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

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The Encounters of Clinical Teaching in Hierarchical and Collectivistic Contexts,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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Curriculum Design of Community-Based Education, Toward Social Accountability of Health Profession E 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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The Discourse and Attempt of Student-Centered Assessment in the Context of Cultural Diversity,amination seems to be a feasible way to standardize quality in health professions education. However, this kind of high-stakes national examination may represent the social hierarchy indicated in this edited volume. Despite many external benefits, a high-stakes national exam, such as computer-based

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Assuring Quality of Health Professions Education in the Context of Cultural Diversity,with 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

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Leading Health Profession Educational Programs for Better Health Care Services,ements. This change entails that besides clinical skills, health professionals require strong leadership skills to strategize and manage educational reforms. However, the roles and the context of practice can be very different when one compares educational leadership and hospital leadership in healt

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Nurturing Personal and Professional Development of Health Professionals in the Hierarchical and Colifelong learning is not new for this community. The same also applies to other communities of practice in healthcare services. However, the remaining question is whether medical and health professions education has equipped the graduates to conduct lifelong learning and embark on personal and profes

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Interprofessional Collaboration and Education in the Hierarchical and Collectivistic Culture,ulture. As a result, it is highly challenging to initiate two-way dialogues between health professionals. Health professionals are not always ready to assume their advocacy roles in collaboration to guard the safety of the patients. This chapter will discuss the importance of interprofessional colla

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Strengthening Resilience in Medical and Health Professions Education: The Dynamic Interaction of Cung process to assure the achievement of competency and readiness of graduates. This chapter highlights that the students, faculty, patients, and other human enterprises are the center of the process. Relevant theories and practices on resilience, burnout, and wellbeing will be discussed comprehensiv

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