The perception of hidden curriculum among undergraduate medical students: a qualitative study

Gardeshi, Zahra; Amini, Mitra; Nabeiei, Parisa

doi:10.1186/s13104-018-3385-7

Cited by 28 publications

(23 citation statements)

References 21 publications

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“…In other words, medical education was viewed only through the prism of “formal curriculum.” An integral component of the “hidden curriculum” is identification of the context of learning which is often influenced by environmental factors having profound impact on a particular situation related to learning (O’Donnell, ; Hafferty and Martimianakis, ). In contrast to the “formal curriculum,” the “hidden curriculum” is not documented and it is inferred by learners rather than delivered by faculty (Gardeshi et al, ). Increase in awareness about the “hidden curriculum” in medical education circles dehyphenated learning from teaching as stakeholders realized that learning can occur independently even in the absence of formal teaching (Jarvis‐Selinger et al, ; Mulder et al, ).…”

Section: Hidden Curriculum Delivery Through Practice Of Human Dissectionmentioning

confidence: 99%

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

Ghosh

Kumar

2018

Anatomical Sciences Ed

111

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The core values in medical practice which are essential for the humane outlook of a physician are clubbed within the domain of medical professionalism. Professionalism along with other discipline‐independent skills (human skills) is propagated implicitly in medical schools as components of a “hidden curriculum.” Evidence suggests a strong association between “hidden curriculum” delivery and development of professionalism in the human dissection room. In this review article, the authors have tried to highlight a few exclusive practices adopted by medical schools which enhance the implementation of the “hidden curriculum” within the practice of human dissection and successfully inculcate the key components of professionalism such as integrity, respect, and compassion among students. These distinctive concepts are aimed at humanizing the experience of anatomical dissection by revealing the identity of the donors along with their personal details either through display of video clips of donor interviews, interactions with the family members of the donor over a meal or recognition of the donor as a mentor and organizing memorial services in honor of donors after conclusion of the dissection in the presence of their family members. The resounding success of these good practices in building professionalism among medical students from the onset of the academic curriculum has signaled a new chapter in anatomical sciences education. It has become imperative to recognize the visionary efforts of a select few medical educators and begin incorporating these recent trends into the delivery of the “hidden curriculum” within the evolving gross anatomy education model.

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Section: Hidden Curriculum Delivery Through Practice Of Human Dissectionmentioning

confidence: 99%

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

Ghosh

Kumar

2018

Anatomical Sciences Ed

111

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“…22 Regarding the personal attitudes towards and beliefs about medicine, some studies in Iran have shown that a positive attitude about being a good physician encourages students to choose medicine. 26 A part of this may be related to the cultural and religious discussions. 25 In countries with a religious-cultural approach, professional ethics is influenced by ideological beliefs.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, some students have argued that their family insist that they become a doctor, contrary to their interest. 26 A summary of literature shows that medical ethics is a critical quality for physicians that has received serious attention in recent years. Medical ethics is influenced by the management and facilitators, resources, culture, society, beliefs, attitude, relationship, and environmental, educational and curricular, organizational, psychological, financial, and personal factors.…”

Section: Introductionmentioning

confidence: 99%

<p>The Hidden Curriculum Challenges in Learning Professional Ethics Among Iranian Medical Students: A Qualitative Study</p>

Safari¹,

Khatony²,

Tohidnia³

2020

AMEP

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Background: Medical ethics is a vital quality for the doctors which has been seriously taken into consideration in recent years. Identifying the factors affecting medical ethics may help to develop more effective ways to promote this quality in medical education. This study was aimed to explain the challenges of hidden curriculum in learning the professional ethics among Iranian medical students. Materials and Methods: This qualitative study was performed on 15 medical interns of Kermanshah University of Medical Sciences in 2019 using grounded theory (GT). Sampling was started by purposive sampling and continued through theoretical sampling until complete data saturation. Data collection and analysis were done simultaneously. Data were interpreted by the constant comparative method according to Strauss and Corbin's approach. Results: The results showed that the challenges of hidden curriculum for learning the professional ethics by medical students included a number of key concepts. Analyzing these concepts and taking into account the commonalities, we obtained six subthemes using a reduction inductive method, the main theme of which was "the challenge of hidden curriculum in learning the professional medical ethics". The subthemes included "decreased interest in medicine", "false beliefs", "curriculum weakness", "materialism and economic problems", "avoidance of responsibility", and "underlying problems of the medical profession". Conclusion: The findings indicated six challenges in the hidden curriculum for learning the professional medical ethics. These challenges can be considered a threat or an obstacle to achieving the goals of professional ethics. Therefore, curriculum planners, education policymakers, and teachers should plan and implement the professional ethics curriculum based on these factors.

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“…The other limitation was that the data collected from Abadan Faculty of Medical Sciences may not be representative of all Iranian communities. However, we know that in a qualitative revision, we are not trying to reach external validity [32].…”

Section: Discussionmentioning

confidence: 99%

Community Based Review, Implementation, and Evaluation of Nutrition Course plan in the Doctorate of Medicine and Baccalaureate of Nursing by Nutritional Need Assessment

Naghashpour¹,

Amini

Khaleghjoo³

et al. 2019

Preprint

Self Cite

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Background: Training needs assessment is the process of identifying educational needs. The project aims to determine the priorities of nutrition-related health problems in the Southwest of Iran through training needs assessment. This process designed to review the nutrition course plan based on the community needs, implementation, and evaluation to identify the potential strengths and weaknesses of the considered course plan from the students’ perspectives. Methods: The study was designed in five phases: 1) needs assessment by using Nominal Group Technique, 2) review of nutrition course plan, 3) implementation of revised nutrition course plan, 4) qualitative evaluation of the new course plan by students, and 5) comparison of the grade of the students in the new course by students in the previous course. Behavioral and non-behavioral causes of the nutrition-related health problem priorities were determined using the nominal group technique. A review of the nutrition course plan was done. A revised course plan was implemented for medical and nursing students in two semesters. A conventional content analysis was applied to analyze the qualitative data obtained from the students' semi-structured interviews. The mean of semester exam scores was compared between the students trained with the revised course plan and the previous one by one-way ANOVA.Results: The conventional content analysis identified three major themes: perfect educational content, shortcomings, and strategies. Medical students trained with the revised course plan in the first semester obtained a higher semester exam score compared to the students trained with a revised course plan in the second semester. Also, semester exam scores were higher among nursing students trained with the previous course plan compared to the students trained with the revised one (p<0.05). Conclusions: Needs assessment provides an opportunity for a community-based review of the nutrition course plan. Evaluation of the implementation of the revised course plan allowed the students to state experiential learning that enables them to identify the educational needs as future employees and explore shortcomings and strategies to improve the medical education programs.

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The perception of hidden curriculum among undergraduate medical students: a qualitative study

Cited by 28 publications

References 21 publications

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

Building Professionalism in Human Dissection Room as a Component of Hidden Curriculum Delivery: A Systematic Review of Good Practices

<p>The Hidden Curriculum Challenges in Learning Professional Ethics Among Iranian Medical Students: A Qualitative Study</p>

Community Based Review, Implementation, and Evaluation of Nutrition Course plan in the Doctorate of Medicine and Baccalaureate of Nursing by Nutritional Need Assessment

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