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Medical Teacher Volume 33, 2011 - Issue 12
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Research Article

How Italian students learn to become physicians: A qualitative study of the hidden curriculum

Giulia LamianiUniversità degli Studi di Milano, Italy; GIULIA LAMIANI, MS, EdM, is a research fellow at the CURA Research Center, Università degli Studi di Milano.Correspondence[email protected]
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Daniela LeoneUniversità degli Studi di Milano, Italy; DANIELA LEONE, MS, is a psychologist at San Paolo Hospital, Milan, and research fellow at the CURA Research Center, Università degli Studi di Milano.
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Elaine C. MeyerHarvard Medical School, USA; ELAINE C. MEYER, PhD, RN, is a director of the Program to Enhance Relational and Communication Skills, director of the Institute for Professionalism and Ethical Practice, and an associate professor of psychology in the Department of Psychiatry at Harvard Medical School.
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Egidio A. MojaUniversità degli Studi di Milano, Italy; EGIDIO A. MOJA, MD, is a professor of clinical psychology in the Department of Medicine, Surgery and Dentistry at Università degli Studi di Milano, and director of the CURA Research Center.
Pages 989-996 | Published online: 06 Jan 2012

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Fabrizio Consorti, Giuseppe Familiari, Antonella Lotti & Dario Torre. (2021) Medical education in Italy: Challenges and opportunities. Medical Teacher 43:11, pages 1242-1248.
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Fabrizio Consorti, Shiphra Ginsburg, Ming J. Ho, Laura Potasso & Emanuele Toscano. (2019) A Phenomenological Study of Italian Students’ Responses to Professional Dilemmas: A Cross-Cultural Comparison. Teaching and Learning in Medicine 31:1, pages 44-52.
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Asif Doja, M. Dylan Bould, Chantalle Clarkin, Kaylee Eady, Stephanie Sutherland & Hilary Writer. (2016) The hidden and informal curriculum across the continuum of training: A cross-sectional qualitative study. Medical Teacher 38:4, pages 410-418.
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Articles from other publishers (19)

Hadi Abbaspour, HosseinKarimi Moonaghi, Hossein Kareshki & Habibollah Esmaeili. (2022) Positive consequences of the hidden curriculum in undergraduate nursing education: An integrative review. Iranian Journal of Nursing and Midwifery Research 27:3, pages 169.
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Ramona Bongelli, Alessia Bertolazzi, Ludovica Piccioni & Roberto Burro. (2021) Italian onco-haematological patients’ preferences in bad news communication: a preliminary investigation. BMC Cancer 21:1.
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Conor Gilligan, Teresa Loda, Florian Junne, Stephan Zipfel, Brian Kelly, Graeme Horton & Anne Herrmann-Werner. (2020) Medical identity; perspectives of students from two countries. BMC Medical Education 20:1.
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Yaser Sarikhani, Payam Shojaei, Mohammad Rafiee & Sajad Delavari. (2020) Analyzing the interaction of main components of hidden curriculum in medical education using interpretive structural modeling method. BMC Medical Education 20:1.
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Erica Rothlind, Uno Fors, Helena Salminen, Per Wändell & Solvig Ekblad. (2020) The informal curriculum of family medicine – what does it entail and how is it taught to residents? A systematic review. BMC Family Practice 21:1.
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Mona Gupta, Cynthia Forlini & Laurence Laneuville. (2020) The Hidden Curriculum in Ethics and its Relationship to Professional Identity Formation: A Qualitative Study of Two Canadian Psychiatry Residency Programs. Canadian Journal of Bioethics 3:2, pages 80-92.
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Annalisa Raso, Anna Marchetti, Daniela D'Angelo, Beatrice Albanesi, Lorenza Garrino, Valerio Dimonte, Michela Piredda & Maria Grazia De Marinis. (2019) The hidden curriculum in nursing education: a scoping study. Medical Education 53:10, pages 989-1002.
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Katherine R. Gentry, Sarah J. Arnup, Nicola Disma, Liam Dorris, Jurgen C. de Graaff, Agnes Hunyady, Neil S. Morton, Davinia E. Withington, Mary Ellen McCann, Andrew J. Davidson & Anne M. Lynn. (2019) Enrollment challenges in multicenter, international studies: The example of the GAS trial. Pediatric Anesthesia 29:1, pages 51-58.
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Susan P. Phillips & Nancy Dalgarno. (2017) Professionalism, professionalization, expertise and compassion: a qualitative study of medical residents. BMC Medical Education 17:1.
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Michael J. Annear, Emma Lea, Amanda Lo, Laura Tierney & Andrew Robinson. (2016) Encountering aged care: a mixed methods investigation of medical students’ clinical placement experiences. BMC Geriatrics 16:1.
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Mona Gupta, Cynthia Forlini, Keith Lenton, Raquel Duchen & Lynne Lohfeld. (2015) The Hidden Ethics Curriculum in Two Canadian Psychiatry Residency Programs: A Qualitative Study. Academic Psychiatry 40:4, pages 592-599.
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Josephine Stanton & Patte Randal. (2016) Developing a psychiatrist–patient relationship when both people are doctors: a qualitative study. BMJ Open 6:5, pages e010216.
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Sara Rizvi Jafree, Rubeena Zakar, Florian Fischer & Muhammad Zakria Zakar. (2015) Ethical violations in the clinical setting: the hidden curriculum learning experience of Pakistani nurses. BMC Medical Ethics 16:1.
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Sabine Zundel, Adrian Meder, Stephan Zipfel & Anne Herrmann-Werner. (2015) The surgical experience of current non-surgeons gained at medical school: a survey analysis with implications for teaching today’s students. BMC Medical Education 15:1.
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Agatha Stanek, Chantalle Clarkin, M Dylan Bould, Hilary Writer & Asif Doja. (2015) Life imitating art: Depictions of the hidden curriculum in medical television programs. BMC Medical Education 15:1.
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Elena Vegni. (2014) The other face of the moon: sense and sensibility in clinical practice. Internal and Emergency Medicine 9:5, pages 491-492.
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Zohreh Karimi, Tahereh Ashktorab, Easa Mohammadi & Heidar Ali Abedi. (2014) Using the Hidden Curriculum to Teach Professionalism in Nursing Students. Iranian Red Crescent Medical Journal 16:3.
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Deirdre Bennett, Marian McCarthy, Siun O’Flynn & Martina Kelly. (2013) In the eye of the beholder: student perspectives on professional roles in practice. Medical Education 47:4, pages 397-407.
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Giulia Lamiani, Serena Barello, David M. Browning, Elena Vegni & Elaine C. Meyer. (2012) Uncovering and validating clinicians’ experiential knowledge when facing difficult conversations: A cross-cultural perspective. Patient Education and Counseling 87:3, pages 307-312.
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