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• W2022971694 abstract "Objective: A three-year longitudinal primary care curriculum was instituted at the University of Colorado School of Medicine in the 1994–95 academic year. In 1999 we implemented a new component of the third-year curriculum called The Hidden Curriculum, designed to evaluate students' perceptions of their experiences during their medical education, particularly in the third year. The goal is to foster positive aspects and reduce the negative aspects of their professional development. Written feedback and suggestions for improving the third-year clinical and professional experiences are provided to the third-year clerkship directors. Description: The primary care curriculum has been a three-year longitudinal curriculum since its inception in 1994. Students work with a primary care preceptor one afternoon a week over the three years. The third year of the preceptorship has continued to challenge us because of pressures placed on students by residents and attendings to remain in the hospital instead of going to the preceptors' offices. This encouraged us to look into ways to understand better the unwritten curriculum encompassed in professional development, often referred to as the “hidden curriculum,” that students face in the third year. The idea for the new component came from a similar one at UCLA School of Medicine.1 The Hidden Curriculum component has a similar format but uses a different method for evaluation and feedback. The basic structure involves 11 groups of 12 students, each with two faculty facilitators. The facilitators are clinical as well as nonclinical faculty. The meetings occur on seven evenings throughout the year and typically take place in a home of one of the facilitators or one of the students, thus emphasizing that this is a safe environment for the students to discuss sensitive issues. There are set topics for each discussion (gender bias, student abuse, etc.), but the forum is generally unstructured and open to discussion of any relevant issues. For each meeting, a short list of questions is provided to the facilitators, who record responses, vignettes, etc., that the students discuss. A summary report is generated for each session and provided to the students, facilitators, and a committee composed of the directors of all of the third-year clerkships. The purpose of this report to the committee is that it provides useful feedback to the clerkships, particularly concerning professional development issues in the third year, and includes suggestions for improvement. In addition, the medical school ombudsperson is involved for particularly concerning scenarios or interactions. Discussion: The Hidden Curriculum component is a new part of a well-established longitudinal curriculum at the University of Colorado. Initial feedback seems to indicate that it is a useful method for evaluating and addressing the traditionally intangible issues referred to as the “hidden curriculum” encountered by medical students in training. The students also feel it is a safe environment for them to discuss particularly difficult issues. The hope is that encouraging such reflection will lead to a superior training environment and foster appropriate professional behavior." @default.
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• W2022971694 date "2000-05-01" @default.
• W2022971694 modified "2023-10-14" @default.
• W2022971694 title "The Hidden Curriculum" @default.
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• W2022971694 doi "https://doi.org/10.1097/00001888-200005000-00039" @default.
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