Analysing the Hidden Curriculum: Use of a Cultural Web

 

It is gratifying to have another research paper published in the journal “Medical Education” after peer review.

 

See: Mossop, L., Dennick, R., Hammond, R., & Robbé, I. J. (2013) Analysing the Hidden Curriculum: Use of a Cultural Web. Medical Education, 47, 134–143.

 

The research links with the paper last year: Robbé, I. J. & Burnie, R. (2012) Breaking with Tradition: Case Studies and Role-play. Medical Education, 46, 1106-1107.

 

One particular link between the two papers is the importance of medical educators having an authentic commitment to teaching and not principally a commitment to research. The learners can swiftly detect the tutors who are serious about teaching and facilitating their learning in medicine. Also they can detect the tutors who are appropriate role models to help the learners develop their individual professional identities.

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About Iain Robbe

I am a medical practitioner (MB, BS, 1980; MRCS, LRCP, 1980) registered with the General Medical Council of the United Kingdom without a licence to practise. I am active as a Clinical Medical Educationist participating in a number of projects with the universities of St Mary's and Dalhousie in Nova Scotia and Mount Allison in New Brunswick, inter alia, and separately with three of the veterinary schools in the UK. My focus is on teaching and research in professionalism, ethics, and communications, and particularly the influences of vernacular architecture on the creation of positive learning experiences in undergraduate and postgraduate medical education. I have the degree of Master in Public Health from the University of London (1985) and the degree of Master in Medical Education with distinction from the University of Wales (2001). The guiding principles in my practices are based on andragogy and humanism, and the prime ethical principle of autonomy for the individual and in population health.

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