Student and Faculty Reflections of the Hidden Curriculum
| Autor: | Jonathan Cahill, Christine Mitchell, Ada Amobi, Michael J. Balboni, Zachary D. Epstein-Peterson, Julia Bandini, John R. Peteet, Tracy A. Balboni |
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| Rok vydání: | 2016 |
| Předmět: |
Value (ethics)
Medical education 020205 medical informatics media_common.quotation_subject education Empathy Compassion 02 engineering and technology General Medicine Focus group 03 medical and health sciences 0302 clinical medicine Perception ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Hidden curriculum 030212 general & internal medicine Psychology Psychosocial media_common Qualitative research |
| Zdroj: | American Journal of Hospice and Palliative Medicine®. 34:57-63 |
| ISSN: | 1938-2715 1049-9091 |
| Popis: | The hidden curriculum, or the socialization process of medical training, plays a crucial role in the development of physicians, as they navigate the clinical learning environment. The purpose of this qualitative study was to examine medical faculty and students’ perceptions of psychological, moral, and spiritual challenges during medical training in caring for critically ill patients. Focus groups were conducted with 25 Harvard Medical School (HMS) students, and interviews were conducted with 8 HMS faculty members. Five major themes emerged as important in shaping students’ medical training experiences. First, students and faculty discussed the overall significance of the hidden curriculum in terms of the hierarchy of medicine, behavioral modeling, and the value placed on research versus clinical work. Second, respondents articulated values modeled in medicine. Third, students and faculty reflected on changes in student development during their training, particularly in terms of changes in empathy and compassion. Fourth, respondents discussed challenges faced in medical school including professional clinical education and the psychosocial aspects of medical training. Finally, students and faculty articulated a number of coping mechanisms to mitigate these challenges including reflection, prayer, repression, support systems, creative outlets, exercise, and separation from one’s work. The results from this study suggest the significance of the hidden curriculum on medical students throughout their training, as they learn to navigate challenging and emotional experiences. Furthermore, these results emphasize an increased focus toward the effect of the hidden curriculum on students’ development in medical school, particularly noting the ways in which self-reflection may benefit students. |
| Databáze: | OpenAIRE |
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