NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021537
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1356-2517
The Informal Curriculum: A Case Study on Tutor Reflexivity, Corporate Agency and Medical Professionalism
Kahn, Peter
Teaching in Higher Education, v18 n6 p631-642 2013
Professionalism is a focus for student learning in many disciplines. It is known, furthermore, that interpersonal interactions between staff and students constitute an informal curriculum that has a significant influence on students. But the origins of this informal curriculum are not fully apparent. This article offers a multiple case study that explores the genesis of tutors' facilitation practices in small group medical teaching. Facilitation practices were seen to develop in response to a wide-ranging set of social, professional and critical concerns, affecting notions of professionalism promoted to students. Most tutors exhibited a mode of reflexivity that was extended in time and reach, with tutors also progressing mutual actions through communal deliberation. We thus identify ways in which the informal curriculum is grounded in both the primary agency and the corporate agency of tutors. In looking to promote professionalism, it is essential that curricula are staff- as well as student-centred.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Liverpool)