<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572021000200089</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2021.38.21350</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El currículo oculto y su influencia en la enseñanza en las Ciencias de la Salud]]></article-title>
<article-title xml:lang="en"><![CDATA[The hidden curriculum and its influence on Health Sciences teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Centeno]]></surname>
<given-names><![CDATA[Angel M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paz Grebe]]></surname>
<given-names><![CDATA[María de la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral Facultad de Ciencias Biomédicas ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>10</volume>
<numero>38</numero>
<fpage>89</fpage>
<lpage>95</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572021000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572021000200089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572021000200089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El currículo oculto puede ser definido como aquellos aprendizajes no planificados que ocurren a lo largo de la enseñanza. Su estudio se inició a fines de los 60 en USA, no obstante, solo en los últimos años se ha convertido en objeto de interés para investigadores de diversas disciplinas y en especial para la Educación Médica. Pese a lo anterior no existe aún en la actualidad una aproximación única al tema, así como acuerdo respecto a su significado y utilidad. Este artículo surgió con el objetivo de realizar una contribución para avanzar en su comprensión como un fenómeno multidimensional que cumple un papel en la formación y que por ello debe ser identificado y descifrado. Para esto se intentó hacer una revisión de algunos de los principales aportes disponibles en la literatura acerca del currículo oculto. Dicha revisión permitió concebir el currículo oculto como la expresión de aspectos de la cultura y del contexto institucional que hacen posibles aprendizajes inesperados para los estudiantes. En esta misma línea, es un agente o vehículo potencial de socialización que facilita o promueve la interiorización de reglas, normas y valores que son propios de la profesión. Existe una interesante relación entre el currículo oculto y el profesionalismo médico, en la medida que la adquisición de los valores de la profesión requiere de aprendizajes complejos los cuales muchas veces ocurren en escenarios y contextos imprevistos y por fuera de lo que estaba formalmente planificado. Identificar el currículo oculto y reconocer su influencia en la enseñanza es un desafío para las facultades de Ciencias de la Salud, cómo incorporarlo al currículo formal es una tarea pendiente, en esto los estudiantes parecen tener un papel esencial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The hidden curriculum can be defined as the unplanned learning that occurs throughout any teaching process. Its study began in the late 1960s in the USA. However, only recently it became the subject of interest to researchers from various disciplines, especially for Medical Education. Moreover, there is neither a single approach to hidden curriculum nor an agreement on its meaning and usefulness yet. The purpose of this article is to contribute to the understanding of the hidden curriculum as a multidimensional phenomenon that plays a role in teaching and must, therefore, be identified and decoded. So, an attempt was made to review some of the main contributions available in the literature about the hidden curriculum. In this review the hidden curriculum is conceived as the expression of aspects of culture and institutional context that make unexpected students' learning. We emphasize the hidden curriculum as a potential vehicle of socialization that facilitates or promotes the internalization of rules and values typical of the profession. There is an interesting relationship between the hidden curriculum and medical professionalism, to the extent that acquiring the profession's values requires complex learning, which often occur in unforeseen scenarios and contexts and outside of what was planned. Identifying the hidden curriculum and recognizing its influence on teaching is a challenge for Health Sciences schools. Incorporating it into the formal curriculum is pending, and students seem to play an essential role in making it visible.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[currículo oculto]]></kwd>
<kwd lng="es"><![CDATA[impacto en la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[aprendizajes inesperados]]></kwd>
<kwd lng="en"><![CDATA[hidden curriculum]]></kwd>
<kwd lng="en"><![CDATA[impact on teaching]]></kwd>
<kwd lng="en"><![CDATA[unexpected learnings]]></kwd>
</kwd-group>
</article-meta>
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