The Implicit (“Hidden”) Curriculum Isn’t All Bad

Hidden_Curriculum   Researchers interviewed third-year pediatric residents from 3 academic institutions on their sources of learning regarding the six Clinical Learning Environment Review (CLER) focus areas:  patient safety, quality, transitions, supervision, fatigue management, and professionalism.  For each area, residents were asked how much of their learning came from the explicit (formal), implicit (hidden), or extra- (friends and family) curriculum.  Comments were analyzed qualitatively.  A small minority of the learning came from the extra-curriculum.  In all areas except health care quality, which was mostly learned explicitly, the majority of CLER area learning came from the implicit curriculum.  Methods included role modeling, hands-on learning, and passive enculturation.  “Learning in the implicit curriculum, for the most part, aligned with the intended learning outcomes,” and was overall reported very positively by the residents.  An example was a culture supporting residents “feeling comfortable enough to seek out guidance.” — Laura Willett, MD

Balmer DF, Quiah S, DiPace J, Paik S, Ward MA, Richards BF. Learning Across the Explicit, Implicit, and Extra-Curricula: An Exploratory Study of the Relative Proportions of Residents’ Perceived Learning in Clinical Areas at Three Pediatric Residency Programs.
Acad Med. 2015

Link To Article

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