The Implicit Clinical Curriculum

Abstract

We sought the existence of an implicit curriculum covering clinical skills (medical and nonmedical) not directly addressed in the School of Medicine’s formal curriculum. Topics in the curriculum were identified by clinical faculty who described their expectations for students, and these expectations were confirmed by interviews with 65% of the teaching faculty. The curriculum identified—although not discussed among faculty or with students—is nevertheless “in place” and educationally sound: Learnings are clearly and defensibly related to medical practice, learnings are ordered in an instructionally defensible manner, and implications can be drawn for selection of instructional techniques. The curriculum also allows identification of instructional areas needing strengthening.