Lining up the ducks: aligning the hidden, formal and informal curricula in an immersed learning environment

Paul, David; Askew, Deborah; Ewen, Shaun; Lyall, Vivian; Wheeler, Melissa

doi:10.11157/fohpe.v19i3.229

Cited by 4 publications

(9 citation statements)

References 16 publications

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“…Indigenous peoples have often been the objects of scientific inquiry that promoted and justified racially driven practices and dehumanising behaviours . These practices created negative population stereotypes and attitudes that have influenced Indigenous health outcomes . These attitudes are further compounded by research methods that lack transparency, inclusion and collaboration .…”

Section: Power In Medical Educationmentioning

confidence: 99%

“…The outer ellipses of Fig. refer to the roles of the combined institutional and societal contexts of the research as these can influence the success of approaches to education delivery . Confronting the contextual social‐political influences of Indigenous health research will work to strengthen research outcomes and must be embraced by the research team.…”

Section: Two… Three… Four Eyes?mentioning

confidence: 99%

“…40,42 These practices created negative population stereotypes and attitudes that have influenced Indigenous health outcomes. 38,40,43 These attitudes are further compounded by research methods that lack transparency, inclusion and collaboration. 44 Consequently, there remains considerable opportunity for transparent, inclusive and flexible approaches to knowledge sharing to become the norm in medical education.…”

Section: P Ower In Med Ic Al Educ Ati Onmentioning

confidence: 99%

“…1 refer to the roles of the combined institutional and societal contexts of the research as these can influence the success of approaches to education delivery. 43 Confronting the contextual social-political influences of Indigenous health research will work to strengthen research outcomes 40 and must be embraced by the research team. This also provides the opportunity for the research team and IGG to assess whether research outcomes and Indigenous ways of knowing can be shared in a respectful environment, or whether further negotiation and action need to take place before the institution is safely ready to be a conduit of knowledge.…”

Section: T Wo… Three … Four E Ye S?mentioning

confidence: 99%

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Two‐eyed seeing: A useful gaze in Indigenous medical education research

et al. 2020

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Context Medical education has a role in preparing future health care practitioners to have the skills to meaningfully address health disparities while providing effective clinical care considerate of diversity in our societies. This calls for medical education researchers to approach their craft in ways that prioritise and value inputs from a broader range of perspectives and worldviews in an effort to redress the negative impacts of social, political and structural forces on health outcomes. Methods Given the entrenched health inequities experienced by Indigenous populations across the globe, this paper details an approach to medical education research put forward by Canadian Mi'kmaw Elders Murdena and Albert Marshall and named ‘two‐eyed seeing’. This approach provides the opportunity for medical education researchers to address the ongoing impacts of colonisation, racism and marginalisation on health outcomes by prioritising Indigenous worldviews in medical curricula. The need for researchers and medical academies to critically consider Indigenous governance and processes of respectful knowledge sharing within the wider institutional and societal contexts is addressed. Conclusions The benefits of two‐eyed seeing in the context of better preparing the future workforce to effectively meet the needs of those most vulnerable, and to action change against health inequities, situate it as a promising research approach in medical education.

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Section: Power In Medical Educationmentioning

confidence: 99%

Section: Two… Three… Four Eyes?mentioning

confidence: 99%

Section: P Ower In Med Ic Al Educ Ati Onmentioning

confidence: 99%

Section: T Wo… Three … Four E Ye S?mentioning

confidence: 99%

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Two‐eyed seeing: A useful gaze in Indigenous medical education research

et al. 2020

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“…The informal curriculum is clearly defined in only one of the included articles, where it is juxtaposed to the formal curriculum as something that has not been "organized into a coherent whole […] written into curricular components" (25). The hidden curriculum is defined in three articles (26)(27)(28), with two of those referring to Hafferty's established definition of "a set of influences that function at the level of organizational structure and culture" (26,27) and one article using the following, more prosaic, definition: "a set of values students learn no matter what we decide to teach them" (28). Explicit definitions are lacking in five of the articles (29)(30)(31)(32)(33), but the terms are discussed in relation to interpersonal learning, and as in being a continuous influence reaching beyond medical school (29,33).…”

Section: Elements Of the Informal Curriculum Applicable In A Family Mmentioning

confidence: 99%

The Informal Curriculum of Family Medicine – what does it entail and how is it taught to residents? A systematic review.

Rothlind

Fors

Salminen

et al. 2020

Preprint

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Background The informal curriculum is a seemingly well-explored concept in the realm of medical education. However, it is a concept with multiple definitions and the term "the hidden curriculum" is often used interchangeably. In short, they both refer to the implicit learning taking place outside the formal curriculum, encompassing both a trickling down effect of organizational values and attitudes passed on by a mentor or colleague. While the informal curriculum is a recurrent theme in medical education literature; it is seldom discussed in Family Medicine. As the informal curriculum is likely to be highly influential in the forming of future family practitioners our aim was to explore the area further with respect to the following: which elements of the informal curriculum are applicable in a Family Medicine context and what educational interventions for Family Medicine residents, visualizing the various educational elements of it, have been performed? Methods We conducted a systematic review comprising iterative literature searches and a narrative synthesis of the results. Results 20 articles, published between 2000 and 2019, were included in the analysis which resulted in three partly interrelated themes comprising the informal curriculum in Family Medicine: gaining cultural competence, achieving medical professionalism and dealing with uncertainty. The themes on culturalcompetence and uncertainty seemed to be more contextual than professionalism, the latter being discussed in relation to the informal curriculum across various medical disciplines. Formalized training for Family Medicine residents in aspects of the informal curriculum appeared to be lacking, and in general the quality of the few interventional studies found was low. Conclusions Important aspects of being a family practitioner, such as cultural competence and dealing with uncertainty, are learned through a context-dependent informal curriculum. In order to ensure a more uniform base for all residents and to reduce the impact of the individual supervisor's preferences, complementary formalized training would be beneficial. However, to date there are too few studies published to conclude how to best teach the informal curriculum. BackgroundIn general, post-graduate education for residents in Family Medicine (FM) takes place experientially in the workplace, where learning occurs mainly through practice and interpersonal interactions (1-3).

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The informal curriculum of family medicine – what does it entail and how is it taught to residents? A systematic review

et al. 2020

View full text Add to dashboard Cite

Background: The informal curriculum is a seemingly well-explored concept in the realm of medical education. However, it is a concept with multiple definitions and the term "the hidden curriculum" is often used interchangeably. In short, they both refer to the implicit learning taking place outside the formal curriculum, encompassing both a trickling down effect of organizational values and attitudes passed on by a mentor or colleague. While the informal curriculum is a recurrent theme in medical education literature; it is seldom discussed in Family Medicine. As the informal curriculum is likely to be highly influential in the forming of future family practitioners, our aim was to explore the area further, with respect to the following: which elements of the informal curriculum are applicable in a Family Medicine context and what educational interventions for Family Medicine residents, visualizing the various educational elements of it, have been performed? Methods: We conducted a systematic review comprising iterative literature searches and a narrative synthesis of the results. Results: Twenty articles, published between 2000 and 2019, were included in the analysis which resulted in three partly interrelated themes comprising the informal curriculum in Family Medicine: gaining cultural competence, achieving medical professionalism and dealing with uncertainty. The themes on cultural competence and uncertainty seemed to be more contextual than professionalism, the latter being discussed in relation to the informal curriculum across other medical disciplines as well. Formalized training for Family Medicine residents in aspects of the informal curriculum appeared to be lacking, and in general, the quality of the few interventional studies found was low. Conclusions: Important aspects of being a family practitioner, such as cultural competence and dealing with uncertainty, are learned through a context-dependent informal curriculum. In order to ensure a more uniform base for all residents and to reduce the impact of the individual supervisor's preferences, complementary formalized training would be beneficial. However, to date there are too few studies published to conclude how to best teach the informal curriculum. Trial registration: The systematic review was registered with Prospero; registration number CRD42018104819.

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Lining up the ducks: aligning the hidden, formal and informal curricula in an immersed learning environment

Cited by 4 publications

References 16 publications

Two‐eyed seeing: A useful gaze in Indigenous medical education research

Two‐eyed seeing: A useful gaze in Indigenous medical education research

The Informal Curriculum of Family Medicine – what does it entail and how is it taught to residents? A systematic review.

The informal curriculum of family medicine – what does it entail and how is it taught to residents? A systematic review

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