You've got to know the rules to play the game: how medical students negotiate the hidden curriculum of surgical careers

Abstract

Students perceive a clear surgery-specific hidden curriculum. Using a constructivist grounded theory approach, we have developed a model of how students encounter, uncover and enact this hidden curriculum to succeed. Drawing on concepts of Bourdieu, we discuss unequal access to the hidden curriculum, which was found to exclude many from the possibility of a surgical career.

Parental Occupation and the Gender Math Gap: Examining the Social Reproduction of Academic Advantage among Elementary and Middle School Students

“…Students are often exposed to messages about gendered forms of academic proficiency through social networks, and the internalization of these messages can have consequences for later life trajectories (Hill et al 2014). Parents, in particular, may directly convey expectations or provide messages about academic proficiency.…”

Drawing from a culture of active learning: Student‐initiated peer education

“…In the current paradigm of anatomy education, curricular design cannot be primarily driven by dissatisfaction with imposed teaching hour reduction. It is, as it should be, impelled by a combination of learning strategies that incorporate ideas of the hidden curriculum (Hill et al, 2014), near-peer initiatives (Evans and Cuffe, 2009), authentic learning (Pawlina and Drake, 2016), and student driven supplemental learning activities (McNulty et al, 2016) that culminate in the competency-based assessment of students' knowledge. In trying to create a positive learning environment for students in an already mentally challenging course, every little initiative counts.…”

Framing the Game: An Architectonic Analogue for Meta-Theorizing Academic Activities

“…The game analogy developed here need not be tethered to a particular ontology (e.g., Henrich et al, 2005), or to particular games (e.g., chicken, prisoners dilemma, stag hunt; Crawford, 2016), although as the analogy is further pursued, it is likely that certain features of academe will be modeled well by particular games (e.g., Mintzberg, 1985). The game features of several academic processes have already been explored, including government regulation of higher education (Kauko & Niklasson, 1996), science education (Clough, 2000), higher education governance (Greenhalgh, 2015), university branding (Aula, Tienari & Waeraas, 2015), faculty development (Lee & McWilliam, 2008), ethical decision making (Medeiros et al, 2015), gender performance and leadership in higher education (Acker, 2010), graduate student seminar socialization (Fejes, Johansson, & Dahlgren, 2005), medical school recruitment and education (Brosnan, 2010;Hill, Bowman, Stalmeijer, & Hart, 2014), and the move to metricization (Grant & Fogatry, 1998;Kelly & Burrows, 2012) or audit culture (Spurling, 2015) in faculty evaluation. Related game-theoretic analyses have been applied to student acculturation to higher education (Bathmaker, Ingram, & Waller, 2013;Tønseth, 2015), tenure (Chatteree & Marshall, 2014;Grubbs & Taylor, 2013), publishing (Faria, 2005) post-tenure activities (Faria & Monteiro, 2008) and scientific norms of theory choice (Zamora-Bonilla, 2010).…”