The Positive Influence of the Hidden Curriculum in Medical Education: A Scoping Review
Rhoda Meyer, Elize Archer, Liezl Smit
Abstract
The negative influence of the hidden curriculum in medical education is often foregrounded in the literature. This scoping review explores the positive influence of the hidden curriculum on medical student's learning, offering recommendations to harness its potential for teaching and learning. Following Arksey and O'Malley's six-stage review process, four themes were developed: positive role-modelling, supportive team environments, positive institutional culture, and navigating ambiguity. These factors shape the positive influences of the hidden curriculum, influencing students' implicit learning. By acknowledging the diverse aspects of the hidden curriculum, faculty and clinical teachers can prepare students to critically reflect on their learning experiences, recognizing the positive influences that enable learning and shape their identities as professionals.