The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative study

Doja, Asif; Bould, M. Dylan; Clarkin, Chantalle; Eady, Kaylee; Sutherland, Stephanie; Writer, Hilary

doi:10.3109/0142159x.2015.1073241

Cited by 85 publications

(64 citation statements)

References 42 publications

(52 reference statements)

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“…A total of 34 Year‐3 students contributed to the group wikis. Within students’ written reflections we saw examples of themes identified elsewhere in the literature, including haphazard teaching, competition, patient dehumanisation, hierarchy and power, personal/professional balance, gender and career stereotyping, and unethical practice. The quotes below have been chosen to represent the different student participants as well as the broad range of student comments.…”

Section: Resultsmentioning

confidence: 99%

“…In line with other studies, there was evidence of a ‘culture of tolerance’, with students at times describing unprofessional experiences as inevitable. In contrast, others were overtly judgemental about behaviours that they observed.…”

Section: Discussionmentioning

confidence: 99%

“…Often learned implicitly through role models, it is widely held that the HC is influential in shaping the identity and professional development of students. Messages learned through the HC may support or conflict with those communicated in formal sessions, contributing to the erosion of empathy, ethical thinking, and idealism . There have been many calls and proposals for interventions to help learners resolve these conflicts …”

Section: Introductionmentioning

confidence: 99%

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Empowering students with the hidden curriculum

Neve¹,

Collett²

2017

The Clinical Teacher

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Revealing and naming the hidden curriculum can make students aware of its existence and understand its potential impact. The hidden curriculum may also be a useful tool for triggering debate about issues such as power, patient centredness, personal resilience and career stereotypes in medicine. Supporting students to think critically about HC experiences may empower them to make active choices about which messages to take on board. The hidden curriculum can have a powerful influence on the professional development of students.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Empowering students with the hidden curriculum

Neve¹,

Collett²

2017

The Clinical Teacher

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“…As well as the incorporation of appropriate clinical information and clinical skills, any virtual patient case will portray "professional" aspects of the case such as communication and collaboration between team members. This (sometime inadvertent) portrayal of professional behaviors or values provides positive -or negative-role modeling which can influence professional identity development as well as the development of professional behaviors (Cote & Laughrea, 2014;Doja et al, 2015;Passi et al, 2013). While both positive and negative professionalism can provide a basis for discussion, positive portrayal of professionalism in a clinical virtual patient scenario may help counteract the effects of negative role modelling in the clinical setting.…”

Section: Tip #5: Watch For the Informal Curriculummentioning

confidence: 99%

Twelve Tips for Utilizing Virtual Patients to Teach Professionalism

Murphy¹,

Imam²,

Whitehouse³

2016

MedEdPublish

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Professionalism is an essential element of healthcare professional curriculum. However, teaching professionalism is complex and requires engaging and effective strategies. Virtual patients, in the form of computer-generated simulated clinical scenarios, can be used as a strategy to teach professionalism. The use of virtual patients provides an interactive and accessible learning tool along with opportunities for repetitive practice. This paper proposes twelve tips for utilizing virtual patients to teach healthcare professionalism. These tips are based on an extensive review of the relevant literature and the author's experience. The application of these tips may facilitate teaching professionalism using virtual patients and improve learning and retention of information.

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“…Thirdly, recognition and structured reflection on the hidden curriculum may provide resilience to burnout and, in turn, increase the productivity of the medical workforce [7]. In fact, the significance and implications of the hidden curriculum are shown to transcend the undergraduate level to include students, residents, and staff physicians [8]. Obstetrics and gynaecology is a broad and situationally intense field with many ethical considerations and, therefore, addressing the hidden curriculum within this rotation is relevant, appropriate, and necessary.…”

Section: Introductionmentioning

confidence: 99%

The Hidden Curriculum: Exposing the Unintended Lessons of Medical Education

Hopkins¹,

Saciragic²,

Kim³

et al. 2016

Cureus

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Introduction: The hidden curriculum is a set of ethical, moral, and value-based teachings communicated to doctors-in-training, providing a basis for their future interactions with patients, peers, and colleagues. The aim of our study is to introduce the concept of the hidden curriculum to a cohort of third-year medical students and to subsequently evaluate their understanding. In particular, we sought to measure and benchmark the degree of hidden curriculum recognition within a Canadian medical education context. With the help of student feedback, we elicited ideas for future directions.Methods: One hundred and fifty-four third-year medical students completing their obstetrics and gynaecology core clinical rotation attended a workshop on the hidden curriculum. Students completed two sets of evaluations; a voluntary anonymous pre- and post-workshop questionnaire evaluating their knowledge and opinions regarding the hidden curriculum, and a mandatory workshop evaluation. Answers to pre- and post-workshop questionnaires were compared using Mann-Whitney U test, and thematic analysis was used to code the students’ comments to identify common themes.Results: A standardized workshop on the hidden curriculum significantly improved students’ understanding and highlighted the importance of the hidden curriculum. Voluntary student comments (N = 108) were categorized according to five themes: 1) Students who were not sensitized to the hidden curriculum (8; 7.4%); 2) students who were sensitized but unaware of the hidden curriculum (12; 11.1%); 3) students who were sensitized and aware of the hidden curriculum (34; 31.5%); 4) comments on teaching methodologies/environment (43; 39.8%); and 5) suggestions for enhancement (11; 10.2%).Conclusions: A simple, cost-effective intervention, such as a workshop, can effectively assess and address the hidden curriculum. Many students are highly sensitized to and are aware of the positive and negative effects of role modeling on their development. The students are calling for similar interventions to be directed at the postgraduate and faculty level.

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The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative study

Abstract: Common issues pertaining to the hidden curriculum exist across all levels of learners, including faculty. Increased awareness of these issues could allow for the further development of methods to address learning within the hidden curriculum.

Cited by 85 publications

References 42 publications

Empowering students with the hidden curriculum

Empowering students with the hidden curriculum

Twelve Tips for Utilizing Virtual Patients to Teach Professionalism

The Hidden Curriculum: Exposing the Unintended Lessons of Medical Education

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