"Curriculum oculto" en medicina: una reflexión docente

dc.contributor.author	Rojas O., Alberto
dc.date.accessioned	2016-07-15T19:14:01Z
dc.date.available	2016-07-15T19:14:01Z
dc.date.issued	2012-09
dc.description	Indexación: Web of Science; Scielo	es
dc.description.abstract	Background: Medical education must ascribe to a curriculum but clinical teaching poses special difficulties that go beyond any programming attempt. Attitudes and skills learned during tutored clinical practice are called the "hidden curriculum". The figure and personal features of the teacher, his environment and the atmosphere that projects every particular medical school, are essential to shape the characteristics of the student. Paradoxically, it is almost impossible to measure the impact of this hidden curriculum. This article is a reflection on an issue that is acquiring special relevance in medical education.	es
dc.description.uri	http://ref.scielo.org/x49wbg
dc.identifier.citation	Rev. méd. Chile vol.140 no.9 Santiago Sept. 2012	es
dc.identifier.issn	0034-9887
dc.identifier.other	http://dx.doi.org/10.4067/S0034-98872012000900017
dc.identifier.uri	http://repositorio.unab.cl/xmlui/handle/ria/1076
dc.language.iso	es	es
dc.publisher	Sociedad Médica de Santiago	es
dc.subject	Curriculum	es
dc.subject	Educación profesional	es
dc.subject	Medicina	es
dc.title	"Curriculum oculto" en medicina: una reflexión docente	es
dc.title.alternative	The hidden curriculum in medical teaching	es
dc.type	Artículo	es

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