醫學教育中之潛在課程

潛在課程是指學生在學校表列課程以外的學習。諸如學校組織、校園文化、師生關係、教師行為和社會化過程等等皆為潛在課程。在潛在課程的潛移默化之下，對於學生的價值觀和人格養成有著強而有力的持續影響。在醫學教育領域中，潛在課程的重要性被提出約已有十年的歷史，主要可從「政策發展」、「成效評量」、「資源分配」和「慣用語」等四個面向來探討，其影響層面涵蓋在校醫學生、實習醫學生和已經開始執業的醫師，因此近年來在醫學繼續教育的議題當中逐漸受到重視。在國內，醫學教育界關於潛在課程的討論與研究尚在起步中，如何善用潛在課程的正面影響力，引導學生去正確處理學習中遭過到的困難與挫折，並且將醫學教育中的潛在課程加以開發及利用，應是當前重要而迫切的議題。

關鍵字

潛在課程；醫學教育

並列摘要

Hidden curriculum defines the learning that is not part of the regular curriculum at an educational establishment; but takes places in and is associated with school institutions; campus culture; teacher-student relations; socialization processes; etc. The hidden curriculum subtly has a great and continuous impact on the students' values and the development of their identity. In medical education; the importance of the hidden curriculum has been emphasized for the last decade. Four aspects need to be examined in order to uncover the hidden curriculum. These are policy development, assessment/evaluation; resource allocation; and institutional slang. The influence of the hidden curriculum is broad and includes medical students, clerks; interns; residents; fellows; visiting staff; and practitioners. Increasing attention has been placed to the hidden curriculum as part of continuing medical education in Taiwan; however; discussion and research on the hidden curriculum in medical education are still at a primitive stage. Therefore; to develop and utilize the hidden curriculum; and to promote its positive effects are important and urgent issues in medical education in Taiwan because understanding of the hidden curriculum will help to guide students as they face difficulties and setbacks during their learning process.