Abstract

FLORES SERNA, Antonio Félix. The hidden curriculum during pre-professional medicine practice. Edu. Sup. Rev. Cient. Cepies [online]. 2019, vol.6, n.2, pp.47-58. ISSN 2518-8283.

Abstract We explore points of view and interpretations regarding the dimensions that the hidden curriculum (He) condenses, with the intention of making visible situations that usually go unnoticed and are even considered as "normal" in the teaching-Iearning process in hospital settings. This research constitutes a piece of another major exploration, which evaluates the cognitive, procedural and emotional part of the interns of Medicine during their pre-professional practice, to inquire about the He an interview was made to 8 interns, with a script of 7 open-ended questions, in all responses identified comments related to improper interpersonal treatment, revealing the presence of negative He; as measured they gave a percentage of 17.5%. This achieved indicator means that out of every ten situations, two have to do with the He, showing that expressions and attitudes in which teachers and students are involved in hospital practices are He. The implicit curriculum is considered more intense than the explicit one, due to its impact on daily interaction situations with teachers and staff of the institution, time at which the personality of the students plays a predominant role. In conclusion, this is impregnated in values that are expressed as attitudes that delineate the "way of being" of the future professional, so the implicit curriculum, executed in a conscious or unconscious way, instills in students values that determine attitudes of the future professional.

Keywords : Hidden Curriculum; Learning Values; Hospital Instruction.

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