Shaped by what is not seen: Confronting medical education's shadow curriculum.
Saved in:
| Title: | Shaped by what is not seen: Confronting medical education's shadow curriculum. |
|---|---|
| Authors: | Han, Siew Ping1 (AUTHOR) siewping.han@ntu.edu.sg, Cleland, Jennifer1,2 (AUTHOR) |
| Source: | Medical Teacher. Jul2026, Vol. 48 Issue 7, p1097-1100. 4p. |
| Subject Terms: | *Curriculum, *Medical education, *Interprofessional relations, *Health occupations students, *Teaching methods, *Medical students, *Organizational structure, *Simulation methods in education, *Online education, *Academic achievement, *Learning strategies, *Teacher-student relationships, *Alternative education, *Access to information |
| Abstract: | The article focuses on the concept of the "shadow curriculum" in medical education, proposing it as a fourth category alongside the established formal, informal, and hidden curricula. The shadow curriculum encompasses student-initiated, peer-driven learning activities and online resources that supplement but operate largely independently from institutional teaching. It is characterized by its adaptability, student-centric nature, and reliance on digital technologies, contrasting with faculty-led curricula. The article highlights the need for research into the content, sociocultural dynamics, motivations, and impacts of the shadow curriculum on medical students’ learning and professional development, as well as its implications for faculty roles and institutional authority. Understanding this evolving educational landscape is presented as essential for aligning medical education with contemporary learning practices and values. [Extracted from the article] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The article focuses on the concept of the "shadow curriculum" in medical education, proposing it as a fourth category alongside the established formal, informal, and hidden curricula. The shadow curriculum encompasses student-initiated, peer-driven learning activities and online resources that supplement but operate largely independently from institutional teaching. It is characterized by its adaptability, student-centric nature, and reliance on digital technologies, contrasting with faculty-led curricula. The article highlights the need for research into the content, sociocultural dynamics, motivations, and impacts of the shadow curriculum on medical students’ learning and professional development, as well as its implications for faculty roles and institutional authority. Understanding this evolving educational landscape is presented as essential for aligning medical education with contemporary learning practices and values. [Extracted from the article] |
|---|---|
| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2025.2553629 |
