A Scoping Review of the Hidden Curriculum in Pharmacy Education
Sharon K. Park, Aleda M.H. Chen, Kimberly K. Daugherty, Laura M. Frankart, Rachel Koenig
Abstract
<b>Objective.</b> Hidden curriculum has been defined as teaching and learning that occur outside the formal curriculum and includes knowledge, skills, attitudes, behaviors, values, and beliefs that students consciously or subconsciously acquire and accept. It has been identified as an inherent part of learning in health professions education and may affect students’ formation of professional identity. This scoping review investigated the definition and evidence of hidden curriculum for pharmacy education. <b>Findings.</b> A comprehensive literature search was conducted for primary articles investigating hidden curriculum in pharmacy education through August 2021. A total of five papers were included in the review, four papers from the United Kingdom and one from Sweden. The focus of the paper and elements of hidden curriculum along with the study quality, assessed by the quality assessment tool, varied. Three papers focused on professionalism or professional socialization, and the other two focused on patient safety. All five studies used qualitative methods including focus groups and semi-structured interviews of the students and faculty. Studies also identified approaches to addressing hidden curriculum, such as integrating formal and informal learning activities, integrating work experiences, providing sustained exposure to pharmacy practice, and development of professionalism. <b>Summary.</b> The definition of hidden curriculum varied across the five studies of varying quality. The evidence of hidden curriculum was measured qualitatively in experiential and academic settings. Recognition of the impact of hidden curriculum and strategies for addressing the negative effects are critical to the success of not only the students but also the pharmacy profession at large.