Yale School of Medicine, Yale University, New Haven, Connecticut 06510, USA.
Acad Med. 2011 Apr;86(4):440-4. doi: 10.1097/ACM.0b013e31820df8e2.
Medical student literature has broadly established the importance of differentiating between formal-explicit and hidden-tacit dimensions of the physician education process. The hidden curriculum refers to cultural mores that are transmitted, but not openly acknowledged, through formal and informal educational endeavors. The authors extend the concept of the hidden curriculum from students to faculty, and in so doing, they frame the acquisition by faculty of knowledge, skills, and values as a more global process of identity formation. This process includes a subset of formal, formative activities labeled "faculty development programs" that target specific faculty skills such as teaching effectiveness or leadership; however, it also includes informal, tacit messages that faculty absorb. As faculty members are socialized into faculty life, they often encounter conflicting messages about their role. In this article, the authors examine how faculty development programs have functioned as a source of conflict, and they ask how these programs might be retooled to assist faculty in understanding the tacit institutional culture shaping effective socialization and in managing the inconsistencies that so often dominate faculty life.
医学专业文献已经广泛证实，区分医学生教育过程中的正式-显性和隐性-隐性维度非常重要。隐性课程是指通过正式和非正式的教育努力传递但未公开承认的文化习俗。作者将隐性课程的概念从学生扩展到教师，并在此过程中，将教师获取知识、技能和价值观的过程构建为一个更全面的身份形成过程。这个过程包括一组被标记为“教师发展计划”的正式、形成性活动，这些活动针对教师的特定技能，例如教学效果或领导力；然而，它还包括教师吸收的非正式、隐性信息。随着教师逐渐适应教师生活，他们经常会遇到关于自己角色的矛盾信息。在本文中，作者探讨了教师发展计划如何成为冲突的根源，并询问了这些计划如何进行调整，以帮助教师理解影响有效社会化的隐性机构文化，并管理经常主导教师生活的不一致性。
