Onemda VicHealth Koori Health Unit, Centre for Health and Society, Melbourne School of Population Health, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Australia.
Acad Med. 2012 Feb;87(2):200-5. doi: 10.1097/ACM.0b013e31823fd777.
The disparity in health status between Indigenous and non-Indigenous people in Australia and New Zealand is widely known, and efforts to address this through medical education are evidenced by initiatives such as the Committee of Deans of Australian Medical Schools' Indigenous Health Curriculum Framework. These efforts have focused primarily on formal curriculum reform. In this article, the authors discuss the role of the hidden curriculum in influencing the teaching and learning of Indigenous health (i.e., the health of Indigenous people) during medical training and suggest that in order to achieve significant changes in learning outcomes, there needs to be better alignment of the formal and hidden curriculum. They describe the Critical Reflection Tool as a potential resource through which educators might begin to identify the dimensions of their institution's hidden curricula. If used effectively, the process may guide institutions to better equip medical school graduates with the training necessary to advance changes in Indigenous health.
澳大利亚和新西兰的原住民和非原住民之间健康状况的差距是众所周知的，通过医学教育来解决这一问题的努力体现在各种举措中，如澳大利亚医学院院长委员会的原住民健康课程框架。这些努力主要集中在正式课程改革上。本文作者讨论了隐性课程在医学培训期间对原住民健康（即原住民健康）教学的影响，并提出为了实现学习成果的重大改变，需要更好地协调正式课程和隐性课程。他们将批判性反思工具描述为一种潜在资源，教育者可以通过该资源开始确定其所在机构隐性课程的各个方面。如果使用得当，这一过程可以指导机构更好地为医学专业毕业生提供必要的培训，以推动原住民健康的改变。
