Abstract
Introduction: Hidden curriculum (HC) is a group of patterns, values, assumptions, beliefs, rituals and unwritten messages in the formal curriculum that are established in interpersonal interactions between preceptors (attending physicians and professors) and students and/or resident doctors, both in a clinical setting and in other teaching-learning scenarios.
Objective: To identify the elements of HC realized by assistant physicians who supervise both medical students and resident doctors in the primary care in Pediatrics.
Methods: it was a qualitative observational and analytical study. This study included three attending physicians who supervise the interns of the Ribeirão Preto Medical School, University of São Paulo (RPMS-USP) and residents of the Medical Residency Program of the General Hospital of RPMS-USP during the internship in primary care in Pediatrics. After reading a text on the definition of HC, the attending physicians wrote a written narrative with reflections on the theme based on their personal experiences; To identify elements of the HC, a content analysis was performed with a survey of the components that were most frequently mentioned.
Results and Discussion: The following elements of the HC were highlighted: doctor-patient relationship (ethical approach and holistic view of the child and their family); the relationship among members of the medical team, including students (respect, ethics and cordiality). Unlike studies carried out in hospitals setting, the themes indicated aspects that contribute positively to the training of the student/resident.
Conclusion: The nature of interactions in primary care that involve attitudinal knowledge were the elements of the HC found most prominently in the written narratives of assistant physicians, related both in the doctor-patient relationship and among colleagues of the medical team.
Los contenidos publicados en esta revista están protegidos bajo una Licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Esto significa que cualquier persona es libre de compartir, usar y construir a partir de este artículo, incluso con fines comerciales, siempre que se otorgue el crédito apropiado al autor original, se proporcione un enlace a la licencia, se indique el nombre y edición de la Revista.
Esta licencia no impone restricciones adicionales, lo que garantiza la libre circulación y reutilización del conocimiento con respeto y transparencia hacia los derechos de los autores. (Véase El efecto del acceso abierto).