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Related Experiment Video

Updated: Feb 18, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Empowering students with the hidden curriculum.

Hilary Neve¹, Tracey Collett¹

¹Plymouth University, Peninsula Schools of Medicine and Dentistry, School of Medicine, Plymouth, UK.

The Clinical Teacher

|November 28, 2017

Summary

Revealing the hidden curriculum (HC) helps medical students understand its impact on professional development. Explicitly addressing the HC empowers students to critically analyze its messages and make informed choices.

Related Experiment Videos

Last Updated: Feb 18, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Medical Education
Professional Development
Hidden Curriculum Studies

Background:

The hidden curriculum (HC) encompasses informal learning outside the formal curriculum, significantly impacting medical student development.
While potentially beneficial, the HC can conflict with official teachings, and its existence is often concealed from students.

Purpose of the Study:

To evaluate an educational intervention designed to explore the concept of the hidden curriculum with medical students.
To assess students' understanding and perception of the hidden curriculum's influence on their professional growth.

Main Methods:

Qualitative evaluation using thematic analysis of student wiki reflections on the HC.
Analysis of student questionnaire responses regarding the educational approach used.

Main Results:

Most students found the HC session relevant and important, identifying both positive and negative HC influences.
Students demonstrated an ability to consider the impact of HC experiences on their learning, though some struggled with the concept.

Conclusions:

Explicitly addressing the hidden curriculum raises student awareness of its existence and impact.
The HC can serve as a catalyst for discussing critical issues like power dynamics, patient-centeredness, and career stereotypes in medicine.
Empowering students to critically engage with HC experiences enables them to make conscious decisions about professional values.