Student and Faculty Reflections of the Hidden Curriculum

Bandini, Julia; Mitchell, Christine; Epstein‐Peterson, Zachary D.; Amobi, Ada; Cahill, Jonathan; Peteet, John R.; Balboni, Tracy A.; Balboni, Michael J.

doi:10.1177/1049909115616359

Cited by 110 publications

(66 citation statements)

References 21 publications

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“…Moreover, imbibing the essence of professionalism is a critical component of the socialization process of medical training, and is being practiced within the medical education program as the “hidden curriculum.” The “hidden curriculum” can be roughly defined as the attitudes and values conveyed, often in an implicit and tacit fashion, albeit unintentionally, via the educational framework, practices, and culture of an educational institution (Hafferty et al, ). The concept of a “hidden curriculum” is an emerging area of research as it plays a critical role in the development of the emotional and behavioral outlook of a future clinician while being trained within a medical school (Bandini et al, ). Researchers have observed that a well‐designed framework of the “hidden curriculum” is the need of the hour for any successful medical education program to be able to produce empathic physicians of tomorrow (Byszewski et al, ; Balboni et al, ).…”

Section: Introductionmentioning

confidence: 99%

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

Ghosh

Kumar

2018

Anatomical Sciences Ed

111

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The core values in medical practice which are essential for the humane outlook of a physician are clubbed within the domain of medical professionalism. Professionalism along with other discipline‐independent skills (human skills) is propagated implicitly in medical schools as components of a “hidden curriculum.” Evidence suggests a strong association between “hidden curriculum” delivery and development of professionalism in the human dissection room. In this review article, the authors have tried to highlight a few exclusive practices adopted by medical schools which enhance the implementation of the “hidden curriculum” within the practice of human dissection and successfully inculcate the key components of professionalism such as integrity, respect, and compassion among students. These distinctive concepts are aimed at humanizing the experience of anatomical dissection by revealing the identity of the donors along with their personal details either through display of video clips of donor interviews, interactions with the family members of the donor over a meal or recognition of the donor as a mentor and organizing memorial services in honor of donors after conclusion of the dissection in the presence of their family members. The resounding success of these good practices in building professionalism among medical students from the onset of the academic curriculum has signaled a new chapter in anatomical sciences education. It has become imperative to recognize the visionary efforts of a select few medical educators and begin incorporating these recent trends into the delivery of the “hidden curriculum” within the evolving gross anatomy education model.

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Section: Introductionmentioning

confidence: 99%

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

Ghosh

Kumar

2018

Anatomical Sciences Ed

111

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“…Looking across all educational levels, role-modeling/mentorship is repeatedly highlighted as important (9,57,63,64). Given its supposed significance we found it slightly discouraging that only one of the included studies aiming to teach the informal curriculum applied mentorship as a "learning activity" (17).…”

Section: Findings In Relation To Previous Workmentioning

confidence: 89%

“…The element identified as 'achieving medical professionalism' seems to be a recurring theme of the informal curriculum across both educational levels and disciplines (55)(56)(57)(58)(59)(60). Our study confirmed that in FM this is no exception.…”

Section: Findings In Relation To Previous Workmentioning

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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“…Practical PPE skills are not always formally assessed at undergraduate level (10) and are often learnt via role modelling during clinical placements. The hidden curriculum therefore plays an important role in the clinical learning environment (13). In relation to PPE use, interns may be in uenced by the PPE practices of their role models -senior registrars and consultants -which can be suboptimal(14).…”

Section: Introductionmentioning

confidence: 99%

Are Australian medical interns adequately prepared for the optimal use of personal protective equipment?

Barratt¹

2020

Preprint

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Abstract BackgroundThe current COVID-19 pandemic has demonstrated that personal protective equipment (PPE) is essential, to prevent the acquisition and transmission of infectious diseases, yet its use is often sub-optimal in the clinical setting. Training and education are important to ensure and sustain the safe and effective use of PPE by medical interns, but current methods are often inadequate in providing the relevant knowledge and skills. The purpose of this study was to explore new graduates’ experiences of the use of PPE and identify opportunities for improvement in medical student education and training programmes, to improve occupational and patient safety. MethodsThis study was undertaken in 2018 in a large tertiary-care teaching hospital in XXXX, Australia, to explore medical interns’ self-reported experiences of PPE use, at the beginning of their first postgraduate year. Focus groups were conducted immediately after theoretical and practical PPE training, during hospital orientation. Transcripts of recorded discussions were analysed, using a thematic approach that drew on the COM-B (capability, opportunity, motivation - behaviour) framework for behaviour. Results 80% of 90 eligible interns participated. Many interns had not previously received formal training in the specific skills required for optimal PPE use and had developed potentially unsafe habits. Their experiences as medical students in clinical areas contrasted sharply with recommended practice taught at hospital orientation and impacted on their ability to cultivate correct PPE use. ConclusionsUndergraduate teaching should be consistent with best practice PPE use, and include practical training that embeds correct and safe practices.

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Student and Faculty Reflections of the Hidden Curriculum

Cited by 110 publications

References 21 publications

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

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

Are Australian medical interns adequately prepared for the optimal use of personal protective equipment?

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