Arora, Roochi Mukherjee, Som D
Published in
Journal of cancer education : the official journal of the American Association for Cancer Education
The hidden curriculum is the set of implicit influences which occur within health care organizations. The hidden curriculum has a tremendous impact on medical trainees and practicing physicians alike due to its influence in the domains of policy development, evaluation, resource allocation and institutional slang. We explore and reflect on the vari...
Bartlett, Janet Fowler, Ken
Published in
Social psychiatry and psychiatric epidemiology
Medical students report significant levels of distress, and are reluctant to seek help despite health care needs, often citing factors associated with the medical school environment beyond training, generally termed the 'hidden curriculum'. The primary objectives of the current study were to establish the level of psychological distress in a sample...
Brown, Megan E.L. Coker, Oluwafemi Heybourne, Annabel Finn, Gabrielle M
Published in
Medical Science Educator
The hidden curriculum within medical education has been a topic of recent debate. Consensus opinion regarding the continued relevance of this term, what constitutes the hidden curriculum, and the nature of its impact do not exist. Further research is required to contribute to this debate. This work sets out to investigate which factors beyond taugh...
Song, Ye Kyung
Published in
Medical Science Educator
Recent studies report that up to 50% of medical students feel burned out. Medical student burnout has significant public health consequences—as students detach, the quality of patient care is impacted, and students themselves suffer, as evidenced by the increased risk in substance use and suicide. While some theorize that medical student burnout is...
Sarikhani, Yaser Shojaei, Payam Rafiee, Mohammad Delavari, Sajad
Published in
BMC Medical Education
BackgroundHidden curriculum (HC) is considered as unintended learning experiences in medical education (ME). This may include values, norms, beliefs, skills, and knowledge which could potentially influence learning outcomes. HC has key components that must be identified and considered properly by individuals and organizations involved in ME.Objecti...
Braschi, Emélie Stacey, Dawn Légaré, France Grad, Roland Archibald, Douglas
Published in
Perspectives on medical education
Medical education should portray evidence-based medicine (EBM) and shared decision making (SDM) as central to patient care. However, misconceptions regarding EBM and SDM are common in clinical practice, and these biases might unintentionally be transmitted to medical trainees through a hidden curriculum. The current study explores how assumptions o...
Yazdani, Shahram Andarvazh, Mohammad Reza Afshar, Leila
Published in
Journal of Medical Ethics and History of Medicine
The hidden curriculum is considered to be between the designed and experienced curricula. One of the challenges that medical educators face is to understand what students learn in real clinical settings. The aim of the present study was to answer this question: What is hidden in hidden medical curriculum? This study was a qualitative content analys...
Dueñas, Angelique N. Kirkness, Karen Finn, Gabrielle M.
Published in
Medical Science Educator
Humor is subjective within most settings, but within the anatomy laboratory, it is likely to be significantly more contentious. While humor may be considered a component of the hidden curriculum of medical education, it has yet to be studied specifically from a basic sciences perspective. This study sought to understand if, when, how, and why humor...
Torralba, Karina D. Jose, Donna Byrne, John
Published in
Clinical Rheumatology
Psychological safety is a feeling that individuals are comfortable expressing and being themselves, as well as comfortable sharing concerns and mistakes without fear of embarrassment, shame, ridicule, or retribution. It has long been recognized as part of successful patient safety and quality improvement processes. However, in the realm of medical ...
Ng, Lillian Lin, Charlie Henning, Marcus A.
Published in
Medical Science Educator
Introduction The aim of this review was to clarify the nature of discrimination experienced by medical students and identify institutional responses and directions for future research. Method A narrative literature review of first-hand experiences of discrimination reported by medical students across a 10-year time period. Results Twenty-five repor...
