We describe a virtue ethics approach and its application in a four-year, integrated, longitudinal, and required undergraduate medical education course that attempts to address some of the challenges of the hidden curriculum and minimize some of its adverse effects on learners. We discuss how a curriculum grounded in virtue ethics strives to have the practical effect of allowing students to focus on their professional identity as physicians in training rather than merely on knowledge and skills acquisition. This orientation, combined with a student-generated curriculum, is designed to prepare students to identify and face challenges during their clinical years, further nurturing their professional growth. In short, a four-year integrated ethics and professionalism curriculum intentionally centered on cultivating virtuous physicians may alleviate, and even counteract, the effects of the hidden curriculum in the clinical years of medical training.

我们描述了一种美德伦理方法及其在四年、综合、纵向和必修的本科医学教育课程中的应用，该课程试图解决隐藏课程的一些挑战，并尽量减少其对学习者的一些不利影响。我们讨论了以美德伦理为基础的课程如何努力产生实际效果，让学生在培训中专注于他们作为医生的职业身份，而不仅仅是知识和技能的获取。这种定位与学生生成的课程相结合，旨在帮助学生在临床期间识别和面对挑战，进一步培养他们的专业成长。简而言之，以培养德医为中心的为期四年的综合伦理和专业课程可能会缓解，