Hidden Curriculum Effects in the Canadian PGME Accreditation System as Experienced by Program Directors and Program Administrators
Notice bibliographique
Résumé
Introduction: Canadian residency accreditation requires that training programs evaluate the influence of the hidden curriculum as part of their continuous improvement process, but the hidden curriculum influences exerted by the accreditation system on training programs have yet to be explored. This study explores hidden curriculum effects of accreditation structures, processes, and cultures as experienced by residency program directors and program administrators. Methods: Semi-structured interviews with five leads from the Canadian Residency Accreditation Consortium (CanRAC) were conducted to explore the purposes of accreditation and how structures, processes, and cultures are designed to support those purposes. Semi-structured interviews with eight program directors, and eight program administrators from residency training programs across Canada were also conducted to explore how their experiences with accreditation were in alignment or misalignment with the intended purposes. Transcripts were coded and then organized by themes. The hidden curriculum effects were identified from these themes. Results: Six themes were identified from an analysis of the codes: Purposes of Accreditation, Continuous Improvement, Accreditation Standards, Whose Voice Matters, What Accreditation Tells Us about Programs, and Communication Gatekeepers and the “Blackbox.” Within these themes, six purposes of accreditation and 16 hidden curriculum effects were further identified. Conclusion: Program directors and program administrators experience hidden curriculum effects resulting from the structures, processes, and cultures of the accreditation system. The quality assurance aspect of accreditation looms over program directors and program administrators, making it difficult for them to fully experience the continuous improvement aspect of the accreditation process. Building stronger communication pathways that encourage the sharing of information between programs and the accrediting colleges, and encourage collaboration between review teams and program leaders, may help counteract many of the negative hidden curriculum effects and increase the utility of accreditation reports. Future research should investigate ways to strengthen positive and reduce negative hidden curriculum influences in PGME accreditation. This research has the potential for application in other program evaluation models, as the approach of exploring with administrative staff the hidden curriculum effects created by the broader accreditation systems could be employed in other contexts or disciplines.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,010 | 0,027 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,011 | 0,009 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».