دورية أكاديمية
Moral Injury and the Hidden Curriculum in Medical School: Comparing the Experiences of Students Underrepresented in Medicine (URMs) and Non-URMs
| العنوان: | Moral Injury and the Hidden Curriculum in Medical School: Comparing the Experiences of Students Underrepresented in Medicine (URMs) and Non-URMs |
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| اللغة: | English |
| المؤلفون: | Samuel Nemiroff, Irene Blanco, William Burton, Ariel Fishman, Pablo Joo, Mimoza Meholli, Alison Karasz |
| المصدر: | Advances in Health Sciences Education. 2024 29(2):371-387. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Medical Schools, Disproportionate Representation, Medical Students, Educational Environment, Negative Attitudes, Student Experience, Burnout, Student Attrition, Hidden Curriculum, Socialization, Professional Identity, Student Attitudes, Medical Care Evaluation, Moral Values, Resistance (Psychology), Ideology |
| مصطلحات جغرافية: | New York |
| DOI: | 10.1007/s10459-023-10259-2 |
| تدمد: | 1382-4996 1573-1677 |
| مستخلص: | Underrepresented students in medicine (URM) have more negative perceptions of the medical school learning environment (LE), a phenomenon that can contribute to higher rates of burnout and attrition in these populations. The hidden curriculum (HC) - defined as a set of values informally conveyed to learners through clinical role-modeling - is a LE socialization construct that has been critically examined for its role in shaping students' professional identities. Yet differences in how URMs and non-URMs experience the HC remain underexplored. The study used a pragmatic approach that drew on elements of grounded theory and employed both deductive and inductive reasoning. Investigators conducted qualitative, semi-structured interviews with a purposive sample of 13 URM and 21 non-URM participants at a Bronx, NY medical school. Interviews examined student experiences and reactions to the HC. Both cohorts witnessed patient disparagement and mistreatment. However, from these encounters, URM participants expressed more "moral injury" -the adverse emotional consequence of feeling pressured to accept ideologically incongruent values. URMs were also more likely to describe resisting the HC. Differences in group reactions appeared to arise from URMs' identity resonance with patients' lived experiences. Participants across cohorts emphasized increasing URM recruitment as one step toward mitigating these circumstances. URM participants experienced more distress and offered more resistance to the HC relative to non-URMs. The etiology of these differential reactions may stem from relative barriers in negotiating personal and professional identities. As such, URMs' perceptions of the LE may be adversely impacted given their more negative interactions with the HC. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1423755 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1382-4996 1573-1677 |
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| DOI: | 10.1007/s10459-023-10259-2 |