Ellaway Rachel, Dubé Tim, Cooper Gerry, Graves Lisa
Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada; Northern Ontario School of Medicine, Sudbury, Ontario, Canada.
Centre for Medical Education, McGill University, Montréal, Quebec, Canada; Northern Ontario School of Medicine, Sudbury, Ontario, Canada.
Can Med Educ J. 2017 Feb 24;8(1):e88-e100. eCollection 2017 Feb.
Although students' transition into medical school is a critical step in their professional journey, orientation has been relatively under-researched, particularly with regard to its intersections with schools' social missions. This paper reports on a study looking at the implicit messages of orientation to the Northern Ontario School of Medicine's undergraduate program.
An extended mixed methods study was conducted to look at different aspects of the School's Orientation Week. The term "hidden curriculum" was used to shape inquiry, both in its broad sense of implicit educational experiences and messages and in its more specific sense of the educational messages sent by a medical school's culture and activities. Data were collected using participant surveys, focus groups, and interviews. Transcripts and free-text survey responses were analyzed to identify underlying themes.
Orientation Week was generally well received and was generally perceived by different stakeholders (such as students, school leaders, and community members) as a positive and necessary undertaking. However, there were points of contention and confusion that created a hidden curriculum with respect to participants' identities, both as students and as future health professionals.
Orientation to undergraduate medical training can be successfully linked to a school's social mission, but in doing so it can send complex and unintended messages to the participants that may be perceived quite differently based on their circumstances and expectations.
尽管学生向医学院的过渡是其职业旅程中的关键一步，但入学指导方面的研究相对较少，尤其是在其与学校社会使命的交叉方面。本文报告了一项关于安大略省北部医学院本科项目入学指导隐含信息的研究。
开展了一项扩展的混合方法研究，以考察该校迎新周的不同方面。“隐藏课程”这一术语被用于指导研究，既包括其广义的隐含教育经历和信息，也包括其更具体的医学院文化和活动所传达的教育信息。通过参与者调查、焦点小组和访谈收集数据。对访谈记录和自由文本调查回复进行分析，以确定潜在主题。
迎新周总体上受到好评，不同利益相关者（如学生、学校领导和社区成员）普遍认为这是一项积极且必要的活动。然而，存在一些争议和困惑点，就参与者作为学生和未来健康专业人员的身份而言，形成了一种隐藏课程。
本科医学培训的入学指导可以成功地与学校的社会使命联系起来，但这样做可能会向参与者传递复杂且意想不到的信息，而这些信息根据他们的情况和期望可能会有截然不同的理解。
