Although current literature about the “cure versus care” issue tends to promote a patient-centered approach, the disease-centered approach remains the prevailing model in practice. The perceived dichotomy between the two approaches has created a barrier that could make it difficult for medical students and physicians to integrate psychosocial aspects of patient care into the prevailing disease-based model. This article examines the influence of the formal and hidden curricula on the perception of these two approaches and finds that the hidden curriculum perpetuates the notion that “cure” and “care” based approaches are dichotomous despite significant changes in formal curricula that promote a more integrated approach. The authors argue that it is detrimental for clinicians to view the two approaches as oppositional rather than complementary and attempt to give recommendations on how the influence of the hidden curriculum can be reduced to get a both-cure-and-care-approach, rather than an either-cure-or-care-approach.

尽管当前有关“治疗与护理”问题的文献倾向于提倡以患者为中心的方法，但以疾病为中心的方法仍然是实践中的主流模式。感知的这两种方法之间的二分法造成了障碍，可能使医学生和医生难以将患者护理的社会心理方面整合到流行的基于疾病的模型中。本文研究了正式课程和隐藏课程对这两种方法的看法的影响，并发现隐藏课程延续了“治疗”和“护理”方法是二分法的观念，尽管正式课程发生了重大变化，促进了更加综合的学习。方法。作者认为，临床医生将这两种方法视为对立而非互补是有害的，并试图就如何减少隐藏课程的影响以获得治疗和护理两种方法提供建议，而不是要么治疗要么护理方法。