income countries of the Asia Pacific region Rachel M. Smith, Joanne E. Gray, Caroline SE Homer Women and Birth.2024; 37(4): 101624. CrossRef
Current status and challenges of faculty development in Korean medical education and strategies for advancement Dong Hyeon Lee Korean Journal of Medical Education.2024; 36(4): 415. CrossRef
Current Status and Tasks of Faculty Development Programs for Medical Education in Korea Kwi Hwa Park, Kyung Hye Park Korean Medical Education Review.2023; 25(1): 17. CrossRef
Faculty Development for Medical Faculty: Importance and Strategies Do-Hwan Kim Korean Medical Education Review.2023; 25(1): 3. CrossRef
Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes Lukas Daniel Leatemia, Astrid Pratidina Susilo, Jeroen Donkers, Jeroen J. G. van Merrienboer BMC Medical Education.2023;[Epub] CrossRef
Ege tıp öğretim elemanlarının sürekli mesleki gelişim konusundaki eğitim gereksinimlerinin belirlenmesi Hatice ŞAHİN, Hale SEZER, Ülküm Zafer DÖKÜMCÜ, Ferhan GİRGİN SAĞIN, Eser YILDIRIM SÖZMEN, Şaziye Rüçhan SERTÖZ, Sibel ÜLKER GÖKSEL Ege Tıp Dergisi.2022; 61(1): 1. CrossRef
Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study Sayaka Oikawa, Junko Iida, Yasunobu Ito, Hiroshi Nishigori BMC Medical Education.2022;[Epub] CrossRef
A single-center, cross-sectional study of cross-professional faculties’ perception to virtual class under different scenarios: A stepwise approach Yu-Fan Lin, Chen-Huan Chen, Ying-Ying Yang, Nai-Rong Kuo, Tzu-Hao Li, Jiing-Feng Lirng, Ming-Chih Hou, Wayne Huey-Herng Sheu Journal of the Chinese Medical Association.2022; 85(7): 759. CrossRef
Viewing faculty development through an organizational lens: Sharing lessons learned Klodiana Kolomitro, Joanne Hamilton, Karen Leslie, Lara Hazelton, Kiran Veerapen, Kenna Kelly-Turner, David Keegan Medical Teacher.2021; 43(8): 894. CrossRef
Strategic academic development in Asia: embracing a ‘layered’ approach to ‘wicked problems’ Johan Geertsema, Mark Gan Joo Seng International Journal for Academic Development.2021; 26(4): 389. CrossRef
First
Prev
