“Busting the hidden curriculum” a realist and innovative perspective to foster professional behaviors
Contemporary health professions education has long delineated the desired attributes of medical professionalism in the form of standard curricula and their role in forming professional behaviors (PBs) among aspiring doctors. However, existing research has shown the contradictory and powerful role of...
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Frontiers Media S.A.
2024-12-01
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| Series: | Frontiers in Medicine |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fmed.2024.1484058/full |
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| author | Shaista Salman Guraya Grainne P. Kearney Frank Doyle Asil Sadeq Abdelsalam Bensaaud Eric Clarke Mark Harbinson Aine Ryan Mary Smyth Sinead Hand Fiona Boland Salman Yousuf Guraya Denis W. Harkin |
| author_facet | Shaista Salman Guraya Grainne P. Kearney Frank Doyle Asil Sadeq Abdelsalam Bensaaud Eric Clarke Mark Harbinson Aine Ryan Mary Smyth Sinead Hand Fiona Boland Salman Yousuf Guraya Denis W. Harkin |
| author_sort | Shaista Salman Guraya |
| collection | DOAJ |
| description | Contemporary health professions education has long delineated the desired attributes of medical professionalism in the form of standard curricula and their role in forming professional behaviors (PBs) among aspiring doctors. However, existing research has shown the contradictory and powerful role of hidden curriculum (HC) in negatively influencing medical students’ PBs through unspoken or implicit academic, cultural, or social standards and practices. These contrasting messages of formal curricula and HC lead to discordance and incongruence in future healthcare professionals developing professional identity formation. There is little research on PB modifying educational strategies and their determinants that medical schools adopt to bust the impact of HC. Consequently, it is unclear how the right PBs can be influenced, entrenched, and inculcated in undergraduate medical students, especially in their early clinical placements. The lack of such insight highlights a critical gap in the literature, nudging educators to take a realist stance to deal with this problem. Behavior psychology stresses shaping medical students’ values and beliefs as salient mediators that influence intentions to pursue future PBs. Curiosity prevails about what would guide the educational interventions to target this behavior change. To help understand this concept, we present our design-based innovative perspective about PROfessionalism in Partnership for Education Research (PROPER) shaped by pluralistic theoretical models in the context of two European medical schools with diverse medical students, highlighting its non-parochial and transferable nature. |
| format | Article |
| id | doaj-art-66164103436544e6b15bb6fde3ec3b29 |
| institution | Kabale University |
| issn | 2296-858X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Medicine |
| spelling | doaj-art-66164103436544e6b15bb6fde3ec3b292024-12-04T04:30:45ZengFrontiers Media S.A.Frontiers in Medicine2296-858X2024-12-011110.3389/fmed.2024.14840581484058“Busting the hidden curriculum” a realist and innovative perspective to foster professional behaviorsShaista Salman Guraya0Grainne P. Kearney1Frank Doyle2Asil Sadeq3Abdelsalam Bensaaud4Eric Clarke5Mark Harbinson6Aine Ryan7Mary Smyth8Sinead Hand9Fiona Boland10Salman Yousuf Guraya11Denis W. Harkin12Institute of Learning, Mohammad Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab EmiratesSchool of Medicine, Dentistry and Biomedical Sciences, Queens University Belfast, Belfast, United KingdomDepartment of Health Psychology, School of Population Health, RCSI University of Medicine and Health Sciences, Dublin, IrelandCentre for Professionalism in Medicine and Health Sciences, Faculty of Medicine and Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, IrelandCentre for Professionalism in Medicine and Health Sciences, Faculty of Medicine and Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, IrelandCentre for Professionalism in Medicine and Health Sciences, Faculty of Medicine and Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, IrelandSchool of Medicine, Dentistry and Biomedical Sciences, Queens University Belfast, Belfast, United KingdomCentre for Professionalism in Medicine and Health Sciences, Faculty of Medicine and Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, IrelandCentre for Professionalism in Medicine and Health Sciences, Faculty of Medicine and Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, IrelandCentre for Professionalism in Medicine and Health Sciences, Faculty of Medicine and Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, IrelandData Science Centre, School of Population Health, RCSI University of Medicine and Health Sciences, Dublin, IrelandClinical Sciences Department, College of Medicine, University of Sharjah, Sharjah, United Arab EmiratesCentre for Professionalism in Medicine and Health Sciences, Faculty of Medicine and Health Sciences, RCSI University of Medicine and Health Sciences, Dublin, IrelandContemporary health professions education has long delineated the desired attributes of medical professionalism in the form of standard curricula and their role in forming professional behaviors (PBs) among aspiring doctors. However, existing research has shown the contradictory and powerful role of hidden curriculum (HC) in negatively influencing medical students’ PBs through unspoken or implicit academic, cultural, or social standards and practices. These contrasting messages of formal curricula and HC lead to discordance and incongruence in future healthcare professionals developing professional identity formation. There is little research on PB modifying educational strategies and their determinants that medical schools adopt to bust the impact of HC. Consequently, it is unclear how the right PBs can be influenced, entrenched, and inculcated in undergraduate medical students, especially in their early clinical placements. The lack of such insight highlights a critical gap in the literature, nudging educators to take a realist stance to deal with this problem. Behavior psychology stresses shaping medical students’ values and beliefs as salient mediators that influence intentions to pursue future PBs. Curiosity prevails about what would guide the educational interventions to target this behavior change. To help understand this concept, we present our design-based innovative perspective about PROfessionalism in Partnership for Education Research (PROPER) shaped by pluralistic theoretical models in the context of two European medical schools with diverse medical students, highlighting its non-parochial and transferable nature.https://www.frontiersin.org/articles/10.3389/fmed.2024.1484058/fullhidden curriculumprofessional behaviorsmedical professionalismdesign-based researchtheory of planned behaviormixed-methods study |
| spellingShingle | Shaista Salman Guraya Grainne P. Kearney Frank Doyle Asil Sadeq Abdelsalam Bensaaud Eric Clarke Mark Harbinson Aine Ryan Mary Smyth Sinead Hand Fiona Boland Salman Yousuf Guraya Denis W. Harkin “Busting the hidden curriculum” a realist and innovative perspective to foster professional behaviors Frontiers in Medicine hidden curriculum professional behaviors medical professionalism design-based research theory of planned behavior mixed-methods study |
| title | “Busting the hidden curriculum” a realist and innovative perspective to foster professional behaviors |
| title_full | “Busting the hidden curriculum” a realist and innovative perspective to foster professional behaviors |
| title_fullStr | “Busting the hidden curriculum” a realist and innovative perspective to foster professional behaviors |
| title_full_unstemmed | “Busting the hidden curriculum” a realist and innovative perspective to foster professional behaviors |
| title_short | “Busting the hidden curriculum” a realist and innovative perspective to foster professional behaviors |
| title_sort | busting the hidden curriculum a realist and innovative perspective to foster professional behaviors |
| topic | hidden curriculum professional behaviors medical professionalism design-based research theory of planned behavior mixed-methods study |
| url | https://www.frontiersin.org/articles/10.3389/fmed.2024.1484058/full |
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