The Not So Obvious Impact of COVID 19: The Hidden “Curriculum”

The last two years of the Covid 19 pandemic has certainly brought on and inculcated a variety of changes, new practices, innovative approaches and altered mindsets. Some of these were intended, planned and incorporated into pathways and practices. There were many lessons and new experiences. Without our complete realization, there were also many less obvious lessons: the hidden curriculum. This refers to the unwritten, unspoken, unplanned and less obvious values, behaviour and norms practised or experienced during the pandemic. The hidden curriculum is conveyed and communicated without our direct awareness and intent. The hidden curriculum will certainly contribute towards healthcare staff resilience, handling of stressors, decisions on utilization of resources and patient care. Not to be forgotten, it will also impact how they develop friendships, partnerships, collaborations, negotiate their self-development and strengthen their sense of purpose and challenge assumptions. In this paper, the author, who worked at the frontline during the pandemic shares some of her views on the new healthcare landscape, mindset changes, technology adoption, psychological safety and the meaning of ‘staying home’. They represent her views, coloured by her experiences as an emergency physician, a medical educator, academic medicine practitioner and researcher.

Advancing the science of health professions education through a shared understanding of terminology: a content analysis of terms for “faculty”

Introduction Health professions educators risk misunderstandings where terms and concepts are not clearly defined, hampering the field’s progress. This risk is especially pronounced with ambiguity in describing roles. This study explores the variety of terms used by researchers and educators to describe “faculty”, with the aim to facilitate definitional clarity, and create a shared terminology and approach to describing this term. Methods The authors analyzed journal article abstracts to identify the specific words and phrases used to describe individuals or groups of people referred to as faculty. To identify abstracts, PubMed articles indexed with the Medical Subject Heading “faculty” published between 2007 and 2017 were retrieved. Authors iteratively extracted data and used content analysis to identify patterns and themes. Results A total of 5,436 citations were retrieved, of which 3,354 were deemed eligible. Based on a sample of 594 abstracts (17.7%), we found 279 unique terms. The most commonly used terms accounted for approximately one-third of the sample and included faculty or faculty member/s (n = 252; 26.4%); teacher/s (n = 59; 6.2%) and medical educator/s (n = 26; 2.7%) were also well represented. Content analysis highlighted that the different descriptors authors used referred to four role types: healthcare (e.g., doctor, physician), education (e.g., educator, teacher), academia (e.g., professor), and/or relationship to the learner (e.g., mentor). Discussion Faculty are described using a wide variety of terms, which can be linked to four role descriptions. The authors propose a template for researchers and educators who want to refer to faculty in their papers. This is important to advance the field and increase readers’ assessment of transferability.

The Language of Medicine

The words that physicians use with patients have the power to heal or harm. The practice of medicine is shaped by the potent metaphors that are prevalent in clinical care, and military metaphors and the words of war bring with them unfortunate consequences for patients and physicians alike. Physicians who fight disease turn the patient into a passive battlefield. Patients are encouraged to remain stoic, blamed for “failing” chemotherapy and sadly remembered in heroic obituaries of lost battles. The search for disease as enemy shifts the doctor’s gaze to the computer and imaging technologies that render the patient transparent, unseen and unheard. Modern treatments save lives but patients can be the victims of collateral damage and friendly fire. In The Language of Medicine, Abraham Fuks, physician, medical educator and former Dean of Medicine, shows us how words are potent drugs that must be tailored to the individual patient and applied in carefully chosen and measured doses to offer benefits and avoid toxicity. The book shines a light on our culture that deprecates the skill of listening that is, paradoxically, the attribute that patients most desire of their doctors. Societal metronomes beat rapidly and compress clinic visits into stroboscopic encounters that leave patients puzzled, fearful and uncertain. Building on research about physicians in practice, the experiences of patients, stories of medical students as well as the history of medicine, Dr. Fuks promotes an ideal of clinical practice that is achieved by humble physicians who provide time and space for listening, select words with care, and choose metaphors that engender healing.

How often do medical teachers talk about their teaching philosophy? (Preprint)

UNSTRUCTURED A teaching philosophy statement is a fundamental expression of an educator’s beliefs, assumptions and values with regards to teaching and learning. Medical teachers are expected to write teaching philosophy statements for job applications, promotions and tenure, despite limited knowledge in educational theories or proper guidance on writing approach. However, the development of a teaching philosophy is an iterative process that involves scholarly practice and reflective dialogues. This metacognitive process has the potential of transforming one’s perspective. This article provides an insight into how the deliberate reflective process of talking about teaching philosophies shaped the author’s identity as a medical educator.

John Irvine Hunter (1898-1924): Australian Anatomist and Medical Educator

<p>This paper focuses on the short, but brilliant career of the Australian anatomist and medical educator, John Irvine Hunter. Hunter’s biography is presented within the context of the early twentieth century anatomy and medical education. John Irvine Hunter was not only the youngest ever Professor of Anatomy at the University of Sydney, but he was also undeniably brilliant with regard to teaching and researching anatomy, physiology and anthropology. While his short career answered many questions in these fields, it raised more questions regarding what Hunter may have accomplished if only he had been given the chance. These unanswered questions have spawned what we now affectionately refer to as the “Hunter Legend”. His most ambitious work on the dual innervation of striated muscle, while eventually disproven, formed an important stepping-stone in the bridging of anatomy and physiology. His thought-provoking concepts were viewed with much intrigue, and at the time were very well received.</p><p><strong>Conclusion. </strong>Hunter remains one of the most prominent and inspiring figures in the history of Australian anatomy and medicine.</p>

Between Applauses and Loneliness, Heroes/Warriors and Fear: Thoughts of a Medical Professor During the COVID-19 Pandemic

In this performance autoethnography poetry, I report a poem which aims to question the socially constructed concepts and health care practices in times of COVID-19 pandemic. Through my thoughts, questions, answers, and demarcations embodied in my existence as a medical educator/professor/researcher and former (?) physician, I try to enlarge the views of this COVID-19 pandemic, in a context such as the one we are living in Brazil, between the deaths and the denial of the pandemic, in the search to “save the economy.” By playing with my personal/political stories, inviting the readers to think with me about health care, medical education/research, applauses and loneliness, heroes/warriors and fear, and possibilities embodied in our texts, in our lives.