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Decoding the learning environment of medical education: a hidden curriculum perspective for faculty development
Janet P Hafler1, Allison R Ownby, Britta M Thompson
1Yale School of Medicine, Yale University, New Haven, Connecticut 06510, USA. janet.hafler@yale.edu
Summary
The hidden curriculum influences faculty identity formation beyond formal training. Faculty development programs can be improved to address tacit institutional culture and role inconsistencies.
Area of Science:
- Medical Education
- Faculty Development
- Organizational Culture
Background:
- The hidden curriculum (tacit, unacknowledged cultural transmissions) is well-established in medical student education.
- Extending this concept to faculty, their learning of knowledge, skills, and values is viewed as identity formation.
- Faculty often receive conflicting messages during socialization into academic roles.
Purpose of the Study:
- To analyze how faculty development programs contribute to faculty role conflict.
- To propose retooling faculty development to address tacit institutional culture.
- To help faculty navigate inconsistencies in academic life.
Main Methods:
- Conceptual analysis extending the hidden curriculum concept to faculty.
- Examination of faculty development programs as a source of conflict.
- Exploration of socialization processes and identity formation in faculty.
Main Results:
- Faculty development programs can inadvertently create conflict by not addressing tacit institutional messages.
- Faculty absorb informal, tacit messages that shape their understanding of roles.
- Conflicting messages about faculty roles are common during socialization.
Conclusions:
- Faculty development needs to incorporate understanding of tacit institutional culture.
- Retooling programs can help faculty manage role inconsistencies and improve socialization.
- A global view of faculty identity formation requires addressing both explicit and tacit curricula.
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