FREE NEJM E-TOC    HOME   |   SUBSCRIBE   |   CURRENT ISSUE   |   PAST ISSUES   |   COLLECTIONS   |   Search Term  Advanced Search

Sign in | Get NEJM's E-Mail Table of Contents — Free | Subscribe

Previous Volume 355:2151-2152 November 16, 2006 Number 20 Next

	Since this article has no abstract, we have provided an extract of the first 100 words of the full text and any section headings.

	Full Text PDF PDA Full Text Purchase this article Add to Personal Archive Add to Citation Manager Notify a Friend E-mail When Cited E-mail When Letters Appear Related Article by Stern, D. T. PubMed Citation

In their Medical Education article in the October 26 issue of the Journal, Stern and Papadakis make a number of observations about professionalism and the learning environments in which medical 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 and that such learning involves indoctrination in the unwritten rules of studenthood and medical practice.

Some medical schools and residency programs have acknowledged the existence of alternative, or shadow, domains of learning, whose lessons are sometimes collectively called the "hidden curriculum," and have accepted . . . [Full Text of this Article]

Source Information

From the Department of Behavioral Sciences, University of Minnesota Medical School, Duluth.

This article was published at www.nejm.org on October 25, 2006.

This article has been cited by other articles:

• Arora, V. M., Wayne, D. B., Anderson, R. A., Didwania, A., Humphrey, H. J. (2008). Participation in and Perceptions of Unprofessional Behaviors Among Incoming Internal Medicine Interns. JAMA 300: 1132-1134 [Full Text]  
• Baker, C. J., Hafferty, F. W. (2007). Professionalism. NEJM 356: 966-966 [Full Text]