“Speed up”! The Influences of the Hidden Curriculum on the Professional Identity Development of Medical Students

Silveira, Gabrielle L.; Campos, Lia Keuchguerian Silveira; Schweller, Marcelo; Turato, Egberto Ribeiro; Helmich, Esther; Carvalho-Filho, Marco Antônio de

doi:10.1016/j.hpe.2018.07.003

Cited by 48 publications

(40 citation statements)

References 39 publications

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“…The hidden curriculum in health professional education enables students to develop their own professional identity . Messages transmitted via the hidden curriculum often do not correspond to those declared in the official curriculum and formally taught at universities .…”

Section: Introductionmentioning

confidence: 99%

The hidden curriculum in nursing education: a scoping study

et al. 2019

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Context The hidden curriculum is a learning dimension made up of culturally acquired, unintended lessons. Although nurse educators are not fully aware of it, through the hidden curriculum students are prepared for adult professional roles, internalising professional values and developing a professional identity. However, academic nursing education has paid relatively scarce attention to it. The objective was to map the nursing education literature about the hidden curriculum and to identify and verify to which of the four areas suggested by Hafferty (institutional policies, resource allocation decisions, institutional slang and evaluation) it refers. Methods A scoping study was conducted. In July 2018, a search was performed in MEDLINE/PubMed, Scopus, EBSCO/ Cumulative Index to Nursing and Allied Health Literature (CINAHL) and Cochrane Library databases, without time or language restrictions. Two authors independently performed the selection of studies, which followed the preferred reporting items for systematic reviews and meta‐analysis (PRISMA) flowchart. Data charting was conducted with both an analytical and a narrative approach. Results The study included 18 articles, 13 of which were published during the last 5 years. A total of 12 were research articles, 10 of which used qualitative methodology. Regarding the area of analysis, all four areas could be identified within nursing education literature. The most widely explored area proved to be institutional policies, mentioned by 15 articles, predominantly to highlight the negative effect of the hidden curriculum. Some relational aspects, attributed to the hidden curriculum within nursing literature, belong to the informal curriculum. Conclusions The hidden curriculum in nursing education remains a largely overlooked topic. It appears to be a broader concept than that theorised by Hafferty, often also encompassing the informal curriculum. Furthermore, the literature reviewed mostly highlights the negative consequences of the hidden curriculum, such as the difficulty of transmitting professional values and ethics. Conversely, future researchers should concentrate on its positive consequences as a way to limit the loss of professional values.

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Section: Introductionmentioning

confidence: 99%

The hidden curriculum in nursing education: a scoping study

et al. 2019

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“…This is likely to create confusion, and leads one to question the degree to which classroom sessions prepare students for clinical experience. The role-modelling observed in clinical practice acts as a hidden curriculum, with powerful influence upon students' development [36,37].…”

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confidence: 99%

Assessing the training needs of medical students in patient information gathering

2020

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Background: Effective communication is at the heart of good medical practice but rates of error, patient complaints, and poor clinician job satisfaction are suggestive of room for improvement in this component of medical practice and education. Methods: We conducted semi-structured interviews with experienced clinicians (n = 19) and medical students (n = 20) to explore their experiences associated with teaching and learning clinical communication skills and identify targets for improvements to addressing these skills in medical curricula. Results: Interviews were thematically analysed and four key themes emerged; the importance of experience, the value of role-models, the structure of a consultation, and confidence. Conclusions: The findings reinforce the need for improvement in teaching and learning communication skills in medicine, with particular opportunity to target approaches to teaching foundational skills which can establish a strong grounding before moving into more complex situations, thus preparing students for the flexibility required in medical interviewing. A second area of opportunity and need is in the engagement and training of clinicians as mentors and teachers, with the findings from both groups indicating that preparation for teaching and feedback is lacking. Medical programs can improve their teaching of communication skills and could learn from other fields s to identify applicable innovative approaches.

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“…[101112] One of the most important detected factors is hidden or informal curriculum. This curriculum often contains certain moral messages which are in confrontation with the ethical instructions of the official curriculum.…”

Section: Introductionmentioning

confidence: 99%