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THE IMPACT OF HIDDEN CURRICULUM IN FORMATION OF PROFESSIONAL MEDICAL IDENTITY: a qualitative study

Grant number: 15/06534-2
Support type:Scholarships in Brazil - Master
Effective date (Start): September 01, 2015
Effective date (End): January 31, 2017
Field of knowledge:Health Sciences - Medicine
Principal researcher:Marco Antonio de Carvalho Filho
Grantee:Gabrielle Leite Silveira
Home Institution: Faculdade de Ciências Médicas (FCM). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

The medical education process is complex and involves the acquisition and development of different abilities, skills and attitudes. In this context, we must also address the teaching of bioethics, the doctor-patient relationship and teamwork. Therefore, curriculum improvement work should be continuous and address the training of professional medical identity. In many medical schools, this dimension has been named as the teaching of professionalism. Several pedagogical practices have been proposed to deal with this issue. However, such practices are still the subject of much debate, as the focus has been on the assimilation of a list of desirable rules and behaviors that are not often experienced. To a new approach to teaching professionalism, some authors and medical educators believe it is important that the medical curriculum owns the medical identity formation process that occurs through socialization in the medical school. In addition to formal aspects, not formal aspects are learned during this process, called hidden curriculum. The hidden curriculum consists of a set of influences and experiences unscheduled, who understand the cultural, organizational, rituals, affective and professionals who can influence the formation of the student. These aspects are particularly important in education. General Objective: To understand the meanings attributed by students in the final year of the UNICAMP Medical curricular and non-curricular professional experiences during the undergraduate program and its impact on the formation and consolidation of their professional identities. Methodology: This is a qualitative study, investigative approach called 'grounded theory'. Students will be divided into 10 focus groups of a maximum of 10 participants. Data analysis will follow the steps of grounded theory. Results: development of a theory about the influence of the hidden curriculum in the formation of professional identity. It is hoped that the publications are useful for medical education.

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