| Title |
Emotional congruence in learning and health encounters in medicine: addressing an aspect of the hidden curriculum
|
|---|---|
| Published in |
Advances in Health Sciences Education, February 2012
|
| DOI | 10.1007/s10459-012-9353-4 |
| Pubmed ID | |
| Authors |
Anne O’Callaghan |
| Abstract |
This paper aims to draw attention to and provide insights into an area that is of educational significance for clinical teachers, namely the need to acknowledge and respond appropriately to the emotional context of both learning and health encounters in order to improve the outcomes of both. This need has been highlighted by recent calls for more attention to be paid to the role of emotion within medical education and within health care provision. What is already known about the role of emotion in learner-teacher encounters and in patient-doctor encounters will be used to develop the concept of emotional congruence within these two types of encounter as a challenge to clinical teachers to examine their own practice. The reasons why emotional congruence is not always apparent in the learning environment of the teaching hospital will be discussed using the model of the 'hidden curriculum'. It will be suggested that explicit strategies to counteract the hidden curriculum in relation to emotion can bring about transformative change in individual practice and the health care environment that has the potential to improve both learning and health outcomes. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 50% |
| Practitioners (doctors, other healthcare professionals) | 1 | 50% |
Mendeley readers
The data shown below were compiled from readership statistics for 76 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Sweden | 1 | 1% |
| Ireland | 1 | 1% |
| Unknown | 74 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 10 | 13% |
| Student > Ph. D. Student | 9 | 12% |
| Researcher | 7 | 9% |
| Student > Doctoral Student | 7 | 9% |
| Student > Bachelor | 6 | 8% |
| Other | 27 | 36% |
| Unknown | 10 | 13% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 24 | 32% |
| Nursing and Health Professions | 10 | 13% |
| Social Sciences | 10 | 13% |
| Psychology | 8 | 11% |
| Business, Management and Accounting | 2 | 3% |
| Other | 9 | 12% |
| Unknown | 13 | 17% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 01 July 2012.
All research outputs
#15,242,272
of 22,663,150 outputs
Outputs from Advances in Health Sciences Education
#663
of 849 outputs
Outputs of similar age
#163,691
of 247,689 outputs
Outputs of similar age from Advances in Health Sciences Education
#7
of 13 outputs
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