Evidence-based medicine, shared decision making and the hidden curriculum: a qualitative content analysis.
Evidence-based medicine
Hidden curriculum
Shared decision making
Journal
Perspectives on medical education
ISSN: 2212-277X
Titre abrégé: Perspect Med Educ
Pays: Netherlands
ID NLM: 101590643
Informations de publication
Date de publication:
06 2020
06 2020
Historique:
pubmed:
24
4
2020
medline:
23
3
2021
entrez:
24
4
2020
Statut:
ppublish
Résumé
Medical education should portray evidence-based medicine (EBM) and shared decision making (SDM) as central to patient care. However, misconceptions regarding EBM and SDM are common in clinical practice, and these biases might unintentionally be transmitted to medical trainees through a hidden curriculum. The current study explores how assumptions of EBM and SDM can be hidden in formal curriculum material such as PowerPoint slides. We conducted a qualitative content analysis using a purposive sample of 18 PowerPoints on the management of upper respiratory tract infections. We identified concepts pertaining to decision making using theory-driven codes taken from the fields of EBM and SDM. We then re-analyzed the coded text using a constructivist latent thematic approach to develop a rich description of conceptualizations of decision making in relation to EBM and SDM frameworks. PowerPoint slides can relay a hidden curriculum, which can normalize: pathophysiological reasoning, unexplained variations in clinical care, the use of EBM mimics, defensive medicine, an unrealistic portrayal of benefits, and paternalism. Addressing the hidden curriculum in formal curricular material should be explored as a novel strategy to foster a positive attitude towards EBM and SDM and to improve patient outcomes by encouraging the use of these skills.
Identifiants
pubmed: 32323113
doi: 10.1007/s40037-020-00578-0
pii: 10.1007/s40037-020-00578-0
pmc: PMC7283448
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
173-180Références
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