Medical students’ reflections on surgical educators’ professionalism: Contextual nuances in the hidden curriculum

Poola, V. Prasad; Suh, Boyung; Parr, Trevor; Boehler, Margaret L.; Han, Heeyoung; Mellinger, John D.

doi:10.1016/j.amjsurg.2020.09.003

Cited by 10 publications

(6 citation statements)

References 12 publications

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“…Our participants worked as healthcare educators involved with teaching and planning courses concerning leadership and decision-making among other topics. Previous research has found that teachers’ preconceptions, preferences, and biases can form a hidden curriculum within a course [ 27 , 29 , 31 ], and that a hidden curriculum can be a powerful determinant of later behaviour [ 28 , 30 ]. Seeing our findings in this light, we argue that it is likely that the differences in understanding of leadership and decision-making among the educators in our study will form a hidden curriculum in their courses.…”

Section: Discussionmentioning

confidence: 99%

“…This could be a plan of activities to teach them something about leadership. The experience will however also have a hidden curriculum, such as the valence ascribed to different leadership styles based on the educator’s personal preferences [ 27 , 31 ]. Since education, including both formal and hidden curricula, work to shape concepts, educators play a key role for concept formation among healthcare professionals.…”

Section: Introductionmentioning

confidence: 99%

“…Based on Souba’s [ 21 ] observation that our understanding of a concept will influence how we act, we wish to examine variations in how educators at Copenhagen Academy for Medical Education and Simulation (CAMES) talk about social and cognitive capabilities. These potential differences are of interest as they will form part of a hidden curriculum within the courses taught by the educators [ 27 , 31 ]. As such, variations will potentially result in different learning outcomes for the learners, which in this case means different understandings of the concepts behind social and cognitive capabilities.…”

Section: Introductionmentioning

confidence: 99%

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An interview study about how nurses and physicians talk about the same concepts differently

Holgaard,

Bruun,

Zingenberg

et al. 2024

BMC Med Educ

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Background How healthcare professionals understand and use concepts of social and cognitive capabilities will influence their behaviour and their understanding of others’ behaviour. Differing understandings of concepts might lead to healthcare professionals not acting in accordance with other healthcare professionals’ expectations. Therefore, part of the problem concerning errors and adverse incidents concerning social and cognitive capabilities might be due to varying understandings of concepts among different healthcare professionals. This study aimed to examine the variations in how educators at the Copenhagen Academy for Medical Education and Simulation talk about social and cognitive capabilities. Methods The study was conducted using semi-structured interviews and directed content analysis. The codes for the analysis process were derived from existing non-technical skills models and used to show variations in how the participants talk about the same concepts. Results Educators with a background as nurses and physicians, talked differently about leadership and decision-making, with the nurses paying greater attention to group dynamics and external factors when describing both leadership and decision-making, whereas physicians focus on their individual efforts. Conclusion We found patterned differences in how the participants described leadership and decision-making that may be related to participants’ professional training/background. As it can create misunderstandings and unsafe situations if nurses and physicians disagree on the meaning of leadership and decision-making (without necessarily recognising this difference), it could be beneficial to educate healthcare professionals to be aware of the specificity of their own concepts, and to communicate what exactly they mean by using a particular concept, e.g. “I want you to coordinate tasks” instead of “I want better leadership”.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An interview study about how nurses and physicians talk about the same concepts differently

Holgaard,

Bruun,

Zingenberg

et al. 2024

BMC Med Educ

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“…Many social science researchers have employed this method in their data analysis. For example, Poola et al (2021) utilized thematic analysis to uncover the hidden curriculum that affected their participants' professional identity. Similarly, Anis et al (2018) employed thematic analysis to identify the challenges faced by their participants in achieving quality education.…”

Section: Methodsmentioning

confidence: 99%

Positive and Negative Lessons from Hidden Curriculum at a Philippine State University

Giray¹,

Asuncion²,

Edem³

et al. 2023

EDUPIJ

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Background/purpose -Little attention is placed upon the lesser-known form of academic curriculum-that is, the hidden curriculum-and most especially in the Philippine context. This study explored the positive and negative lessons from hidden curricula in the higher education context, with a Philippine state university as the research setting. Materials/methods -This study was formed as a qualitative case study, with data obtained using online focused interviews and focus group discussions with college students. The data were analyzed using thematic analysis. Results -For the positive lessons, college students implicitly showed evidence of being compassionate. They also acquired behaviors and attitudes considered healthy to the development of their personality. With many participants reportedly helping each other, they also appeared to learn collaborative working. For the negative lessons, college teachers were noted to trigger academic discord, and reportedly lacked empathy towards their students' circumstances. Toxic behavior, collective cheating, and high-pressure work environment were also observed. Conclusion -Where groups of people study, such as in the university setting, hidden curricula will always exist, as in the social environment always manifests a certain hidden curriculum. Hidden curricula can offer both positive and negative lessons which, observed or not, can impact upon students as well as other stakeholders. Furthermore, the development of hidden curricula can be an iterative phenomenon by first influencing the collective, and the collective then influencing the hidden curricula, ad infinitum.

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“…Competence is an essential characteristic of individuals who have causal relationships or causal relationships with criteria that are used as references or standards, are effective, or appear superior in the workplace in certain situations (Falloon, 2020;Garad et al, 2021;Jayadiputra & Karim, 2020). In the attitude of critical professionalism skills include assessing the ability of participants to practice aspects of professionalism, namely, taking every action carefully and carefully in order not to harm the patient, taking action based on priorities, being aware of limitations, paying attention to patient comfort, and showing respect and asking for approval (Bashir & McTaggart, 2022;Merz et al, 2022;Poola et al, 2021). Important clinical skills are one of the important foundations for building physician competence (Hussain et al, 2021;Shaw et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Analisis Pemetaan Kesesuaian Ujian Keterampilan Klinis di Program Studi Kedokteran di Bali

Giri

Lasmawan

Putra

2022

j. pendidik. indonesia.

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Analisis Pemetaan Kesesuaian Ujian Keterampilan Klinis di Program Studi Kedokteran di Bali Made Kurnia Widiastuti Giri1, I Wayan Lasmawan2, Adnyana Putra 31,3 Kedoketran, Universitas Pendidikan Ganesha, Singaraja2Pendidikan Kewarganegaraan, Universitas Pendidikan Ganesha, Singarajae-mail: AbstrakPembelajaran bidang kedokteran merupakan pendidikan yang mengacu pada tujuan pembelajaran keilmuwan dan keterampilan. Indikator penilaian dalam ujian keterampilan klinis terukur dalam daftar penilaian keterampilan. Indikator dalam penilaian keterampilan klinis ditetapkan berdasarkan standar kompetensi yang telah ditetapkan. Ujian keterampilan klinis dirancang dan dilaksanakan oleh program studi kesehatan termasuk di dalamnya program studi ilmu kedokteran. Program studi ilmu kesehatan seyogyanya melaksanakan pembelajaran dengan keseragaman pola dalam kurikulum yang diterapkan. Tujuan penelitian ini adalah untuk menganalisis permasalahan dala pelaksanaan ujian keterampialn klinis prodi kedokteran di Bali. Hasil penelitian ini memperoleh deskripsi lengkap tentang kebutuhan dalam keberhasilan pelaksanaan ujian Objective Structure Clinical Skills Examination (OSCE) di prodi kedokteran se-Bali dengan metode deskriptif kualitatif sebagai langkah awal pengembangan model ujian OSCE yang bertujuan meningkatkan kemampuan kompetensi ketrampilan klinis mahasiswa. Penelitian ini menyajikan data deskriptif kualitatif secara terstruktur dalam sajian data yang diperoleh melalui narasi tahapan persiapan, pelaksanaan dan evaluasi pelaksanaan OSCE. Sebagai kesimpulan dari penelitian ini adalah belum adanya pola yang sama antara prodi kedokteran dikarenakan belum adanya kegiatan review kurikulum sehingga keseragaman dalam pelaksanaan OSCE belum dapat dilaksanakan secara maksimal. Penelitian ini memberikan rekomendasi lebih lanjut kepada prodi kedokteran untuk melkauakn review kurikulum bersama karena dengan mereview secara bersama maka kompetensi setiap lulusan dari prodi kedokteran universitas yang berbeda akan berada dalam kategori setara.Kata kunci: Ujian Keterampilan Klinis, OSCE, Kedokteran

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Medical students’ reflections on surgical educators’ professionalism: Contextual nuances in the hidden curriculum

Cited by 10 publications

References 12 publications

An interview study about how nurses and physicians talk about the same concepts differently

An interview study about how nurses and physicians talk about the same concepts differently

Positive and Negative Lessons from Hidden Curriculum at a Philippine State University

Analisis Pemetaan Kesesuaian Ujian Keterampilan Klinis di Program Studi Kedokteran di Bali

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