The perception of the hidden curriculum on medical education: an exploratory study

Abstract

BackgroundMajor curriculum reform of undergraduate medical education occurred during the past decades in the United Kingdom (UK); however, the effects of the hidden curriculum, which influence the choice of primary care as a career, have not been sufficiently recognized. While Japan, where traditionally few institutions systematically foster primary care physicians and very few have truly embraced family medicine as their guiding discipline, has also experienced meaningful curriculum reform, the effect of the hidden curriculum is not well known. The aim of this study is to identify themes pertaining to the students' perceptions of the hidden curriculum affecting undergraduate medical education in bedside learning in Japan.MethodsSemi-structured interviews with thematic content analysis were implemented. Undergraduate year-5 students from a Japanese medical school at a Japanese teaching hospital were recruited. Interview were planned to last between 30 to 60 minutes each, over an 8-month period in 2007. The interviewees' perceptions concerning the quality of teaching in their bedside learning and related experiences were collected and analysed thematically.ResultsTwenty five medical students (18 males and 7 females, mean age 25 years old) consented to participate in the interviews, and seven main themes emerged: "the perception of education as having a low priority," "the prevalence of positive/negative role models," "the persistence of hierarchy and exclusivity," "the existence of gender issues," "an overburdened medical knowledge," "human relationships with colleagues and medical team members," and "first experience from the practical wards and their patients."ConclusionsBoth similarities and differences were found when comparing the results to those of previous studies in the UK. Some effects of the hidden curriculum in medical education likely exist in common between the UK and Japan, despite the differences in their demographic backgrounds, cultures and philosophies.

Doctor role modelling in medical education: BEME Guide No. 27

“…The influence of negative role modelling Murakami et al 2009;Wear et al 2009;White et al 2009. 6 The influence of culture, diversity and gender in the choice of role models.…”

“…Theme 5: The influence of negative doctor role modelling Three papers focused on the influence of negative doctor role modelling (Murakami et al 2009;Wear et al 2009;White et al 2009). Negative modelling occurred most commonly in the informal and hidden curriculum (Murakami et al 2009).…”

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

“…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.…”

O Significado de Saúde e Doença para o Aluno de Medicina ao longo da Graduação: Estudo Exploratório entre Alunos da Unifesp-EPM

“…O chamado currículo oculto -definido como um dos fatores que influenciam o aprendizado, tanto no nível da estrutura organizacional, quanto culturalmente 27 -engloba histórias, piadas e anedotas advindas do entorno universitário que funcionam como parte da cultura oral do treinamento médico 28,29 . Os modelos negativos com que os alunos se deparam durante a formação parecem afetá-los de forma mais intensa do que os modelos positivos 27 .…”

“…Os modelos negativos com que os alunos se deparam durante a formação parecem afetá-los de forma mais intensa do que os modelos positivos 27 . Ao olharmos para o aluno sob a perspectiva do mito de Esculápio ou do Curador Ferido 30 , é possível notar que a relação médico-paciente envolve o lado ferido do médico e não somente do paciente.…”