{"title":"The Positive Influence of the Hidden Curriculum in Medical Education: A Scoping Review.","authors":"Rhoda Meyer, Elize Archer, Liezl Smit","doi":"10.1007/s40670-025-02380-1","DOIUrl":null,"url":null,"abstract":"<p><p>The negative influence of the hidden curriculum in medical education is often foregrounded in the literature. This scoping review explores the positive influence of the hidden curriculum on medical student's learning, offering recommendations to harness its potential for teaching and learning. Following Arksey and O'Malley's six-stage review process, four themes were developed: positive role-modelling, supportive team environments, positive institutional culture, and navigating ambiguity. These factors shape the positive influences of the hidden curriculum, influencing students' implicit learning. By acknowledging the diverse aspects of the hidden curriculum, faculty and clinical teachers can prepare students to critically reflect on their learning experiences, recognizing the positive influences that enable learning and shape their identities as professionals.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1817-1826"},"PeriodicalIF":1.9000,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228870/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Science Educator","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40670-025-02380-1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/6/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
The negative influence of the hidden curriculum in medical education is often foregrounded in the literature. This scoping review explores the positive influence of the hidden curriculum on medical student's learning, offering recommendations to harness its potential for teaching and learning. Following Arksey and O'Malley's six-stage review process, four themes were developed: positive role-modelling, supportive team environments, positive institutional culture, and navigating ambiguity. These factors shape the positive influences of the hidden curriculum, influencing students' implicit learning. By acknowledging the diverse aspects of the hidden curriculum, faculty and clinical teachers can prepare students to critically reflect on their learning experiences, recognizing the positive influences that enable learning and shape their identities as professionals.
期刊介绍：
Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.
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