Titlebook: Challenges and Opportunities in Health Professions Education; Perspectives in the Mora Claramita,Ardi Findyartini,Hiroshi Nishigori Book 2

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,Razionalità tra giochi e filosofia,nsequences. Few studies from this cultural context show that students from this cultural background perceive the small group discussion differently from the Western students. In this culture, teachers are seen as the ultimate rules, so small group discussion to formulate learning objectives may be p

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https://doi.org/10.1007/978-88-470-0629-4ics, and various natural resources are available instead of high technology. By having adequate comprehension of the trends of the 4.0 era, in which digital information and app-based learning are prominent, we should not neglect that health professions may make the maximum use of the natural resourc

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,Razionalità tra giochi e filosofia,eal observation-based learning may not work as expected during workplace-based clinical education and patient-care services. The ultimate summative assessment, which will be discussed in another chapter, will drive students‘ motivation to pass the final clinical examination as if it is the only way

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https://doi.org/10.1007/978-88-470-0629-4 healthcare scenario with more emphasis on primary healthcare, entirely tertiary care hospital-based training may not equip the future healthcare providers and physicians for optimum management of community health challenges. Literature suggests that health professions institutions should serve the

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https://doi.org/10.1007/978-3-030-38304-6with unique geographic and social environment (i.e., rural and remote areas). From the ‘feasibility’ and practical point of view, this kind of context tends to apply the ‘quantitative’ evaluation system, using numbers and statistics; and minimally applying the qualitative self-assessment & reflectio