Professionalism, the Invisible Hand, and a Necessary Reconfiguration of Medical Education

Hafferty, Frederic W.; Brennan, Michael; Pawlina, Wojciech

doi:10.1097/acm.0b013e3182308d5a

Cited by 6 publications

(8 citation statements)

References 2 publications

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“…47 The current ''hidden curriculum'' disproportionately rewards hard data collection and downplays the need for effective communication and empathy. [48][49][50][51][52][53][54][55][56][57] As a result, families have reported poor communication and suboptimal pain management during the final months of patients' lives. 40,58,59 Efforts to improve education at the end of life have previously not always been successful.…”

Section: Discussionmentioning

confidence: 99%

A Structured End-of-Life Curriculum for Neonatal–Perinatal Postdoctoral Fellows

Harris

Placencia

Arnold

et al. 2014

Am J Hosp Palliat Care

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Death in tertiary care neonatal intensive care units is a common occurrence. Despite recent advances in pediatric palliative education, evidence indicates that physicians are poorly prepared to care for dying infants and their families. Numerous organizations recommend increased training in palliative and end-of-life care for pediatric physicians. The purpose of this study is to develop a structured end-of-life curriculum for neonatal-perinatal postdoctoral fellows based on previously established principles and curricular guidelines on end-of-life care in the pediatric setting. Results demonstrate statistically significant curriculum effectiveness in increasing fellow knowledge regarding patient qualification for comfort care and withdrawal of support (P = .03). Although not statistically significant, results suggest the curriculum may have improved fellows' knowledge of appropriate end-of-life medical management, comfort with addressing the family, and patient pain assessment and control.

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Section: Discussionmentioning

confidence: 99%

A Structured End-of-Life Curriculum for Neonatal–Perinatal Postdoctoral Fellows

Harris

Placencia

Arnold

et al. 2014

Am J Hosp Palliat Care

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show abstract

“…Estos últimos, a falta de esquemas de incentivos apropiados, podrían inducir al consumo excesivo. Pero la gestión de los recursos es también un problema moral [48]. Una parte considerable, aunque no muy bien medida, del gasto sanitario es innecesaria: prescripciones de medicamentos inadecuadas, estancias e ingresos hospitalarios inapropiados o efectividad marginal de muchas pruebas e intervenciones diagnósticas.…”

Section: Gestión Y Relaciones Con La Industriaunclassified

Proceso de Bolonia (V): el currículo oculto

Castro

2012

Educ. méd.

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“…Flack and Nicholson and others described in pre‐pandemic times, what additional potential can be found in the “hidden curriculum” of hands‐on anatomy in the dissection hall 54–56 . Finn and Hafferty define the hidden curriculum as “tacit, implied, unwritten, unofficial, and often unintended behaviors, lessons, values, and perspectives that students learn during their education” 57 .…”

Section: Introductionmentioning

confidence: 99%

The gross anatomy course:SARS‐CoV‐2 pandemic‐related effects on students' learning, interest in peer‐teaching, and students' perception of its importance

Messerer

Behr

Kraft

et al. 2023

Anatomical Sciences Ed

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The COVID‐19 pandemic required adjustments and limitations in university teaching, thereby challenging teaching concepts in anatomy requiring in‐person contact, including the gross anatomy course. Therefore, the present study investigates the impact of COVID‐19‐associated adjustments on students' perception of the gross anatomy course's importance and quality, students' preferred learning setting and outcome, and their motivation to involve themselves in academic activities, including becoming a future peer‐teacher of the course. Using paper‐based questionnaires in Ulm, Germany, 397 (response rate: 82.3%) students of the winter term of 2020/2021 were surveyed using quantitative and qualitative items, which were compared with cohorts prior to the pandemic. Students reported a higher global rating on course quality during COVID‐19 (pre‐COVID‐19: 5.3 ± 0.9, during‐COVID‐19: 5.6 ± 0.7, p < 0.001; 1 = very bad, 6 = very good). Students' perceived importance of the gross anatomy course showed a small but significant increase (pre‐COVID‐19: 4.2 ± 0.6, during‐COVID‐19: 4.3 ± 0.6, p < 0.001; 1 = strongly disagree, 6 = strongly agree). Students' motivation to apply as a peer‐teacher remained stable, nevertheless, they reported less interest in transferring their knowledge to junior students. Finally, students reported that they spent significantly more learning time alone and their examination grades remained unchanged during the pandemic. Astonishingly, despite radical changes of the teaching environment due to COVID‐19, students appreciate the offered teaching and highly valued the gross anatomy course.

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Professionalism, the Invisible Hand, and a Necessary Reconfiguration of Medical Education

Cited by 6 publications

References 2 publications

A Structured End-of-Life Curriculum for Neonatal–Perinatal Postdoctoral Fellows

A Structured End-of-Life Curriculum for Neonatal–Perinatal Postdoctoral Fellows

Proceso de Bolonia (V): el currículo oculto

The gross anatomy course:SARS‐CoV‐2 pandemic‐related effects on students' learning, interest in peer‐teaching, and students' perception of its importance

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