Student 'moles': revealing the hidden curriculum

University of California, San Francisco, CA 94143-1726, USA.
Medical Education (Impact Factor: 3.2). 06/2006; 40(5):463-4. DOI: 10.1111/j.1365-2929.2006.02424.x
Source: PubMed
Download full-text


Available from: Shelley R. Adler, Mar 18, 2015
  • [Show abstract] [Hide abstract]
    ABSTRACT: While there has been broad-based recognition of the concepts of both the informal and the hidden curriculum, these elements have been poorly described in the medical education literature from the student perspective. The Student Voice study used focus groups to explore student views of the informal and hidden curriculum, to establish the importance of this curriculum for the students, and to identify how students perceive the role of this curriculum in aiding their learning in medical school. Students recognised that the informal curriculum existed to a greater degree in Medicine than in other degree programs, and that it revolved around the processes of 'being' a doctor. Conclusion: The students' concepts of the informal curriculum highlighted a tension between the importance of the informal curriculum in focusing their learning on what was important to know for assessment, and the extremely valuable components of the informal curriculum that remained predominantly unassessed.
    Medical Teacher 06/2008; 30(6):606-11. DOI:10.1080/01421590801949933 · 1.68 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: To examine perceptions of the formal, informal, and hidden curricula in psychiatry as they are observed and experienced by (1) attending physicians who have teaching responsibilities for residents and medical students, (2) residents who are taught by those same physicians and who have teaching responsibilities for medical students, and (3) medical students who are taught by attendings and residents during their psychiatry rotation. From June to November 2007, the authors conducted focus groups with attendings, residents, and students in one midwestern academic setting. The sessions were audiotaped, transcribed, and analyzed for themes surrounding the formal, informal, and hidden curricula. All three groups offered a similar belief that the knowledge, skills, and values of the formal curriculum focused on building relationships. Similarly, all three suggested that elements of the informal and hidden curricula were expressed primarily as the values arising from attendings' role modeling, as the nature and amount of time attendings spend with patients, and as attendings' advice arising from experience and intuition versus "textbook learning." Whereas students and residents offered negative values arising from the informal and hidden curricula, attendings did not, offering instead the more positive values they intended to encourage through the informal and hidden curricula. The process described here has great potential in local settings across all disciplines. Asking teachers and learners in any setting to think about how they experience the educational environment and what sense they make of all curricular efforts can provide a reality check for educators and a values check for learners as they critically reflect on the meanings of what they are learning.
    Academic medicine: journal of the Association of American Medical Colleges 05/2009; 84(4):451-8. DOI:10.1097/ACM.0b013e31819a80b7 · 2.93 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The hidden curriculum - the norms, values and practices that are transmitted to students through modelling by preceptors and teachers, and decisions about curricular exclusions and inclusions - can be profoundly important in the socialising of trainee doctors. However, tracking the hidden curriculum as it evolves can be challenging for medical schools. This study aimed to explore the content of student e-portfolios on gender issues, a key perspective often taught through a hidden curriculum. Online posts for a gender and medicine e-portfolio task completed by two cohorts of students in Year 3 of a 4-year medical course (n = 167, 66% female) were analysed using a grounded theory approach. A process of gendered 'othering' was applied to both men and women in the medical school using different pedagogical strategies. Curricular emphases on women's health and lack of support for male students to acquire gynaecological examination skills were seen as explicit ways of excluding males. For female medical students, exclusion tended to be implicit, operating through modelling and aphoristic comments about so-called 'female-friendly' career choices and the negative impact of motherhood on career. E-portfolios can be a useful way of tracking the hidden curriculum as it evolves. Responses to gendered exclusion may be developed more readily for the explicit processes impacting on male students than for the implicit processes impacting on female students, which often reflect structural issues related to training and employment.
    Medical Education 10/2009; 43(9):847-53. DOI:10.1111/j.1365-2923.2009.03403.x · 3.20 Impact Factor
Show more