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Harnessing the hidden curriculum: a four-step approach to developing and reinforcing reflective competencies in medical clinical clerkship

Harnessing the hidden curriculum: a four-step approach to developing and reinforcing reflective... Changing the culture of medicine through the education of medical students has been proposed as a solution to the intractable problems of our profession. Yet few have explored the issues associated with making students partners in this change. There is a powerful hidden curriculum that perpetuates not only desired attitudes and behaviors but also those that are less than desirable. So, how do we educate medical students to resist adopting unprofessional practices they see modeled by supervisors and mentors in the clinical environment? This paper explores these issues and, informed by the literature, we propose a specific set of reflective competencies for medical students as they transition from classroom curricula to clinical practice in a four-step approach: (1) Priming—students about hidden curriculum in their clinical environment and their motivations to conform or comply with external pressures; (2) Noticing—educating students to be aware of their motivations and actions in situations where they experience pressures to conform to practices that they may view as unprofessional; (3) Processing—guiding students to analyze their experiences in collaborative reflective exercises and finally; (4) Choosing—supporting students in selecting behaviors that validate and reinforce their aspirations to develop their best professional identity. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Harnessing the hidden curriculum: a four-step approach to developing and reinforcing reflective competencies in medical clinical clerkship

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References (83)

Publisher
Springer Journals
Copyright
Copyright © 2014 by Springer Science+Business Media Dordrecht
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-014-9558-9
pmid
25319835
Publisher site
See Article on Publisher Site

Abstract

Changing the culture of medicine through the education of medical students has been proposed as a solution to the intractable problems of our profession. Yet few have explored the issues associated with making students partners in this change. There is a powerful hidden curriculum that perpetuates not only desired attitudes and behaviors but also those that are less than desirable. So, how do we educate medical students to resist adopting unprofessional practices they see modeled by supervisors and mentors in the clinical environment? This paper explores these issues and, informed by the literature, we propose a specific set of reflective competencies for medical students as they transition from classroom curricula to clinical practice in a four-step approach: (1) Priming—students about hidden curriculum in their clinical environment and their motivations to conform or comply with external pressures; (2) Noticing—educating students to be aware of their motivations and actions in situations where they experience pressures to conform to practices that they may view as unprofessional; (3) Processing—guiding students to analyze their experiences in collaborative reflective exercises and finally; (4) Choosing—supporting students in selecting behaviors that validate and reinforce their aspirations to develop their best professional identity.

Journal

Advances in Health Sciences Education – Springer Journals

Published: Oct 16, 2014

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