The hidden curriculum and integrating cure- and care-based approaches to medicine

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dc.contributor.authorNortj?, Nico
dc.contributor.authorChoudhury, Divya
dc.date.accessioned2021-01-08T09:54:51Z
dc.date.available2021-01-08T09:54:51Z
dc.date.issued2020
dc.description.abstractAlthough current literature about the “cure versus care” issue tends to promote a patient-centered approach, the disease-centered approach remains the prevailing model in practice. The perceived dichotomy between the two approaches has created a barrier that could make it difficult for medical students and physicians to integrate psychosocial aspects of patient care into the prevailing disease-based model. This article examines the influence of the formal and hidden curricula on the perception of these two approaches and finds that the hidden curriculum perpetuates the notion that “cure” and “care” based approaches are dichotomous despite significant changes in formal curricula that promote a more integrated approach. The authors argue that it is detrimental for clinicians to view the two approaches as oppositional rather than complementary and attempt to give recommendations on how the influence of the hidden curriculum can be reduced to get a both-cure-and-care-approach, rather than an either-cure-or-care-approach.en_US
dc.identifier.citationNortj?, N., & Choudhury, D. (2020). The hidden curriculum and integrating cure- and care-based approaches to medicine. HEC Forum. Department of Dietetics and Nutrition, University of the Western Cape,en_US
dc.identifier.issn1572-8498
dc.identifier.uri10.1007/s10730-020-09424-6
dc.identifier.urihttp://hdl.handle.net/10566/5622
dc.language.isoenen_US
dc.publisherSpringer Natureen_US
dc.subjectCare vs. cureen_US
dc.subjectDichotomousen_US
dc.subjectFormal curriculaen_US
dc.subjectHidden curriculaen_US
dc.subjectResidentsen_US
dc.titleThe hidden curriculum and integrating cure- and care-based approaches to medicineen_US
dc.typeArticleen_US

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