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The hidden curriculum in radiology residency programs: a path to isolation or integration?
T Van Deven1, K Hibbert, L Faden
1Department of Medical Imaging, Schulich School of Medicine & Dentistry, Canada.
European Journal of Radiology
|January 12, 2013
Summary
A hidden curriculum of isolation was found in most Canadian radiology centers, contrasting with the need for collaboration. This study highlights the importance of fostering integration for effective medical imaging education.
Area of Science:
- Medical Education
- Radiology
- Qualitative Research
Background:
- The hidden curriculum significantly influences professional identity and practice in academic radiology.
- Understanding these implicit messages is crucial for shaping future radiologists' roles.
Purpose of the Study:
- To identify the nature of the hidden curriculum in Canadian academic radiology centers.
- To explore how this hidden curriculum impacts the professional development of radiologists and imaging scientists.
Main Methods:
- A qualitative case study approach was employed across five Canadian academic radiology centers.
- Data collection involved institutional documents, surveys, observations, and 48 interviews with diverse stakeholders.
- Analysis included primary review by the research team and secondary review by external examiners.
Main Results:
- Four out of five centers demonstrated a hidden curriculum of isolation, portraying radiologists as independent operators.
- This contrasts with the collaborative nature required for optimal performance in medical imaging.
- One center showed a collaborative hidden curriculum, but with conflicting messages regarding teaching.
Conclusions:
- Radiology departments face a choice between isolation or integration in their hidden curriculum.
- Integration is proposed as a path forward, positioning radiology at the nexus of medicine.
- A new metaphor is needed to emphasize the role of scholarship in teaching and learning within radiology.
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