The hidden ethics curriculum in two Canadian psychiatry programs: a qualitative study

Gupta, Mona, Forlini, Cynthia, Lenton, Keith, Duchen, Raquel and Lohfeld, Lynne (2015) The hidden ethics curriculum in two Canadian psychiatry programs: a qualitative study. Academic Psychiatry, 40 4: 592-599. doi:10.1007/s40596-015-0456-0

Author Gupta, Mona
Forlini, Cynthia
Lenton, Keith
Duchen, Raquel
Lohfeld, Lynne
Title The hidden ethics curriculum in two Canadian psychiatry programs: a qualitative study
Journal name Academic Psychiatry   Check publisher's open access policy
ISSN 1545-7230
Publication date 2015-11-25
Sub-type Article (original research)
DOI 10.1007/s40596-015-0456-0
Open Access Status Not Open Access
Volume 40
Issue 4
Start page 592
End page 599
Total pages 8
Place of publication New York, NY, United States
Publisher Springer
Language eng
Formatted abstract
Objective: The authors describe the hidden ethics curriculum in two postgraduate psychiatry programs.

Methods: Researchers investigated the formal, informal, and hidden ethics curricula at two demographically different postgraduate psychiatry programs in Canada. Using a case study design, they compared three sources: individual interviews with residents and with faculty and a semi-structured review of program documents. They identified the formal, informal, and hidden curricula at each program for six ethics topics and grouped the topics under two thematic areas. They tested the applicability of the themes against the specific examples under each topic. Results pertaining to one of the themes and its three topics are reported here.

Results: Divergences occurred between the curricula for each topic. The nature of these divergences differed according to local program characteristics. Yet, in both programs, choices for action in ethically challenging situations were mediated by a minimum standard of ethics that led individuals to avoid trouble even if this meant their behavior fell short of the accepted ideal.

Conclusions: Effective ethics education in postgraduate psychiatry training will require addressing the hidden curriculum. In addition to profession-wide efforts to articulate high-level values, program-specific action on locally relevant issues constitutes a necessary mechanism for handling the impact of the hidden curriculum.
Keyword Psychiatry residents
Professional development
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: UQ Centre for Clinical Research Publications
Official 2016 Collection
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Created: Mon, 01 Feb 2016, 22:52:01 EST by Cynthia Forlini on behalf of UQ Centre for Clinical Research