Skip to main content


Swipe om te navigeren naar een ander artikel

22-04-2020 | Original Article | Uitgave 3/2020 Open Access

Perspectives on Medical Education 3/2020

Evidence-based medicine, shared decision making and the hidden curriculum: a qualitative content analysis

Perspectives on Medical Education > Uitgave 3/2020
Emélie Braschi, Dawn Stacey, France Légaré, Roland Grad, Douglas Archibald
Belangrijke opmerkingen

Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s40037-020-00578-0) contains supplementary material, which is available to authorized users.



Medical education should portray evidence-based medicine (EBM) and shared decision making (SDM) as central to patient care. However, misconceptions regarding EBM and SDM are common in clinical practice, and these biases might unintentionally be transmitted to medical trainees through a hidden curriculum. The current study explores how assumptions of EBM and SDM can be hidden in formal curriculum material such as PowerPoint slides.


We conducted a qualitative content analysis using a purposive sample of 18 PowerPoints on the management of upper respiratory tract infections. We identified concepts pertaining to decision making using theory-driven codes taken from the fields of EBM and SDM. We then re-analyzed the coded text using a constructivist latent thematic approach to develop a rich description of conceptualizations of decision making in relation to EBM and SDM frameworks.


PowerPoint slides can relay a hidden curriculum, which can normalize: pathophysiological reasoning, unexplained variations in clinical care, the use of EBM mimics, defensive medicine, an unrealistic portrayal of benefits, and paternalism.


Addressing the hidden curriculum in formal curricular material should be explored as a novel strategy to foster a positive attitude towards EBM and SDM and to improve patient outcomes by encouraging the use of these skills.
Extra materiaal
Over dit artikel

Andere artikelen Uitgave 3/2020

Perspectives on Medical Education 3/2020 Naar de uitgave