Exploring the hidden curriculum of professionalism and medical ethics in a psychiatry emergency department

Purpose: To investigate the hidden curriculum of professionalism in the emergency department. Design and methods: This is a qualitative study that consisted of six in-depth semi-structured interviews and a focus group with psychiatry residents of a teaching hospital program about their perception of professionalism in emergency department. A simple content analysis method has been conducted for the extraction of findings. Findings: Common themes that were detected in the hidden curriculum were Disregarding the priority of the patients; Overriding patient autonomy; Non-empathetic care; Breaching Confidentiality; Injustice in providing care; and Dishonesty Practice implications: Professional behaviors are mostly learned through the hidden curriculum. The hidden and formal curricula of professionalism are different in several domains. Paying attention to organizational culture and social environment is critical for promoting professionalism.

Automated summary

The hidden curriculum in hospital emergency departments significantly influences professionalism, with factors such as disregarding patient priority, overriding patient autonomy, lack of empathy in care, breaching confidentiality, injustice in care provision, and dishonesty being common themes. Paying attention to organizational culture and social environment is crucial for promoting professionalism.