Abstract
IntroductionThe hidden curriculum is defined as a set of influences that function at the level of the organizational structure and culture to impact learning. Literature supports the significant impact of the hidden curriculum on all levels of learners in medical education. Our project aims to capture the messages being delivered to healthcare providers at our local facility.MethodsMultiple one-time educational sessions on the hidden curriculum were provided over a five-year period to healthcare professionals. Participants were asked to share personal examples of their lived experiences with the hidden curriculum. A thematic analysis of the responses was completed and coded by two independent reviewers. ResultsParticipants consisted of medical students, residents, faculty physicians, and allied health professionals. Their experience of the hidden curriculum emerged in six main themes: Vulnerability, Hierarchy, Privilege, Navigation & Negotiation, Positivity, and Dehumanizing.ConclusionA minority of responses demonstrated the positive impact that the hidden curriculum can have on professional development. This project highlights the importance of formally addressing the hidden curriculum to capitalize on its impact on medical trainees. The results have inspired a project focusing on residents as the population of interest in their unique role as learners and preceptors.
Highlights
The hidden curriculum is defined as a set of influences that function at the level of the organizational structure and culture to impact learning
The hidden curriculum was first described by Dr Frank Hafferty in the 1990s as a set of influences that function at the level of the organizational structure and culture to impact the learning environment [1]
It would be interesting to know whether the distribution of themes would vary based on role in the healthcare system and level of training. Is it possible that people who have been in the clinical environment for longer periods of time become sensitized to the messages being conveyed through the hidden curriculum? are healthcare providers who have not received formal education on the hidden curriculum able to identify its presence in the work environment? This points to the importance of being aware of the hidden curriculum in order to truly understand its influence
Summary
The hidden curriculum is defined as a set of influences that function at the level of the organizational structure and culture to impact learning. Our project aims to capture the messages being delivered to healthcare providers at our local facility
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