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We debated whether to include these statements (knowing they are insulting and reflect extreme departures from professional behavior) but this is what the hidden curriculum can sound like! The survey also captured statements that medical students and residents reported hearing. Medicine needs to take a page from broader society and celebrate our diversity, recognizing we are indeed stronger together. #1) The survey showed variable levels of respect for different physician groups (see below). As one reads across the list of specialties one can only wonder why we would have less respect for a public health doctor than an internist.
The hidden curriculum (HC) is defined as, “the implicit messages, intended and unintended, both positive and negative, about values, norms, and attitudes that members infer from their interaction with individual role models, as well as from group dynamics, processes, culture, policies, structures, and systems.” (adapted from Mulder et al, Med Teacher 2019: vol 41 (1): 36-43). Let’s begin with a definition of the Hidden Curriculum and then go on to demystify it. We should strive to eliminate interprofessional prejudice in much the same way we have begun to counteract harassment, racism, and sexism. I am hoping we can talk about the Hidden Curriculum, frankly and recognize that it’s a failure of professionalism that serves none of us well. Karen Schultz, our new PGME Dean, to join me in writing a blog about the Hidden Curriculum. While humor may be “the Best Medicine”, it should not come at someone else’s expense. It doesn’t help a young person make an informed choice if respected colleagues and role models lampoon certain types of medical practice.
One advantage I had as a medical student was that there were not a lot of people discouraging me from potential career choices. My own wandering path led me to cardiology but I’m pretty sure any of those other destinations would have been rewarding. Kenneth Weir, who suggested I join him in cardiology, “it’s a good profession”. Ultimately, I chose to become a cardiologist because I happened to meet an inspirational mentor, Dr. It was the attendings I worked with (and perhaps the patient encounters), more than the specialty itself, that evolved my career preferences. At the University of Minnesota I decided malignant hematology and critical care were not for me but became excited by respirology. I went to the USA to get research experience and felt that Internal Medicine was a good route for me because I was still undecided about careers and Internal Medicine is a gateway to dozens of specialties. At the Royal Columbian I decided I still liked hematology but also enjoyed critical care.
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The rotating internship also qualified one for a license to practice family medicine. This program allowed interns to do a month of everything so they would know what they wanted to be “ when they grew up”. When I graduated from Queen’s Medicine in 1981 I chose a rotating internship at the Royal Columbian Hospital in New Westminster, BC. I also thought it might be cool to be a surgeon or an obstetrician. In 1980 I wanted to be a hematologist, influenced by Drs Ginsberg and Galbraith, hematologists I met and respected as a clinical clerk. Experiences and role models have a huge impact on picking your place in the profession. It can be hard for a medical student to choose what type of doctor they want to be. Stephen Archer, Head, Department of Medicine (thank you to our 6 reviewers who helped shape our blog). Karen Schultz, Associate Dean, Postgraduate Medical Education and Dr.