Résumés
Abstract
Background: While the hidden curriculum (HC) is becoming recognized as an important component of medical education, ideal methods of assessing the HC are not well known. The aim of this study was to review the literature for methods of assessing the HC in the context of healthcare education.
Methods: We conducted a scoping review on methods to measure or assess the HC in accordance with the JBI Manual for Evidence Synthesis. Ovid MEDLINE, Ovid EMBASE, and ProQuest ERIC databases were searched from inception until August 2023. Studies which focused on healthcare education, including medicine, as well as other professions such as nursing, social work, pharmacy were included. We then obtained stakeholder feedback utilizing the results of this review to inform the ongoing HC assessment process within our own medical education program.
Results: Of 141 studies included for full text review, 41 were included for analysis and data extraction. Most studies were conducted in North America and qualitative in nature. Physician education was best represented with most studies set in undergraduate medical education (n = 21, 51%). Assessment techniques included interviews (n = 19, 46%), cross-sectional surveys (n = 14, 34%), written reflections (n = 7, 17%), and direct observation of the working environment (n = 2, 5%). While attempts to create standardized HC evaluation methods were identified, there were no examples of implementation into an educational program formally or longitudinally. No studies reported on actions taken based on evaluation results. Confidential stakeholder feedback was obtained from postgraduate medical learners in our program, and this feedback was then used to modify our longitudinal HC assessment process.
Conclusions: While the HC has as increasing presence in the medical education community, the ideal way to practically assess it within a healthcare education context remains unclear. We described the HC assessment process utilized at our program, which may be informative for other institutions attempting to implement a similar technique. Future attempts and studies would benefit from reporting longitudinal data and impacts of assessment results
Résumé
Contexte : Bien que le curriculum caché soit de plus en plus reconnu comme une composante importante de l'éducation médicale, ses méthodes idéales d'évaluation ne sont pas bien connues. L'objectif de cette étude était d’examiner la documentation sur les méthodes d'évaluation du curriculum caché dans le contexte de la formation dans les domaines de la santé.
Méthodes : Nous avons effectué un examen de la documentation sur les méthodes de mesure ou d'évaluation du curriculum caché conformément au JBI Manual for Evidence Synthesis. Les bases de données Ovid MEDLINE, Ovid EMBASE et ProQuest ERIC ont été consultées depuis le début jusqu'à août 2023. Les études portant sur l'enseignement des soins de santé, y compris la médecine, ainsi que sur d'autres professions telles que les soins infirmiers, le travail social et la pharmacie ont été incluses. Nous avons ensuite recueilli les commentaires des parties prenantes en utilisant les résultats de cette étude pour orienter le processus d'évaluation continue du curriculum caché au sein de notre propre programme d'éducation médicale.
Résultats : Sur les 141 études retenues pour l'examen du texte intégral, 41 ont été retenues pour l'analyse et l'extraction des données. La plupart des études ont été menées en Amérique du Nord et sont de nature qualitative. La formation des médecins était la mieux représentée, la plupart des études portant sur la formation médicale de premier cycle (n = 21, 51 %). Les techniques d'évaluation comprenaient des entretiens (n = 19, 46 %), des enquêtes transversales (n = 14, 34 %), des réflexions écrites (n = 7, 17 %) et l'observation directe du milieu de travail (n = 2, 5 %). Bien que des tentatives de création de méthodes d'évaluation normalisées du curriculum caché aient été identifiées, il n'y avait pas d'exemples de déploiement dans un programme d'enseignement de manière officielle ou longitudinale. Aucune étude n'a fait état de mesures prises basées sur les résultats de l'évaluation. Des commentaires confidentiels ont été recueillis auprès des apprenants en médecine de niveau postdoctoral de notre programme. Ces commentaires ont ensuite été utilisés pour modifier notre processus d'évaluation longitudinale du curriculum caché.
Conclusions : Bien que le curriculum caché soit de plus en plus présent au sein de l'éducation médicale, la façon idéale de l'évaluer de manière pratique dans un contexte de formation dans les domaines de la santé n'est pas encore claire. Nous avons décrit le processus d'évaluation du curriculum caché utilisé dans notre programme, ce qui peut être instructif pour d'autres établissements qui tentent de mettre en œuvre une technique similaire. Les futures tentatives et études bénificieraient de faire état de données longitudinales et de l'impact des résultats de l'évaluation.
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