Karen Schultz, Nicholas Cofie, Heather Braund, Mala Joneja, Shayna Watson, John Drover, Laura MacMillan-Jones, Nancy Dalgarno
BACKGROUND: While research suggests that manifestations of the hidden curriculum (HC) phenomenon have the potential to reinforce or undermine the values of an institution, very few studies have comprehensively measured its scope, impact, and the varied clinical teaching and learning contexts within which they occur. We explored the HC and examined the validity of newly developed constructs and determined the influence of context on the HC. METHODS: We surveyed medical students ( n =182), residents ( n =148), and faculty ( n = 140) from all disciplines at our institution between 2019 and 2020...
February 2024: Canadian Medical Education Journal