Abstract
This article, the ninth in the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, discusses the role of the "hidden curriculum" in shaping the professional identity of doctors in training. The characteristics that distinguish the formal curriculum and hidden curriculum are defined. Specific examples of hidden curricula in clinical environments and the positive and negative impacts that may result are highlighted. Techniques to evaluate clinical training environments and to identify the hidden curriculum are provided and are followed by methods to promote its positive messages and lessen its negative ones. © 2010 Mosby, Inc. All rights reserved.
| Original language | American English |
|---|---|
| Journal | American Journal of Obstetrics and Gynecology |
| Volume | 203 |
| State | Published - Jan 1 2010 |
Keywords
- culture
- hidden curriculum
- humanism
- patient-centered care
- professionalism
- curriculum
- education
- human
- medical education
- medical school
- medical student
- note
- perception
- personal experience
- physician
- priority journal
- cultural anthropology
- health personnel attitude
- procedures
- psychology
- social psychology
- socialization
- teaching
- Attitude of Health Personnel
- Education
- Medical
- Undergraduate
- Faculty
- Humans
- Schools
- Social Values
- Students
Disciplines
- Obstetrics and Gynecology