Number
612
Name
Demystifying "Hidden Curriculum" Elements in Pre-Clinical Training through Near-Peer Mentorship
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Jonathan Hauke, University of Kentucky College of Medicine
Abby Jamison, University of Kentucky College of Medicine
Raven Piercey, University of Kentucky Department of Behavioral Science
Lillian Sims, University of Kentucky Department of Behavioral Science
Presentation Topic(s)
Student Support
Description
PURPOSE
The “hidden curriculum” plays a substantial role in the development of
students’ professional identities. These pieces of insider knowledge pose
risk of distress or moral injury to trainees, particularly those of
underrepresented in medicine [URIM] status which at our institution includes
many rural students. This study uses reflective data to explore hidden
curriculum elements identified (and mitigated) by near-peer mentors.
METHODS
The MedMentors program pairs first-year medical students with a cohort of
second-year mentors who provide longitudinal support throughout the rest of
medical school. MedMentors regularly submit IRB-approved written reflections
about their mentorship experiences and keep records of high-needs areas for
their mentees. For the mentors, the experience provides practice with
academic medicine career skills, while mentees receive insight from
approachable, trained near-peers. URIM status is a priority for admission
into MedMentors, ensuring that students who have navigated the hidden
curriculum of medicine become positioned to in turn help others.
RESULTS
During each academic year, MedMentors collectively reported an average of
480 hours spent supporting near-peers, including 150+ one-on-one meetings,
and identify elements of the hidden curriculum such as exam study strategies
and the importance of reaching out for help as the highest-need areas for
their mentees. Mentors found the most common ground with students when
sharing that they had also struggled with many of the same challenges.
Mentors frequently used this rapport to provide information to mentees they
wish they would have known sooner.
CONCLUSIONS
The MedMentors program’s approach, centering URIM perspectives and
concerns, has been effective in both identifying and addressing hidden
curriculum elements. Since lack of awareness can perpetuate feelings of
outsider status among students, this approach has implications in medical
educators’ efforts to promote student development and belonging.
Broader-scale implementation of similar initiatives holds promise to address
hidden curriculum elements head-on.
The “hidden curriculum” plays a substantial role in the development of
students’ professional identities. These pieces of insider knowledge pose
risk of distress or moral injury to trainees, particularly those of
underrepresented in medicine [URIM] status which at our institution includes
many rural students. This study uses reflective data to explore hidden
curriculum elements identified (and mitigated) by near-peer mentors.
METHODS
The MedMentors program pairs first-year medical students with a cohort of
second-year mentors who provide longitudinal support throughout the rest of
medical school. MedMentors regularly submit IRB-approved written reflections
about their mentorship experiences and keep records of high-needs areas for
their mentees. For the mentors, the experience provides practice with
academic medicine career skills, while mentees receive insight from
approachable, trained near-peers. URIM status is a priority for admission
into MedMentors, ensuring that students who have navigated the hidden
curriculum of medicine become positioned to in turn help others.
RESULTS
During each academic year, MedMentors collectively reported an average of
480 hours spent supporting near-peers, including 150+ one-on-one meetings,
and identify elements of the hidden curriculum such as exam study strategies
and the importance of reaching out for help as the highest-need areas for
their mentees. Mentors found the most common ground with students when
sharing that they had also struggled with many of the same challenges.
Mentors frequently used this rapport to provide information to mentees they
wish they would have known sooner.
CONCLUSIONS
The MedMentors program’s approach, centering URIM perspectives and
concerns, has been effective in both identifying and addressing hidden
curriculum elements. Since lack of awareness can perpetuate feelings of
outsider status among students, this approach has implications in medical
educators’ efforts to promote student development and belonging.
Broader-scale implementation of similar initiatives holds promise to address
hidden curriculum elements head-on.
Presentation Tag(s)
Student Travel Award Nominee, Student Presentation