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by Joseph F. O'Donnell,DeWitt C. Baldwin Jr. MD,Frederic W. Hafferty

Download The Hidden Curriculum in Health Professional Education fb2, epub

ISBN: 1611686598
Author: Joseph F. O'Donnell,DeWitt C. Baldwin Jr. MD,Frederic W. Hafferty
Language: English
Publisher: Dartmouth; 1 edition (January 6, 2015)
Pages: 347
Category: Medicine
Subcategory: Medicine
Rating: 4.3
Votes: 242
Size Fb2: 1599 kb
Size ePub: 1957 kb
Size Djvu: 1897 kb
Other formats: azw txt rtf mbr


FREDERIC W. HAFFERTY is professor of medical education and associate director of the Program for Professionalism & Ethics at the Mayo Clinic. He received his undergraduate degree in social relations from Harvard in 1969 and his PhD in medical sociology from Yale in 1976

FREDERIC W. He received his undergraduate degree in social relations from Harvard in 1969 and his PhD in medical sociology from Yale in 1976. He has published widely on issues of medical education, professionalism, medical socialization and professional formation, and the hidden curricula of health professional education. JOSEPH F. O’DONNELL is professor of medicine and director of community programs at Geisel School of Medicine at Dartmouth College

The Hidden Curriculum i. .has been added to your Cart. O’DONNELL is professor of medicine and director of community programs at Geisel School of Medicine at Dartmouth College.

The Hidden Curriculum i. FREDERIC W.

Frederic W. Hafferty and Joseph F. O'Donnell, The next generation of work on the hidden curriculum : concluding . O'Donnell, The next generation of work on the hidden curriculum : concluding thoughts. 版社: Dartmouth College Press. Since its re-introduction into the medical education literature in 1994 by Hafferty and Franks, the concept of a hidden curriculum has become an appealing and convenient heuristic for referring to a number of perceived barriers to a humane and effective learning environment. Hafferty, Joseph F. O'Donnell, Jr. Dewitt C. Baldwin

Frederic W. Baldwin. The hidden curriculum (HC) in health professional education comprises the organizational and institutional contexts and cultural subtexts that shape how and what students learn outside the formal and intended curriculum. HC includes informal social processes such as role modeling, informal conversations and interactions among faculty and students, and more subterranean forces of organizational life such as the structure of power and privilege and the architectural layout of work environments.

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The hidden curriculum (HC) in health professional education comprises the organizational and institutional contexts and cultural subtexts that shape how and what students learn outside the formal and intended curriculum.

The hidden curriculum (HC) in health professional education comprises the organizational and institutional contexts and cultural subtexts that shape how and what students learn outside the formal and intended curriculum

Cite this publication. University of Melbourne. The first full-length book to examine the history, theory, methodology and application of hidden curriculum theory to health professional education The hidden curriculum (HC) in health professional education comprises the organizational and institutional contexts and cultural subtexts that shape how and what students learn outside the formal and intended curriculum.

Associate Professor of Behavioral Sciences Frederic W Hafferty; Joseph F O'Donnell; DeWitt C Baldwin Jr. ISBN-13. Assembled Product Dimensions (L x W x H). 0 x . 0 Inches.

The first full-length book to examine the history, theory, methodology and application of hidden curriculum theory to health professional . Hafferty, Frederic W. Other Authors: O'Donnell, Joseph . Baldwin J.

The first full-length book to examine the history, theory, methodology and application of hidden curriculum theory to health professional education. Saved in: Bibliographic Details. Main Author: Hafferty, Frederic W. Format: eBook. Published: Hanover : Dartmouth College Press, 2015.

The hidden curriculum (HC) in health professional education comprises the organizational and institutional contexts and cultural subtexts that shape how and what students learn outside the formal and intended curriculum. HC includes informal social processes such as role modeling, informal conversations and interactions among faculty and students, and more subterranean forces of organizational life such as the structure of power and privilege and the architectural layout of work environments. For better and sometimes for worse, HC functions as a powerful vehicle for learning and requires serious attention from health professions educators.

This volume, of interest to medical and health professionals, educators, and students, brings together twenty-two new essays by experts in various aspects of HC. An introduction and conclusion by the editors contextualizes the essays in the broader history and literature of the field.

Hardcover is un-jacketed.

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