Working cross-culturally with GP registrars_TMT2013
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This document discusses strategies for helping international medical graduates (GPRs) adjust to working in a cross-cultural environment. It addresses helping GPRs cope with cultural differences, receive feedback effectively, and participate in small group learning. For feedback, common problems GPRs face include not understanding expectations or how to receive feedback. Strategies are proposed for giving and receiving feedback in a culturally sensitive way. For small group learning, reasons for non-participation include different learning styles and fears of losing face. Suggested strategies to improve participation involve preparing learners, using clear instructions, allowing more response time, and emphasizing respect for different perspectives.
Working cross-culturally with GP registrars_TMT2013
- 1. Working cross-culturally with GPRs TMT Supervisors Conference, 2013 hunguyen250369@gmail.com 1
- 2. Helping GPRs: ➡cope in the cross-cultural space ➡receive feedback ➡participate in SGL 2
- 4. learning & teaching styles assessment roles & expectations Gap CultureLEARNING 4
- 5. Helping GPRs cope in the intercultural environment 5
- 6. “It’s my body” - part 1 Watch and discuss: ➡What feedback would you provide this GPR? 6
- 7. Individualism Collectivism Individualism Independence, self-sufficient self-directed freedom rights inter-dependence, dependence consensus, harmony obligations responsibilities 7
- 8. Power Distance Low PD High PD status is earned informal - first name basis participate in decision making express disagreement directly direct communication individuals find solutions status is conferred formal - titles and honorifics defer decision making express disagreement indirectly indirect communication individuals seeks solutions from supervisors 8
- 9. Uncertainty Avoidance Low UA High UA there are exceptions to rules and protocols take initiative depending on context readily modify decisions mistakes are learning opportunities seek and accepts rules and protocols decisions are binding mistakes are personal short comings 9
- 10. Masculinity Feminine Masculine process is important roles overlap holistic approach teams work collaboratively relationships are cultivated task and outcome focused roles are well defined teams structures are respected 10
- 11. “It’s my body” - part 1 Watch and diagnose: ➡Which cultural framework is the GPR relying on? 11
- 12. “It’s my body” - part 2. Knowing why people behave a certain way help us modify our behaviour to meet expectations. These expectations can be culturally based. 12
- 15. Feedback Giving ✓ Timely ✓ Expected ✓ Specific ✓ Honest and direct ✓ Descriptive ✓ Relevant ✓ Right level ✓ Focused ✓ Informative ✓ Balanced ✓ Actionable 15
- 16. Feedback Receiving Help them: ๏ be explicit of the kind of feedback they want ๏ be aware of their reaction emotionally and intellectually ๏ actively listen ๏ seek clarification ๏ summarise what they are hearing ๏ reflect and evaluate the information provided ๏ explore possible actions for change ๏ embrace feedback 16
- 17. ➡What problems have you observed in GPRs when they receive feedback? ➡What are the underlying reasons for these problems do you think? 17
- 18. • Teachers are experts (what they tell me is correct; any feedback they choose to provide is good; disagreeing will cause teacher and myself to loose face; I should not probe teacher too much b/c that would demonstrate that I have not understood and suggests teacher is not a good teacher) • Teacher can identify my problems (they would tell me what problems I have; they should choose the kind of feedback I need) 18
- 19. • Teacher is able to help me solve my problems (not doing so means they are not good teachers; they are not experts; they are hiding somethings; they are obstructing my learning; they don’t care about my progress) • I should listen carefully (asking for clarification is disrespectful; teacher may think I was not listening and I would loose face) 19
- 20. Helping GPRs participate in small group learning 20
- 21. ➡What are possible underlying reasons for non- participation? ➡What strategies can you sue to improve participation in SGL? 21
- 22. • inexperience in participation based learning (learning style) • fears - making a mistake, using incorrect English, being embarrassed, appearing foolish, wasting other’s time, appearing arrogant (face, group harmony, respect for others and teacher) • not understand instructions (language, jargon, colloquialism, idioms) • fast paced interaction or activity (language, process confusion) Why GPRs don’t participate 22
- 23. • lack of time to think, process information (language panic, communication skills) • uncertain when and how to interject (politeness, face) • lack background knowledge (Australian, rural, historical context) • mismatch b/w roles and expectations of the learner and the teacher (culture of learning) Why GPRs don’t participate 23
- 24. • prefer to memorize the information first (as this leads to in-depth understanding) • don’t understand requirements (analysis and critical thinking comes later not first - deductive vs inductive learning) Why GPRs don’t participate 24
- 25. Strategies Eliciting responses: ‣ pose - pause - pounce (invite) ‣ if a GPR asks a question refer to the group for an answer ‣ think - pair - share; think - pair - square ‣ smaller group work with a reporter Ladyshewsky, 1996; Ballard and Clancy, 1997; Ryan 2000; Carroll and Ryan, 200525
- 26. Strategies Organisation: ‣ prepare the class - objectives, rationale, explain key concepts, assume no background knowledge, class guidelines ‣ give pre-reading materials ‣ increase time in small group activities ‣ don’t talk and write at the same time ‣ provide clear handouts 26
- 27. Strategies Organisation: ‣ use the whiteboard ‣ vary participation activities ‣ allow more time to respond ‣ summarise key points at end of each section ‣ allow participants to side-talk ‣ allow participants to audio and video record 27
- 28. Strategies Teacher language: ‣ start with simple language, gradually increase complexity when explaining terms ‣ paraphrase terms ‣ use repetition ‣ short sentences 28
- 29. Strategies Teacher language: ‣ use pauses ‣ define jargon, spell our abbreviations/acronyms, explain idioms/colloquialisms ‣ check understanding, do quiz, demonstrate skill ‣ avoid humour (based on background cultural knowledge; relies on intonation/stress patterns) 29
- 30. Strategies Learner language: ‣ let GPRs use their own words ‣ avoid overtly correcting their language - instead rephrase, clarify ‣ if you don’t understand - ask question to clarify (avoid “I don’t understand” as they may not know how to improve the communication) ‣ allow more time 30
- 31. Strategies Signposting: ‣ verbal markers eg this is important, in conclusion ‣ implicit markers eg loudness, word stress, repetition, alternative words/phrases ‣ link ideas eg first of all...next...then; a few examples of this are... ‣ signal transition to a new idea eg now we will move to the next part of the procedure... 31
- 32. Helping GPRs: ➡cope in the cross-cultural space ➡receive feedback ➡participate in SGL 32