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we would like to point out that different medical professionals and researchers&#44; in some cases respiratory medicine experts&#44; all with extensive teaching experience&#44; collaborate in the day-to-day teaching of the theory and practice pulmonology in this faculty&#46; We talk about constants in medical education&#44; from Hippocrates to the present time&#44; about the challenge of practicing medicine today and in an uncertain future&#44; about how to inform a patient of their disease prognosis&#44; especially in the case of cancer&#59; we talk about women researchers and the added difficulty that this entails&#44; while simultaneously covering the official programme&#44; and talking about smoking&#44; pneumonia&#44; tuberculosis&#44; lung cancer&#44; asthma&#44; and COPD&#46;</p><p id="par0015" class="elsevierStylePara elsevierViewall">It is important that students learn to listen to patients&#46; Another important aspect of medical education that should be underlined is the participation of patients in the classroom&#44; who come to explain to students the impact of the disease on their lives&#44; thus encouraging the students to always value their patients as individuals&#44; not just cases&#46; At a time of rapid social changes&#44; when digital life has almost completely replaced the analogue world&#44; when values must be constantly questioned&#44; a breath of fresh air in the curriculum content must be welcomed and applauded&#46;</p><p id="par0020" class="elsevierStylePara elsevierViewall">We are well used to medical curricula that are designed almost exclusively with teachers and resources in mind &#8211; classrooms&#44; laboratories or patients&#46; The actual circumstances of the students&#44; their emotional situation&#44; their intellectual maturity&#44; their previous knowledge or the future reality in which they will have to practice their profession is rarely taken into account&#46; However&#44; the content of the medical curriculum should not revolve around either teachers or students&#46; 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we need high doses of &#8220;educational enthusiasm&#8221; and must seek out methodologies that do not require resources that are unavailable both now and&#44; presumably&#44; in the near future&#44; but instead optimize the resources available today&#46; Furthermore&#44; as active members of SEPAR and our respective universities&#44; we continue to endorse the role of pulmonologists in the teaching of pulmonology&#46; We want them to be involved in undergraduate teaching&#58; as Professor Mill&#225;n might say&#44; we need to do something that is easier said than done&#58; teach the art of teaching&#46;<a class="elsevierStyleCrossRef" href="#bib0040"><span class="elsevierStyleSup">4</span></a></p><p id="par0030" class="elsevierStylePara elsevierViewall">This is the moment to call on our colleagues to become affiliated with universities and to offer their best efforts to guide our specialty towards greater heights&#46; Let us help humanize medical education&#44; let us avoid the easy option&#44; and let us &#8220;demand the impossible&#8221;&#46; There will always be a question to answer&#44; there will always be a goal to reach&#44; until we breathe our last breath&#44; which&#44; incidentally&#44; will also be a respiratory issue&#46;</p></span>"
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Editorial
A Glimpse Behind the Hidden Curriculum
El currículum oculto ligeramente al descubierto
Pere Casan Claràa, Miguel Barrueco Ferrerob,
Corresponding author
mibafe@telefonica.net

Corresponding author.
a Facultad de Medicina, Universidad de Oviedo, Oviedo, Asturias, Spain
b Departamento Medicina, Universidad de Salamanca, Salamanca, Spain
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we would like to point out that different medical professionals and researchers&#44; in some cases respiratory medicine experts&#44; all with extensive teaching experience&#44; collaborate in the day-to-day teaching of the theory and practice pulmonology in this faculty&#46; We talk about constants in medical education&#44; from Hippocrates to the present time&#44; about the challenge of practicing medicine today and in an uncertain future&#44; about how to inform a patient of their disease prognosis&#44; especially in the case of cancer&#59; we talk about women researchers and the added difficulty that this entails&#44; while simultaneously covering the official programme&#44; and talking about smoking&#44; pneumonia&#44; tuberculosis&#44; lung cancer&#44; asthma&#44; and COPD&#46;</p><p id="par0015" class="elsevierStylePara elsevierViewall">It is important that students learn to listen to patients&#46; Another important aspect of medical education that should be underlined is the participation of patients in the classroom&#44; who come to explain to students the impact of the disease on their lives&#44; thus encouraging the students to always value their patients as individuals&#44; not just cases&#46; At a time of rapid social changes&#44; when digital life has almost completely replaced the analogue world&#44; when values must be constantly questioned&#44; a breath of fresh air in the curriculum content must be welcomed and applauded&#46;</p><p id="par0020" class="elsevierStylePara elsevierViewall">We are well used to medical curricula that are designed almost exclusively with teachers and resources in mind &#8211; classrooms&#44; laboratories or patients&#46; The actual circumstances of the students&#44; their emotional situation&#44; their intellectual maturity&#44; their previous knowledge or the future reality in which they will have to practice their profession is rarely taken into account&#46; However&#44; the content of the medical curriculum should not revolve around either teachers or students&#46; The entire healthcare curriculum should be guided by the type and characteristics of the patients the students will meet in their professional practice&#46; Professor Ludwig W&#46; Eichna&#44; in a magnificent article published several years ago in the <span class="elsevierStyleItalic">New England Journal of</span><span class="elsevierStyleItalic">Medicine</span><a class="elsevierStyleCrossRef" href="#bib0035"><span class="elsevierStyleSup">3</span></a> reminded us of this obvious fact&#46; However&#44; adapting medical education curricula to the reality of diseases now and in the future&#44; taking into account the training requirements and teaching resources at our disposal&#44; and using the best lecturers and professionals for the job&#44; is a difficult&#44; though achievable&#44; objective we must all work towards&#46;</p><p id="par0025" class="elsevierStylePara elsevierViewall">Despite deficiencies in structural&#44; human&#44; and technological resources&#44; for which we are all jointly responsible&#44; we need high doses of &#8220;educational enthusiasm&#8221; and must seek out methodologies that do not require resources that are unavailable both now and&#44; presumably&#44; in the near future&#44; but instead optimize the resources available today&#46; Furthermore&#44; as active members of SEPAR and our respective universities&#44; we continue to endorse the role of pulmonologists in the teaching of pulmonology&#46; We want them to be involved in undergraduate teaching&#58; as Professor Mill&#225;n might say&#44; we need to do something that is easier said than done&#58; teach the art of teaching&#46;<a class="elsevierStyleCrossRef" href="#bib0040"><span class="elsevierStyleSup">4</span></a></p><p id="par0030" class="elsevierStylePara elsevierViewall">This is the moment to call on our colleagues to become affiliated with universities and to offer their best efforts to guide our specialty towards greater heights&#46; Let us help humanize medical education&#44; let us avoid the easy option&#44; and let us &#8220;demand the impossible&#8221;&#46; There will always be a question to answer&#44; there will always be a goal to reach&#44; until we breathe our last breath&#44; which&#44; incidentally&#44; will also be a respiratory issue&#46;</p></span>"
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ISSN: 15792129
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