Meyer Rhoda, Archer Elize, Smit Liezl
Faculty of Medicine and Health Sciences, Department of Health Professions Education, University of Stellenbosch, Tygerberg, Parow, South Africa.
Faculty of Medicine and Health Sciences, Department of Paediatrics and Child Health, University of Stellenbosch, Tygerberg, Parow, South Africa.
Med Sci Educ. 2025 Apr 11;35(3):1817-1826. doi: 10.1007/s40670-025-02380-1. eCollection 2025 Jun.
The negative influence of the hidden curriculum in medical education is often foregrounded in the literature. This scoping review explores the positive influence of the hidden curriculum on medical student's learning, offering recommendations to harness its potential for teaching and learning. Following Arksey and O'Malley's six-stage review process, four themes were developed: positive role-modelling, supportive team environments, positive institutional culture, and navigating ambiguity. These factors shape the positive influences of the hidden curriculum, influencing students' implicit learning. By acknowledging the diverse aspects of the hidden curriculum, faculty and clinical teachers can prepare students to critically reflect on their learning experiences, recognizing the positive influences that enable learning and shape their identities as professionals.
医学教育中隐性课程的负面影响在文献中常常被凸显出来。本综述探讨了隐性课程对医学生学习的积极影响，并提出利用其教学潜力的建议。遵循阿克西和奥马利的六阶段综述过程，确定了四个主题：积极的榜样作用、支持性的团队环境、积极的机构文化以及应对不确定性。这些因素塑造了隐性课程的积极影响，影响着学生的隐性学习。通过认识到隐性课程的不同方面，教师和临床教师可以帮助学生批判性地反思他们的学习经历，认识到那些促进学习并塑造其专业身份的积极影响。
