Hidden curriculum in the university

Bergenhenegouwen, G.J.

doi:10.1007/bf00128420

Cited by 71 publications

(45 citation statements)

References 1 publication

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“…In contrast to ''explicit education,'' the hidden curriculum has been defined as ''implicit education'' in which students must independently discern informal or unstated demands related to skills and qualities that are considered necessary for successful competency performance (Bergenhenegouwen, 1987). Not all the personality traits of any particular generation are guaranteed to ally with the standards of behavior expected in individual professions.…”

Section: Unprofessional Behaviorsmentioning

confidence: 99%

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

DiLullo

McGee

Kriebel

2011

Anatomical Sciences Ed

176

142

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The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners.

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Section: Unprofessional Behaviorsmentioning

confidence: 99%

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

DiLullo

McGee

Kriebel

2011

Anatomical Sciences Ed

176

142

View full text Add to dashboard Cite

show abstract

“…Exams which emphasize quantity rather than quality clearly encourage students to rote learn and thereby establish a 'hidden curriculum' (Bergenhenegouwen 1987;Crooks 1988). Using continuous summative assessment students are under constant pressure, so that intrinsic motivation is destroyed and replaced with the fear of failure as the dominant motivation.…”

Section: Implications For Assessmentmentioning

confidence: 99%

An evaluation of the use of continuous assessment in the teaching of physiology

Tan

1992

High Educ

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The level of understanding achieved by a class of 160 lst-year medical students was assessed from their answers to exam questions related to a series of physiology lectures in which students were taught for conceptual understanding. Questionnaire data showed that about 90% of the class perceived the subject matter to be relevant.Information collected by interview from a sample of 30 students indicated that frequent summative assessment exerted a profound negative influence over their learning. Students adopted a surface reproductive approach aimed at passing the exams rather than at understanding the subject matter. Lectures failed to affect the way that students represented, structured and selected their knowledge, which remained encapsulated in the textbook context and was non-functional.Assessments comprised a high proportion of multiple-choice questions and emphasized low-level skills resulting in the establishment of a 'hidden curriculum'. Furthermore, the curriculum failed to provide appropriate opportunities for students to consolidate and internalize information presented in lectures. The students had inadequate abstract reasoning and integration skills and so were unable to ignore the 'hidden curriculum'.In the absence of high-level conceptual development students cannot apply theory to practice. It is argued that the early introduction of clinical experiences (in year-2) cannot promote effective integration between theory and practice and the development of an holistic attitude and heuristic thinking, when students lack prerequisite basic reasoning skills and do not know how to learn meaningfully.

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“…Bergenhenegouwen (1987) uses this phrase to describe what he calls 'implicit education'. He argues that teachers' informal demands are not explicitly taught to students, they have to find them out for themselves by a process of trial and error.…”

Section: Introductionmentioning

confidence: 97%

Can students be helped to learn how to learn? An evaluation of an Approaches to Learning programme for first year degree students

Norton

Crowley

1995

High Educ

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Abstract. This study reports on an attempt to improve the quality of student learning by integrating an Approaches to Learning programme, consisting of 8 workshops, into the first year Psychology curriculum. Written accounts of students' conceptions of learning were collected at the beginning and end of the programme. Content analysis showed that there was a significant shift from naive to more sophisticated conceptions (29% to 60%) in students who had attended more than half the workshops, by the end of the programme. The programme also showed several significant benefits on students' academic performance. Students who attended all the workshops on essay writing and examination taking, obtained higher essay and examination marks than students who did not attend these workshops.However, when we looked at the effects on academic performance of taking a deep approach and holding a more sophisticated conception of learning, the findings were not so clear cut. Depending on the measure used, there was conflicting evidence about whether examination performance or essay performance benefitted the most. The implications of these results are discussed with particular reference to the role of assessment in enhancing the quality of student learning.

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Hidden curriculum in the university

Cited by 71 publications

References 1 publication

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

An evaluation of the use of continuous assessment in the teaching of physiology

Can students be helped to learn how to learn? An evaluation of an Approaches to Learning programme for first year degree students

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