ArticleJournal of medical ethics and history of medicine2020
What is hidden in hidden curriculum? a qualitative study in medicine.
Article in Journal of medical ethics and history of medicine, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Implicit bias assessment by career stage in medical education training: a narrative review.BMC medical education · 2025Review
- Beyond Traditional: Clearing the Roadblocks to Advancement in Academic Medicine.Perspectives on medical education · 2025Article
- Seeing the invisible: extracurricular learning processes and learning outcome as experienced by student volunteers accompanying persons in a socially vulnerable situation to healthcare appointments-an ethnographic study.Advances in health sciences education : theory and practice · 2024Article
- Impact of group work on the hidden curriculum that induces students' unprofessional behavior toward faculty.BMC medical education · 2024Article
- Creating a better learning environment: a qualitative study uncovering the experiences of Master Adaptive Learners in residency.BMC medical education · 2022Article
- The anatomy lesson of the SARS-CoV-2 pandemic: irreplaceable tradition (cadaver work) and new didactics of digital technology.Croatian medical journal · 2021Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The hidden curriculum is considered to be between the designed and experienced curricula. One of the challenges that medical educators face is to understand what students learn in real clinical settings. The aim of the present study was to answer this question: What is hidden in hidden medical curriculum? This study was a qualitative content analysis. Participants were selected through purposive sampling. Data collection was performed through unstructured interviews and continued until data saturation. Data were analyzed simultaneously with data collection using MAXQDA10 software. Data validity was confirmed based on the proposed Lincoln and Guba criteria. The main theme that emerged in this study was implicit learning. Professional ethics, spiritual, social and cultural issues, and clinical skills are the five major themes that were presented in this study. These themes and their subthemes are transferred during an implicit learning experience in hidden curriculum. Since a wide range of issues are mostly transferred by hidden curriculum, it is essential to have a dynamic approach to educational environments. This is especially important in clinical settings, as the process of learning is constantly happening in the backyard.
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Registered trials
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