Abstract
Social scientists have long been interested in the impact of anatomy and the dissection experience on the professional formation of medical students. The laboratory is a space in which many facets of the hidden curriculum may be observed as students are exposed to cadaveric dissection and navigate the alien environment in which they find themselves. The hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn. It is also an analytical tool to broaden and deepen our understandings of the various types of learning that take place in anatomy. Anatomy is a source of occupational socialization and professional formation but presents a challenge for anatomy educators as to how they might encourage other basic science courses to build upon their innovations.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Anatomy was featured in an earlier report (Third Teaching Institute; October 18–22, 1955) by the same sponsoring organizations.
References
Becker HS, Geer B. Participant observation and interviewing: a comparison. Hum Organ. 1957;16:28–32.
Dueñas AN, Kirkness K, Finn GM. Uncovering hidden curricula: use of dark humor in anatomy labs and its implications for basic sciences education. Medical Science Educator. 2020;1–0.
Merton RK. Social theory and social structure. Glencoe: Free Press; 1957.
Lave J, Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press; 1991.
Halbesleben JR, Wakefield DS, Wakefield BJ. Work-arounds in health care settings: literature review and research agenda. Health Care Manag Rev. 2008;33:2–12.
Flinders DJ, Noddings N, Thornton SJ. The null curriculum: its theoretical basis and practical implications. Curric Inq. 1986;16:33–42.
Hafferty FW. Cadaver stories and the emotional socialization of medical students. J Health Soc Behav. 1988;29:344–56.
A reader’s comment to the online Time Magazine article “Doctor-in-training: anatomy lesson” by Laura Fitzpatrick. http://healthland.time.com/2013/01/29/doctor-in-training-anatomy-lesson/#ixzz2NLKDwOXM/. Accessed 5 May 2019.
Wilson AB, Miller CH, Klein BA, Taylor MA, Goodwin M, Boyle EK, et al. A meta-analysis of anatomy laboratory pedagogies. Clin Anat. 2018;31(1):122–33.
Krych AJ, March CN, Bryan RE, Peake BJ, Pawlina W, Carmichael SW. Reciprocal peer teaching: students teaching students in the gross anatomy laboratory. Clin Anat. 2005;18:296–301.
Charlton R. Education about death and dying at Otago University Medical School. N Z Med J. 1993;106:447–9.
Weeks SE, Harris EE, Kinzey WG. Human gross anatomy: a crucial time to encourage respect and compassion in students. Clin Anat. 1995;8:69–79.
Rizzolo LJ. Human dissection: an approach to interweaving the traditional and humanistic goals of medical education. Anat Rec. 2002;269:242–8.
Jones DG. Reassessing the importance of dissection: a critique and elaboration. Clin Anat. 1997;10:123–7.
Lempp HK. Perceptions of dissection by students in one medical school: beyond learning about anatomy: a qualitative study. Med Educ. 2005;39:318–25.
Aka JJ, Cookson NE, Hafferty F, Finn GM. Teaching by stealth: Utilising the hidden curriculum through body painting within anatomy education. Eur J Anat. 2018;22(2):173–82.
Jones TW. Creating a longitudinal environment of awareness: teaching professionalism outside the anatomy laboratory. Acad Med. 2013;88:304–8.
Medical student blog. http://www.sidenotelife.com/2013/03/ken-explains-hidden-curriculum-we-dont.html/. Accessed 1 Dec 2014.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Finn, G.M., Hafferty, F.W. (2020). Exploring the Hidden Curriculum in Anatomy Education. In: Chan, L.K., Pawlina, W. (eds) Teaching Anatomy. Springer, Cham. https://doi.org/10.1007/978-3-030-43283-6_47
Download citation
DOI: https://doi.org/10.1007/978-3-030-43283-6_47
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-43282-9
Online ISBN: 978-3-030-43283-6
eBook Packages: Biomedical and Life SciencesBiomedical and Life Sciences (R0)