The hidden curriculum is embedded in all levels of education, and an integral part of higher education. However, the hidden curriculum remains a challenging concept to understand and define. The focus of this study was to gain insight into the lecturer dimension of the hidden curriculum, as research on the lecturer dimension of the hidden curriculum is limited, even more so in private higher education. A narrative approach was adopted and provided valuable stories and reflections from lecturers regarding the main areas that they enact the hidden curriculum in their classroom (developing graduate competencies, supplementing the formal curriculum, enhancing the student learning experience), the importance of lecturer reflection, and the relevance of the private nature of the higher education institutions. This study contributes to a more holistic understanding of the enactment of the hidden curriculum by lecturers in private higher education, and what lecturers experience the hidden curriculum to be.

Resumen El sistema educativo es clave en la reproducción de la desigualdad de género a través de la trasmisión cotidiana de normas y estereotipos sexistas. La educación con perspectiva de género busca transformar estos contenidos y prácticas para crear un ambiente escolar basado en el respeto, la equidad y la conciencia social. El objetivo de este artículo es presentar los resultados del diagnóstico realizado al programa de la carrera de Agroecología impartida en la Universidad Autónoma Chapingo. La información fue obtenida a través de una encuesta, entrevistas a profundidad y análisis de contenido de algunas asignaturas. Los resultados identificaron un sesgo androcéntrico en los contenidos de enseñanza, además de discriminación de género en la convivencia en el aula. Se concluye que la transversalización de la perspectiva de género en la educación superior es clave para contrarrestar la discriminación sexista y contribuir a formar un estudiantado sensible a esta y otras formas de desigualdad social.

Abstract The educational system plays a key role in the reproduction of gender inequality, as it transmits sexist norms and stereotypes on a daily basis. Gender-sensitive education seeks to transform educational contents and practices in order to create school environments where the principles of respect, equity and social justice prevail. The objective of this paper is to examine the agroecology curriculum taught at the Universidad Autónoma Chapingo, Mexico. Data was obtained through a survey, content analysis of course syllabi, and in-depth interviews. Results identified an androcentric bias in teaching contents, and gender discrimination in classroom interaction. It is concluded that gender mainstreaming in higher education is essential to counteract sexism and other forms of social inequality.

Resumen: El objetivo de este artículo es comprender cómo se entretejen las subjetividades de las y los estudiantes en las interacciones que generan ambientes clínicos de aprendizaje en las residencias médicas. Como método se ha utilizado el estudio de caso, resultado de una etnografía clínica, y se han empleado las narrativas para documentar cómo los actores sociales hacen lo que hacen. Los principales resultados indican que la formación médica es un fenómeno de análisis complejo donde hay un entramado institucional y cultural particular marcado por estructuras jerárquicas y relaciones de poder. Las interacciones y experiencias descritas develan la preeminencia de espacios hostiles para el aprendizaje que se entrelazan en el currículum oculto en expresiones de violencia como los chismes, el hostigamiento sexual, el estigma ante las enfermedades mentales y la omisión institucional.

Abstract: The objective of this article is to understand how students' subjectivities are interwoven in the interactions generated in clinical learning settings in medical residencies. The case study method has been used-the result of clinical ethnography-along with narratives to document how social actors do what they do. The results indicate that medical training is a complex phenomenon with a unique institutional and cultural framework marked by hierarchical structures and power relations. The described interactions and experiences reveal the preeminence of hostile spaces for learning, meshed in a hidden curriculum with expressions of violence like gossip, sexual harassment, the stigma of mental illness, and institutional omissions.

Este estudio cualitativo evaluó la percepción de académicos sobre su autoimagen como futuros médicos y los factores que influyeron en la construcción de su identidad profesional. Se entrevistaron 32 estudiantes del sexto año de medicina en Brasil y en Portugal. Se utilizó el análisis de contenido en la modalidad temática y la dramaturgia de Goffman para análisis e interpretación de los datos. La autoimagen idealizada se reveló en dos temáticas: el médico centrado en sí mismo y aquel que valora la relación interpersonal. Una tercera temática mostró la influencia de la Universidad y de elementos traídos a priori en la identidad del médico. Los resultados indican la influencia del currículo oculto en la construcción de la identidad profesional y refuerzan la importancia de los aspectos sociales y humanísticos en la formación médica. 3 Portugal datos temáticas interpersonal médica

This qualitative study evaluated the perception of academics about their self-image as future doctors and the factors that influenced the construction of their professional identity. Thirty-two sixth-year medical students in Brazil and Portugal were interviewed. Content analysis in the thematic modality and Goffman’s dramaturgy were used for data analysis and interpretation. The idealized self-image was revealed in two themes: the doctor centered on himself and the one who values the interpersonal relationship. A third theme showed the influence of the University and of elements brought a priori in the doctor’s identity. The results indicate the influence of the hidden curriculum in the construction of professional identity and reinforce the importance of social and humanistic aspects in medical education. selfimage self image Thirtytwo Thirty sixthyear sixth year interviewed Goffmans Goffman s interpretation themes relationship education

Este estudo qualitativo avaliou a percepção de acadêmicos sobre sua autoimagem como futuros médicos e os fatores que influenciaram a construção da sua identidade profissional. Foram entrevistados 32 estudantes do sexto ano de Medicina no Brasil e em Portugal. Utilizou-se a análise de conteúdo na modalidade temática e a dramaturgia de Goffman para análise e interpretação dos dados. A autoimagem idealizada revelou-se em duas temáticas: o médico centrado em si e aquele que valoriza a relação interpessoal. Uma terceira temática mostrou a influência da universidade e de elementos trazidos a priori na identidade do médico. Os resultados indicam a influência do currículo oculto na construção da identidade profissional e reforçam a importância dos aspectos sociais e humanísticos na formação médica. 3 Portugal Utilizouse Utilizou se dados revelouse revelou temáticas interpessoal médica

This qualitative study evaluated the perception of academics about their self-image as future doctors and the factors that influenced the construction of their professional identity. Thirty-two sixth-year medical students in Brazil and Portugal were interviewed. Content analysis in the thematic modality and Goffman’s dramaturgy were used for data analysis and interpretation. The idealized self-image was revealed in two themes: the doctor centered on himself and the one who values the interpersonal relationship. A third theme showed the influence of the University and of elements brought a priori in the doctor’s identity. The results indicate the influence of the hidden curriculum in the construction of professional identity and reinforce the importance of social and humanistic aspects in medical education.

Este estudio cualitativo evaluó la percepción de académicos sobre su autoimagen como futuros médicos y los factores que influyeron en la construcción de su identidad profesional. Se entrevistaron 32 estudiantes del sexto año de medicina en Brasil y en Portugal. Se utilizó el análisis de contenido en la modalidad temática y la dramaturgia de Goffman para análisis e interpretación de los datos. La autoimagen idealizada se reveló en dos temáticas: el médico centrado en sí mismo y aquel que valora la relación interpersonal. Una tercera temática mostró la influencia de la Universidad y de elementos traídos a priori en la identidad del médico. Los resultados indican la influencia del currículo oculto en la construcción de la identidad profesional y refuerzan la importancia de los aspectos sociales y humanísticos en la formación médica.

Este estudo qualitativo avaliou a percepção de acadêmicos sobre sua autoimagem como futuros médicos e os fatores que influenciaram a construção da sua identidade profissional. Foram entrevistados 32 estudantes do sexto ano de Medicina no Brasil e em Portugal. Utilizou-se a análise de conteúdo na modalidade temática e a dramaturgia de Goffman para análise e interpretação dos dados. A autoimagem idealizada revelou-se em duas temáticas: o médico centrado em si e aquele que valoriza a relação interpessoal. Uma terceira temática mostrou a influência da universidade e de elementos trazidos a priori na identidade do médico. Os resultados indicam a influência do currículo oculto na construção da identidade profissional e reforçam a importância dos aspectos sociais e humanísticos na formação médica.

Abstract: Introduction: Rethinking the teaching-learning process is a continuous task in medical training, with the constant requirement of applying the best evidence. Although the needs for change are widely known, the means to carry them out are not. Therefore, this report aims to describe the methodology used by a traditional medical school during its curricular reform process, which had the active participation of the academic community. Experience: A committee for curricular reform was appointed, including students, academic and professional staff. Following the principles of Design Thinking, prior knowledge was organized and listening processes were structured. A competency-based matrix was developed, with horizontally integrated disciplines and prioritization of practical activities, allowing for reduced total class hours of the course. The implemented reforms required complex institutional changes beyond the matrix, such as changing the evaluative culture and the implementation of the portfolio, in addition to other hidden curricular issues. Discussion: The challenge of creating flexible and sustainable processes seems to be overcome by empowering the community to collaborate with the educational management. In addition to coordinators and directors, all agents of the learning process must be brought together horizontally with active participation in proposing changes. Barriers and distances in relation to literature can be faced, and limitations must be admitted in order to preserve appropriate identities and guarantee viable projects. Conclusion: Training competent professionals is the goal of curricula, which must be continually reviewed. The reform described allowed for the strengthening of ties between the community, delivering a representative project that was adequate to the specific reality. Abstract Introduction teachinglearning teaching training evidence known not Therefore Experience appointed students staff Thinking structured competencybased competency based developed activities course portfolio issues Discussion management directors faced projects Conclusion curricula reviewed reality

Resumo: Introdução: Repensar os processos de ensino-aprendizagem é tarefa contínua dentro da escola médica, devendo haver aplicação das melhores evidências. Embora as necessidades de mudanças sejam amplamente conhecidas, os meios para realizá-las não o são. Por isso, este relato objetiva descrever a metodologia utilizada por uma faculdade tradicional do ensino em medicina durante seu processo de reforma curricular, o qual contou com a participação ativa da comunidade acadêmica. Relato de experiência: Para a reforma da matriz, foi nomeada uma comissão composta por alunos, docentes e funcionários. Seguindo os princípios do Design Thinking, organizaram-se os conhecimentos prévios e estruturaram-se os processos de escuta dos diferentes sujeitos. Optou-se por desenvolver uma matriz baseada em competências, com disciplinas integradas horizontalmente e priorização de atividades práticas, de modo a permitir uma redução da carga horária global do curso. As reformas implementadas exigiram alterações institucionais complexas para além da matriz, como a mudança da cultura avaliativa, a implementação do portfólio e outras questões de currículo oculto. Discussão: Superou-se o desafio de criar processos flexíveis e sustentáveis porque a comunidade foi capacitada para colaborar na gestão do ensino. Para além de coordenadores e diretores, todos os agentes do processo de aprendizagem devem ser reunidos de forma horizontal com participação ativa na proposição de mudanças. Barreiras e distanciamentos em relação à literatura podem ser enfrentados, devendo-se admitir as limitações para preservar identidades próprias e garantir projetos viáveis. Conclusão: A formação de profissionais competentes é o objetivo dos currículos em medicina, que devem ser revistos continuamente. A reforma descrita permitiu o fortalecimento de vínculos com a comunidade, entregando um projeto representativo e adequado à realidade específica. Resumo Introdução ensinoaprendizagem médica evidências conhecidas realizálas realizá las são isso curricular acadêmica experiência alunos funcionários Thinking organizaramse organizaram se estruturaramse estruturaram sujeitos Optouse Optou competências práticas curso avaliativa oculto Discussão Superouse Superou diretores enfrentados devendose viáveis Conclusão continuamente específica

Abstract The objective of this work is to present an analysis of two discourses that would build the curriculum issued by the Ministry of Education of the Nation during the government of Mauricio Macri, to uncover these hidden areas, those knowledges and relationships that provide their conditions of possibility and allow us understand why certain rules, concepts, practices and other modes of relationship among subject, education and teaching were established. It tries to ask us: what are the foundations of the new curriculum and what is left of it? What education and what teaching was designed and for which discipline? In other words, it is about understanding the discourses that establish or sense two curricular documents, or the place that the subject occupies, or teach and educação.

Resumen El trabajo tiene como objetivo presentar un análisis de los discursos que construyeron la malla curricular emanada por el Ministerio de Educación de la Nación durante el período de gobierno de Mauricio Macri, desentramar aquellas zonas ocultas, esto es, aquel saber y haz de relaciones que provee sus condiciones de posibilidad y permite entender por qué se han establecido determinadas reglas, conceptos, prácticas y otros modos de relación entre el sujeto, la educación y la enseñanza. Se trata de preguntarnos: ¿cuáles son los fundamentos de este nuevo currículum y qué ha dejado afuera?, ¿qué educación y qué enseñanza se pensó y para qué sujeto? En otras palabras, se trata de entender los discursos que establecen el sentido de los documentos curriculares, el lugar que ocupa el sujeto en ellos, la enseñanza y la educación.

Resumo O objetivo deste trabalho é apresentar uma análise dos discursos que construíram o currículo emitido pelo Ministério da Educação da Nação durante o governo de Mauricio Macri, para desvendar essas áreas ocultas, ou seja, aqueles saberes e relações que proporcionam suas condições de possibilidade e nos permite compreender por que se estabeleceram certas regras, conceitos, práticas e outros modos de relação entre sujeito, educação e ensino. Trata-se de nos perguntar: quais são os fundamentos desse novo currículo e o que ele deixou de fora? Que educação e que ensino foi pensado e para qual disciplina? Em outras palavras, trata-se de compreender os discursos que estabelecem o sentido dos documentos curriculares, o lugar que o sujeito neles ocupa, o ensino e a educação.

Resumen Introducción: De acuerdo con lo sostenido por entidades internacionales la estrategia de Atención Primaria en Salud (APS) es un eje central para mejorar la salud de la población. Al respecto, Chile se ha adscrito al objetivo de fomentar la educación médica orientada hacia la atención primaria. Sin embargo, la evidencia académica muestra una formación con enfoque predominantemente hospitalocéntrico y orientado hacia la especialidad médica. Se desconocen los efectos que tienen los espacios formativos de y en APS sobre los estudiantes. Objetivo: Explorar, desde una perspectiva fenomenológica, las percepciones de los/as internos/as respecto de las modificaciones que advierten durante el internado de APS y la valoración de la experiencia vivida como factor de cambio de sus expectativas laborales o su visión del ejercicio profesional. Método: Estudio cualitativo con enfoque fenomenológico. Se realizaron 15 entrevistas semiestructuradas a internos/as de medicina y profesionales médicos/as recientemente egresados/as que trabajan en APS. Análisis de contenido con triangulación entre investigadores apoyado con software NVivo. Resultados: Las opiniones expresadas por los/as participantes se condicen con lo descrito en la literatura, con importante componente de currículum oculto y modelaje docente que reproduce el paradigma imperante. Se describen una serie de variables que fomentan la percepción del ejercicio en APS como una etapa de transición a la especialidad, a lo que se suma la invisibilización de la medicina familiar como especialidad. Conclusiones: Si bien el internado de APS no logra cambiar las expectativas laborales a largo plazo, puede influir efectivamente en las de corto plazo. Además, permite generar un pensamiento crítico respecto a los lineamientos actuales en educación médica y la estrategia de APS, promotores esenciales para un cambio de paradigma.

Abstract Introduction: According to international institutions, Primary Health Care (PHC) strategy is the central axis to improve the population’s health. In this regard, Chile ascribes to promote medical education guided toward primary care. However, the facts show ME with a hospital-centered focus and oriented to specialty. The effects of formative instances about and in PHC on medical students are unknown. Objective: To explore from a phenomenological perspective the intern’s perception regarding the changes that occur during the PHC internship and the assessment of the experience as a change factor of their job expectation or the professional exercise view. Method: Qualitative research with phenomenological approach. 15 semi-structured interviews were performed to interns who approved PCH internship and recently graduated physicians working in primary care centers. Therefore, information was analyzed with investigator triangulation strategy using NVivo software. Results: The opinions presented by the participants coincide with the literature showing the presence of hidden curriculum and role modeling which reproduces the prevailing paradigm. A series of variables that promote the practice in primary care perception as a transition to the specialty are described, including the invisibility of family medicine as a specialty. Conclusions: Even though the PHC internship does not change the long-term professional expectations, it could influence the short-term expectations. Besides, it allows to generate critical thinking about the ongoing guidelines on medical education and the PHC strategy, being these essential promoters for a paradigm change.

Resumo: Introdução: O profissionalismo é a base do contrato social que legitima a medicina como profissão e pode ser desenvolvido a partir da interação com bons modelos profissionais. No papel do preceptor, um profissional da saúde tem, entre seus atributos, o de acompanhar o estudante enquanto desenvolve sua função assistencial, tornando-se, consequentemente, um modelo na formação do futuro profissional. Objetivo: Este estudo teve como objetivo verificar a percepção dos preceptores do internato do Hospital Universitário de Vassouras (HUV) sobre a influência de modelos na formação médica. Método: Trata-se de uma pesquisa qualitativa exploratória, cuja metodologia foi constituída por duas etapas. A primeira compreendeu a aplicação de um questionário estruturado com dados sociodemográficos, enquanto a segunda contemplou a realização de grupo focal on-line. Resultado: Dos 42 preceptores, 28 participaram efetivamente (75,6%). A análise dos dados evidenciou a importância atribuída pelos preceptores ao seu papel de educador não só para a formação de futuros médicos tecnicamente capacitados ao exercício de uma medicina humanizada, mas também para profissionais dotados de princípios éticos, valores e compromissos. Conclusão: Os preceptores exercem a sua função com muito prazer e compromisso, autopercebendo que são modelos de profissionalismo e que podem representar exemplos positivos ou negativos para os estudantes. Ressalta-se que o tema profissionalismo necessita ser explicitado na construção dos currículos, em vez de ficar restrito ao currículo oculto na formação médica.

Abstract: Introduction: Professionalism is the basis of social contract which legitimizes medicine as profession, and it can be developed through interaction with good professional models. As preceptor, health professionals have, among their attributes, to accompany students while developing his/her care function, thus becoming a model to form future professionals. Objective: This article aims to verify internship tutors’ perception on models’ influence on their medical training at the University Hospital of Vassouras (HUV). Method: This is an exploratory qualitative research, whose methodology consisted of two stages. The first comprised a structured questionnaire about sociodemographic data, while the second contemplated the accomplishment of an online focus group on the digital zoom platform. Result: From 42 preceptors invited to participate, 28 actually participated, representing 75.6%. Data analysis evidenced the importance attributed by preceptors to their role as educators not only for the training of future doctors technically qualified to exercise humanized medicine, but also for professionals endowed with ethical principles, values and commitments. Conclusion: It was concluded that preceptors exercise their role with great pleasure and commitment, self-perceiving that they are models of professionalism and that they can represent positive or negative examples for students. It is also noteworthy that the professionalism theme needs to be made explicit in the construction of curricula, rather than being restricted to the hidden curriculum in education.

In a context of rapid change in higher education and work, lecturers are still expected to provide meaningful learning experiences that enculturate students to disciplinary knowledge, values, and practices. Within the STEM disciplines, this process of enculturation is premised on the existence of an underpinning 'culture of science' defined by long-established discipline-specific discourses that include values, models of thinking, patterns of behaviour and even language conventions. In this reflective autoethnographic study, we apply Carlone and Johnson's 'science identity' framework to analyse the reflections of a theoretical physics lecturer on the journey to becoming a theoretical physicist. The analysis reveals the factors (implicit and explicit) that may enhance or constrain academic progression. These factors are discussed in relation to implications for students from diverse backgrounds, and the critical role played by lecturers in revealing the 'rules of the game'.

Resumo Este artigo objetiva analisar a experiência de estudantes de Medicina que se identificam como lésbicas, gays e bissexuais dentro da corporação profissional da saúde de maior prestígio social na sociedade brasileira contemporânea, a Medicina. As categorias encontradas apontam que o curso de graduação apresenta um currículo oculto que opera na lógica dos excessos, com um ideário médico conservador, masculinista e heteronormativo. Pessoas da comunidade LGBTI+ são invisibilizadas, tanto em termos curriculares como nas relações sociais, em um processo de vigilância excessiva e constante dos estudantes para a adequação a um modelo que privilegia o homem heterossexual, enquanto os demais são considerados abjetos.

Abstract This article aims to analyze the experience of medical students who identify themselves as lesbians, gays, and bisexuals inside the professional health corporation of highest social prestige in contemporary Brazilian society, the Medicine. The categories found show that the undergraduate course has a hidden curriculum that operates in the logic of excesses, with a conservative, masculinist, and heteronormative medical model. People of the LGBTI+ community are made invisible, both in terms of curriculum and in social relations, in a process of excessive and constant surveillance of students to adapt to a model that privileges heterosexual men, whereas the rest are considered abject.

Resumo Este artigo objetiva analisar a experiência de estudantes de Medicina que se identificam como lésbicas, gays e bissexuais dentro da corporação profissional da saúde de maior prestígio social na sociedade brasileira contemporânea, a Medicina. As categorias encontradas apontam que o curso de graduação apresenta um currículo oculto que opera na lógica dos excessos, com um ideário médico conservador, masculinista e heteronormativo. Pessoas da comunidade LGBTI+ são invisibilizadas, tanto em termos curriculares como nas relações sociais, em um processo de vigilância excessiva e constante dos estudantes para a adequação a um modelo que privilegia o homem heterossexual, enquanto os demais são considerados abjetos.

Abstract This article aims to analyze the experience of medical students who identify themselves as lesbians, gays, and bisexuals inside the professional health corporation of highest social prestige in contemporary Brazilian society, the Medicine. The categories found show that the undergraduate course has a hidden curriculum that operates in the logic of excesses, with a conservative, masculinist, and heteronormative medical model. People of the LGBTI+ community are made invisible, both in terms of curriculum and in social relations, in a process of excessive and constant surveillance of students to adapt to a model that privileges heterosexual men, whereas the rest are considered abject.

ABSTRACT: The development of transversal competencies is a relevant aspect in the dental undergraduate curriculum. However, there is insufficient evidence about its implementation in national curriculums. The aim of this research was to know whether or not the courses are focused on transversal competencies in dental programs of Chilean universities. To accomplish this, a descriptive, cross-sectional study was carried out. This research was based on the review of the curriculums published on the websites of each university that awarded undergraduate degrees in dentistry in 2020, and facilitated an open admission process. Of the 19 universities studied, all had courses associated with transversal competencies in their dental curriculum. These were distributed throughout the six years of the curriculum. Using the grouping of transversal competencies, as proposed by the Latin America Tuning Project, it was shown that courses related to cognitive learning processes were the most represented of the subjects, corresponding to 41 % of all courses studied. Those related to social values corresponded to 34 %; courses associated with informational technology and those within the international context represented 20 %; while the courses related to interpersonal skills only reached 5 %. Due to the fact that the courses related to interpersonal skills were scarce, it could be concluded that a large part of this learning is included in the hidden curriculum and is probably achieved via instructional modeling as part of the daily clinical practice. As a proposal for the future, this research suggests that we need to improve the training in transversal competencies for the dental graduates of Chilean universities.

RESUMEN: El desarrollo de competencias transversales es un aspecto relevante en el currículum de pregrado de Odontología, sin embargo, existe escasa evidencia sobre su presencia en los planes de estudio nacionales. El objetivo de esta investigación fue conocer la presencia de asignaturas centradas en competencias transversales en la carrera de Odontología de las universidades chilenas. Se realizó un estudio descriptivo de diseño transversal, revisando las mallas curriculares publicadas en la web por cada universidad que dictó el pregrado de Odontología el año 2020, con proceso de admisión abierto. De las 19 universidades consultadas, todas exhibieron en sus mallas curriculares asignaturas asociadas a competencias transversales y distribuidas a lo largo de los seis años del plan de estudios. Al utilizar la agrupación de competencias transversales propuesta por el Proyecto Tuning América Latina, se observó que las asignaturas relacionadas con los procesos cognitivos asociados al aprendizaje eran las más numerosas y suponían el 41 % del total; las vinculadas con los valores sociales correspondieron al 34 %; las asociadas al contexto tecnológico e internacional representaron el 20 %; mientras que las relacionadas con las habilidades interpersonales, solo alcanzaron un 5 %. Debido a su escasa presencia, es posible concluir que gran parte de los aprendizajes relacionados con el entrenamiento en habilidades interpersonales se encuentren resguardados en el currículum oculto y que probablemente estén a cargo del modelaje docente que se realiza diariamente en la práctica clínica. Como propuesta de futuro, el estudio sugiere mejorar la formación en competencias transversales de los egresados de odontología de las universidades chilenas.

Joy is a feeling that goes beyond happiness, and learning at whatever level should evoke joy in both students and teachers if its goals were to be met. However, the joy of learning may sometimes be totally excluded in a diverse world, especially in emerging economy contexts where issues of equality, equity and social justice are more profound. Using qualitative research methods and the theory of change as the theoretical framework, this study attempts to understand how joy can be promoted in learning despite the major complex diversities that often confront education in such emerging economy contexts. Findings indicate that explicit, implicit and hidden curriculum is key to realising the goals of learning. Furthermore, individuals from diverse settings want to be included in their own education and want their identity, culture, language and life experiences to form part of what is being learned. The participants believe that technology is critical to achieving the joy of learning in the 21st century and beyond. Recommendations include redesigning the curricula at various education levels to make it more relevant and inclusive and returning to the emotional aspects of teaching and learning. Higher education institutions have a critical role to play in achieving a paradigm shift in the training of preservice teachers. We advance further areas of research.

BACKGROUND: Increased co-ordination and co-operation between traditional and biomedical health systems in South Africa (SA) is a national priority. To improve care, practitioners in both systems must learn to recognise the value of their parallel counterparts, and such lessons should begin in medical school. However, there is little research regarding the way in which SA's medical students are taught to interact with the traditional medicine (TM) systemOBJECTIVES: To explore how SA medical students perceive their curriculum as it relates to the traditional health system and to describe their suggestions for improvementMETHODS: We conducted individual in-depth interviews and focus group discussions with 43 final-year medical students across 3 SA medical schools. We applied thematic analysis to improve our understanding of student-reported experiences with TM in their medical school curriculaRESULTS: All 3 medical schools rely heavily on hidden curricula to educate students on the SA traditional health system. These hidden curricula are largely negative and learnt primarily from witnessing faculty-client interactions involving TM use. Students across the institutions agree that this problematic deficit in formal teaching contributes to their incompetence in treating patients who use TM. Their suggestions for improvement focused largely around 3 themes: (i) understanding the fundamentals of the traditional health system; (ii) empathising with patient use of TM; and (iii) promoting broader structural integration of the two health systemsCONCLUSION: Medical students in SA recognise the value of increased exposure to and education surrounding the traditional health system. Future curricular interventions should focus on increasing formal teaching of TM, directly addressing the hidden curriculum related to the topic, and instituting policies and initiatives that improve integration of the SA biomedical and traditional healing paradigms on a structural level