The Hidden Curriculum: Medical Students’ Changing Opinions toward the Pharmaceutical Industry

Fitz, Matthew; Homan, David; Reddy, Shalini; Griffith, Charles H.; Baker, Elizabeth; Simpson, Kevin

doi:10.1097/acm.0b013e31813e7f02

Cited by 34 publications

(30 citation statements)

References 12 publications

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“…Some researchers have reported testing and validating measures (Haidet, Kelly, & Chou, 2005;McNeil, Hughes, Toohey, & Dowton, 2006). Others have examined the effects of aspects of implicit curricula on clinical behaviors among nursing and medical students (Billings et al, 2011;Fitz et al, 2007;Jones, 2007;Jones et al, 2004) and medical student burnout and cynicism (Billings et al, 2011). A few have related messages implicit in teaching styles to variations in students' interpretation of content (Lempp, 2004;Tarshis, 2008).…”

Section: Professional Educationmentioning

confidence: 96%

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

Peterson¹,

Farmer

Zippay

2014

Journal of Social Work Education

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Professional schools are developing conceptual frameworks that can be used to assess and improve implicit curricula. Students' professional empowerment, defined to include perceived professional competence and identity, may be considered a vital outcome of these efforts. Our study evaluated measures and tested a path model that included perceptions of characteristics of implicit curricula (i.e., faculty and staff diversity, supportive faculty, opportunity role structure, and access to infor mation) and mediating variables (i.e., participation, sense of community, and feeling valued by the school) as predictors of professional empowerment. Respondents were students (N = 423) of a school of social work in the northeast. Results supported the validity of the scales and fit of the hypothesized model. Implications and directions for future research are discussed.

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Section: Professional Educationmentioning

confidence: 96%

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

Peterson¹,

Farmer

Zippay

2014

Journal of Social Work Education

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“…[3][4][5][6][7][8][9] Among individual practitioners, much of the attention has been paid to the attitudes and interactions of the youngest generation of physicians, especially medical students and residents. [10][11][12][13][14][15][16] In parallel to the importance of industry-trainee interactions, the interaction of faculty with industry assumes a crucial role in defining the nature of all other interactions seen with academia and industry. 3,17 Faculty can directly influence the interactions that industry has with physicians-in-training, academic departments, and professional societies.…”

Section: Discussionmentioning

confidence: 99%

Academic Emergency Medicine Faculty and Industry Relationships

Birkhahn

Blomkalns

Klausner

et al. 2008

Academic Emergency Medicine

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Objectives: The authors surveyed the membership of the Society for Academic Emergency Medicine (SAEM) about their associations with industry and predictors of those associations.Methods: A national Web-based survey inviting faculty from the active member list of SAEM was conducted. Follow-up requests for participation were sent weekly for 3 weeks. Information was collected on respondents' personal and practice characteristics, industry interactions, and personal opinions regarding these interactions. Raw response rates were reported and a logistic regression was used to generate descriptive statistics.Results: Responses were received from 430 members, representing 14% of the 3,183 active members. Respondents were 83% male and 86% white, with 96% holding an MD degree (24% with an additional postdoctoral degree). Most were at the assistant (37%) or associate (25%) professor rank, with 51% holding at least one leadership position. Most respondents (82%) reported some type of industry interaction, most commonly the acceptance of food or beverages (67%). Respondents at the associate professor rank or higher were more likely to receive payments from industry (51% vs. 22%, odds ratio [OR] = 3.7).Conclusions: This survey suggests that interactions between industry and academic EM faculty are common and increase with academic rank, but not with years in practice or leadership influence. The number and type of interactions are consistent with those reported by a national sampling of other physician specialties.ACADEMIC EMERGENCY MEDICINE 2008; 15:819-824 ª

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“…Un ejemplo claro es la industria farmacéutica, que además de producir soluciones a necesidades, genera necesidades y multiplica el número de enfermos con el desarrollo del llamado 'marketing del malestar' [51]. Aunque los conflictos de intereses están generalizados en la vida profesional del médico, su formación en cualquiera de sus etapas no suele contemplar la enseñanza de cómo abordar esos conflictos [52]. Se ha propuesto un análisis lógico como herramienta nuclear en el manejo de estos dilemas.…”

Section: Gestión Y Relaciones Con La Industriaunclassified

Proceso de Bolonia (V): el currículo oculto

Castro

2012

Educ. méd.

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The Hidden Curriculum: Medical Students’ Changing Opinions toward the Pharmaceutical Industry

Abstract: Clinical students were more favorable toward receiving gifts than were preclinical students, yet there was no difference in their knowledge of the industry. Increased formal and informal education about the pharmaceutical industry is necessary during the clinical years.

Cited by 34 publications

References 12 publications

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment

Academic Emergency Medicine Faculty and Industry Relationships

Proceso de Bolonia (V): el currículo oculto

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