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.
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Notes
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Anatomy was featured in an earlier report (Third Teaching Institute; October 18–22, 1955) by the same sponsoring organizations.
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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
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