Characteristics of the informal curriculum and traineesʼ ethical choices

Abstract

In October 1995, the Association of American Medical Colleges held its first Conference on Students' and Residents' Ethical and Professional Development. In a plenary session and break-out sessions, the 150 participants, representing a wide variety of medical and professional specialties and roles, discussed the factors and programs that affect medical trainees' development of ethical and professional standards of behavior. The main challenge of addressing students' professional development is the enormous range of influences on that development, many of which, such as the declines in civic responsibility and good manners throughout the United States, fall outside the scope of academic medicine. Nonetheless, many influences fall within reach of medical educators. In a pre-conference survey, participants ranked eight issues related to graduating ethical physicians. The respondents ranked highest the inadequacy of the understanding of how best to influence students' ethical development, followed by faculty use of dehumanizing coping mechanisms, and the "business" of medicine's taking precedence over academic goals. The plenary speakers discussed the "informal curriculum" and the "hidden curriculum" and the need for medical faculty to take seriously the great influence they have on students' and residents' moral and professional development as they become physicians. Whether consciously or not, medical education programs are producing physicians who do not meet the ethical standards the profession has traditionally expected its members to meet. In three series of break-out sessions, the participants analyzed the nature of the ethical dilemmas that medical students and residents face from virtually the first day of their training, the use of role playing in promoting ethical development, and ways to improve policies and overcome barriers to change.

The formal and informal surgical ethics curriculum: views of resident and staff surgeons in Toronto

“…4,8 None of these studies have dealt with surgical specialties. Hafferty and Franks 9 and Hundert et al 10 developed a taxonomy of ethics curricula that describes 3 overlapping spheres: (1) formal curricula: what is taught in the classroom; (2)informal curricula: unscripted ,adhoc interpersonal lessons about values and attitudes, learned from role-models and peers outside the classroom as a subset of the hidden curricula; and (3) hidden curricula: the sum of all the socializing influences imbedded in the organizational and institutional culture including tacit knowledge, or task-specific experiences that cannot easily be articulated or stored in documents.…”

Strategies for Effective On-Call Supervision for Internal Medicine Residents: The Superb/Safety Model

“…23 Given that supervision is often residentinitiated, residents may fear they could be perceived as ''weak'' for contacting their supervising attending physician. This may influence their behavior and discourage attending physician-level contact during times of uncertainty.…”

Use of critical incident reports in medical education

“…This process is often termed the ''hidden or informal curriculum.'' [41][42][43][44][45][46] We know that many of these influences are detrimental to personal growth and may negate professional values. [43][44][45][46][47][48][49][50][51][52] In a survey, a majority of medical students reported that their moral values had been eroded while functioning as clinical clerks.…”