Ramírez AJL, Rodríguez WF, Fajardo DG

Language: Spanish
References: 9
Page: 483-486
PDF size: 484.66 Kb.

ABSTRACT

The hidden curriculum is a decisive dimension of postgraduate medical education. Although it is not explicitly included in formal curricula, it is transmitted through implicit norms, role modeling, hierarchies, institutional practices, and everyday interactions among faculty members, residents, health care personnel, patients, and families. In residency training, the hidden curriculum may foster professionalism, professional identity formation, empathy, interprofessional collaboration, and patient safety. Conversely, it may also reproduce harassment, hierarchical abuse, normalization of mistreatment, burnout, and deterioration of the clinical learning environment. Recent evidence emphasizes that the hidden curriculum must be deliberately recognized, assessed, and managed by educational institutions. Based on an illustrative case, this article analyzes the influence of the hidden curriculum on residents’ behavior, its relationship with professionalism and hospital care, and proposes institutional strategies to promote safe, respectful, humanistic, and academically rigorous clinical learning environments.

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