![]() ![]() Kathryn Moore, we decided to address the knowledge gap between the formal and hidden curriculum by founding The Core: a student-led group dedicated to providing a medium for cultural knowledge to be passed down from class to class. ![]() Making the hidden curriculum visible: A student-led initiative 1, 2, 4, 5Īt the University of Utah School of Medicine (UUSOM), we instead found the hidden curriculum to be a neutral tool capable of both negatively and positively influencing students. 1 Historically, this transformation has been regarded as necessary by many educators, who viewed this as 'toughening up' students and preparing them for survival in the medical arena. The negative implications to conform to the hidden curriculum can manifest as a loss of empathy, compassion and moral reasoning. 1, 2, 3Though it plays a powerful role in the development of our professional identity, students are not typically formally taught how to manage these tacit processes of values, beliefs, expectations and social practices. This informal process overpowers formal curriculum as the “true educator” early in clerkships, and maintains this position throughout a physician’s career. 1 It is the accepted stereotypes, hallway conversations, power dynamics and perceptions that comprise our everyday interactions. The “hidden curriculum” is a cultural process in which behavioral modeling via unspoken learning socializes students to what is valued in medical practice. What is the “hidden curriculum” and why should you care? ![]()
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