In 1994, medical sociologist F.W. Hafferty coined the term, "the hidden curriculum," to describe those lessons which fall outside of the more formal curriculum of medical school and residency . Medical students and junior residents observe and learn from the behaviors and attitudes of more senior doctors, and the lessons imparted are frequently sobering, sometimes even cynical. A belief that underscores many of the lessons of the hidden curriculum is simply this: each doctor is born with a fixed ability to be compassionate.
In other words, as one physician-teacher once told me, "You either have it or you don't."
A study in this month's issue of Academic Medicine proves that even established physician-teachers can improve their humanistic skills and become better role models. But, according to the study's lead author, these teachers "would have to believe that such work was important."
You can read more about this study and the hidden curriculum in this week's "Doctor and Patient" column. Please leave any comments you might have below or at Tara Parker-Pope's "Well" blog.


