Continuing Challenges of the Hidden Curriculum of Professional Identity Formation: Old "Friends" and New Conundrums
Time: Noon - 1 pm
Location: Scaife Hall 4th Floor, Lecture Room 1
Frederic W. Hafferty is Professor of Medical Education, Associate Dean for Professionalism, College of Medicine, 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. He is the author of "Into the Valley: Death and the Socialization of Medical Students" (Yale University Press); "The Changing Medical Profession: An International Perspective" (Oxford University Press), with John McKinlay; “Sociology and Complexity Science: A New Field of Inquiry” (Springer) with Brian Castellani, “The Hidden Curriculum in Health Professional Education" with Joseph O'Donnell (Dartmouth College Press), and "Understanding Professionalism" with Wendy Levinson, Katherine Lucy, and Shiphra Ginsburg (Lange). He is past chair of the Medical Sociology Section of the American Sociological Association and associate editor of the Journal of Health and Social Behavior. He currently sits on the Association of American Medical Colleges' Council of Academic Societies and the American Board of Medical Specialties' standing committee on Ethics and Professionalism. Research focuses on the evolution of medicine's professionalism movement, mapping social networks within medical education, the application of complexity theory to medical training, issues of medical socialization, and disability studies.
About This Session
Since the mid 1990s, the hidden curriculum (HC) has become an important conceptual and analytic lens to better understand the learning environments of professional training programs of all types. Drawing on a host of examples from social life in general, aircraft carriers flight operations, and case examples from medical schools, we will explore how a mixture of curricula (e.g., formal, informal, hidden, null, etc.) come to shape the learning environments of health professions education. Through audience participation, we will explore the HC locally, and end by examining how the rise of interprofessional education (IPE) poses particular HC challenges for future educators.
Continuing Medical Education
The University of Pittsburgh School of Medicine is accredited by the ACCME to provide continuing medical education for physicians.
The University of Pittsburgh School of Medicine designates this educational activity for a maximum of 1.0 AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with the extent of their participation in the activity.
Other health care professionals are awarded 0.10 continuing education units (CEUs) which are equal to 1.0 contact hours.
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We welcome topic or speaker suggestions for future sessions of Medical Education Grand Rounds.
Please e-mail Colleen Mayowski, Executive Assistant to the Vice Dean, with a description of why the suggested person or topic is appropriate or timely. If suggesting a person, please include a CV, a short bio, and a link to his/her Web site.