Education aims to shape the character of students to become individuals who have noble character of students to become individuals who have noble character, are independent and level others. But in ...fact the character crisis that occurs in society is increasingly complex. One solution solve this problem is to implement a hidden curriculum to shape religious character in schools. This research method is a qualitative method with type of case study research. The location of the research was at SDN 05 Air Tawar Barat. Daya collection methods used are observation and interview guidelines and documentation. Data analysis techniques using data reduction, data singing and drawing conclusion. The source of data from this research are the principal, vice principal, class teacher, PAI teacher. The purpose of this study was to explorr the methods used by schools in implementing the hidden curriculum. In this study, it was found that the principal and his staff used the methods of motivation, example and habituation which were carried out in the form of shool programs or routine activities carried out by the school. While the evaluation of this activity uses three indicators namely, effectiveness, adequacyadequacy and responsiveness. The results showes that activities held in schools such as morning apples, reading juz 30, asmaul husna and talqin reading Al-Fatihah and habituation of disciplined, honest, clean and responsible life were able to provide a change in attitude to students both spiritually and specially
Background: The journey to nursing professionalism is a constantly progressing process. The present study aimed to explain the experiences of nursing students and faculty members regarding the unseen ...consequences of the hidden curriculum for nursing professionalism. Methods: In this qualitative study, 25 nursing students and faculty members at Mashhad University of Medical Sciences were selected and interviewed based on purposive sampling. After data collection, all the recorded interviews were transcribed and reviewed, and their subcategories, categories, and themes were extracted using the qualitative content analysis approach proposed by Graneheim and Lundman. Results: A total of 1382 initial codes and two main themes were extracted from the interviews. The obtained categories were non-constructive and destructive clinical environment, unfavorable educational environment, the gap between theory and practice, inappropriate role model, neglect of scientific nursing knowledge, loss of professional values, undervaluing nursing professionalism, favorable clinical environment, favorable faculty environment, and faculty member as an effective role model. Conclusion: Professional behaviors have significant impacts on professionalism in nursing. There is a significant gap between the current nursing practice and professional nursing in some aspects. Therefore, it is important to consider all consequences of the hidden curriculum to achieve professionalism.
To describe the literature on the connections between empathy and professional identity formation (PIF) in pharmacy and other health professions education. A PRISMA-Scoping Review methodology was ...used for this study. Searches were conducted in PubMed and CINAHL from 2010 to January 12, 2023, with English added as a limiter. Articles had to address empathy and PIF, whether implicitly or explicitly. “Theory talk” was modified and utilized with 6 levels of connectedness to assess article quality.
A total of 419 articles were reviewed for inclusion into the study with a total of 45 articles being included. Seventeen (37.8 %) and 12 articles (26.7 %) included a definition for empathy and PIF, respectively. Thirty-eight articles (84.4 %) implicitly discussed a connection between PIF and empathy. Educational initiatives that fostered connections between empathy and PIF focused on classroom activities, clinical rotation activities, and assessments. Key elements to enhance empathy and PIF development across articles focused on mentorship, role models, and reflective practice, alongside intentional curricular integration. Similarly, barriers to empathy and PIF are multifaceted.
Despite educational initiatives in the literature that attempt to foster connections between empathy and PIF in classroom activities, clinical rotation activities, and assessments, most connections are implicit, as opposed to explicit. This may be due to the multiple barriers, such as the hidden curriculum, which make the connection between empathy and PIF difficult. This area needs further research and development given the importance of empathy in all health care provider interactions.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, VSZLJ, ZAGLJ, ZRSKP
In contemporary societies merit, one of the cornerstones of our Constitution, is losing its original moral connotation. The economy of the global market, which now tends to disregard politics, ...actually supports a kind of meritocratic ideology whose perspective, extensively discussed in these pages, fades over time to obtain the opposite effect. This article highlights the contradictions of meritocracy, without endorsing the incompatibility between democracy and merit that it raises as an opportunity for each and everyone through education.
To map and understand the influences of the hidden curriculum on the professional identity development of medical students based on the socialization process as proposed by Cruess et al. in a South ...American medical school.
Between 2014 and 2016, the authors performed 13 focus groups interviews with a total of 102 final-year medical students in Brazil and analyzed the data using thematic template analysis.
The authors identified three domains through which the hidden curriculum influences professional identity formation: (1) Speeding up - Repetition without reflection ends in a lack of awareness of professional identity formation; (2) Emotional dissonance in the context of negative role modeling; and (3) the conflict between personal and professional life.
As teachers “Speed up” the clinical encounters, acting as negative role models, students internalized behaviors without reflecting on their attitudes, which culminates in a state of dissonance between the physician they wanted to be and the professionals they actually are, triggering feelings of shame and guilt. Without feeling the rewards that a meaningful practice can provide, students struggled with the idea of sacrificing themselves to become physicians. Physicians/teachers who did not have a meaningful relationship with their profession, who did not cultivate the values and virtues of good medicine and did not found joy in being a physician were not able to nurture meaning and fulfillment in their students. The concepts of socialization and professional identity formation fit the purpose of grounding the local understanding of the several components of the hidden curriculum. The authors believe that this map can be used as a guide to design targeted pedagogical activities.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Resumen: La educación médica ha experimentado en las últimas décadas un importante movimiento renovador basado en la incorporación de las competencias y en la introducción del constructo del ...profesionalismo para rescatar los atributos y conductas tradicionales de la profesión. Aunque estos cambios se han incorporado en los currículos de grado y post-grado, los resultados han sido poco satisfactorios, lo cual se ha atribuido a la intervención del currículo oculto. Se revisa el concepto de identidad profesional que ha venido ganando aceptación en la literatura y la tendencia a asumirla como un objetivo explícito de la educación médica. Se describe un programa específico propuesto para ese fin en España y se mencionan algunos de los ajustes conceptuales y operativos en la educación médica que favorecerían el logro de ese objetivo. Abstract: Medical education has experienced in recent decades an important renewal movement based on the incorporation of competencies and the introduction of the construct of Professionalism in order to rescue the traditional attributes and behaviours of the profession. Although these changes have been incorporated into the undergraduate and graduate curricula, the results have been unsatisfactory, which has been attributed to the intervention of the hidden curriculum. The emerging concept of professional identity in medicine is reviewed and so is the tendency to assume the development of a medical identity as an explicit goal of medical education. A specific program to attain that objective is described and some conceptual and operative adjustments are mentioned which would favour the accomplishment of that goal.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Hidden curriculum is curriculum that doesn't studied, This clear No can visible (faint), latent, and constitutive results from non academic schools, curriculum This is agreed values, shared strategy ...experienced participant educated educator and can made reflecting tradition kind so that produce Act appropriate behavior with code ethics learning. The purpose of this research is For know about How aspect structural and cultural, the forms and models of the hidden curriculum in Islamic boarding schools Nurul Haramain Putra NW Narmada Islamic Boarding School. Type research Which used is study field with approach qualitative. The types of data collected in this study are primary and secondary data. Method collection data use method observation, interview and documentation. Steps For analyze is data conventions, data presentation and conclusions. The results of this study are the hidden curiculum aspects contained in the Nurul Haramain Putra NW Narmada Islamic Boarding School which are divided into two, namely structural aspects and cultural aspects. Musharifah, providing reinforcement of material that has been studied in class that the Santri have not understood by the ustadzah, Mahfudzot, is the reading of Arabic or English proverbs that can increase the interest in learning Santri, and the hidden curriculum model at Pondok Pesantren Nurul Haramain Putra NW Narmada can be seen in all activities the Santri for 24 hours, the activities carried out are dominated by a hidden curriculum whose implementation is the responsibility of the Santri who are administrators of the Santri Nurul Haramain Organization (OSNH), but are still guided and fostered by ustadz and ustadzah.
Context: The set of learning and experiences gained by learners is not limited to formal and explicit curriculum, and there are inevitably other factors besides the explicit curriculum. These factors ...are valuable opportunities that can enrich the learning experience and, on the other hand, are threats that challenge the education system if ignored. Objectives: The purpose of this review was to summarize evidence on the hidden curriculum in online education. Data Sources: This study is a systematized review of scientific-research articles in the field of hidden curriculum in online education. For this purpose, databases of Scopus, Ovid, web of science, PubMed, Google Scholar, ProQuest, ERIC, and Science Direct were searched. No restrictions were placed on the year of publication. Results: Out of 487 articles after excluding irrelevant articles, nine articles were included in this study for full-text review. Of the nine studies reviewed, the hidden curriculum in online education has been improved in one study. Individual characteristics of the learning environment (self-esteem, vulnerability, social acceptance, stress) in two studies, learning environment in five studies, interaction in three studies, teaching and evaluation methods in one study, rules and regulations in two studies, and teaching time in one study have been identified as the main factors behind the formation of a hidden curriculum in online education. Conclusions: The hidden curriculum is a reflection of what students receive in the learning environment; so we need to pay attention to this environment. A review of studies in the hidden e-learning curriculum showed that the hidden curriculum is important because it has a strong influence on the learners in many ways. Online education, like traditional education, has latent learning that can affect education.
Background: The hidden curriculum has a significant role in students’ learning in general and in online learning in particular. However, there are few studies on hidden curriculum of online medical ...education programs.Objectives: The present study explored master students’ experience of hidden curriculum in an online medical education program.Methods: A phenomenological study was conducted on 12 students of an online medical education master’s degree program at Iran University of Medical Sciences. The results of the semi-structured interviews were analysed by using Colaizzi seven-stage data analysis method.Results: We extracted 6 categories and 12 subcategories from data analysis, depicting the students' experiences of the hidden curriculum. The categories were interactions and communications factors; motivational factors; reflective and interactive feedback; effective teaching and assessing; educational standards, rules, and discipline; faculty member's roles.Conclusion: The findings reflect the hidden messages and factors that constitute the hidden curriculum in the online environment. Constructive interaction and communication, encouragement and reward, and reflective and interactive feedback were the most important aspects defining the hidden curriculum in this learning environment. Therefore, each of the afore-mentioned categories can be considered by educational planners to develop strategies for promoting online learning.
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