Enders Felicity T, Golembiewski Elizabeth H, DSouza Karen N, Martin Ashley E, Kennedy Cassie C
Division of Clinical Trials and Biostatistics, Department of Quantitative Health Sciences, Mayo Clinic, Rochester, MN, USA.
Knowledge and Evaluation Research (KER) Unit, Mayo Clinic, Rochester, MN, USA.
J Clin Transl Sci. 2024 Feb 6;8(1):e52. doi: 10.1017/cts.2024.16. eCollection 2024.
The hidden curriculum (HC), or implicit norms and values within a field or institution, affects faculty at all career stages. This study surveyed affiliates of a junior faculty training program ( = 12) to assess the importance of HC topics for junior faculty, mentors, and institutional leaders. For non-diverse junior faculty and their mentors, work-life balance, research logistics, and resilience were key HC topics. Coping with bias and assertive communication were emphasized for diverse junior faculty and mentors. Institutional norms and vision were essential for leaders, while networking was important for all groups. Future research should explore HC needs and potential interventions.
隐性课程（HC），即一个领域或机构内的隐性规范和价值观，会影响处于各个职业阶段的教职员工。本研究对一个初级教职员工培训项目的附属人员（n = 12）进行了调查，以评估隐性课程主题对初级教职员工、导师和机构领导者的重要性。对于非多元化的初级教职员工及其导师而言，工作与生活的平衡、研究后勤和适应力是关键的隐性课程主题。对于多元化的初级教职员工和导师而言，应对偏见和自信沟通受到强调。机构规范和愿景对领导者至关重要，而建立人际关系网络对所有群体都很重要。未来的研究应探索隐性课程的需求和潜在干预措施。
