SciELO - Scientific Electronic Library Online

SciELO - Scientific Electronic Library Online

Referencias del artículo

RODRIGUEZ DE CASTRO, Felipe. Proceso de Bolonia (V): el currículo oculto. Educ. méd. [online]. 2012, vol.15, n.1, pp.13-22. ISSN 1575-1813.

    1. Lingard L, Reznick R, DeVito I, Espin S. Forming professional identities on the health care team: discursive constructions of the "other" in the operating room. Med Educ 2002; 36: 728-34. [ Links ]

    2. Mahood SC. Beware the hidden curriculum. Can Fam Physician 2011; 57: 983-5. [ Links ]

    3. Wren DJ. School culture: exploring the hidden curriculum. Adolescence 1999; 34: 593-6. [ Links ]

    4. Martin JR. What should we do with a hidden curriculum when we find one? In Martin JR, ed. Changing the educational landscape: philosophy, women, and curriculum. New York: Routledge; 1994. p. 154-69. [ Links ]

    5. Bennett N, Lockyer J, Mann K, Batty H, Laforet K, Rethans JJ, et al. Hidden curriculum in continuing medical education. J Contin Educ Health Prof 2004; 24: 145-52. [ Links ]

    6. Roberts JH, Sanders T, Mann K, Wass V. Institutional marginalisation and student resistance: barriers to learning about culture, race and ethnicity. Adv Health Sci Educ 2010; 15: 559-71. [ Links ]

    7. Hafferty FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med 1998; 73: 403-7. [ Links ]

    8. Murray-García JL, García JA. The institutional context of multicultural education: what is your institutional curriculum? Acad Med 2008; 83: 646-52. [ Links ]

    9. García-Sampedro H. MIR 2011: crece la demanda de unas plazas que disminuyen. Revista Médica 2012; 133: 16-20. [ Links ]

    10. Winyard G. The future of female doctors. BMJ 2009; 338: 1397-8. [ Links ]

    11. Gual A, Palés J, Nolla M, Oriol A. Proceso de Bolonia (III). Educación en valores: profesionalismo. Educ Med 2011; 14: 73-81. [ Links ]

    12. Oriol A. Bolonia y la aculturación profesional. Educ Med 2011; 14: 71-2. [ Links ]

    13. Schrauth M, Kowalski A, Weyrich P, Begenau J, Zipfel S, Nikendei C. Self-image, the real physician and the ideal physician: a comparison of medical students from 1981 and 2006. Psychother Psychosom Med Psychol 2009; 59: 446-53. [ Links ]

    14. Palfrey S. Daring to practice low-cost medicine in high-tech era. N Engl J Med 2011; 364: e21. [ Links ]

    15. Christakis DA, Feudtner C. Ethics in a short white coat: the ethical dilemmas that medical students confront. Acad Med 1993; 68: 249-54. [ Links ]

    16. Hoop JG. Hidden ethical dilemmas in psychiatric residency training: the psychiatry resident as dual agent. Acad Psychiatry 2004; 28: 183-9. [ Links ]

    17. Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med 1994; 67: 861-71. [ Links ]

    18. Stahel PF, Sabel AL, Victoroff MS, Varnell J, Lembitz A, Boyle DJ, et al. Wrong-site and wrong-patient procedures in the universal protocol era: analysis of a prospective database of physician self-reported occurrences. Arch Surg 2010;145: 978-84. [ Links ]

    19. Gallagher TH, Garbutt JM, Waterman AD, Flum DR, Larson EB, Waterman BM, et al. Choosing your words carefully. How physicians would disclose harmful medical errors to patients. Arch Intern Med 2006; 166: 1585-93. [ Links ]

    20. Makary MA. The hazard of more reporting in quality measurement: comment on "Wrong-site and wrong-patient procedures in the universal protocol era". Arch Surg 2010; 145: 984. [ Links ]

    21. Lempp H, Seale C. The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching. BMJ 2004; 329: 770-3. [ Links ]

    22. Frank E, Carrera JS, Stratton T, Bickel J, Nora LM. Experiences of belittlement and harassment and their correlates among medical students in the United States: longitudinal survey. BMJ 2006; 333: 682. [ Links ]

    23. Cook DJ, Liutkus JF, Risdon CL, Griffith LE, Guyatt GH, Walter SD. Residents' experiences of abuse, discrimination and sexual harassment during residency training: McMaster University Residency Training Programs. CMAJ 1996; 154: 1657-65. [ Links ]

    24. Berk R. Derogatory and cynical humour in clinical teaching and the workplace: the need for professionalism. Med Educ 2009; 43: 7-9. [ Links ]

    25. Neumann M, Edelhäuser F, Tauschel D, Fischer MR, Wirtz M, Woopen C, et al. Empathy decline and its reasons: a systematic review of studies with medical students and residents. Acad Med 2011; 86: 996-1009. [ Links ]

    26. Prat J, Palés J, Nolla M, Oriol A, Gual A. Proceso de Bolonia (II): educación centrada en el que aprende. Educ Med 2010; 13: 197-203. [ Links ]

    27. Coulehan J, Williams PC. Vanquishing virtue: the impact of medical education. Acad Med 2001; 76: 598-605. [ Links ]

    28. Feudtner C, Christakis DA, Christakis NA. Do clinical clerks suffer ethical erosion? Students' perceptions of their ethical environment and personal development. Acad Med 1994; 69: 670-9. [ Links ]

    29. Baldwin DC Jr, Daugherty SR, Rowley BD. Unethical and unprofessional conduct observed by residents during their first year of training. Acad Med 1998; 73: 1195-200. [ Links ]

    30. Morton KR. Why does moral reasoning plateau during medical school? Acad Med 1996; 71: 5-6. [ Links ]

    31. Branch WT. Supporting the moral development of medical students. J Gen Intern Med 2000; 15: 503-8. [ Links ]

    32. Hren D, Marusic M, Marusic A. Regression of moral reasoning during medical education: combined design study to evaluate the effect of clinical study years. Plos One 2011; 6: e17406. [ Links ]

    33. Haidet P, Stein HF. The role of the student-teacher relationship in the formation of physicians. The hidden curriculum as process. J Gen Intern Med 2006; 21: S16-20. [ Links ]

    34. Roberts NJ, Partridge MR. Optimal consultations for those with respiratory illness. Breathe 2007; 3: 331-7. [ Links ]

    35. Berwick DM. What "patient-centered" should mean: confessions of an extremist. A seasoned clinician and expert fears the loss of his humanity if he should become a patient. Health Affairs 2009; 28: 555-65. [ Links ]

    36. Coulter A, Jenkinson C. European patients' views on the responsiveness of health systems and healthcare providers. Eur J Public Health 2005; 15: 355-60. [ Links ]

    37. Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet 2010; 376: 1923-58. [ Links ]

    38. Klein AS, Forni PM. Barbers of civility. Arch Surg 2011; 146: 774-7. [ Links ]

    39. Rosenstein AH. Nurse-physician relationships: impact on nurse satisfaction and retention. Am J Nurs 2002; 102: 26-34. [ Links ]

    40. Díaz AL, McMillin JD. A definition and description of nurse abuse. West J Nurs Res 1991; 13: 97-109. [ Links ]

    41. Tang H, Ng JH. Googling for a diagnosis -use of Google as a diagnostic aid: internet-based study. BMJ 2006; 333: 1143-5. [ Links ]

    42. Campion EW, Drazen JM. Revistas con revisión externa (peer review) en la era digital. Arch Bronconeumol 2010; 46: 569-70. [ Links ]

    43. Choudhry NK, Fletcher RH, Soumerai SB. Systematic review: the relationship between clinical experience and quality of health care. Ann Intern Med 2005; 142: 260-73. [ Links ]

    44. Vázquez G, Rodríguez M, Rucabado L, García A, Murillo F, Navarrete P, et al. Los residentes en las unidades de cuidados intensivos, ¿cuál es la percepción de la formación que reciben? Educ Med 2011; 14: 189-94. [ Links ]

    45. Elkind MSV. Teaching the next generation of neurologists. Neurology 2009; 72: 657-63. [ Links ]

    46. Titus S, Bosch X. Tie funding to research integrity. Nature 2010; 466: 436-7. [ Links ]

    47. Twenge JM. Generation Me: why today's young Americans are more confident, assertive, entitled -and more miserable than ever before. New York: Free Press; [ Links ]

    48. Hafferty FW, Brennan M, Pawlina W. Professionalism, the invisible hand, and a necessary reconfiguration of medical education. Acad Med 2011; 86: e5. [ Links ]

    49. Del Llano-Señarís JE. Gestión clínica y sanitaria: ayudando a conciliar necesidad y escasez. Gestión Clínica y Sanitaria 2003; 5: 3-6. [ Links ]

    50. Tamblyn R, McLeod P, Hanley JA, Girard N, Hurley J. Physicians and practice characteristics associated with the early utilization of new prescription drugs. Med Care 2003; 41: 895-908. [ Links ]

    51. Moynihan R. The making of a disease: female sexual dysfunction. BMJ 2003; 326: 45-7. [ Links ]

    52. Fitz MM, Homan D, Reddy S, Griffith CH 3rd, Baker E, Simpson KP. The hidden curriculum: medical students' changing opinions toward the pharmaceutical industry. Acad Med 2007; 82 (Suppl 10): S1-3. [ Links ]

    53. Pauker SG, Wong JB. How (should) physicians think? A journey from behavioral economics to the bedside. JAMA 2010; 304: 1233-5. [ Links ]

    54. Woloschuk W, Wright B, McLaughlin K. Debiasing the hidden curriculum. Can Fam Physician 2011; 57: e26-30. [ Links ]

    55. Oriol A. El profesionalismo: asignatura pendiente del sistema educativo médico. Eidon 2010; 33: 52-7. [ Links ]

    56. Baernstein A, Amies-Oelschlager A, Chang T, Wenrich M. Learning professionalism: perspectives of preclinical medical students. Acad Med 2009; 84: 574-81. [ Links ]

    57. Elliott DD, May W, Schaff P, Nyquist JG, Trial J, Reilly JM, et al. Shaping professionalism in pre-clinical medical students: professionalism and the practice of medicine. Med Teach 2009; 31: e295-302. [ Links ]

    58. Dyrbye LN, Massie FS Jr, Eacker A, Harper W, Power D, Durning SJ, et al. Relationship between burnout and professional conduct and attitudes among US medical students. JAMA 2010;304: 1173-80. [ Links ]

    59. Branch W. The road to professionalism: reflective practice and reflective learning. Patient Educ Couns 2010; 80: 327-32. [ Links ]

    60. Michalec B. Learning to cure, but learning to care? Adv Health Sci Educ Theory Pract 2011; 16: 109-30. [ Links ]

    61. Karmieli-Miller O, Vu TR, Frankel RM, Holtman MC, Clyman SG, Hui SL, et al. Which experiences in the hidden curriculum teach students about professionalism? Acad Med 2011; 86: 369-77. [ Links ]

    62. Taylor C, Farver C, Stoller JK. Can emotional intelligence training serve as an alternative approach to teaching professionalism to residents? Acad Med 2011; 86: 1551-4. [ Links ]

    63. Twenge JM, Konrath S, Foster JD, Campbell WK, Bushman BJ. Egos inflating over time: a cross-temporal meta-analysis of the Narcissistic Personality Inventory. J Pers 2008; 76: 875-928. [ Links ]