1 thought on “David Shields et al – But… that’s not what actually happens”
Jinelle Ramlackhansingh
Thank you for your insightful presentation on your research using case discussions to promote professionalism teaching in undergraduate medical education students. As your title alludes sometimes the ideological professional practice does not happen-sometimes clinical life-tiredness, overwork, happens and the hidden curriculum which exists between ideal practice and everyday practice happens and takes over-resulting in students viewing unprofessional counter-ideologic behavior. Having the students talk about these cases helps them to be able to explicitly reflect on their experiences. The students engaging in small group discussions (experiential learning as you described) can act as communities of practice which Hafferty and Watson (2007) described as being the antidote of the hidden curriculum.
I was wondering if there were plans then to extend these small groups longitudinally throughout the undergraduate medical education curriculum?
Thank you for your insightful presentation on your research using case discussions to promote professionalism teaching in undergraduate medical education students. As your title alludes sometimes the ideological professional practice does not happen-sometimes clinical life-tiredness, overwork, happens and the hidden curriculum which exists between ideal practice and everyday practice happens and takes over-resulting in students viewing unprofessional counter-ideologic behavior. Having the students talk about these cases helps them to be able to explicitly reflect on their experiences. The students engaging in small group discussions (experiential learning as you described) can act as communities of practice which Hafferty and Watson (2007) described as being the antidote of the hidden curriculum.
I was wondering if there were plans then to extend these small groups longitudinally throughout the undergraduate medical education curriculum?