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Exploring Cross-Cultural and Interprofessional Faculty Development: Perspectives from Vietnamese Health Professions

Quang Thanh Nguyen1,2, Thuy Minh Ha3, Trang Thu Dang1

  • 1College of Health Sciences, VinUniversity, Hanoi, Vietnam.

Academic Medicine : Journal of the Association of American Medical Colleges
|April 2, 2026
PubMed
Summary

Vietnamese faculty faced cultural and workload barriers in cross-cultural faculty development (FD). Adapting international programs requires local relevance and support for sustainable impact in low- and middle-income countries (LMICs).

Keywords:
Cultural Historical Activity Theorycross-culturalfaculty developmenthealth professions educationinterprofessional education

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Cross-cultural Studies

Background:

  • Faculty development (FD) is crucial in health professions education.
  • Impact in low- and middle-income countries (LMICs) is often hindered by cultural and contextual factors.

Purpose of the Study:

  • To explore how Vietnamese health professions faculty engaged with and applied learning from a cross-cultural, interprofessional FD certificate program.
  • To identify barriers and facilitators to the application of FD principles in a Vietnamese context.

Main Methods:

  • Qualitative study using semistructured interviews with 10 Vietnamese faculty.
  • Thematic analysis of interview transcripts, guided by Cultural Historical Activity Theory (CHAT).

Main Results:

  • Cultural norms (hierarchy, conflict avoidance) and language barriers limited engagement.
  • Workloads, structural constraints, and lack of local examples impeded application of educational theory.
  • Interprofessional education (IPE) faced challenges due to role ambiguity and institutional support.

Conclusions:

  • Cross-cultural and interprofessional FD can enhance professional growth but needs system-level alignment in LMICs.
  • Programs must incorporate cultural humility, psychological safety, and locally relevant content.
  • Layered learning designs are recommended to balance interprofessional breadth and profession-specific depth.