CURRÍCULO OCULTO EN CIRUGÍA. QUÉ MÁS APRENDEN CUANDO ENSEÑAMOS

Abstract

Background: It is called hidden curriculum to all the not formally stated knowledge that is learned as a consequence of any teaching experience.

Objetive: To determine the existence and characteristics of some of the not formally stated knowledge during the teaching of surgery at the Medicine career of the University of Buenos Aires.

Setting: University hospital.

Design: Prospective observational.

Population: 26 students, 16 female and 10 male, of the subject Surgery of the courses of 2010.

Method: Individual, voluntary, anonymous interviews.

Results: The students referred that they had very few opportunities to be in contact with patients; even though the relationship between physicians and patients was considered good, students felt that very often the appointments were quick and not informative enough; the long period in the waiting room could be considered as a way of mistreatment; the relationship of the teachers towards the students was considered acceptable, but unpunctuality of the formers was per- ceived as a lack of consideration for the schedule of the latter. The practice with patients was neither organized nor eval- uated. Finally, they referred that they had learned some valuable attitudes but also pointed out unfavourable behaviours towards patients and themselves.

Conclusions: The hidden curriculum includes several behaviours that occur along the learning process of medical education and must be taken into consideration by the educator as they may influence the final outcome.