The hidden curriculum by Emily Taylor 

X | @rali2100 - Linkedin|R Ali

Created:  2024-03-04

Commentary by RA 

The above image compares the planned and actual curriculum in medical education, focusing on the concept of constructive alignment and the distinction between the planned and hidden curriculum. 

The concept of constructive alignment, introduced by Biggs, emphasises the coherence between learning outcomes, teaching activities, and assessment tasks. This coherence is essential in medical education, where integrating knowledge, skills, and professional attitudes is necessary for forming competent and reflective practitioners. The metaphor of a jigsaw that illustrates how various components of the curriculum interlock to support the achievement of learning outcomes encapsulates the essence of constructive alignment. 

The distinction between the planned and hidden curriculum is particularly relevant in medical education. The planned curriculum refers to the explicit content and skills that are formally taught and assessed, while the hidden curriculum encompasses the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn during their education. The challenge of assessing the hidden curriculum is due to its variability and personal nature, as it shapes students' professional identity and ethical perspectives.

Contemporary trends in medical education reflect a shift towards more experiential, constructivist, and facilitative teaching methods, which align with adult learning theories such as Knowles' principles of andragogy. These methods emphasise self-directed, experiential, relevant, and problem-oriented learning that fits the needs of adult learners. The constructivist theory posits that learners construct knowledge through experiences and interactions with the environment, which is particularly suited to medical education, where applying knowledge in clinical contexts is a crucial learning component.

However, there is an inherent tension between the need for structured, aligned curriculum design, the flexibility required to accommodate the hidden curriculum, and the unpredictable nature of learning in clinical environments. This tension reflects the ongoing debate within medical education about balancing the transmission of core knowledge and skills with the cultivation of critical thinking, adaptability, and professional values.

Dong, H., Lio, J., Sherer, R., Jiang, I., 2021. Some Learning Theories for Medical Educators. Med Sci Educ 31, 1157–1172. https://doi.org/10.1007/s40670-021-01270-6

Mackin, R., Baptiste, S., Niec, A., Kam, A.J., n.d. The Hidden Curriculum: A Good Thing? Cureus 11, e6305. https://doi.org/10.7759/cureus.6305

Mukhalalati, B.A., Taylor, A., 2019. Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators. J Med Educ Curric Dev 6, 2382120519840332. https://doi.org/10.1177/2382120519840332

Stamov Roßnagel, C., Lo Baido, K., Fitzallen, N., 2021. Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective. PLoS One 16, e0253949. https://doi.org/10.1371/journal.pone.0253949

Dead Poets Society

This film is rich with examples of the hidden curriculum in action. The most prominent scenes include those where Mr. Keating teaches his students to think for themselves, question authority, and appreciate poetry's emotional and existential depth. These lessons, imparted through unconventional teaching methods and personal interactions, significantly influence the students' attitudes and values, illustrating the power of the hidden curriculum in shaping individuals' perspectives and behaviours.

The Breakfast Club

In this classic movie, high school students from different social backgrounds are forced to spend a Saturday in detention together. They share experiences and reveal personal stories throughout the day, leading to mutual understanding and empathy that transcends their initial stereotypes. The lessons they learn about compassion, friendship, and the complexity of human nature are prime examples of the hidden curriculum, as these are not taught through formal education but through social interaction and shared experiences.