Understanding and Embracing Culture in International Faculty Development
Sara Mortaz Hejri1, Rashmi Vyas2, William P Burdick3
1Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada.
Perspectives on Medical Education
|March 13, 2023
Summary
Cultural diversity in international faculty development programs (IFDPs) enhances learning by fostering awareness and connections. Participants navigated differences through adaptation and reflection, leading to constructive solutions and valuable insights for future faculty development.
Area of Science:
- Medical Education
- Cross-Cultural Studies
- Faculty Development
Background:
- International Faculty Development Programs (IFDPs) yield positive outcomes but often overlook participants' cultural influences.
- Understanding culture's role in teaching and learning within IFDPs is crucial for program effectiveness.
Purpose of the Study:
- To explore the influences of culture on teaching and learning experiences within a US-based IFDP.
- To investigate how cultural diversity impacts participant interactions and learning processes.
Main Methods:
- Qualitative methodology using interpretive description.
- Semi-structured interviews conducted with 15 Fellows and 5 Faculty.
- Iterative constant comparative analysis informed by Transformative Learning Theory.
Main Results:
- Cultural differences served as a bridge to awareness and network building, rather than a barrier.
- Cultural variations prompted adaptations and modifications to navigate unease and uncertainty.
- Program culture, professional backgrounds, and experiences significantly influenced participants' perspectives.
Conclusions:
- Cultural diversity in IFDPs does not hinder learning; it can enhance it.
- Critical reflection, dialectical discourse, and commitment to action facilitate constructive problem-solving.
- Implications include valuing cultural awareness, clear communication of norms, and leveraging shared professional goals.
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