Objective: This study was aimed to assess the hidden curriculum for year-4 undergraduate medical students during one of their clinical rotation using Hidden Informal Curriculum Assessment Tool (HICAT). The hidden curriculum, after all, is most effective when it appears innocuous, innocent, and invisible. In The House of God (Shem 1978) a book that is one of medicine's great primers on medical education's hidden curriculum (via Laws of the House of God, the Fat Man, and a montage of other emblematic characters and settings), this particular injunction slips by unnoticed – most certainly by the speakers (who are sincere if ritualized in what they say), but also by the interns who will not appreciate its normative undercurrents until long after the House began to exact its terrible toll.
However well inten-tioned, this edict contained several tacit messages: all problems are personal organizational structures and practices are inviolate trainees adapt and cope. Amid this flurry of advice and information, the Fish and Dr Frank direct their trainees to seek their counsel if the demands of the House proved too formidable. Preface It is 30 June and a new crop of interns has gathered to hear the Fish (Chief Resident and 'permanent Slurper'), Leggo (Chief of Medicine), the Pearl (an Attending), Dr Frank (the House psychiatrist), and other House representatives describe how things work (for example, parking, rounding schedules) and the values (for instance, covert autopsies) that govern the House of God. Conclusions Future medical education researchers should make clear the conceptual boundary or boundaries they are applying to the term “hidden curriculum,” move away from general musings on its effects, and focus on specific methods for improving the powerful hidden curriculum. Its definition varies widely, but can be understood via four conceptual boundaries: (1) institutional– organizational, (2) interpersonal–social, (3) contextual–cultural, and/or (4) motivational–psychological. The “hidden curriculum” is understood as a mostly negative concept. Few quantitative techniques to measure the hidden curriculum exist.
and Canadian medical schools are the focus of two-thirds of the empirical hidden curriculum studies data from African and South American schools are nearly absent. Use of the term “hidden curriculum” has expanded substantially since 2012.
#Philip jackson hidden curriculum full
Of these, they selected 197 articles for full review. Results The authors uncovered 3,747 articles relating to the hidden curriculum in medical education.
They extracted, coded, and analyzed key data, using grounded theory methodology.
Two reviewers independently screened articles with set inclusion criteria and performed kappa coefficient tests to evaluate interreviewer reliability. Method The authors conducted a literature search of nine online databases, seeking articles published on the hidden, informal, or implicit curriculum in medical education prior to March 2017. Purpose To analyze the plural definitions and applications of the term “hidden curriculum” within the medical education literature and to propose a conceptual framework for conducting future research on the topic.
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