The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative study*. (2nd April 2016)

• Record Type: Journal Article
• Authors: Doja, Asif; Bould, M. Dylan; Clarkin, Chantalle; Eady, Kaylee; Sutherland, Stephanie; Writer, Hilary
• Is Part Of: Medical teacher. Volume 38:Number 4(2016)
• Page Start: 410
• Page End: 418
• Publication Date: 2016-04-02
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.3109/0142159X.2015.1073241
• Languages: English
• ISSNs: 0142-159X

Abstract

Abstract: Purpose: The hidden and informal curricula refer to learning in response to unarticulated processes and constraints, falling outside the formal medical curriculum. The hidden curriculum has been identified as requiring attention across all levels of learning. We sought to assess the knowledge and perceptions of the hidden and informal curricula across the continuum of learning at a single institution. Methods: Focus groups were held with undergraduate and postgraduate learners and faculty to explore knowledge and perceptions relating to the hidden and informal curricula. Thematic analysis was conducted both inductively by research team members and deductively using questions structured by the existing literature. Results: Participants highlighted several themes related to the presence of the hidden and informal curricula in medical training and practice, including: the privileging of some specialties over others; the reinforcement of hierarchies within medicine; and a culture of tolerance towards unprofessional behaviors. Participants acknowledged the importance of role modeling in the development of professional identities and discussed the deterioration in idealism that occurs. Conclusions: Common issues pertaining to the hidden curriculum exist across all levels of learners, including faculty. Increased awareness of these issues could allow for the further development of methods to address learning within the hidden curriculum.