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Hidden curriculum

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https://www.readbyqxmd.com/read/28914099/integrating-social-class-and-privilege-in-the-community-medicine-curriculum
#1
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...
January 1, 2017: International Journal of Psychiatry in Medicine
https://www.readbyqxmd.com/read/28899390/-if-it-s-a-medical-issue-i-would-have-covered-it-by-now-learning-about-fibromyalgia-through-the-hidden-curriculum-a-qualitative-study
#2
V Silverwood, C A Chew-Graham, I Raybould, B Thomas, S Peters
BACKGROUND: Fibromyalgia syndrome (FMS) is a long-term condition that affects between 1 and 5% of the general population and lies within the spectrum of medically unexplained symptoms (MUS). FMS can be difficult to diagnose and is usually done so as a diagnosis of exclusion. There is continuing debate regarding its legitimacy excluding other causes of symptoms. It is known that the diagnosis and management of MUS, including FMS, receives little attention in medical curricula and attitudes towards patients with FMS amongst medical professionals and trainees can be negative...
September 12, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28892175/-almost-forgetting-to-care-an-unanticipated-source-of-empathy-loss-in-clerkship
#3
Cheryl L Holmes, Harry Miller, Glenn Regehr
CONTEXT: The erosion of empathy in medical students is well documented. Both the hidden curriculum associated with poor role modelling and a sense of burnout have been proposed as key factors, but the precise mechanisms by which this loss of empathy occurs have not been elaborated. OBJECTIVES: In the context of a course designed to help students manage the hidden curriculum, we collected data that raised questions about current conceptualisations of the aspects of medical training that lead to loss of empathy...
July 2017: Medical Education
https://www.readbyqxmd.com/read/28877035/academic-medicine-and-medical-professionalism-a-legacy-and-a-portal-into-an-evolving-field-of-educational-scholarship
#4
Frederic W Hafferty
In this Invited Commentary, the author examines two curated Academic Medicine volumes showcasing foundational research and key writings on professionalism in medicine and medical education, collectively spanning from 1994 to 2016. The author reviews the beginnings of the medical professionalism movement and examines how the trends and themes reflected in the first volume-specifically the work to define, assess, and institutionalize professionalism-capture key elements in this movement. He then examines how the trends and themes in the second volume align with and build on those from the first, noting two themes that extend across a number of second volume articles: a unit-of-analysis issue and the challenge of context...
September 5, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28876989/the-hidden-curriculum-of-veterinary-education-mediators-and-moderators-of-its-effects
#5
Carrie A Roder, Stephen A May
The "hidden curriculum" has long been supposed to have an effect on students' learning during their clinical education, and in particular in shaping their ideas of what it means to be a professional. Despite this, there has been little evidence linking specific changes in professional attitudes to the individual components of the hidden curriculum. This study aimed to recognize those components that led to a change in students' professional attitudes at a UK veterinary school, as well as to identify the attitudes most affected...
2017: Journal of Veterinary Medical Education
https://www.readbyqxmd.com/read/28841808/don-t-forget-the-hidden-curriculum
#6
Henry Maynard, David McGinn, Harry D J Knights
No abstract text is available yet for this article.
August 25, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28830303/gp-recruitment-and-medical-education-part-of-the-solution
#7
Roger Jones
The current crisis in recruitment to general practice in the U.K. is likely, in part, to be caused by students' and recent graduates' negative perceptions of this career choice, perceptions which may have their roots in their experiences of general practice teaching and the effect of the 'hidden curriculum' in medical schools. There is some evidence that the expansion of the contribution of general practice in medical school curricula has stalled, and may even be shrinking, and of the diminishing visibility of general practice departments...
August 23, 2017: Education for Primary Care
https://www.readbyqxmd.com/read/28738714/a-student-run-mobile-social-platform-enhanced-the-hidden-curriculum-teaching
#8
Rui Zhang, Kanhua Yin, Yang Xiang, Yiqin Huang, Yanni Lai
No abstract text is available yet for this article.
July 25, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28693566/medical-student-and-medical-school-teaching-faculty-perceptions-of-conflict-of-interest
#9
Nicholas S Andresen, Tyler S Olson, Matthew D Krasowski
BACKGROUND: Attitudes towards conflict of interest (COI) and COI policy are shaped during medical school and influence both the education of medical students and their future medical practice. Understanding the current attitudes of medical students and medical school teaching faculty may provide insight into what is taught about COI and COI policy within the 'hidden' medical curriculum. Differences between medical student and medical school teaching faculty perceptions of COI and COI policy have not been compared in detail...
July 11, 2017: BMC Research Notes
https://www.readbyqxmd.com/read/28652951/current-practices-in-assessing-professionalism-in-united-states-and-canadian-allopathic-medical-students-and-residents
#10
REVIEW
Nandini Nittur, Jonathan Kibble
Professionalism is a critically important competency that must be evaluated in medical trainees but is a complex construct that is hard to assess. A systematic review was undertaken to give insight into the current best practices for assessment of professionalism in medical trainees and to identify new research priorities in the field. A search was conducted on PubMed for behavioral assessments of medical students and residents among the United States and Canadian allopathic schools in the last 15 years. An initial search yielded 594 results, 28 of which met our inclusion criteria...
May 22, 2017: Curēus
https://www.readbyqxmd.com/read/28642990/how-health-humanities-will-save-the-life-of-the-humanities
#11
Craig M Klugman
In the last decade, the humanities have been shrinking in number of students, percent of faculty, and in number of degrees awarded. Humanities students also earn lower salaries than their STEM-prepared peers. At the same time, the health humanities have been in ascendance over the last fifteen years. The number of majors, minors and certificates has increased 266% in that time frame, attracting large numbers of students and preparing future patients, lay caregivers, and health care providers to interact with a complicated and dehumanized medical system...
June 23, 2017: Journal of Medical Humanities
https://www.readbyqxmd.com/read/28625409/ideal-worker-and-academic-professional-identity-perspectives-from-a-career-flexibility-educational-intervention
#12
Lydia Pleotis Howell, Laurel A Beckett, Amparo C Villablanca
No abstract text is available yet for this article.
September 2017: American Journal of Medicine
https://www.readbyqxmd.com/read/28622057/sending-messages-how-faculty-influence-professionalism-teaching-and-learning
#13
Lorraine Hawick, Jennifer Cleland, Simon Kitto
BACKGROUND: Ambiguity in understanding what "professionalism" means, and uncertainty in how best to teach it, remains. This study aimed to explore experiences of senior faculty in their endeavor to develop and include professionalism within a curriculum reform (CR), and illuminate challenges encountered. METHODS: Using a qualitative case study approach, data were collected from interviews with faculty who were involved in a major CR, plus archived document analysis to provide context, and aid triangulation...
September 2017: Medical Teacher
https://www.readbyqxmd.com/read/28602447/teaching-psychiatric-trainees-to-think-dirty-uncovering-hidden-motivations-and-deception
#14
Scott R Beach, John B Taylor, Nicholas Kontos
BACKGROUND: Despite the prevalence with which trainees encounter patients who attempt to manipulate, deceive, or withhold information from them, trainees receive little formal training in "thinking dirty"-that is, incorporating elements of hidden patient motives into their interview, formulation, and plan. Lack of acknowledgment of these aspects of patient care can lead to resident dissatisfaction, negative countertransference reactions, and decreased empathy for patients. METHODS: In this article, the authors outline a multimodal approach used in a large psychiatry training program for teaching trainees to recognize hidden motivations and deception, which involves formal didactic teaching, process rounds, and clinical experience...
September 2017: Psychosomatics
https://www.readbyqxmd.com/read/28422626/navigating-the-hidden-curriculum-of-higher-education-for-postsecondary-students-with-intellectual-disabilities
#15
Lucretia A Berg, Tracy Jirikowic, Katie Haerling, Ginger MacDonald
Students with intellectual and/or developmental disabilities (IDD) increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum-including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations-is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed...
May 2017: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
https://www.readbyqxmd.com/read/28404720/shared-canadian-curriculum-in-family-medicine-sharc-fm-creating-a-national-consensus-on-relevant-and-practical-training-for-medical-students
#16
David A Keegan, Ian Scott, Michael Sylvester, Amy Tan, Kathleen Horrey, W Wayne Weston
PROBLEM ADDRESSED: In 2006, leaders of undergraduate family medicine education programs faced a series of increasing curriculum mandates in the context of limited time and financial resources. Additionally, it became apparent that a hidden curriculum against family medicine as a career choice was active in medical schools. OBJECTIVE OF PROGRAM: The Shared Canadian Curriculum in Family Medicine was developed by the Canadian Undergraduate Family Medicine Education Directors and supported by the College of Family Physicians of Canada as a national collaborative project to support medical student training in family medicine clerkship...
April 2017: Canadian Family Physician Médecin de Famille Canadien
https://www.readbyqxmd.com/read/28394059/cultural-minority-students-experiences-with-intercultural-competency-in-medical-education
#17
Hannah Leyerzapf, Tineke Abma
CONTEXT: Medical schools increasingly value and focus on teaching students intercultural competency within present-day multicultural society. Little is known about the experiences of cultural minority students in intercultural competence activities. OBJECTIVES: This article discusses the intercultural competence activities of medical education in a Dutch university from the perspective of cultural minority students. We will formulate recommendations for how to stimulate intercultural competency in, as well as inclusiveness of, medical education...
May 2017: Medical Education
https://www.readbyqxmd.com/read/28393108/house-staff-communication-training-and-patient-experience-scores
#18
Oladoyin A Oladeru, Musleehat Hamadu, Paul D Cleary, Adam B Hittelman, Ketan R Bulsara, Maxwell Sh Laurans, Daniel B DiCapua, Evie G Marcolini, Jeremy J Moeller, Babar Khokhar, Jeannette W Hodge, Auguste H Fortin, Janet P Hafler, Michael C Bennick, David Y Hwang
OBJECTIVE: To assess whether communication training for housestaff via role-playing exercises (1) is well-received and (2) improves patient experience scores in housestaff clinics. METHODS: We conducted a pre-post study in which the housestaff for 3 adult hospital departments participated in communication trainingled by trained faculty in small groups . Sessions centered on a published 5-step strategy for opening patient-centered interviews using department-specific role-playing exercises...
March 1, 2017: Journal of patient experience
https://www.readbyqxmd.com/read/28371881/from-opiophobia-to-overprescribing-a-critical-scoping-review-of-medical-education-training-for-chronic-pain
#19
Fiona Webster, Samantha Bremner, Eric Oosenbrug, Steve Durant, Colin J McCartney, Joel Katz
Background: Chronic pain is a significant health problem strongly associated with a wide range of physical and mental health problems, including addiction. The widespread prevalence of pain and the increasing rate of opioid prescriptions have led to a focus on how physicians are educated about chronic pain. This critical scoping review describes the current literature in this important area, identifying gaps and suggesting avenues for further research starting from patients' standpoint...
August 1, 2017: Pain Medicine: the Official Journal of the American Academy of Pain Medicine
https://www.readbyqxmd.com/read/28355879/developing-a-grounded-theory-for-interprofessional-collaboration-acquisition-using-facilitator-and-actor-perspectives-in-simulated-wilderness-medical-emergencies
#20
Heather A Smith, Maurianne Reade, Marion Marr, Nicholas Jeeves
CONTEXT: Interprofessional collaboration is a complex process that has the potential to transform patient care for the better in urban, rural and remote healthcare settings. Simulation has been found to improve participants' interprofessional competencies, but the mechanisms by which interprofessionalism is learned have yet to be understood. A rural wilderness medicine conference (WildER Med) in northern Ontario, Canada with simulated medical scenarios has been demonstrated to be effective in improving participants' collaboration without formal interprofessional education (IPE) curriculum...
January 2017: Rural and Remote Health
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