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The Hidden Curriculum in Academic Medicine

In this video, Jennifer Potter, MD, leads a panel discussion on how the hidden curriculum in academic medicine influences the sexual and gender minority health education of medical students, residents, and allied health professionals as well as the institutional culture and climate for sexual and gender minorities. Panelists define the concept of a hidden curriculum, explore its positive and negative effects, discuss how it interfaces with the explicit curriculum, and explain the need for the curricular inclusion of the health of these populations. Learning Objectives After viewing this video, the learner will be able to: 1. Discuss at least three hidden curriculum elements that disrupt the learning environment regarding healthcare issues for LGBT and DSD-affected individuals 2. Describe the impact of the hidden curriculum on LGBT students and residents 3. Describe methods for diminishing the impact of the hidden curriculum on students and residents Presenters: Edward J. Callahan, PhD Associate Dean for Academic Personnel and Professor of Family Medicine University of California Davis School of Medicine Jennifer "Jae" Goines Second Year Medical Student Morehouse School of Medicine Brian Hurley, MD, MBA Robert Wood Johnson Foundation Clinical Scholar University of California, Los Angeles, David Geffen School of Medicine Jennifer Potter, MD Associate Professor of Medicine at Harvard Medical School Director of the Women's Health Center Beth Israel Deaconess Medical Center Director of the Women's Health Program, Fenway Health Barbara E. Warren, PsyD Director of LGBT Programs and Policies Office for Diversity and Inclusion Mount Sinai Health System Resources: • AAMC Unconscious Bias Training for the Health Professions • Crucial Conversations • Establishing an Allies/Safe Zone Program • Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who Are LGBT, Gender Nonconforming, or Born with DSD: A Resource for Medical Educators