의과대학의 잠재적 교육과정과 학생문화
The Hidden Curriculum and Student Culture in Medical School
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The purpose of this study is to examine the concept and importance of the hidden curriculum, which has an influence on the learning, culture, and identity formation of medical students, and to examine the student culture related to the hidden curriculum. The hidden curriculum can be defined from various perspectives. However, these definitions commonly include the concept of the whole experience students gain from school life in implicit ways, even though the school does not intend it. The hidden curriculum is related to non-cognitive areas and the culture formation of students in various way, including positive and negative content, and is important since once this curriculum is formed, it has a long-term impact. Therefore, it is necessary to consider not only the formal curriculum but also the hidden curriculum in order to apprehend the overall educational outcome of medical school. For this purpose, schools need to not only support studies on the hidden curriculum but also to endeavor to provide faculty and staff with educational and administrative support so that they can understand the hidden curriculum and be equipped as a role model. Furthermore, medical students need to endeavor to form a positive student culture in order to establish an appropriate identity as a doctor in the future.
Abstract
The purpose of this study is to examine the concept and importance of the hidden curriculum, which has an influence on the learning, culture, and identity formation of medical students, and to examine the student culture related to the hidden curriculum. The hidden curriculum can be defined from various perspectives. However, these definitions commonly include the concept of the whole experience students gain from school life in implicit ways, even though the school does not intend it. The hidden curriculum is related to non-cognitive areas and the culture formation of students in various way, including positive and negative content, and is important since once this curriculum is formed, it has a long-term impact. Therefore, it is necessary to consider not only the formal curriculum but also the hidden curriculum in order to apprehend the overall educational outcome of medical school. For this purpose, schools need to not only support studies on the hidden curriculum but also to endeavor to provide faculty and staff with educational and administrative support so that they can understand the hidden curriculum and be equipped as a role model. Furthermore, medical students need to endeavor to form a positive student culture in order to establish an appropriate identity as a doctor in the future.
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