Background Medical educators have used the hidden curriculum concept for over three
decades to make visible the effects of tacit learning, including how culture, structures, and …

Introduction: We undertook a systematic review to identify the best evidence for how
professionalism in medicine should be taught. Methods: Eligible studies included any …

The hidden curriculum (HC) in health professional education comprises the organizational
and institutional contexts and cultural subtexts that shape how and what students learn …

Objective To understand the prevalence of healthcare students' witnessing or participating in
something that they think unethical (professionalism dilemmas) during workplace learning …

Objectives Health care students face many situations during their education that might be
emotionally challenging. Students are confronted with illness, suffering, death, patient …

Objectives To investigate which kinds of situations medical and nursing students found
emotionally challenging during their undergraduate education, and how they managed their …

OBJECTIVES Although previous studies have explored medical learners''most memorable'
experiences, these have typically focused on patient deaths or mistakes. Drawing on …

Context There is little room in clerkship curricula for students to express emotions,
particularly those associated with the development of a caring identity. Yet it is recognised …

Context Medical students encounter situations during workplace learning in which they
witness or participate in something unprofessional (so‐called professionalism dilemmas) …

Background Developing professionalism is a core task in medical education. Unfortunately,
it has remained difficult for educators to identify medical students' unprofessionalism …