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 Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials.
Methods This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors’ characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model.
Results Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students’ characteristics and performance, tutors’ characteristics and self-perceptions, and supportive infrastructure.
Conclusion The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.
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Results Twenty-seven residents (31.4%) experienced severe emotional exhaustion (EE), 22 (25.6%) experienced severe depersonalization (DP), and 40 (46,5%) experienced low personal accomplishment (PA). Factors increasing the likelihood of experiencing burnout were being surgical residents for EE (2.65 times), dealing with difficult/rare cases for DP (1.14 points), and working hours for PA (1.03 points). The QoL was influenced by the three burnout domains, marital status, education level, gender, age, type of residency, night shift, difficult/rare cases, working hours, and number of emergency cases. Factors influencing burnout, both intrinsic and extrinsic, were identified and divided into causative and protective factors.
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