The Hidden Curriculum: What Can We Learn From Third-Year Medical Student Narrative Reflections?

Gaufberg, Elizabeth; Batalden, Maren; Sands, R. Warren; Bell, Sigall K.

doi:10.1097/acm.0b013e3181f57899

Cited by 305 publications

(264 citation statements)

References 27 publications

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“…Diversos autores que destacan las influencias de currículo informal y oculto [27][28][29][30][31][32] concluyen que se requiere un reconocimiento y tomar conciencia de su existencia, lo cual puede transformarlos en una herramienta para revisar y humanizar la educación médica clínica.…”

Section: Discussionunclassified

Educación médica para la Atención Primaria de Salud: visión de los docentes y estudiantes

Parada-Lezcano

Cortés

2016

Rev. méd. Chile

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Section: Discussionunclassified

Educación médica para la Atención Primaria de Salud: visión de los docentes y estudiantes

Parada-Lezcano

Cortés

2016

Rev. méd. Chile

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“…Relatedly, Cohen (2002) refers to issues in the explicit curriculum (caring, compassion, empathy, respect, fidelity, the need to be trustworthy, honest and committed) and in the hidden curriculum, in which students experience opposite values, learning environments that "revere objectivity, detachment, wariness and distrust of emotions" and the "tarnished reputation and dehumanising demands" on students. Other studies (Derby, Thomas & Shanafeld, 2006;Hojat et al, 2009;Gaufberg et al, 2010;Veerapen & McAleer, 2010) refer to cynism, decay in humanitarian attitudes, decline and erosion of empathy that "fades away like an endangered species", leading to stress among medical students (Hojat et al, 2009). In particular, Roberts (2010) claims that contrary to expectation, many of the experiences in medical school may overwhelm and exhaust instead of inspire students.…”

Section: Introductionmentioning

confidence: 99%

Applying a humanistic pedagogy to advance and integrate humane values in a medical school environment

Jama

2017

PiE

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Sometimes universities in general are criticised because of impersonal campus environments, or "academic incivility". However, research Background and contextThe University of the Free State (UFS) in Bloemfontein, South Africa (SA), endeavours to be recognised as an excellent institution in two of its performance areas, namely (i) the academic project, which focuses on excellence in teaching, learning and research, and (ii) the human project, with its focus on reconciliation and social justice (UFS Integrated Report, 2013). This paper is situated within the human project, which is located mainly in the Institute for Reconciliation and Social Justice (IRSJ) at the UFS. The aim of the IRSJ is to "cultivate humanity as a counterstrategy to the disrespect and violence that pervade human relations and erode human dignity" (IRSJ, 2013).In particular, this paper focuses on the School of Medicine (SoM) at the UFS and is based on my 15 years of experience as a lecturer, student academic support and development practitioner, tutor programme coordinator in the in the SoM, researcher in the field of higher and medical education and head of one of the student residences at the UFS. Within the different roles and responsibilities in these positions, I have the opportunity to interact and engage with students from diverse backgrounds. During these interactions and engagements, I have gained rich information on the many challenges that students face in academic environments. In addition, being from a similar social and school background as some of the students, I have realised the significance of adopting a humanistic pedagogy to advance and integrate humane values in a medical school environment, which is sometimes perceived as being inhumane.

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“…(Branch 2005, Gaufberg, Batalden, Sands & Bell 2010, Karniell-Miller et al 2011. In addition, a study done at Indiana University used thematic analysis of narratives during an internal medicine rotation to assess categories within the hidden curriculum into two domains, medical-clinical interactions and teaching and learning environment (Karniell-Miller et al 2010).…”

Section: Research Articlementioning

confidence: 99%

Using Narratives to Create a Framework to Analyze Professional Growth of Third Year Medical Students

Duke¹,

Cestone²,

Baranowski³

et al. 2017

MedEdPublish

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Purpose: To create a framework for analyzing student narratives relating to professional growth in their third year of medical school.Method: Using a qualitative approach, we examined 32 student narratives in a professionalism course, and analyzed them in three phases: 1) open coding 2) categorical consolidation and 3) thematic analysis.Result: Three main themes were identified in third year student narratives: 1) Physician-Patient & Family Relationships 2) Learning Environment and 3) Self-Identity in Relationship to Teams. Based on student narratives the authors created a framework for narrative analysis referencing work from learning development theory and prior understanding of professional formation.Conclusion: A professional growth framework was developed using qualitative analysis of students' voices in self-reflection narratives during third year clinical clerkships. We believe this framework will be helpful to educators in understanding the process of professional formation and be useful as an analysis scheme for further studies of professional formation.

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The Hidden Curriculum: What Can We Learn From Third-Year Medical Student Narrative Reflections?

Abstract: Students' reflections on the hidden curriculum are a rich resource for gaining a deeper understanding of how the hidden curriculum shapes medical trainees. Ultimately, medical educators may use these results to inform, revise, and humanize clinical medical education.

Cited by 305 publications

References 27 publications

Educación médica para la Atención Primaria de Salud: visión de los docentes y estudiantes

Educación médica para la Atención Primaria de Salud: visión de los docentes y estudiantes

Applying a humanistic pedagogy to advance and integrate humane values in a medical school environment

Using Narratives to Create a Framework to Analyze Professional Growth of Third Year Medical Students

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