Ozolins Ieva, Hall Helen, Peterson Ray
Centre for Medical Education, School of Medicine, The University of Queensland, Brisbane, Australia.
Med Teach. 2008;30(6):606-11. doi: 10.1080/01421590801949933.
While there has been broad-based recognition of the concepts of both the informal and the hidden curriculum, these elements have been poorly described in the medical education literature from the student perspective.
The Student Voice study used focus groups to explore student views of the informal and hidden curriculum, to establish the importance of this curriculum for the students, and to identify how students perceive the role of this curriculum in aiding their learning in medical school.
Students recognised that the informal curriculum existed to a greater degree in Medicine than in other degree programs, and that it revolved around the processes of 'being' a doctor.
The students' concepts of the informal curriculum highlighted a tension between the importance of the informal curriculum in focusing their learning on what was important to know for assessment, and the extremely valuable components of the informal curriculum that remained predominantly unassessed.
虽然人们已广泛认识到隐性课程和非正式课程的概念，但从学生的角度来看，医学教育文献中对这些内容的描述却很少。
“学生之声”研究采用焦点小组来探讨学生对非正式课程和隐性课程的看法，确定该课程对学生的重要性，并明确学生如何看待该课程在帮助他们在医学院学习方面所起的作用。
学生们认识到，与其他学位课程相比，医学领域的非正式课程存在的程度更高，且它围绕着“成为”一名医生的过程展开。
学生对非正式课程的概念凸显了一种矛盾关系，即非正式课程在将他们的学习重点放在评估所需了解的重要内容方面很重要，但其中极具价值的部分却基本未得到评估。
