HUEI-MING YEHChien, Wan-HsiWan-HsiChienDANIEL FU-CHANG TSAIDornan, TimTimDornanLING-PING LAIChu, Chun-LinChun-LinChu2021-03-112021-03-112020-11-041472-6920https://scholars.lib.ntu.edu.tw/handle/123456789/551602Compassion fatigue, unprofessional behavior, and burnout are prompting educators to examine medical students' affective reactions to workplace experiences. Attributes of both students and learning environments are influenced by their socio-cultural backgrounds. To prevent 'educational cultural hegemony', opinion leaders have advocated research in under-represented cultural contexts, of which Asia is a prime example. This study aimed to broaden the discourse of medical education by answering the question: how do students react affectively to workplace experiences in a Chinese cultural context?Affective reaction; Cultural hegemony; Oral diary; Workplace experience[SDGs]SDG4[SDGs]SDG5journal article10.1186/s12909-020-02335-7331482332-s2.0-85094939242WOS:000590100600002https://scholars.lib.ntu.edu.tw/handle/123456789/536586