Professional Experience Placement

This paper by Hafler et al (2011) focuses on how the informal learning subthemes could be retooled to be more overt and reduce the inconsistencies that are present within the process of knowledge acquisition and skills development.

The authors explain the importance of differentiating the formal-explicit and hidden-tacit dimensions of the process of becoming a health professional. This paper focuses on medical education, however, the elements discussed are applicable to other practice-based disciplines within health care. Hafler et al (2011) provide definitions for the hidden curriculum and faculty development that are used to describe the cultural mores that are transmitted but not openly acknowledged; the development of socialisation to the profession and professional identity formation; and organisational culture. This nexus and its influences are discussed in their development as members of this faculty discipline group.

This paper focuses on peer-to-peer transmission that has received little attention. Students and faculty members are subject to, and active participants in their own social identity formation. Faculty and students learn this identity and its related role over time. The authors argue that the identity and the attendant roles involve formal and informal, direct and tacit learning processes. Understanding the hidden curriculum can sensitise faculty and administrators the existence and impact of these previously unseen and unintended by the sender or unrecognised and misinterpreted by the audience. Recognising and understanding these messages is important because it provides opportunities for levering positive and minimising negative messages and their unintended outcomes. The authors offer a conceptual model for the hidden curriculum to enable identification of the factors and influences that affect each group. Hafler et al (2011) conclude by encouraging faculty development to be an influential and meaningful presence within the formal curriculum. The implications for clinical supervision are the modelling offered by supoervisors that is not necessarily overt or explained to students. Professional behaviour including communication peer-to-peer and with students is essential for facilitating professional identity formation.  I have mentioned the effect of communication on student learning in the last few blogs.

If you have any comments about the hidden curriculum within your disciplines you are welcome to post them here. Please join us @PEPCommunity.