Addressing the hidden curriculum in the clinical workplace: A practical tool for trainees and faculty

Mulder, Hanneke; Braak, Edith ter; Chen, H. Carrie; Cate, Olle ten

doi:10.1080/0142159x.2018.1436760

Cited by 50 publications

(59 citation statements)

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“…Although the “hidden curriculum” contributes to inculcation of all forms of human skills (a budding physician is expected to possess) during the course of human dissection, available literature documents precise association with the development of professionalism. However, successful implementation of the hidden curriculum during the gross anatomy program warrants emphasis on multiple aspects like the concerned institution, organization framework, and the cultural scenario, as these factors substantially influence the learning environment (Hafferty et al, ; Mulder et al, ). In this review article, the authors have tried to highlight on few such instances where medical schools have been successful in cultivating the core components of professionalism like integrity, respect, and compassion among medical students by enhancing the learning environment in the human dissection room through implementation of standalone exclusive concepts (Pawlina et al, ; Crow et al, ; Talarico, ; Santibañez et al, ).…”

Section: Hidden Curriculum Delivery Through Practice Of Human Dissectionmentioning

confidence: 99%

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

Ghosh

Kumar

2018

Anatomical Sciences Ed

112

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The core values in medical practice which are essential for the humane outlook of a physician are clubbed within the domain of medical professionalism. Professionalism along with other discipline‐independent skills (human skills) is propagated implicitly in medical schools as components of a “hidden curriculum.” Evidence suggests a strong association between “hidden curriculum” delivery and development of professionalism in the human dissection room. In this review article, the authors have tried to highlight a few exclusive practices adopted by medical schools which enhance the implementation of the “hidden curriculum” within the practice of human dissection and successfully inculcate the key components of professionalism such as integrity, respect, and compassion among students. These distinctive concepts are aimed at humanizing the experience of anatomical dissection by revealing the identity of the donors along with their personal details either through display of video clips of donor interviews, interactions with the family members of the donor over a meal or recognition of the donor as a mentor and organizing memorial services in honor of donors after conclusion of the dissection in the presence of their family members. The resounding success of these good practices in building professionalism among medical students from the onset of the academic curriculum has signaled a new chapter in anatomical sciences education. It has become imperative to recognize the visionary efforts of a select few medical educators and begin incorporating these recent trends into the delivery of the “hidden curriculum” within the evolving gross anatomy education model.

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Section: Hidden Curriculum Delivery Through Practice Of Human Dissectionmentioning

confidence: 99%

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

Ghosh

Kumar

2018

Anatomical Sciences Ed

112

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“…Traditionally, the HC has been conceptualised as a negative concept. 16,21 The largely unwritten and unregulated ways in which the culture (symbols, meaning, values) of a profession/learning community is communicated and transmitted to novice students can provide students with unsafe 'shortcuts' on how to understand and 'do' their profession. 17 However, when we change our research lens to qualitative research, HC can be reframed as a reminder of the complexity of the clinical and professional environment and how this context shapes student's perception of their profession, 18 constructions of wellbeing and job satisfaction, 18 as well as on how students learn to be professional.…”

Section: Discussionmentioning

confidence: 99%

“…15 When a formal curriculum is not supported by the attitudes and values conveyed by students, the existence of a hidden curriculum (HC) is inferred. 16 In this case, the HC points to the existence of a core tension between how dental students and the GDC perceive the role of dentistry.…”

mentioning

confidence: 99%

“…HC is defined as 'the set of implicit messages about values, morals and attitudes that learners infer from the behaviour of individual role models as well as from group dynamics, processes, rituals and structures' (p. 36). 16 The aim of the hidden curriculum is to 'provide students with cues about how to cope and thrive within a particular community of practitioners, staff and other students' (p. 344). 10 In this regard, it can comprise 'the customs, rituals and others aspects of working life that experienced doctors [dentists] take for granted' (p1/1).…”

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confidence: 99%

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The behavioural and social sciences as hidden curriculum in UK dental education: A qualitative study

Neville

Zahra

Pilch

et al. 2019

Eur J Dental Education

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Introduction The behavioural and social sciences (BeSS) are an integral part of dental curricula, helping students become holistic, patient‐centred practitioners. Nevertheless, UK studies document that dental undergraduates struggle to see the relevance of BeSS to their training. Using the concept of hidden curriculum, this study explored dental studentsâ€™ perceptions of and attitudes towards BeSS in one dental school in the UK. Material and methods Six focus groups were conducted with 37 dental students from years 1 to 5. Thematic analysis was conducted revealing five themes: student attitudes towards BeSS, teaching culture, learning culture, curricular issues and student culture. Results Many students recognised how BeSS contributed to their communication and patient management skills. Nevertheless, the study revealed a dental student cohort who have a strained relationship with BeSS. This negative attitude became more apparent from year 3 onwards, when the clinical phase of studies begins. It was perpetuated and legitimated by the existence of a strong student culture that openly critiqued BeSS among and between student year groups. Discussion and conclusion(s) In UK dental education there is a hidden curriculum related to BeSS. By underestimating the utility of BeSS, students are failing to recognise the biopsychosocial dimensions relevant to oral health and dental practice. All UK dental schools should review their relationship with BeSS and assess whether they are perpetuating a hidden curriculum about BeSS within their curricula.

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“…Sustentando esse cenário, existe o conceito de "coping" para explicar como os profissionais de saúde e educadores, lidam com pressões no trabalho resultantes de crescentes demandas e expectativas. Ao mesmo tempo, o conceito pode ser entendido como esforços comportamentais que os profissionais de saúde empregam durante seu trabalho, para tolerar ou reduzir as demandas externas e internas, e gerenciar os conflitos que enfrentam (Mulder et al, 2018).…”

Section: Introductionunclassified

Avaliação da sonolência do estudante de Medicina no Brasil e sua influência na qualidade de vida e ambiente de ensino

Perotta¹

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AGRADECIMENTOS À, Patricia Zen Tempski, que me acompanha desde o início da minha formação acadêmica, e me orientou não só nesse trabalho, mas participou de muitos processos da minha formação como docente. Sou grato por poder trabalhar em um projeto de pesquisa deste tamanho, e por sua convivência nesses anos todos que me permitiu adquirir ainda mais conhecimento sobre pesquisa em educação.Ao professor Milton de Arruda Martins, por sua experiência em pesquisa, sempre um exemplo de dedicação profissional, servindo de inspiração para mim. À minha banca de qualificação, Prof. Sérgio Baldassin, Profa. Isabela Benseñor e Profa. Fernanda Arantes que contribuíram substancialmente para discussão e maturidade do projeto de pesquisa. Ao Professor Geraldo Lorenzi-Filho que ajudou na discussão do projeto e na elaboração dos questionários do sono. À minha esposa Juliana Carvajal, que me apoiou e incentivou sempre, e esteve ao meu lado desde o início dessa pós-graduação. Aos meus pais que me proporcionaram educação e estudos ao longo desses anos todos. Às minhas irmãs Fernanda e Joana, que sempre mostraram ser exemplo de dedicação e cuidado com o próximo, nas suas profissões. Aos meus sogros, cunhados e sobrinhos, pelo apoio constante e ajuda. Aos meus colegas de doutorado, Helena Paro, com sua obsessão pela qualidade e evidência científica, Sylvia Enns, por sua organização germânica do trabalho, Fernanda Brenneisen, pelas ideias e discussões da saúde mental do estudante, Munique Almeida Peleias, por sua disposição, carisma e trabalho em equipe e Silmar Gannam, por sua genialidade. Aprendi muito com vocês, o que tornou meu caminho facilitado e muito mais agradável. Ao prof. Paulo Silveira, pela convivência, aprendizado, e pela construção da Plataforma VERAS, sempre disposto a passar seus conhecimentos sobre estatística, programação e informática. Ao prof. Itamar Santos, por me ensinar um pouco mais de estatística, com modelos de regressão e na utilização do software R. À Regina Albanese Pose, que acompanhou o início da minha caminhada nesse projeto e sempre me incentivou, contribuindo para a minha maturidade no estudo da estatística. À Rosana Vilela, por sempre ser prestativa com as pessoas ao seu redor, sua valiosa ajuda permitiu cumprir etapas fundamentais da minha pós-graduação. A todos os alunos que participaram do projeto e aos pesquisadores associados de cada instituição que dedicaram parte do seu tempo valioso para tornar possível o projeto VERAS. "A man is a success if he gets up in the morning and gets to bed at night, and in between he does what he wants to do"

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Addressing the hidden curriculum in the clinical workplace: A practical tool for trainees and faculty

Abstract: Our early experiences suggest that REVIEW can be a useful tool for addressing the hidden curriculum.

Cited by 50 publications

References 31 publications

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

The behavioural and social sciences as hidden curriculum in UK dental education: A qualitative study

Avaliação da sonolência do estudante de Medicina no Brasil e sua influência na qualidade de vida e ambiente de ensino

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