To the point: Reviews in medical educationtaking control of the hidden curriculum

Alice W. Chuang, Francis S. Nuthalapaty, Petra M. Casey, Joseph M. Kaczmarczyk, Amie J. Cullimore, John L. Dalrymple, Lorraine Dugoff, Eve L. Espey, Maya M. Hammoud, Nancy A. Hueppchen, Nadine T. Katz, Edward G. Peskin

Research output: Contribution to journalArticle

36 Scopus citations


This article, the ninth in the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, discusses the role of the "hidden curriculum" in shaping the professional identity of doctors in training. The characteristics that distinguish the formal curriculum and hidden curriculum are defined. Specific examples of hidden curricula in clinical environments and the positive and negative impacts that may result are highlighted. Techniques to evaluate clinical training environments and to identify the hidden curriculum are provided and are followed by methods to promote its positive messages and lessen its negative ones.

Original languageEnglish (US)
Pages (from-to)316.e1-316.e6
JournalAmerican journal of obstetrics and gynecology
Issue number4
Publication statusPublished - Oct 2010



  • culture
  • hidden curriculum
  • humanism
  • patient-centered care
  • professionalism

ASJC Scopus subject areas

  • Obstetrics and Gynecology

Cite this

Chuang, A. W., Nuthalapaty, F. S., Casey, P. M., Kaczmarczyk, J. M., Cullimore, A. J., Dalrymple, J. L., ... Peskin, E. G. (2010). To the point: Reviews in medical educationtaking control of the hidden curriculum. American journal of obstetrics and gynecology, 203(4), 316.e1-316.e6.