Patients’ impact on the hidden curriculum of medical students a qualitative study on undergraduate medical students

Abstract

Aim: To explore and understand professional practice development through medical students’ observation of patient’s responses towards the medical students, illness, and hospital staff.Methodology: Semi-structured focused group discussions were conducted between 3rd September 2019 and 3rd May 2020 using non-probability purposive sampling. Three focused groups were conducted with fourth year medical students (n=19) to discuss about their third-year clinical placement experience. The focused group discussions were audio-recorded and transcribed verbatim. Data were analysed using Interpretative Phenomenological Analysis framework to label the concepts, attached code to the data, and the codes were subsequently grouped into similar themes. Themes that emerged from the interpretation of the coded data were identified. Results: Four main themes emerged from the focus groups: (1) Student’s observation on patient’s responses towards students, illness, and staff; (2) Patient’s perspectives towards students; (3) Students were affected by the experience; and (4) Factors influencing patient’s responses to students, illness, and staff. The impact of patient’s behaviour has influenced students’ professional practice in two ways. The first impact is collaboration of students’ observation during clinical placement with what has been learned through the written curriculum. The second impact is through a hidden curriculum.Conclusions: The hidden curriculum has influenced our students’ learning through observation of new aspects and implementation of the learned written curriculum. Students can aspire medical educators, doctors, and medical staff to adopt approaches and attitudes that have a positive impact on students’ professional practice and to acknowledge that they are the role models for the new generation’s learning through the hidden curriculum.