Confronting the Hidden Curriculum: A Four-Year Integrated Course in Ethics and Professionalism Grounded in Virtue Ethics

Wayne Shelton, Lisa Campo-Engelstein

Research output: Contribution to journalArticlepeer-review

Abstract

We describe a virtue ethics approach and its application in a four-year, integrated, longitudinal, and required undergraduate medical education course that attempts to address some of the challenges of the hidden curriculum and minimize some of its adverse effects on learners. We discuss how a curriculum grounded in virtue ethics strives to have the practical effect of allowing students to focus on their professional identity as physicians in training rather than merely on knowledge and skills acquisition. This orientation, combined with a student-generated curriculum, is designed to prepare students to identify and face challenges during their clinical years, further nurturing their professional growth. In short, a four-year integrated ethics and professionalism curriculum intentionally centered on cultivating virtuous physicians may alleviate, and even counteract, the effects of the hidden curriculum in the clinical years of medical training.

Original languageEnglish (US)
JournalJournal of Medical Humanities
DOIs
StateAccepted/In press - 2021

Keywords

  • Ethics
  • Hidden curriculum
  • Medical education
  • Professionalism

ASJC Scopus subject areas

  • Health(social science)
  • Health Policy

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