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The hidden curriculum is the set of implicit influences which occur within health care organizations. The hidden curriculum has a tremendous impact on medical trainees and practicing physicians alike due to its influence in the domains of policy development, evaluation, resource allocation and institutional slang. We explore and reflect on the various ways in which the hidden curriculum impacts medical trainees and professionals in academic medical institutions.

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Introduction: Attention to undergraduate medical education on the relationship between physicians and the pharmaceutical industry has been increasing in North America and Europe. There are no reports, however, regarding this relationship in Japanese medical education.Methods: We conducted a cross-sectional survey using a self-administered questionnaire to investigate formal undergraduate curricula on the relationship between physicians and the pharmaceutical industry.Results: Forty-four of 80 medical schools approved participation in the study, with 16 (36.0%) reporting having a formal curriculum on drug promotion. Many of the themes included in the programs were related to research ethics or conflict of interest in research, with drug promotion covered in only a few programs.Discussion: More discussion and investigation into undergraduate education on the relationship between physicians and the pharmaceutical industry, especially on drug promotion, is warranted.

RESUMEN

Introduction: Attention to undergraduate medical education on the relationship between physicians and the pharmaceutical industry has been increasing in North America and Europe. There are no reports, however, regarding this relationship in Japanese medical education.Methods: We conducted a cross-sectional survey using a self-administered questionnaire to investigate formal undergraduate curricula on the relationship between physicians and the pharmaceutical industry.Results: Forty-four of 80 medical schools approved participation in the study, with 16 (36.0%) reporting having a formal curriculum on drug promotion. Many of the themes included in the programs were related to research ethics or conflict of interest in research, with drug promotion covered in only a few programs.Discussion: More discussion and investigation into undergraduate education on the relationship between physicians and the pharmaceutical industry, especially on drug promotion, is warranted.

RESUMEN

Objetivou-se esse estudo, compreender os aspectos histórico-legais que repercutem na elaboração da Base Nacional Comum Curricular, as aproximações dos documentos oficiais com o currículo escolar e os aspectos universais e particulares da cultura e as possíveis relações com o contexto da Educação Física escolar. Dada a importância na elaboração da BNCC, é fundamental entender, quais são elementos teóricos que estão ao entorno de tal proposição. Buscou-se nesse ensaio teórico, apresentar os elementos precursores ao "documento oficial", situando-se nos aspectos históricos e legais que repercutem na elaboração da BNCC. Os documentos legais precursores a BNCC, remetem a análise sobre a para construção do currículo escolar com base em aspectos universais e particulares da cultura, apontando-se a discussão com Forquin (1993) e Cuche (2002). Aproxima-se o diálogo como o contexto da EF escolar no Brasil, no que tange a sistematização do currículo para a Educação Básica.

Aimed to the study, understand the historical and legal aspects that impact on the development of the Common National Base Curriculum, the approaches of official documents with the school curriculum and the universal and particular aspects of the culture and the possible links with the context of Physical Education . Given the importance in preparing the BNCCit is critical to understand what are theoretical elements that are the surroundings of this proposition. We sought to test this theory, present the precursors elements to the "official document", standing in the historical and legal aspects that impact on the development of BNCC. Legal precursors documents BNCC, refer to analysis of the construction of the curriculum based on universal and particular aspects of culture, pointing to discussion with Forquin (1993) and Cuche (2002). Dialogue approaches as the context of school PE in Brazil, regarding the systematization of the curriculum for basic education.

Tuvo como objetivo el estudio, comprender los aspectos históricos y jurídicos que inciden en el desarrollo del Plan de Estudios Nacional Base Común, los planteamientos de los documentos oficiales con el plan de estudios y los aspectos universales y particulares de la cultura y los posibles vínculos con el contexto de la Educación Física. Dada la importancia en la preparación del BNCC es fundamental para entender cuáles son los elementos teóricos que son los alrededores de esta proposición. Hemos tratado de probar esta teoría, presentar los elementos precursores de la "documento oficial", de pie en los aspectos históricos y jurídicos que inciden en el desarrollo de BNCC precursores legales documentos BNCC, se refiere al análisis de la construcción del plan de estudios basado en los aspectos universales y particulares de la cultura, que apunta a la discusión con Forquin (1993) y Cuche (2002). El diálogo se acerca como el contexto de la educación física escolar en Brasil, en cuanto a la sistematización del plan de estudios para la educación básica.

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BACKGROUND: The use of role models (RMs) is a successful educational strategy. In formal training and other settings during undergraduate education, students have the opportunity to recognize numerous traits and behaviors of their RMs, such as teaching skills, professionalism in the clinical setting, and personal qualities. Encountering both positive and negative RMs allows medical students to learn a variety of professional norms and values. This learning process is likely influenced by a student's developmental status, which itself is related to that student's personal attributes and experiences. The purpose of this study was to examine graduating medical students' perceptions of their RM encounters and their learning processes, and how these perceptions and processes are affected by their own personal attributes. METHODS: Sixth-year medical students were asked to complete questionnaires in 2013 and 2014 regarding encounters with positive or negative RMs, in terms of patient relationships, clinical expertise, teaching ability, and other factors, during clinical training and other situations. Associations between gender, age, admission status, and recognition of self-achievement and joy of learning in relation to RM encounters were then analyzed. RESULTS: Among 115 students (75 males, 40 females) who completed the questionnaires, 113 (98.3 %) and 85 (73.9 %) reported encountering positive and negative RMs, respectively. The majority of students reported encountering both positive and negative RMs in terms of relationships with patients, humanity, and teaching ability, and fewer negative RMs in terms of clinical expertise and contributions to the community. Older students, males, and those who had passed an entrance examination for bachelors reported encountering more negative RMs in terms of relationships with patients, humanity, and teaching ability than younger students, females, and general admission students. These results suggested an association between positive and negative RM encounters and recognition of self-achievement and joy of learning in formal clinical training. CONCLUSIONS: Most medical students encountered both positive and negative RMs during undergraduate medical education. These findings suggest that encounters with not only positive, but also negative RMs might facilitate student learning. Therefore, personal development appears to affect student perception of RMs.

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