We conclude that the conditions established within our pilot feedback programme influenced the learning culture for first-year internal medicine residents by grounding direct observation in authentic clinical work and setting the observations in the context of a longitudinal, non-assessment-based relationship between a faculty member and resident. These conditions appeared to influence residents' participation in the feedback process, their ways of approaching their daily clinical work, their emotional well-being and their engagement in their own learning.
GRAPHiC derived from Holmes CL, Harris IB, Schwartz AJ, Regehr G. Harnessing the hidden curriculum: A four-step approach to developing and reinforcing reflective competencies in medical clinical clerkship. Advances in Health Sciences Education. 2015;7:379-385. Unauthorized reproduction is prohibited.
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