In their Medical Education article in the October 26 issue ofthe Journal, Stern and Papadakis make a number of observationsabout professionalism and the learning environments in whichmedical training occurs.1 Like a growing number of medical educators,they recognize that considerable learning (some think most)takes place outside the domain of the formal curriculum andthat such learning involves indoctrination in the unwrittenrules of studenthood and medical practice.
Some medical schools and residency programs have acknowledgedthe existence of alternative, or shadow, domains of learning,whose lessons are sometimes collectively called the "hiddencurriculum," and have accepted . . . [Full Text of this Article]
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From the Department of Behavioral Sciences, University of Minnesota Medical School, Duluth.
This article was published at www.nejm.org on October 25, 2006.
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