TY - JOUR
T1 - Hidden curricula, ethics, and professionalism
T2 - Optimizing clinical learning environments in becoming and being a physician: A position paper of the American college of physicians
AU - Lehmann, Lisa Soleymani
AU - Sulmasy, Lois Snyder
AU - Desai, Sanjay
N1 - Funding Information:
Financial Support: Financial support for the development of this paper comes exclusively from the ACP operating budget.
Publisher Copyright:
© 2018 American College of Physicians.
PY - 2018/4/3
Y1 - 2018/4/3
N2 - Much of what is formally taught in medicine is about the knowledge, skills, and behaviors required of a physician, including how to express compassion and respect for patients at the bedside. What is learned, however, includes not only admirable qualities but also behaviors and qualities that are inconsistent with ethics and professionalism. Positive role models may reinforce the character and values the profession seeks to cultivate; negative ones directly contradict classroom lessons and expectations of patients, society, and medical educators. These positive and negative lessons, which are embedded in organizational structure and culture, are the hidden curricula conveyed in medical schools, residency programs, hospitals, and clinics. This position paper from the American College of Physicians focuses on ethics, professionalism, and the hidden curriculum. It provides strategies for revealing what is hidden to foster the development of reflective and resilient lifelong learners who embody professionalism and clinicians who are, and are perceived as, positive role models. Making the hidden visible and the implicit explicit helps to create a culture reflecting medicine's core values.
AB - Much of what is formally taught in medicine is about the knowledge, skills, and behaviors required of a physician, including how to express compassion and respect for patients at the bedside. What is learned, however, includes not only admirable qualities but also behaviors and qualities that are inconsistent with ethics and professionalism. Positive role models may reinforce the character and values the profession seeks to cultivate; negative ones directly contradict classroom lessons and expectations of patients, society, and medical educators. These positive and negative lessons, which are embedded in organizational structure and culture, are the hidden curricula conveyed in medical schools, residency programs, hospitals, and clinics. This position paper from the American College of Physicians focuses on ethics, professionalism, and the hidden curriculum. It provides strategies for revealing what is hidden to foster the development of reflective and resilient lifelong learners who embody professionalism and clinicians who are, and are perceived as, positive role models. Making the hidden visible and the implicit explicit helps to create a culture reflecting medicine's core values.
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U2 - 10.7326/M17-2058
DO - 10.7326/M17-2058
M3 - Article
C2 - 29482210
AN - SCOPUS:85045262577
SN - 0003-4819
VL - 168
SP - 506
EP - 508
JO - Annals of internal medicine
JF - Annals of internal medicine
IS - 7
ER -