Addressing the hidden curriculum in the clinical workplace: A practical tool for trainees and faculty

References

• [AERA] American Educational Research Association; [APA] American Psychological Association; [NCME] National Council on Measurement in Education. 2014. Validity. In: The standards for educational and psychological testing. Washington (DC): American Educational Research Association; p. 11–31.
   Google Scholar
• Berger JT. 2014. Moral distress in medical education and training. J Gen Intern Med. 29:395–398.
   PubMed Web of Science ®Google Scholar
• Burford B. 2012. Group processes in medical education: learning from social identity theory. Med Educ. 46:143–152.
   PubMed Web of Science ®Google Scholar
• Champy F. 2009a. La culture professionnelle des architectes. In: Demazière D, Gadéa C, editors. Sociologie des groupes professionnels: acquis récents et nouveaux défis. Paris: Éditions La Découverte; p. 152–162.
   Google Scholar
• Champy F. 2009b. La sociologie des professions. Paris: Presses Universitaires de France.
   Google Scholar
• Champy F. 2011. Nouvelle théorie sociologique des professions. Paris: Presses Universitaires de France.
   Google Scholar
• Cross RM. 2005. Exploring attitudes: the case for Q methodology. Health Educ Res. 20:206–213.
   PubMed Web of Science ®Google Scholar
• Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. 2014. Reframing medical education to support professional identity formation. Acad Med. 89:1446–1451.
   PubMed Web of Science ®Google Scholar
• Ewen S, Mazel O, Knoche D. 2012. Exposing the hidden curriculum influencing medical education on the health of Indigenous people in Australia and New Zealand: the role of the Critical Reflection Tool. Acad Med. 87:200–205.
   PubMed Web of Science ®Google Scholar
• Gaufberg EH, Batalden M, Sands R, Bell SK. 2010. The hidden curriculum: what can we learn from third-year medical student narrative reflections? Acad Med. 85:1709–1716.
   PubMed Web of Science ®Google Scholar
• Goldie J. 2012. The formation of professional identity in medical students: considerations for educators. Med Teach. 34:e641–e648.
   PubMed Web of Science ®Google Scholar
• Hafferty FW. 1998. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med. 73:403–407.
   PubMed Web of Science ®Google Scholar
• Hafferty FW, Franks R. 1994. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 69:861–871.
   PubMed Web of Science ®Google Scholar
• Hafferty FW, Hafler JP. 2011. The hidden curriculum, structural disconnects, and the socialization of new professionals. In: Hafler JP, editor. Extraordinary learning in the workplace. Dordrecht: Springer; p. 17–35.
   Google Scholar
• Hafferty FW, O’Donnell JF. 2014. Working within the framework: some personal and system-level journeys into the field. In: Hafferty FW, O’Donnell JF, editors. The hidden curriculum in health professional education. Hanover (NH): Dartmouth College Press; p. 21–22.
   Google Scholar
• Hafferty FW, Martimianakis MA. 2017. A rose by other names: some general musings on Lawrence and colleagues’ hidden curriculum scoping review. Acad Med. doi: 10.1097/ACM.0000000000002025.
   PubMed Web of Science ®Google Scholar
• Hafler JP, Ownby AR, Thompson BM, Fasser CE, Grigsby K, Haidet P, Kahn MJ, Hafferty FW. 2011. Decoding the learning environment of medical education: a hidden curriculum perspective for faculty development. Acad Med. 86:440–444.
   PubMed Web of Science ®Google Scholar
• Haidet P, Kelly PA, Bentley S, Blatt B, Chou CL, Fortin AH, Gordon G, Gracey C, Harrell H, Hatem DS, et al. 2006. Not the same everywhere: patient-centered learning environments at nine medical schools. J Gen Intern Med. 21:405–409.
   PubMed Web of Science ®Google Scholar
• Haidet P, Kelly PA, Chou C. 2005. Characterizing the patient-centeredness of hidden curricula in medical schools: development and validation of a new measure. Acad Med. 80:44–50.
   PubMed Web of Science ®Google Scholar
• Haidet P, Stein HF. 2006. The role of the student-teacher relationship in the formation of physicians: the hidden curriculum as process. J Gen Intern Med. 21:S16–S20.
   PubMed Web of Science ®Google Scholar
• Haidet P, Teal CR. 2014. Organizing chaos: a conceptual framework for assessing hidden curricula in medical education. In: Hafferty FW, O’Donnell JF, editors. The hidden curriculum in health professional education. Hanover (NH): Dartmouth College Press; p. 84–95.
   Google Scholar
• Higashi RT, Tillack A, Steinman MA, Johnston CB, Harper GM. 2013. The ‘worthy’ patient: rethinking the ‘hidden curriculum’ in medical education. Anthropol Med. 20:13–23.
   PubMed Web of Science ®Google Scholar
• Hodges BD, Kuper A. 2014. Education reform and the hidden curriculum: the Canadian journey. In: Hafferty FW, O’Donnell JF, editors. The hidden curriculum in health professional education. Hanover (NH): Dartmouth College Press; p. 41–50.
   Google Scholar
• Hupe P, van der Krogt T. 2013. Professionals dealing with pressures. In: Noordegraaf M, Steijn B, editors. Professionals under pressure: the reconfiguration of professional work in changing public services. Amsterdam: Amsterdam University Press; p. 55–72.
   Google Scholar
• Jarvis-Selinger S, Pratt DD, Regehr G. 2012. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med. 87:1185–1190.
   PubMed Web of Science ®Google Scholar
• Karnieli-Miller O, Vu TR, Holtman MC, Clyman SG, Inui TS. 2010. Medical students' professionalism narratives: a window on the informal and hidden curriculum. Acad Med. 85:124–133.
   PubMed Web of Science ®Google Scholar
• Lawrence C, Mhlaba T, Stewart KA, Moletsane R, Gaede B, Moshabela M. 2017. The hidden curricula of medical education: a scoping review. Acad Med. doi: 10.1097/ACM.0000000000002004.
   PubMed Web of Science ®Google Scholar
• O’Donnell JF. 2014. Introduction: The hidden curriculum – a focus on learning and closing the gap. In: Hafferty FW, O’Donnell JF, editors. The hidden curriculum in health professional education. Hanover (NH): Dartmouth College Press; p. 1–20.
   Google Scholar
• Stern DT. 1998a. Practicing what we preach? An analysis of the curriculum of values in medical education. Am J Med. 104:569–575.
   PubMed Web of Science ®Google Scholar
• Stern DT. 1998b. Culture, communication, and the informal curriculum: in search of the informal curriculum: when and where professional values are taught. Acad Med. 73:S28–S30.
   PubMed Web of Science ®Google Scholar
• Stern DT. 2014. A hidden narrative. In: Hafferty FW, O’Donnell JF, editors. The hidden curriculum in health professional education. Hanover (NH): Dartmouth College Press; p. 23–31.
   Google Scholar
• Stern DT, Papadakis M. 2006. The developing physician – becoming a professional. N Engl J Med. 355:1794–1799.
   PubMed Web of Science ®Google Scholar
• Tummers LLG, Bekkers V, Vink E, Musheno M. 2015. Coping during public service delivery: a conceptualization and systematic review of the literature. J Public Adm Res Theory. 25:1099–1126.
   Web of Science ®Google Scholar
• Watts S, Stenner P. 2012. Doing Q methodological research: theory, method and interpretation. Los Angeles (CA): SAGE Publications.
   Google Scholar
• Wear D. 1998. On white coats and professional development: the formal and the hidden curricula. Ann Intern Med. 129:734–737.
   PubMed Web of Science ®Google Scholar
• Webster F, Rice K, Dainty KN, Zwarenstein M, Durant S, Kuper A. 2015. Failure to cope: the hidden curriculum of emergency department wait times and the implications for clinical training. Acad Med. 90:56–62.
   PubMed Web of Science ®Google Scholar
• Wilson I, Cowin LS, Johnson M, Young H. 2013. Professional identity in medical students: pedagogical challenges to medical education. Teach Learn Med. 25:369–373.
   PubMed Web of Science ®Google Scholar