The authors have no conflicts of interest to report.
The Role of the Student-Teacher Relationship in the Formation of Physicians
The Hidden Curriculum as Process
Article first published online: 10 JAN 2006
Journal of General Internal Medicine
Volume 21, Issue S1, pages S16–S20, January 2006
How to Cite
Haidet, P. and Stein, H. F. (2006), The Role of the Student-Teacher Relationship in the Formation of Physicians. Journal of General Internal Medicine, 21: S16–S20. doi: 10.1111/j.1525-1497.2006.00304.x
This research was presented in part at the Ninth Regenstrief Conference “Re-Forming Relationships in Health Care,” Turkey Run State Park, Marshall, IN, September 30, 2004.
- Issue published online: 10 JAN 2006
- Article first published online: 10 JAN 2006
- Accepted for publication September 13, 2005
- professional role;
- relationship-centered care
Relationship-Centered Care acknowledges the central importance of relationships in medical care. In a similar fashion, relationships hold a central position in medical education, and are critical for achieving favorable learning outcomes. However, there is little empirical work in the medical literature that explores the development and meaning of relationships in medical education. In this essay, we explore the growing body of work on the culture of medical school, often termed the “hidden curriculum.” We suggest that relationships are a critical mediating factor in the hidden curriculum. We explore evidence from the educational literature with respect to the student-teacher relationship, and the relevance that these studies hold for medical education. We conclude with suggestions for future research on student-teacher relationships in medical education settings.