Journal
REVISTA MEDICA DE CHILE
Volume 140, Issue 9, Pages 1213-1217Publisher
SOC MEDICA SANTIAGO
DOI: 10.4067/S0034-98872012000900017
Keywords
Curriculum; Education, professional; Faculty, medical
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Medical education must ascribe to a curriculum but clinical teaching poses special difficulties that go beyond any programming attempt. Attitudes and skills learned during tutored clinical practice are called the hidden curriculum. The figure and personal features of the teacher, his environment and the atmosphere that projects every particular medical school, are essential to shape the characteristics of the student. Paradoxically, it is almost impossible to measure the impact of this hidden curriculum. This article is a reflection on an issue that is acquiring special relevance in medical education. (Rev Med Chile 2012; 140: 1213-1217).
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