The Hidden Curricula of Medical Education: A Scoping Review.
The Hidden Curricula of Medical Education: A Scoping Review.
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DOI：
10.1097/acm.0000000000002004
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发表时间：
2018-04
期刊：
影响因子：
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通讯作者：
Moshabela M
中科院分区：
文献类型：
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作者：
Lawrence C;Mhlaba T;Stewart KA;Moletsane R;Gaede B;Moshabela M
分析医学教育文献中“隐性课程”一词的复数定义与应用，并提出未来研究的概念架构。作者对9个在线数据库进行了文献检索，寻找2017年3月之前发表的关于医学教育中隐藏，非正式或隐性课程的文章。两名评价者独立筛选具有设定纳入标准的文章，并进行Kappa系数检验以评价评价者间的可靠性。他们使用扎根理论方法提取、编码和分析关键数据。作者发现了3，747篇与医学教育中的隐藏课程有关的文章。其中，他们选择了197篇文章进行全面审查。自2012年以来，“隐性课程”一词的使用范围大幅扩大。美国和加拿大的医学院是三分之二的隐性课程实证研究的重点;来自非洲和南美学校的数据几乎没有。很少有量化的技术来衡量隐性课程存在。“隐性课程”被理解为一个主要是负面的概念。它的定义变化很大，但可以通过四个概念边界来理解：（1）机构-组织，（2）人际-社会，（3）背景-文化，和/或（4）动机-心理。未来的医学教育研究者应该明确他们应用于“隐性课程”一词的概念边界，远离对其影响的一般性思考，并专注于改善强大的隐性课程的具体方法。
To analyze the plural definitions and applications of the term “hidden curriculum” within the medical education literature and to propose a conceptual framework for conducting future research on the topic. The authors conducted a literature search of nine online databases, seeking articles published on the hidden, informal, or implicit curriculum in medical education prior to March 2017. Two reviewers independently screened articles with set inclusion criteria, and performed Kappa coefficient tests to evaluate inter-reviewer reliability. They extracted, coded, and analyzed key data, using grounded theory methodology. The authors uncovered 3,747 articles relating to the hidden curriculum in medical education. Of these, they selected 197 articles for full review. Use of the term “hidden curriculum” has expanded substantially since 2012. U.S. and Canadian medical schools are the focus of two-thirds of the empirical hidden curriculum studies; data from African and South American schools are nearly absent. Few quantitative techniques to measure the hidden curriculum exist. The “Hidden curriculum” is understood as a mostly negative concept. Its definition varies widely, but can be understood via four conceptual boundaries: (1) institutional-organizational, (2) interpersonal-social, (3) contextual-cultural, and/or (4) motivational-psychological. Future medical education researchers should make clear the conceptual boundary or boundaries they are applying to the term “hidden curriculum,” move away from general musings on its effects, and focus on specific methods for improving the powerful hidden curriculum.