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Hidden curriculum

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https://www.readbyqxmd.com/read/29771227/team-development-among-physician-leaders-at-the-cleveland-clinic
#1
Tracy H Porter, James K Stoller, Scott J Allen
Purpose Since 1990, the Cleveland Clinic has trained physicians in team skills through various iterations of a program called Leading in Healthcare (LHC). In the present study, the authors utilize a case study approach to gain insight into the LHC curriculum, and more specifically, the team project. The purpose of this paper is to better understand the Cleveland Clinic's position on the issue and its approach to education - specifically among physicians. Design/methodology/approach The authors utilized a case study approach with four key program architects...
May 8, 2018: Leadership in Health Services
https://www.readbyqxmd.com/read/29760246/the-hidden-curriculum-and-continuing-professional-development-for-family-physicians
#2
EDITORIAL
Nicholas Pimlott
No abstract text is available yet for this article.
May 2018: Canadian Family Physician Médecin de Famille Canadien
https://www.readbyqxmd.com/read/29752850/role-modelling-and-the-hidden-curriculum-new-graduate-nurses-professional-socialisation
#3
Kiri Hunter, Catherine Cook
AIMS AND OBJECTIVES: To explore new graduate nurses' experiences of professional socialisation by registered nurses in hospital-based practice settings, and identify strategies that support professional identity development. BACKGROUND: Professionalism is reinforced and stabilised in the clinical environment through the 'hidden curriculum', with major learning coming from practice role-models. New graduates observe attitudes, behaviours, decision-making and skills, and gain feedback from registered nurses, which they translate into their own practice...
May 12, 2018: Journal of Clinical Nursing
https://www.readbyqxmd.com/read/29728132/the-perception-of-hidden-curriculum-among-undergraduate-medical-students-a-qualitative-study
#4
Zahra Gardeshi, Mitra Amini, Parisa Nabeiei
OBJECTIVES: The effect of hidden curriculum on student learning has not been sufficiently recognized in most of the revised curriculums. This study is a qualitative study that measures the students' perception of hidden curriculum through semi-structured interviews. All of the interviews were recorded and then converted into scripts. These scripts were divided to sentences and phrases and named as units. Units aggregated with similar groups and named as codes, then the similar codes were aggregated into themes...
May 4, 2018: BMC Research Notes
https://www.readbyqxmd.com/read/29691796/mentorship-in-medicine-and-other-health-professions
#5
Nayanee Henry-Noel, Maria Bishop, Clement K Gwede, Ekaterina Petkova, Ewa Szumacher
Mentoring skills are valuable assets for academic medicine and allied health faculty, who influence and help shape the careers of the next generation of healthcare providers. Mentors are role models who also act as guides for students' personal and professional development over time. Mentors can be instrumental in conveying explicit academic knowledge required to master curriculum content. Importantly, they can enhance implicit knowledge about the "hidden curriculum" of professionalism, ethics, values, and the art of medicine not learned from texts...
April 24, 2018: Journal of Cancer Education: the Official Journal of the American Association for Cancer Education
https://www.readbyqxmd.com/read/29687188/orienting-to-medicine-scripting-professionalism-hierarchy-and-social-difference-at-the-start-of-medical-school
#6
Sienna R Craig, Rebekah Scott, Kristy Blackwood
Nascent medical students' first view into medical school orients them toward what is considered important in medicine. Based on ethnography conducted over 18 months at a New England medical school, this article explores themes which emerged during a first-year student orientation and examines how these scripts resurface across a four-year curriculum, revealing dynamics of enculturation into an institution and the broader profession. We analyze orientation activities as discursive and embodied fields which serve "practical" purposes of making new social geographies familiar, but which also frame institutional values surrounding "soft" aspects of medicine: professionalism; dynamics of hierarchy and vulnerability; and social difference...
April 23, 2018: Culture, Medicine and Psychiatry
https://www.readbyqxmd.com/read/29683089/medical-students-perceptions-of-general-practice-as-a-career-a-phenomenological-study-using-socialisation-theory
#7
Katherine Reid, Hugh Alberti
The ageing population and push to community care has significantly increased the workload of General Practitioners (GPs) in the UK and internationally. In an attempt to tackle this, NHS England has promised 5000 more GPs by 2020/21; however, recruitment is in crisis with GP training posts remaining unfilled. Little research has been carried out to assess the fundamental questions of what medical students' perceptions of General Practice are and what shapes their perceptions at medical school. We aimed to explore medical students' conceptualisations of being a GP and specifically the role of the medical school in shaping their perceptions...
April 23, 2018: Education for Primary Care
https://www.readbyqxmd.com/read/29587248/how-do-medical-and-nursing-students-experience-emotional-challenges-during-clinical-placements
#8
Maria Weurlander, Annalena Lönn, Astrid Seeberger, Eva Broberger, Håkan Hult, Annika Wernerson
Objectives: To investigate which kinds of situations medical and nursing students found emotionally challenging during their undergraduate education, and how they managed their experiences. Methods: This study used an exploratory research design. We gathered qualitative data using an open-ended questionnaire distributed to students in the middle and at the end of their education. In total, 49 nursing and 65 medical students participated. Also, five students were interviewed individually to acquire richer data...
March 27, 2018: International Journal of Medical Education
https://www.readbyqxmd.com/read/29580789/designing-a-curriculum-for-professionalism-and-ethics-within-radiology-identifying-challenges-and-expectations
#9
REVIEW
Aine Marie Kelly, Patricia B Mullan
Although professionalism and ethics represent required competencies, they are more challenging than other competencies to design a curriculum for and teach. Reasons include variability in agreed definitions of professionalism within medicine and radiology. This competency is also framed differently whether as roles, duties, actions, skills, behavior, beliefs, and attitudes. Standardizing a curriculum in professionalism is difficult because each learner's (medical student/resident) professional experiences and interactions will be unique...
March 23, 2018: Academic Radiology
https://www.readbyqxmd.com/read/29531930/emotional-intelligence-an-old-issue-and-a-new-look-in-clinical-teaching
#10
REVIEW
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
https://www.readbyqxmd.com/read/29490529/addressing-the-hidden-curriculum-in-the-clinical-workplace-a-practical-tool-for-trainees-and-faculty
#11
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
https://www.readbyqxmd.com/read/29482210/hidden-curricula-ethics-and-professionalism-optimizing-clinical-learning-environments-in-becoming-and-being-a-physician-a-position-paper-of-the-american-college-of-physicians
#12
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...
April 3, 2018: Annals of Internal Medicine
https://www.readbyqxmd.com/read/29437837/confronting-the-hidden-curriculum-of-high-value-care-education
#13
Michael J Tchou, Maya Dewan, Lisa E Herrmann
No abstract text is available yet for this article.
March 2018: Hospital Pediatrics
https://www.readbyqxmd.com/read/29395030/medical-student-perceptions-of-a-mistreatment-program-during-the-surgery-clerkship
#14
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...
April 2018: American Journal of Surgery
https://www.readbyqxmd.com/read/29388087/testing-for-medical-school-selection-what-are-prospective-doctors-experiences-and-perceptions-of-the-gamsat-and-what-are-the-consequences-of-testing
#15
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
https://www.readbyqxmd.com/read/29356896/the-search-for-attitude-a-hidden-curriculum-assessment-from-a-central-european-perspective
#16
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...
February 2018: Wiener Klinische Wochenschrift
https://www.readbyqxmd.com/read/29344453/introduction-of-medical-humanities-in-mbbs-1-st-year
#17
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
https://www.readbyqxmd.com/read/29283871/resources-for-educating-training-and-mentoring-all-physicians-providing-palliative-care
#18
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
https://www.readbyqxmd.com/read/29203082/training-tomorrow-s-doctors-to-explain-medically-unexplained-physical-symptoms-an-examination-of-uk-medical-educators-views-of-barriers-and-solutions
#19
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
https://www.readbyqxmd.com/read/29178606/empowering-students-with-the-hidden-curriculum
#20
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
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