Veterinary Education Symposium 2012: The Hidden Curriculum

Veterinary Education Symposium: The Hidden Curriculum: What Does It Look Like and How Might It Be Influencing our Students? With Dr Liz Mossop.

 

Introduction

 

The hidden curriculum is defined as “a set of influences that function at the level of organisational structure and culture” which manipulate teachers and learners in the context of both the formal and informal curricula. The influences of the hidden curriculum on developing professionals are significant yet they are often ignored by the learning community. Role models are a particular influence.

 

This workshop aims to facilitate an inquiry into the effects of the hidden curriculum on the teaching and learning of professionalism in the participants’ institutions.

 

Objectives:

(a) to initiate identification and interpretation of the hidden curriculum locally

(b) to reflect on how the hidden curriculum influences the development of students becoming professionals

(c) to consider options to manage the hidden curriculum.

 

Methods

 

This workshop will use cycles of plenary and small group work, drawing on the facilitator’s research and the experiences of the participants.

 

Results

 

Participants should have acquired the skills to start considering this important topic in the context of their own curriculum. They will also have some initial ideas about how to manage hidden influences such as role models. Further reading will also be distributed so that participants can continue this process after the workshop.

 

Copyright © Dr Liz Mossop & Dr Iain J Robbé 2012

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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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