The Hidden Ethics Curriculum in Two Canadian Psychiatry Residency Programs: A Qualitative Study

Abstract

Effective ethics education in postgraduate psychiatry training will require addressing the hidden curriculum. In addition to profession-wide efforts to articulate high-level values, program-specific action on locally relevant issues constitutes a necessary mechanism for handling the impact of the hidden curriculum.

<p>Development and Psychometric Analysis of the Measure of Perceived Adherence to the Principles of Medical Ethics in Clinical Educational Settings: Trainee Version (PAMETHIC-CLIN-T)</p>

“…Feasibility testing and psychometric analysis of the “Measure of Perceived Adherence to the Principles of Medical Ethics in Clinical Educational Settings: trainee version (PAMETHIC-CLIN-T)” yielded research evidence to support a four-factor model to be applied in future studies on assessment of trainers perceptions on the extent of adherence to the principles of medical ethics in clinical educational settings. This may help researchers to overcome the current challenges which exist 14 , 27 - 29 in performing relevant studies with use of a more objective data collection tool and, therefore, make a possible comparison of the findings resulting from a wide range of individual studies in different clinical educational settings throughout the world.…”

Ethics curriculum in Indigenous Pacific: a Solomon Islands study

“…As such, these methods allow for ease of emotional connection, promote links to past events or consequential references, and enable a more relevant and engaging learning experience. Third, because teachers are family members, the credibility of a teacher is checked in real-time, reducing any negative influences of the hidden curriculum (Gupta, Forlini, Lenton, Duchen and Lohfeld, 2016) on student learning. Familiar familial teachers increase the intertwining emotional connections between students and teachers and with the curriculum, its assessment and student learning; factors which are deemed essential for effective delivery (Ballyn, 2014).…”

“…Further, the literature advocates for using an integrated approach (Miles, Lane, Bickel, Walker and Cassel, 1989), one which is learner-centred (Fox, Arnold and Brody, 1995), problem-based (Goldie, Schwartz, McConnachie and Morrison, 2001) and utilizes small group discussion (Smith, Fryer-Edwards, Diekema and Braddock, 2004). Moreover, the literature warns against inconsistent teacher behaviour (Lewis, 1987) or the hidden curriculum (Gupta, Forlini, Lenton, Duchen & Lohfeld, 2016) and encourages teachers to learn to listen well particularly in cross-cultural contexts (Ballyn, 2014).…”

The Hidden Curriculum in Ethics and its Relationship to Professional Identity Formation: A Qualitative Study of Two Canadian Psychiatry Residency Programs

“…In an earlier paper, we discussed how 'the minimum standard of ethics' generates and sustains divergences between the FC, IC, and HC. We observed this 'minimum standard of ethics' applied to the topics of interactions with the pharmaceutical industry, dealing with colleagues' ethical lapses, and residents' performance evaluations (26). In this paper, we report on the second theme, which relates to the professional identity formation (PIF) of residents and how it relates to four specific ethics topics.…”