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DiscussionCommentary

Just family doctors

Hidden curriculum against family medicine in medical schools

Helen Jingshu Jin
Canadian Family Physician January 2025; 71 (1) 16-18; DOI: https://doi.org/10.46747/cfp.710116
Helen Jingshu Jin
Fourth-year medical student in the Schulich School of Medicine and Dentistry at Western University in London, Ont.
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  • RE: Just family doctors
    Martina A Kelly, Ann Lee, Lyn Power, Nathalie Boudrealt and Maria Hubinette
    Published on: 10 March 2025
  • RE: Hidden curriculum against family medicine in medical schools
    Murray B. Trusler
    Published on: 31 January 2025
  • Published on: (10 March 2025)
    Page navigation anchor for RE: Just family doctors
    RE: Just family doctors
    • Martina A Kelly, Professor, Family Medicine, University of Calgary
    • Other Contributors:
      • Ann Lee, Undergraduate Director Family Medicine
      • Lyn Power, Undergraduate Director, Family Medicine
      • Nathalie Boudrealt, Professor, Family Medicine
      • Maria Hubinette, Undergraduate Director (UBC), Acting Associate Dean, Academic and Faculty Development

    We read Ms. Jin’s commentary on the hidden curriculum in Canadian undergraduate medical education concerning family medicine with great interest.1 While we cannot deny the existence of a hidden curriculum, many educational leaders across Canada are actively working to counter this narrative. These efforts are led not only by family physicians in our medical schools but also by specialist colleagues, including senior leadership, representing collaborative efforts to promote generalism as a core component of undergraduate medical education.2

    According to our research3, all medical schools provide exposure to family medicine during pre-clerkship, often within weeks of starting, and much of it is mandatory. Typically, this involves clinical placements where students work alongside family physicians. These opportunities are frequently organized as half-days or repeated visits, allowing students to experience relational continuity with their preceptors and patients. In most institutions, family physicians deliver classroom instruction, not only in the traditional domain of communication skills but also in clinical reasoning. Outside the formal curriculum, most schools feature generalist career panels and mentoring opportunities, supplemented by generalist boot camps, rural weeks, and family medicine podcasts as extra options. At the time of our data collection, four medical programs were actively revising their curricula to integrate generalism principles.

    Howeve...

    Show More

    We read Ms. Jin’s commentary on the hidden curriculum in Canadian undergraduate medical education concerning family medicine with great interest.1 While we cannot deny the existence of a hidden curriculum, many educational leaders across Canada are actively working to counter this narrative. These efforts are led not only by family physicians in our medical schools but also by specialist colleagues, including senior leadership, representing collaborative efforts to promote generalism as a core component of undergraduate medical education.2

    According to our research3, all medical schools provide exposure to family medicine during pre-clerkship, often within weeks of starting, and much of it is mandatory. Typically, this involves clinical placements where students work alongside family physicians. These opportunities are frequently organized as half-days or repeated visits, allowing students to experience relational continuity with their preceptors and patients. In most institutions, family physicians deliver classroom instruction, not only in the traditional domain of communication skills but also in clinical reasoning. Outside the formal curriculum, most schools feature generalist career panels and mentoring opportunities, supplemented by generalist boot camps, rural weeks, and family medicine podcasts as extra options. At the time of our data collection, four medical programs were actively revising their curricula to integrate generalism principles.

    However, goodwill – and supportive leadership –are insufficient to address the challenges of promoting family medicine and generalist education more broadly. These challenges include structural barriers, particularly support for clinical coverage and income protection for family physician preceptors. Placing learners in rural communities offers the ideal exposure to family medicine but necessitates housing and infrastructural support. Furthermore, as Ms. Jin correctly points out, the system for applying to postgraduate training prominently features in students’ lives from early in their clerkship, sometimes before experiencing family medicine in clerkship. Perhaps, however, the biggest barrier to supporting generalist careers is the need for medical educators across all disciplines to reframe the mindset of medical practice- from viewing it as broken into separate body system parts to adopting more holistic and integrative approaches. While body-system approaches certainly assist learners in navigating the overwhelming amount of material to be learned, as a profession we have been less attentive to how to ‘put it together again.’ We believe this work is relevant to all physicians as we collectively strive to counter fragmentary healthcare and acknowledge the increasing complexity of healthcare. Only in collaboration can we drive the healthcare change so urgently needed to graduate generalist physicians.

    1Jin HJ. Just family doctors: Hidden curriculum against family medicine in medical schools. Canadian Family Physician. 2025 Jan 1;71(1):16-8.

    2College of Family Physicians of Canada. Proceedings from the College of Family Physicians of Canada
    Undergraduate Education Retreat on Advancing Generalism, January 15, 2020. Mississauga, ON:
    College of Family Physicians of Canada; 2020

    3Kelly M, Power L, Lee A, Boudreault N, Ali M, Hubinette M. The tip of the iceberg: Generalism in undergraduate medical education, a systems thinking analysis. Medical education. 2024 Dec;58(12):1536-44.

    Show Less
    Competing Interests: None declared.
  • Published on: (31 January 2025)
    Page navigation anchor for RE: Hidden curriculum against family medicine in medical schools
    RE: Hidden curriculum against family medicine in medical schools
    • Murray B. Trusler, Family Physician, Retired Assistant Professor of Family Medicine - Queens, Associate Professor of Family Medicine - NOSM

    Thank you for opening an old wound. The phrase "just a family physician" needs to be revisited.

    When I graduated from the University of Toronto Medical School (2 years of pre-med and 4 years of medicine) in 1966, my mother asked me what speciality I intended to enter. I responded that I wanted to go into general practice and to put into use all the clinical tools that I had learned so far. Her response was "You want to be just a family doctor?" I answered "Yes that's right".

    I completed a one year general internship at the Toronto Western Hospital plus a month of anaesthesia in Edmonton and started practice in Norway House, Manitoba with a classmate. We were both 25 years old and married.

    Norway House is a First Nations Cree Community situated 350 air miles north of Winnipeg. In 1967, there was no road, no airport, no air ambulance service, but we had a radio telephone service (which unfortunately, was often disrupted by the northern lights). We were two greenhorn physicians with a 40 bed hospital to run and 10,000 patients scattered over 30,000 square miles (the size of Scotland) and a language barrier with more than half of our patients speaking only Cree or Saulteaux. There were eight fly-in nursing stations scattered over the Zone that we serviced by float plane in the summer and planes on skis in the winter. Access to the hospital was by plane (landing on the water in summer and on the ice in the winter). Duri...

    Show More

    Thank you for opening an old wound. The phrase "just a family physician" needs to be revisited.

    When I graduated from the University of Toronto Medical School (2 years of pre-med and 4 years of medicine) in 1966, my mother asked me what speciality I intended to enter. I responded that I wanted to go into general practice and to put into use all the clinical tools that I had learned so far. Her response was "You want to be just a family doctor?" I answered "Yes that's right".

    I completed a one year general internship at the Toronto Western Hospital plus a month of anaesthesia in Edmonton and started practice in Norway House, Manitoba with a classmate. We were both 25 years old and married.

    Norway House is a First Nations Cree Community situated 350 air miles north of Winnipeg. In 1967, there was no road, no airport, no air ambulance service, but we had a radio telephone service (which unfortunately, was often disrupted by the northern lights). We were two greenhorn physicians with a 40 bed hospital to run and 10,000 patients scattered over 30,000 square miles (the size of Scotland) and a language barrier with more than half of our patients speaking only Cree or Saulteaux. There were eight fly-in nursing stations scattered over the Zone that we serviced by float plane in the summer and planes on skis in the winter. Access to the hospital was by plane (landing on the water in summer and on the ice in the winter). During freeze-up and break-up there was no air access to the hospital (2 months of the year). For back-up, we each had a couple of boxes of medical texts. The only specialist back-up was a visiting orthopaedic surgeon from Edmonton, following patients with hip dysplasia (endemic due to binding children in cradle boards) and a general surgeon who joined us later in the year making local C-sections feasible. Fortunately our patients were generally healthy. Our practice was heavily centred on obstetrics (including epidural anesthesia, rotations, forceps deliveries, breech extractions etc.) and paediatrics (pneumonia, meningitis, glomerulonephritis etc.). Our salary was $11,000 per annum.

    Fast forward 55 years, we two "just family physicians" looked back on our careers (Gary became a general surgeon and I remained in family medicine) and agreed that this first year in practice for both of us was the most rewarding year of our careers. Why was that? I think the keys were:

    1. Our training was high school + 2 years of Pre-Med + 4 years of Med + 1 year General Internship. It was short and we graduated when we were still young. This was important.

    2. An initial introduction to general practice that employed every skill that we had learned, plus many that we had to explore on our own. It was academically challenging. But, we had hospital privileges to perform comprehensive care. Current family medicine in urban/suburban communities is primarily office based. Many family physicians cannot even perform minor procedures in their offices. If society wants family doctors, it needs to provide family physicians with the ability to perform procedures in their offices and in their community hospitals. This is important. For me, isolation in an office without hospital patients and the ability to perform procedures was stifling. Rural and remote practice on the other hand demands that we use all our family physician's skills. It is challenging and interesting.

    3. Feeling wanted and appreciated by the community we served. The big payoff for us was the knowledge that we were needed and appreciated by the people in our vast community.

    4. Trust in your fellow family physicians. Our son was born in Norway House in February 1968. It was -50 degrees. Out of necessity, Gary performed both the epidural and the delivery. We were in very good hands.

    I went on tp practice in four provinces, one territory and four countries being "just a family physician". Would I do it again? Yes, in a heartbeat!

    Show Less
    Competing Interests: None declared.
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Canadian Family Physician
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Just family doctors
Helen Jingshu Jin
Canadian Family Physician Jan 2025, 71 (1) 16-18; DOI: 10.46747/cfp.710116

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Canadian Family Physician Jan 2025, 71 (1) 16-18; DOI: 10.46747/cfp.710116
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