The hidden curriculum: Is it time to re-consider the concept?

Abstract

The concept of ‘‘the hidden curriculum’’ has become a part of the everyday discourse of medical education. With roots in the broader field of education, the concept has had a significant influence on medical education since Hafferty & Franks brought it to our attention (1994). Twenty years later, this personal view paper problematizes the concept and discusses whether ‘‘the hidden curriculum’’ is a concept that has run its course. Reflecting on my experience at a recent medical education conference, I realize that perhaps the most striking learning experience for me was, as they often are, an informal one. Time and time again, I heard conference delegates use phrases like: What can you do? It’s the hidden curriculum in action. Oh, it’s probably because of the hidden curriculum. That’s bad! Talk about hidden curriculum! ‘‘The hidden curriculum’’ rolled off the tongues of medical educators from across the country: established and emerging, clinical and non-clinical. It was referred to in plenary sessions as well as in countless oral and poster presentations. The hidden curriculum was such a prevalent discourse of my conference experience that I found myself thinking about it conceptually. As a recent convert to the power of social media for