Plasma Metabolomic and Proteomic Profiling of the Mechanisms Underlying the Cumulative Impact of Co-occurring Psychiatric Disorders on Atopic Dermatitis.

The transition from resident to junior faculty in academic emergency medicine (EM) extends beyond formal training and technical proficiency. Junior faculty must also navigate the “unwritten curriculum”—a set of implicit norms, values, and expectations. While formal curricula provide structured education in teaching and clinical practice, the unwritten curriculum operates beneath the surface, embedded within institutional culture, workplace dynamics, and professional interactions. The unwritten curriculum is conceptually distinct from the hidden curriculum, which has been extensively examined in the medical education literature and refers to institutional-level transmission of implicit values and norms. Because junior faculty play a critical role in academic growth and innovation, the success of academic health centers is closely tied to how effectively they are recruited, supported, and advanced. Studies suggest that residents and newly graduated attending physicians actively engage with, shape, and attempt to influence these informal learning processes as they navigate their professional development. This underscores the need for structured mentorship and early career guidance to help junior faculty assimilate and contribute meaningfully to their academic environments. National needs assessments of EM faculty development echo this point, revealing gaps in education-related programming, persistent deficits in mentorship and wellness resources, and varying levels of early career satisfaction, all of which highlight the need for more tailored and intentional support., Faculty retention is also linked to implicit workplace expectations, with breaches of unwritten contract obligations contributing to departures. These findings suggest that the unwritten curriculum extends beyond faculty training, influencing career satisfaction and long-term engagement in academic EM. Existing literature explores the curriculum in medical education, which transmits attitudes and values through what is (or isn’t) taught and has been shown to influence professional development.,, The hidden curriculum is often viewed as a negative, institutional-level concept involving unintended or obscured lessons., Related constructs describing implicit or informal learning processes have also been used to characterize norms and expectations conveyed through culture, behavior, and professional socialization. By contrast, the curriculum has been less consistently defined and consists of implicit norms and expectations that may influence faculty development but are not formally documented or explicitly taught. Rather than containing intentionally obscured information, the unwritten curriculum instead represents a series of implicit norms and expectations that faculty must piece together to fully assimilate into academia.