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Hidden curriculum

Athar Omid, Fariba Haghani, Peyman Adibi
In this paper, a novel model of clinical teachers with social and emotional competency which is emphasized on the importance of clinical teacher's social and emotional competence is presented. In this model, we supposed that a teacher with social and emotional competence can manage her/his emotions and has the ability to personal development and well-being. Such teacher has the competency of empathy, communication with the patients, teamwork, and collaboration to provide successful patient-centered care and relationship-centered care...
2018: Advanced Biomedical Research
Hanneke Mulder, Edith Ter Braak, H Carrie Chen, Olle Ten Cate
INTRODUCTION: The hidden curriculum, commonly described in negative terms, is considered highly influential in medical education, especially in the clinical workplace. Structured approaches to address it are limited in number and scope. METHODS AND RESULTS: This paper presents a practical, value-neutral method called REVIEW (Reflecting & Evaluating Values Implicit in Education in the Workplace), to facilitate reflection and discussion on the hidden curriculum by faculty members and trainees...
February 28, 2018: Medical Teacher
Lisa Soleymani Lehmann, Lois Snyder Sulmasy, Sanjay Desai
Much of what is formally taught in medicine is about the knowledge, skills, and behaviors required of a physician, including how to express compassion and respect for patients at the bedside. What is learned, however, includes not only admirable qualities but also behaviors and qualities that are inconsistent with ethics and professionalism. Positive role models may reinforce the character and values the profession seeks to cultivate; negative ones directly contradict classroom lessons and expectations of patients, society, and medical educators...
February 27, 2018: Annals of Internal Medicine
Michael J Tchou, Maya Dewan, Lisa E Herrmann
No abstract text is available yet for this article.
March 2018: Hospital Pediatrics
Brittany N Hasty, Sarah E Miller, Sylvia Bereknyei Merrell, Dana T Lin, Edward S Shipper, James N Lau
BACKGROUND: Medical student mistreatment remains a concern, particularly in the surgery clerkship. This is a single academic institution's report of medical student perceptions of a mistreatment program embedded in the surgery clerkship. METHODS: Students who completed the surgery clerkship and the mistreatment program volunteered to be interviewed individually or in focus groups. The interviews were transcribed and qualitatively analyzed. RESULTS: Twenty-four medical students were interviewed and nine transcripts were obtained...
January 4, 2018: American Journal of Surgery
K Kumar, C Roberts, E Bartle, D S Eley
Written tests for selection into medicine have demonstrated reliability and there is accumulating evidence regarding their validity, but we know little about the broader impacts or consequences of medical school selection tests from the perspectives of key stakeholders. In this first Australian study of its kind, we use consequential validity as a theoretical lens to examine how medical school students and applicants view and experience the Graduate Medical Schools Admission Test (GAMSAT), and the consequences of testing...
January 31, 2018: Advances in Health Sciences Education: Theory and Practice
Birgit Ludwig, Bela Turk, Tamara Seitz, Isabella Klaus, Henriette Löffler-Stastka
BACKGROUND: Little is known about the development of the hidden curriculum in the medical education system. It refers to a conglomeration of implicit beliefs, attitudes and forms of conduct that are unwittingly transmitted from one generation of teaching physicians to the next. How can we describe this process, what are the potential positive or negative impacts, and last but not least, how can we measure it? METHODS: Students of the Medical University of Vienna complete their clinical rotations in Vienna and in other accredited, mostly central European hospitals...
January 22, 2018: Wiener Klinische Wochenschrift
Shaista M Saiyad, Swapnil J Paralikar, Anita P Verma
Context: Most vital areas of patient management such as empathy, professionalism, and ethics are lacking in fresh undergraduates. These areas are considered to be part of hidden curriculum, and as these are not formally taught, we lack competent medical graduates. Introduction of medical humanities (MH) early in the medical curriculum can help to inculcate required soft skills. Aims: This study aims to develop, administer, and evaluate MH module in 1st year MBBS students...
December 2017: International Journal of Applied and Basic Medical Research
James Downar
This article presents a rapid review of the published literature and available resources for educating Canadian physicians to provide palliative and end-of-life care. Several key messages emerge from the review. First, there are many palliative care educational resources already available for Canadian physicians. Second, the many palliative care education resources are often not used in physician training. Third, we know that some palliative care educational interventions are inexpensive and scalable, while others are costly and time-consuming; we know very little about which palliative care educational interventions impact physician behavior and patient care...
January 2018: Journal of Palliative Medicine
Emmeline Joyce, Jennifer Cowing, Candice Lazarus, Charlotte Smith, Victoria Zenzuck, Sarah Peters
OBJECTIVE: Co-occuring physical symptoms, unexplained by organic pathology (known as Functional Syndromes, FS), are common and disabling presentations. However, FS is absent or inconsistently taught within undergraduate medical training. This study investigates the reasons for this and identifies potential solutions to improved implementation. METHODS: Twenty-eight medical educators from thirteen different UK medical schools participated in semi-structured interviews...
November 28, 2017: Patient Education and Counseling
Hilary Neve, Tracey Collett
BACKGROUND: The hidden curriculum (HC) refers to unscripted, ad hoc learning that occurs outside the formal, taught curriculum and can have a powerful influence on the professional development of students. While this learning may be positive, it may conflict with that taught in the formal curriculum. Medical schools take a range of steps to address these negative effects; however, the existence and nature of the concept tends to be hidden from students. METHODS: Since 2007, our medical school has incorporated into its small group programme an educational activity exploring the concept of the hidden curriculum...
November 27, 2017: Clinical Teacher
Jennifer Siegel, David L Coleman, Thea James
Social determinants of health (SDH) are the major drivers of health and disparate health outcomes across communities and populations. Given this, the authors assert that competency in recognizing and mitigating SDH should become a vital component of graduate medical education in all specialties. While the most effective approaches to educating trainees about SDH are uncertain, in this Invited Commentary, the authors offer several key principles for implementing curricula focusing on SDH. These include universalization of the material, integration into clinical education, identification of space for trainee introspection, clarification of specific competencies in identification and mitigation of SDH, and creation of robust faculty development programming...
November 14, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Kathleen Rice, Jae Eun Ryu, Cynthia Whitehead, Joel Katz, Fiona Webster
PURPOSE: Evidence suggests that physicians' opinions about chronic pain patients become progressively negative over the course of medical training, leading to a decline in empathy for these patients. Few qualitative studies have focused on this issue and thus the experiences shaping this process remain unexplored. This study addressed how medical trainees learn about chronic pain management through informal and formal curricula. METHOD: This study adopted a descriptive qualitative interview-based approach informed by the theoretical lens of the hidden curriculum...
November 14, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Frederic W Hafferty, Maria Athina Martimianakis
In this Commentary, the authors explore the scoping review by Lawrence and colleagues by challenging their conclusion that with over 25 years' worth of "ambiguous and seemingly ubiquitous use" of the hidden curriculum construct in health professions education scholarship, it is time to either move to a more uniform definitional foundation or abandon the term altogether. The commentary authors counter these remedial propositions by foregrounding the importance of theoretical diversity and the conceptual richness afforded when the hidden curriculum construct is used as an entry point for studying the interstitial space between the formal and a range of other-than-formal domains of learning...
November 7, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Carlton Lawrence, Tsholofelo Mhlaba, Kearsley A Stewart, Relebohile Moletsane, Bernhard Gaede, Mosa Moshabela
PURPOSE: To analyze the plural definitions and applications of the term "hidden curriculum" within the medical education literature and to propose a conceptual framework for conducting future research on the topic. METHOD: The authors conducted a literature search of nine online databases, seeking articles published on the hidden, informal, or implicit curriculum in medical education prior to March 2017. Two reviewers independently screened articles with set inclusion criteria and performed kappa coefficient tests to evaluate interreviewer reliability...
November 7, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Karen Dunne, Bernadette Brereton, Vivienne Duggan, Deirdre Campion
Veterinary nurses report an intrinsic desire to work with animals. However, this motivation may be eroded by poor working conditions and low pay, resulting in the exit of experienced veterinary nurses from clinical practice. This study sought to quantify the level of animal-handling experience students possessed at the start of their training and to explore the factors motivating them to enter veterinary nurse training in two Irish third-level institutions. The authors had noted a tendency for veterinary nursing students to possess limited animal-handling skills, despite their obvious motivation to work with animals...
November 3, 2017: Journal of Veterinary Medical Education
James Aluri
No abstract text is available yet for this article.
October 9, 2017: Medical Teacher
Ambreen Tharani, Yusra Husain, Ian Warwick
BACKGROUND: Students can experience multiple stressors during their academic life which have an impact on their emotional health and academic progress. PURPOSE: This study sought to explore students' understanding of and factors affecting their emotional well-being in an undergraduate nursing programme at a private nursing institution in Karachi, Pakistan. METHOD: In this qualitative study, data were collected through individual semi-structured interviews using a self-designed guide from 16 participants in total, drawn from various years of the selected undergraduate programme...
December 2017: Nurse Education Today
Heather L Heiman, Celia L O'Brien, Raymond H Curry, Marianne M Green, James F Baker, Robert F Kushner, John X Thomas, Thomas C Corbridge, Julia F Corcoran, Joshua M Hauser, Patricia M Garcia
In 2012, the Northwestern University Feinberg School of Medicine launched a redesigned curriculum addressing the four primary recommendations in the 2010 Carnegie Foundation for the Advancement of Teaching report on reforming medical education. This new curriculum provides a more standardized evaluation of students' competency achievement through a robust portfolio review process coupled with standard evaluations of medical knowledge and clinical skills. It individualizes learning processes through curriculum flexibility, enabling students to take electives earlier and complete clerkships in their preferred order...
September 26, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Christopher Haymaker, Amber Cadick, Allison Seavey
Social class and privilege are hidden variables that impact the physician-patient relationship and health outcomes. This article presents a sample of activities from three programs utilized in the community health curriculum to teach resident physicians about patients within context, including how social class and privilege impact physician-patient relationships and patient health. These activities address resident physicians' resistance to discussion of privilege, social class, and race by emphasizing direct experience and active learning rather than traditional didactic sessions...
May 2017: International Journal of Psychiatry in Medicine
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