Writing the hidden curriculum

Senior, Tim

doi:10.3399/bjgp15x685021

Cited by 5 publications

(10 citation statements)

References 1 publication

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“…The informal curriculum is clearly defined in only one of the included articles, where it is juxtaposed to the formal curriculum as something that has not been "organized into a coherent whole [ …] written into curricular components" [25]. The hidden curriculum is defined in three articles [26][27][28], with two of those referring to Hafferty's established definition of "a set of influences that function at the level of organizational structure and culture" [26,27] and one article using the following, more prosaic, definition: "a set of values students learn no matter what we decide to teach them" [28]. Explicit definitions are lacking in five of the articles [29][30][31][32][33], but the terms are discussed in relation to interpersonal learning, and as in being a continuous influence reaching beyond medical school [29,33].…”

Section: Elements Of the Informal Curriculum Applicable In A Family Mmentioning

confidence: 99%

“…Professionalism is not only closely associated with a higher quality outcome of health care, but also with increased patient satisfaction, improving physician-patient relationships as well as with a higher career satisfaction [37][38][39]. Four articles discussing this theme were included; one qualitative study and three opinion articles [28,29,32,33]. The included articles sorted under this term in our review mainly dealt with interpersonal aspects: the ability to engage with and establish a sound relationship with patients, working collaboratively with colleagues, and interprofessionally: avoiding reinforcing hierarchies [28,29,32,33].…”

Section: Achieving Medical Professionalismmentioning

confidence: 99%

“…Four articles discussing this theme were included; one qualitative study and three opinion articles [28,29,32,33]. The included articles sorted under this term in our review mainly dealt with interpersonal aspects: the ability to engage with and establish a sound relationship with patients, working collaboratively with colleagues, and interprofessionally: avoiding reinforcing hierarchies [28,29,32,33]. Individual aspects such as the importance of selfawareness and reflection were also discussed [32,33].…”

Section: Achieving Medical Professionalismmentioning

confidence: 99%

“…Individual aspects such as the importance of selfawareness and reflection were also discussed [32,33]. Professionalism was discussed as being learned through role models as part of an informal curriculum, where acceptable professional behavior mainly was identified through observation [28,33].…”

Section: Achieving Medical Professionalismmentioning

confidence: 99%

“…The third element -'dealing with uncertainty'was derived from two of the articles included; one qualitative study and one opinion article [28,33]. Uncertainty is a concept with a variety of constructs, which is beyond the scope of this article to discuss in depth.…”

Section: Dealing With Uncertaintymentioning

confidence: 99%

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The informal curriculum of family medicine – what does it entail and how is it taught to residents? A systematic review

et al. 2020

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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: Twenty 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 cultural competence and uncertainty seemed to be more contextual than professionalism, the latter being discussed in relation to the informal curriculum across other medical disciplines as well. 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. Trial registration: The systematic review was registered with Prospero; registration number CRD42018104819.

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Section: Elements Of the Informal Curriculum Applicable In A Family Mmentioning

confidence: 99%

Section: Achieving Medical Professionalismmentioning

confidence: 99%

Section: Achieving Medical Professionalismmentioning

confidence: 99%

Section: Achieving Medical Professionalismmentioning

confidence: 99%

Section: Dealing With Uncertaintymentioning

confidence: 99%

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The informal curriculum of family medicine – what does it entail and how is it taught to residents? A systematic review

et al. 2020

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The Hidden Curricula of Medical Education: A Scoping Review

et al. 2018

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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. 2019

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 cultural competence 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.

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Writing the hidden curriculum

Cited by 5 publications

References 1 publication

The informal curriculum of family medicine – what does it entail and how is it taught to residents? A systematic review

The informal curriculum of family medicine – what does it entail and how is it taught to residents? A systematic review

The Hidden Curricula of Medical Education: A Scoping Review

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

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