Background Professional identity formation (PIF) has been recognized as an integral part of professional development in medical education. PIF is dynamic: it occurs longitudinally and requires immersion in the socialization process. Consequently, in the medical education context, it is vital to foster a nurturing learning environment that facilitates PIF. Aim This study assesses PIF among medical students in various stages of study and explores their perceptions of PIF, with its contributing and inhibiting factors. Method This mixed-methods study uses a sequential explanatory approach with undergraduate (years 2, 4, and 6) and postgraduate medical students in Indonesia. We examine the subjects by administering an adapted questionnaire on PIF. We completed a series of FGDs following questionnaire administration. Quantitative and thematic analyses were conducted sequentially. Results & Discussion A total of 433 respondents completed the questionnaire. There were statistically significant differences among subjects on the subscales “Recognition and internalization of professional roles” and “Self-control in professional behavior”; the more senior students had higher scores. We conducted 6 FGDs in total. The results characterize PIF as a complex, dynamic, and longitudinal journey to becoming a medical doctor that is closely related to a student’s motivation. The FGDs also highlight the importance of both internal factors (students’ values, attributes, and personal circumstances) and external factors (curriculum, the learning environment, workplace-based learning, and external expectations) for PIF in medical education. Conclusion Higher-level students show higher scores in some aspects of PIF, which further validates the potential use of the questionnaire to monitor PIF, a dynamic process influenced by internal and external factors. Generating awareness among medical students and encouraging reflection on their PIF stage may be crucial for PIF processes.

Background Resilience is an essential aspect of wellbeing that plays a major role in undergraduate medical education. Various personal and social factors are known to affect resilience. Empirical evidence remains limited regarding resilience and the personal factors that affect it among undergraduate medical students in an Asian setting. Therefore, this study aims to identify undergraduate medical students’ level of resilience and its relationships to personal factors in Indonesia. Methods This cross-sectional study was conducted among undergraduate medical students in years 1–6. Respondents were asked to complete three validated questionnaires: the Connor-Davidson Resilience Scale (CD-RISC) to measure resilience, the Brief-COPE to assess coping mechanisms, and the Big Five Personality Test to measure five personality dimensions. Descriptive and Pearson’s correlation analyses were completed to explore relationships between each variable. Regression analysis was completed to analyze the extent to which coping mechanisms, personality, and academic achievement explained the variation in resilience scores. Results A total of 1040 respondents completed the questionnaires (a 75.42% response rate). Students in both preclinical and clinical stages had quite good levels of resilience and higher scores on adaptive coping mechanisms than on maladaptive coping mechanisms. Adaptive and maladaptive coping mechanisms, Big Five Personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness), and students’ academic achievement explained 46.9% of students’ resilience scores. Conclusions Although the resilience scores in this study were comparable to resilience scores among undergraduate medical students in other settings, we found that coping mechanisms, personality traits, and academic performance may predict resilience among medical students.

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Burnout is found among medical students as they become overwhelmed by stressors. On the other hand, students' motivation act as the force that maintains learning. This study aims to capture the association between motivation type and burnout in students. This cross-sectional study involved students across all year levels with a total of 1,036 students participated in the study. Data was collected using Academic Motivation Scale to determine type of motivation, and Maslach Burnout Inventory to measure burnout's components (emotional exhaustion, cynicism and perception of personal accomplishment). Correlations and multivariate analyses were conducted to discover associations between motivation, burnout components and performance. Significant negative correlations were found between motivation type and perception of personal accomplishment in preclinical year (PCY) 2 (r =-0.206; p = 0.004), clinical year (CY) 1 (r =-0.242; p = 0.000), and CY2 (r =-0.189; p = 0.012). In PCY1 the correlation was significantly positive (r = 0.061; p = 0.003), while in PCY3 no significant correlation was found. Negative correlations found indicate that the more external the motivation, the lower the perception of personal accomplishment. Motivation types correlates with perception of personal accomplishment as one of the subscales of burnout; showing perceptions' tendency to lowered as motivation becomes more external. This study highlights the importance of addressing students' motivation in preventing burnout. Efforts to strengthen intrinsic motivations may help develop better perceptions of personal accomplishment and protect students from burnout.

BackgroundChairside teaching is one of the teaching–learning methods in clinical dental education in which direct care is provided to patients. When students have been deemed competent in carrying out procedures on a dental phantom, they need clinical experience on patients, with guidance and constructive feedback from clinical teachers. Constructive feedback is an important learning platform in helping students analyse the strong and the weak aspects of their performance in order to identify required improvements. This study aimed to explore the practice of giving constructive feedback in chairside teaching.MethodA qualitative method with a case study design. Data were collected through in‐depth interviews and focus group discussions (FGDs) with clinical teachers and students in clinical rotation. Data triangulation was carried out by observing the practice of giving constructive feedback in chairside teaching and document analysis from January to April 2019. Results of the in‐depth interviews and FGDs were transcribed verbatim and analysed using a thematic analysis approach.ResultIn‐depth interviews with five programme coordinators and FGDs with two groups of clinical teachers (N = 8 and N = 6) and two clinical student groups (N = 8 each). Three main themes emerged in this study: ways to provide feedback, challenges on feedback provision and challenges on feedback follow‐up.ConclusionDifferences in perception between clinical teachers and students were identified, influenced by students' interactions with the learning environment. Interventions are to be encouraged that involve teachers, students and institutions, and the interactions amongst the three.