BACKGROUND The informal curriculum is a seemingly well-explored concept in the realm of medical education. However, it is a concept with multiple definitions and the term "the hidden curriculum" is often used interchangeably. In short, they both refer to the implicit learning taking place outside the formal curriculum, encompassing both a trickling down effect of organizational values and attitudes passed on by a mentor or colleague. While the informal curriculum is a recurrent theme in medical education literature; it is seldom discussed in Family Medicine. As the informal curriculum is likely to be highly influential in the forming of future family practitioners, our aim was to explore the area further, with respect to the following: which elements of the informal curriculum are applicable in a Family Medicine context and what educational interventions for Family Medicine residents, visualizing the various educational elements of it, have been performed? METHODS We conducted a systematic review comprising iterative literature searches and a narrative synthesis of the results. RESULTS Twenty articles, published between 2000 and 2019, were included in the analysis which resulted in three partly interrelated themes comprising the informal curriculum in Family Medicine: gaining cultural competence, achieving medical professionalism and dealing with uncertainty. The themes on cultural competence and uncertainty seemed to be more contextual than professionalism, the latter being discussed in relation to the informal curriculum across other medical disciplines as well. Formalized training for Family Medicine residents in aspects of the informal curriculum appeared to be lacking, and in general, the quality of the few interventional studies found was low. CONCLUSIONS Important aspects of being a family practitioner, such as cultural competence and dealing with uncertainty, are learned through a context-dependent informal curriculum. In order to ensure a more uniform base for all residents and to reduce the impact of the individual supervisor's preferences, complementary formalized training would be beneficial. However, to date there are too few studies published to conclude how to best teach the informal curriculum. TRIAL REGISTRATION The systematic review was registered with Prospero; registration number CRD42018104819.

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家庭医学的非正式课程-它包含什么内容，以及如何向居民教授？系统的审查。

背景技术非正式课程是医学教育领域中一种似乎已被很好地探索的概念。但是，这是一个具有多个定义的概念，术语“隐藏的课程”通常可以互换使用。简而言之，它们都指的是在正规课程之外进行的隐性学习，既包括组织价值观的a漏效应，也包括导师或同事所传递的态度。非正式课程是医学教育文献中经常出现的主题；在家庭医学中很少讨论。由于非正式课程很可能对未来家庭医生的形成产生很大影响，因此我们的目的是就以下方面进一步探索该领域：非正式课程的哪些要素适用于家庭医学环境？对家庭医学居民采取了哪些教育干预措施，将其各种教育要素可视化？方法我们进行了系统的综述，包括反复的文献检索和结果的叙述性综合。结果分析包括2000年至2019年发表的20篇文章，得出了三个部分相关的主题，包括家庭医学非正式课程：获得文化能力，实现医学专业水平和应对不确定性。关于文化能力和不确定性的主题似乎比专业精神更具有背景性，专业精神也与其他医学学科的非正式课程有关。似乎缺乏针对非正式课程方面的家庭医学住院医师的正规培训，总的来说，发现的少数干预研究的质量很低。结论作为家庭从业者的重要方面，例如文化能力和应对不确定性，是通过上下文相关的非正式课程学习的。为了确保所有居民的基础更加统一，并减少个别主管的偏好的影响，补充正规培训将是有益的。然而，迄今为止，发表的研究太少，无法得出如何最好地教授非正式课程的结论。试用注册系统评价已在Prospero注册；注册号CRD42018104819。