Observations of the hidden curriculum on a paediatrics tertiary care clinical teaching unit
The hidden curriculum is a set of influences that function at the level of organizational structure and culture which fall outside the formal curriculum, and are often unarticulated or unexplored. Learning associated with the hidden curriculum may have negative consequences on trainee educational de...
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Veröffentlicht in: | Paediatrics & child health 2018-11, Vol.23 (7), p.435-440 |
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creator | Doja, Asif Bould, M Dylan Clarkin, Chantalle Zucker, Marc Writer, Hilary |
description | The hidden curriculum is a set of influences that function at the level of organizational structure and culture which fall outside the formal curriculum, and are often unarticulated or unexplored. Learning associated with the hidden curriculum may have negative consequences on trainee educational development. The study goal was to examine how aspects of the hidden curriculum were enacted during ward rounds on a tertiary care general paediatrics clinical teaching unit (CTU).
We conducted an ethnographic case study on a CTU of a tertiary care paediatric hospital and observed interactions between medical students, residents and attending staff on rounds. Detailed field notes were collected and inductive analysis was used to inform descriptions and identify themes regarding the hidden curriculum.
Twenty-two hours of observation were performed. Two major themes emerged:
and
reflected the reinforcement of the rules of rank and 'who to respect'; it contained three subthemes including 'rules of the game', positioning and questioning order.
concerned the finding that active participation and attentiveness during rounds varied by home discipline.
We were able to identify representations of the hidden curriculum during observations on a tertiary care paediatric CTU. Interest appears to be a determinant in student level of engagement and observed hierarchies have the potential to impact this engagement either positively or negatively. |
doi_str_mv | 10.1093/pch/pxx206 |
format | Article |
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We conducted an ethnographic case study on a CTU of a tertiary care paediatric hospital and observed interactions between medical students, residents and attending staff on rounds. Detailed field notes were collected and inductive analysis was used to inform descriptions and identify themes regarding the hidden curriculum.
Twenty-two hours of observation were performed. Two major themes emerged:
and
reflected the reinforcement of the rules of rank and 'who to respect'; it contained three subthemes including 'rules of the game', positioning and questioning order.
concerned the finding that active participation and attentiveness during rounds varied by home discipline.
We were able to identify representations of the hidden curriculum during observations on a tertiary care paediatric CTU. Interest appears to be a determinant in student level of engagement and observed hierarchies have the potential to impact this engagement either positively or negatively.</description><identifier>ISSN: 1205-7088</identifier><identifier>EISSN: 1918-1485</identifier><identifier>DOI: 10.1093/pch/pxx206</identifier><identifier>PMID: 30374218</identifier><language>eng</language><publisher>England: Oxford University Press</publisher><subject>Curricula ; Experiential learning ; Medical education ; Medical students ; Original ; Pediatrics ; Professional relationships ; Teams</subject><ispartof>Paediatrics & child health, 2018-11, Vol.23 (7), p.435-440</ispartof><rights>The Author(s) 2018. Published by Oxford University Press on behalf of the Canadian Paediatric Society. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com</rights><rights>The Author(s) 2018. Published by Oxford University Press on behalf of the Canadian Paediatric Society. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com 2018</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c406t-7fc0d0e3883ce82e5772a8d3ad2226f625b4fa8f727209473e2abb77a709bded3</citedby><cites>FETCH-LOGICAL-c406t-7fc0d0e3883ce82e5772a8d3ad2226f625b4fa8f727209473e2abb77a709bded3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6199637/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6199637/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,727,780,784,885,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30374218$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Doja, Asif</creatorcontrib><creatorcontrib>Bould, M Dylan</creatorcontrib><creatorcontrib>Clarkin, Chantalle</creatorcontrib><creatorcontrib>Zucker, Marc</creatorcontrib><creatorcontrib>Writer, Hilary</creatorcontrib><title>Observations of the hidden curriculum on a paediatrics tertiary care clinical teaching unit</title><title>Paediatrics & child health</title><addtitle>Paediatr Child Health</addtitle><description>The hidden curriculum is a set of influences that function at the level of organizational structure and culture which fall outside the formal curriculum, and are often unarticulated or unexplored. Learning associated with the hidden curriculum may have negative consequences on trainee educational development. The study goal was to examine how aspects of the hidden curriculum were enacted during ward rounds on a tertiary care general paediatrics clinical teaching unit (CTU).
We conducted an ethnographic case study on a CTU of a tertiary care paediatric hospital and observed interactions between medical students, residents and attending staff on rounds. Detailed field notes were collected and inductive analysis was used to inform descriptions and identify themes regarding the hidden curriculum.
Twenty-two hours of observation were performed. Two major themes emerged:
and
reflected the reinforcement of the rules of rank and 'who to respect'; it contained three subthemes including 'rules of the game', positioning and questioning order.
concerned the finding that active participation and attentiveness during rounds varied by home discipline.
We were able to identify representations of the hidden curriculum during observations on a tertiary care paediatric CTU. Interest appears to be a determinant in student level of engagement and observed hierarchies have the potential to impact this engagement either positively or negatively.</description><subject>Curricula</subject><subject>Experiential learning</subject><subject>Medical education</subject><subject>Medical students</subject><subject>Original</subject><subject>Pediatrics</subject><subject>Professional relationships</subject><subject>Teams</subject><issn>1205-7088</issn><issn>1918-1485</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><recordid>eNpdkUtr3TAQhUVJaR7tpj-gCLIpATd6-FryJlBCkxQC2bSrLsRYGscKvpIrySH991W4aUi6mmHm48wZDiEfOfvCWS9PFzudLg8PgnVvyAHvuW54qzd7tRds0yim9T45zPmOsZZrJt6RfcmkagXXB-TXzZAx3UPxMWQaR1ompJN3DgO1a0rervO6pTFQoAug81DqLNOCqXhIf6iFhNTOPngLcx2DnXy4pWvw5T15O8Kc8cNTPSI_L779OL9qrm8uv59_vW5sy7rSqNEyx1BqLS1qgRulBGgnwQkhurETm6EdQY9KKMH6VkkUMAxKgWL94NDJI3K2013WYYvOYigJZrMkv60OTQRvXm-Cn8xtvDcd7_tOqirw-Ukgxd8r5mK2PlucZwgY12wEfzwtWqUrevwfehfXFOp7RsiuFYwr2VfqZEfZFHNOOD6b4cw8ZmZqZmaXWYU_vbT_jP4LSf4FjReU_w</recordid><startdate>20181101</startdate><enddate>20181101</enddate><creator>Doja, Asif</creator><creator>Bould, M Dylan</creator><creator>Clarkin, Chantalle</creator><creator>Zucker, Marc</creator><creator>Writer, Hilary</creator><general>Oxford University Press</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FQ</scope><scope>8FV</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ASE</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FPQ</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>K6X</scope><scope>K9.</scope><scope>M0S</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20181101</creationdate><title>Observations of the hidden curriculum on a paediatrics tertiary care clinical teaching unit</title><author>Doja, Asif ; Bould, M Dylan ; Clarkin, Chantalle ; Zucker, Marc ; Writer, Hilary</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c406t-7fc0d0e3883ce82e5772a8d3ad2226f625b4fa8f727209473e2abb77a709bded3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Curricula</topic><topic>Experiential learning</topic><topic>Medical education</topic><topic>Medical students</topic><topic>Original</topic><topic>Pediatrics</topic><topic>Professional relationships</topic><topic>Teams</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Doja, Asif</creatorcontrib><creatorcontrib>Bould, M Dylan</creatorcontrib><creatorcontrib>Clarkin, Chantalle</creatorcontrib><creatorcontrib>Zucker, Marc</creatorcontrib><creatorcontrib>Writer, Hilary</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Canadian Business & Current Affairs Database</collection><collection>Canadian Business & Current Affairs Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>British Nursing Index</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>British Nursing Index</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Paediatrics & child health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Doja, Asif</au><au>Bould, M Dylan</au><au>Clarkin, Chantalle</au><au>Zucker, Marc</au><au>Writer, Hilary</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Observations of the hidden curriculum on a paediatrics tertiary care clinical teaching unit</atitle><jtitle>Paediatrics & child health</jtitle><addtitle>Paediatr Child Health</addtitle><date>2018-11-01</date><risdate>2018</risdate><volume>23</volume><issue>7</issue><spage>435</spage><epage>440</epage><pages>435-440</pages><issn>1205-7088</issn><eissn>1918-1485</eissn><abstract>The hidden curriculum is a set of influences that function at the level of organizational structure and culture which fall outside the formal curriculum, and are often unarticulated or unexplored. Learning associated with the hidden curriculum may have negative consequences on trainee educational development. The study goal was to examine how aspects of the hidden curriculum were enacted during ward rounds on a tertiary care general paediatrics clinical teaching unit (CTU).
We conducted an ethnographic case study on a CTU of a tertiary care paediatric hospital and observed interactions between medical students, residents and attending staff on rounds. Detailed field notes were collected and inductive analysis was used to inform descriptions and identify themes regarding the hidden curriculum.
Twenty-two hours of observation were performed. Two major themes emerged:
and
reflected the reinforcement of the rules of rank and 'who to respect'; it contained three subthemes including 'rules of the game', positioning and questioning order.
concerned the finding that active participation and attentiveness during rounds varied by home discipline.
We were able to identify representations of the hidden curriculum during observations on a tertiary care paediatric CTU. Interest appears to be a determinant in student level of engagement and observed hierarchies have the potential to impact this engagement either positively or negatively.</abstract><cop>England</cop><pub>Oxford University Press</pub><pmid>30374218</pmid><doi>10.1093/pch/pxx206</doi><tpages>6</tpages><oa>free_for_read</oa></addata></record> |
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source | Oxford University Press Journals All Titles (1996-Current); EZB-FREE-00999 freely available EZB journals; PubMed Central |
subjects | Curricula Experiential learning Medical education Medical students Original Pediatrics Professional relationships Teams |
title | Observations of the hidden curriculum on a paediatrics tertiary care clinical teaching unit |
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