تعداد نشریات | 20 |
تعداد شمارهها | 1,149 |
تعداد مقالات | 10,519 |
تعداد مشاهده مقاله | 45,427,042 |
تعداد دریافت فایل اصل مقاله | 11,296,888 |
A comprehensive model of hidden curriculum management in medical education | ||
Journal of Advances in Medical Education & Professionalism | ||
مقاله 3، دوره 7، شماره 3، مهر 2019، صفحه 123-130 اصل مقاله (999.4 K) | ||
نوع مقاله: Original Article | ||
شناسه دیجیتال (DOI): 10.30476/jamp.2019.45010 | ||
نویسندگان | ||
SEDIGHEH MOMENI* 1؛ SHAHRAM YAZDANI1؛ LEILA AFSHAR2؛ MUHAMADREZA ABDOLMALEKI3 | ||
1School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran | ||
2Department of Medical Ethics, Shahid Beheshti University of Medical Sciences, Tehran, Iran | ||
3Department of Medical Education, Faculty of Medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran | ||
چکیده | ||
Introduction: Hidden curriculum plays a main role in professional learning, formation of professional identity, socialization, moral development and learning values, attitudes, beliefs, and knowledge in learners, so it needs to be managed. Although the majority of the theorists believe in the existence of a hidden curriculum and its greater effect and sustainability compared to the formal curriculum; none has proposed a comprehensive model or approach for its management. This study aimed to design a hidden curriculum management model in medical education. Methods: In this study, the authors used the theory or model construction methodology to synthesize a hidden curriculum management model in medical education. According to Walker and Avant; this methodology includes the following three steps for synthesizing the model: specifying focal concepts, reviewing the literature, and organizing concepts into an integrated and efficient representation. Results: The results of the study showed that numerous factors affected the hidden curriculum including environmental factors (professional, organizational), human factors (teachers, peers and staff), and formal curriculum and learner’s influenceability filter which bear important messages for learners, staff and teachers. To manage the hidden curriculum, in addition to the above factors, it is necessary to manage knowledge and the learners’ learning in an educational institution. Conclusion: This study revealed that to achieve the desired performance in students, the formal curriculum reform is not sufficient. Moreover, other factors such as environmental factors, human factors, learner’s influenceability filter, and knowledge management should also be taken into account. The hidden curriculum management model can be used for training and educating the staff and students with the desired performance in any educational institution. | ||
کلیدواژهها | ||
Hidden curriculum؛ Management؛ Medical education | ||
مراجع | ||
1. Hafferty FW. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med: journal of the Association of American Medical Colleges. 1998;73(4):403-7. 2. Çubukçu Z. The effect of hidden curriculum on character education process of primary school students. Educational Sciences: Theory and Practice. 2012;12(2):1526-34. 3. Rabah I. The influence of assessment in constructing a hidden curriculum in higher education: can self and peer assessment bridge the gap between the formal and the hidden curriculum. International Journal of Humanities and Social Science. 2012;2(11):236-42. 4. Mossop L, Dennick R, Hammond R, Robbé I. Analysing the hidden curriculum: use of a cultural web. Med Educ. 2013;47(2):134-43. 5. Martin JR. What should we do with a hidden curriculum when we find one? Curriculum Inquiry. 1976;6(2):135-51. 6. Alsubaie MA. Hidden Curriculum as One of Current Issue of Curriculum. Journal of Education and Practice. 2015;6(33):125-8. 7. Ahwee S, Chiappone L, Cuevas P, Galloway F, Hart J, Lones J, et al. The Hidden and Null Curriculums: An Experiment in Collective Educational Biography. Educational Studies: Journal of the American Educational Studies Association. 2004; 30: 24-35. 8. Andarvazh MR. Development a Diagnosis Framework of Hidden Curriculum in Clinical Education. Tehran: Shahid Beheshti University of Medical Sciences; 2018. 9. Wear D, Skillicorn J. Hidden in plain sight: The formal, informal, and hidden curricula of a psychiatry clerkship. Acad Med. 2009;84(4):451-8. 10. Hafferty FW, Castellani B. The hidden curriculum: a theory of medical education. Handbook of the sociology of medical education. UK: Routledge; 2009. 29-49. pp. 11. Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 1994;69(11):861-71. 12. Yüksel S. Kohlberg and Hidden Curriculum in Moral Education: An Opportunity for Students’ Acquisition of Moral Values in the New Turkish Primary Education Curriculum. Educational Sciences: Theory & Practice. 2005;5(2):1. 13. Goldie J. Review of ethics curricula in undergraduate medical education. Med Educ. 2000;34(2):108-19. 14. Yamani N, Changiz T, Adibi P. Professionalism and hidden curriculum in medical education. Isfahan: Isfahan University of Medical Science, Medical Education Research Center[cited 2013 Dec 19] Available from: rds sem-ums ac ir/edc/downloads/ professionalism% 20and% 20hidden pdf. 2004. 15. Wearn A, Wilson H, Hawken SJ, Child S, Mitchell CJ. In search of professionalism: implications for medical education. NZ Med J. 2010;2:123. 16. Buyx AM, Maxwell B, Schöne-Seifert B. Challenges of educating for medical professionalism: who should step up to the line? Med Educ. 2008;42(8):758-64. 17. Otewa J. Using hidden curriculum principles in teaching character education in Kenya. Baraton Interdisciplinary Research Journal. 2016;6:120-6. 18. Shapiro J. Perspective: does medical education promote professional alexithymia? A call for attending to the emotions of patients and self in medical training. Acad Med. 2011;86(3):326-32. 19. Brainard AH, Brislen HC. Learning professionalism: a view from the trenches. Acad Med. 2007;82(11):1010-4. 20. Egnew TR, Wilson HJ. Role modeling the doctorpatient relationship in the clinical curriculum. Family Medicine-Kansas City. 2011;43(2):99. 21. Lempp H, Seale C. The hidden curriculum in undergraduate medical education: qualitative study of medical students’ perceptions of teaching. BMJ. 2004;329(7469):770-3. 22. Dickerson LW. Postmodern view of the hidden curriculum. UK: Georgia Southern University; 2007. 23. Blasco M. Aligning the Hidden Curriculum of Management Education With PRME An Inquiry- Based Framework. Journal of Management Education. 2012;36(3):364-88. 24. Sever M. A critical look at the theories of sociology of education. Journal of Human Sciences. 2012;9(1):671-50. 25. Harvey L. Critical social research. Australia: Unwin Hyman; 1990. 26. Dickerson LW. Postmodern View of the Hidden Curriculum. Statesboro, Georgia: Georgia Southern University; 2007. 27. Walker LO, Avant KC. Strategies for theory construction in nursing. Texas: Pearson; 2010. 28. Nonaka I, Konno N. The concept of “Ba”: Building a foundation for knowledge creation. California management review. 1998;40(3):40-54. 29. Mann KV. Learning and Teaching in Professional Character Development. Lost Virtue: Emerald Group Publishing Limited; 2006. 145-83. p. 30. Schein EH. Organizational culture and leadership. New Jersey: John Wiley & Sons; 2010. 31. Hafler JP, Ownby AR, Thompson BM, Fasser CE, Grigsby K, Haidet P, et al. Decoding the learning environment of medical education: a hidden curriculum perspective for faculty development. Acad Med. 2011;86(4):440-4. 32. Armstrong M. Strategic Human Resource Management-A Guide to Action. USA: Kogan; 2006. 33. Becker B, Gerhart B. The impact of human resource management on organizational performance: Progress and prospects. Academy of management journal. 1996;39(4):779-801. 34. Somers MJ. Ethical codes of conduct and organizational context: A study of the relationship between codes of conduct, employee behavior and organizational values. Journal of Business Ethics. 2001;30(2):185-95. 35. Bowles S, Gintis H. Schooling in capitalist America revisited. Sociology of education. 2002:1-18. 36. Hafferty F, Gaufberg E. The hidden curriculum: A Pract Guide Med Teach. New York: Churchill Livingstone Elsevier; 2013. 37. White J, Brownell K, Lemay JF, Lockyer JM. “ What Do They Want Me To Say?” The hidden curriculum at work in the medical school selection process: a qualitative study. BMC medical education. 2012;12(1):17. 38. Gordon J. Fostering students’ personal and professional development in medicine: a new framework for PPD. Med Educ. 2003;37(4):341-9. 39. Duvivier RJ, Dent JA. Student support. A practical Guide for Medical Teacher. Netherlands: Elsevier; 2013. 40. Noddings N. Caring and education. USA: The encyclopedia of informal education; 2010. 41. Kohlberg L. Moral education for a society in moral transition. Educational leadership. 1975; 3: 47. 42. Blasco M. Aligning the hidden curriculum of management education with PRME: An inquirybased framework. Journal of Management Education. 2012;36(3):364-88. 43. Nonaka I, Konno N. The concept of “ba”: Building A Foundation For Knowlege Creation. California Management Review. 1998;40(3):1. 44. Thornberg R. The moral construction of the good pupil embedded in school rules. Education, citizenship and social justice. 2009;4(3):245-61. 45. Kohlberg L. Moral Development and the New Social Studies. USA: ERIC; 1972. 46. Yazdani S, Akbarilakeh M. Explanation and clarification of the concept of value in medical education. Journal of Research on Religion & Health. 2017;3(2):1. 47. Andarvazh MR, Yazdani S, Afshar L. Development a Diagnosis Framework of Hidden Curriculum in Clinical Education. Tehran: Shahid Beheshti University of Medical Sciences; 2018. 48. Gordon D. Rules and the effectiveness of the hidden curriculum. Journal of philosophy of education. 1983;17(2):207-18. | ||
آمار تعداد مشاهده مقاله: 2,717 تعداد دریافت فایل اصل مقاله: 1,965 |