Fri, Aug 8, 2025
[Archive]
Volume 18, Issue 2 (2025)
JMED 2025, 18(2): 75-85 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Zarezade Y, Safari Y, Ashtarian H, Yousefpour N. The role of hidden curriculum in modeling professional ethics by evaluating the experiences of medical students: A phenomenological study. JMED 2025; 18 (2) :75-85
URL: http://edujournal.zums.ac.ir/article-1-2370-en.html
URL: http://edujournal.zums.ac.ir/article-1-2370-en.html
1- Department of Medical Education, School of Medicine Kurdistan University of Medical Sciences. https://orcid.org/0000-0001-9311-0038
2- Research Center for Environmental Determinants of Health (RCEDH), Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran ,ysafari79@yahoo.com
3- Department of Health Education and Promotion, Health Faculty, KUMS, Kermanshah, Iran
4- Research Center for Environmental Determinants of Health (RCEDH), Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
2- Research Center for Environmental Determinants of Health (RCEDH), Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran ,
3- Department of Health Education and Promotion, Health Faculty, KUMS, Kermanshah, Iran
4- Research Center for Environmental Determinants of Health (RCEDH), Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
Abstract: (215 Views)
Background & Objective: Role modeling by physicians plays a key role in shaping the professional competencies, values, and attitudes of medical students. It is particularly significant for students in clinical education settings. This phenomenological study aimed to elucidate the role of the hidden curriculum in modeling professional ethics by examining the experiences of medical students at Kermanshah University of Medical Sciences.
Material & Methods: A qualitative approach utilizing a phenomenological method was conducted with a purposive sample of 12 final-year medical students from Kermanshah University of Medical Sciences during their internship period. The data collection method was a semi-structured interview. The mean duration of each interview was 75 minutes. Data interpretation was performed using Colaizzi's seven-step approach.
Results: Overall, six main themes emerged from the data, which include (1) Modeling professional ethics directly and indirectly through the training and behavior of professors, (2) Modeling professional ethics from societal influences and non-professional interactions with professors, (3) Modeling positive or negative professional ethics based on external circumstances (4) Motivation for students to emulate professional ethics (5) Beliefs in possessing inherent abilities to model professional ethics (6) Characteristics of professors as models of professional ethics.
Conclusions: According to the results of this study, students play a significant role in modeling for professors the importance of acquiring professional ethics. This involves improving educational conditions, encouraging teachers to be mindful of their behavior in clinical environments, and creating suitable modeling opportunities. Additionally, it is recommended to increase the number of professors who can serve as role models in professional ethics.
Material & Methods: A qualitative approach utilizing a phenomenological method was conducted with a purposive sample of 12 final-year medical students from Kermanshah University of Medical Sciences during their internship period. The data collection method was a semi-structured interview. The mean duration of each interview was 75 minutes. Data interpretation was performed using Colaizzi's seven-step approach.
Results: Overall, six main themes emerged from the data, which include (1) Modeling professional ethics directly and indirectly through the training and behavior of professors, (2) Modeling professional ethics from societal influences and non-professional interactions with professors, (3) Modeling positive or negative professional ethics based on external circumstances (4) Motivation for students to emulate professional ethics (5) Beliefs in possessing inherent abilities to model professional ethics (6) Characteristics of professors as models of professional ethics.
Conclusions: According to the results of this study, students play a significant role in modeling for professors the importance of acquiring professional ethics. This involves improving educational conditions, encouraging teachers to be mindful of their behavior in clinical environments, and creating suitable modeling opportunities. Additionally, it is recommended to increase the number of professors who can serve as role models in professional ethics.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2024/12/27 | Accepted: 2025/06/23 | Published: 2025/07/13
Received: 2024/12/27 | Accepted: 2025/06/23 | Published: 2025/07/13
References
1. Kumar Ghosh S, Kumar A. Building professionalism in human dissection room as a component of hidden curriculum delivery: a systematic review of good practices. Anatomical Sciences Education. 2019;12(2):210–221 [DOI]
2. Polmear MRA. Faculty perspectives and practices related to engineering ethics and societal impacts education [dissertation]. ProQuest LLC; 2019. [DOI]
3. dissertation]. ProQuest LLC; 2019. [https://doi.org/10.18260/1-2--30510]
3. Orón Semper JV, Blasco M. Revealing the hidden curriculum in higher education. Studies in Philosophy and Education. 2018;37:481–498. [DOI]
4. Seidel VP, Marion TJ, Fixson SK. Innovating how to learn design thinking, making, and innovation: incorporating multiple modes in teaching the innovation process. Informs Transactions on Education. 2020;20(2):73–84. [DOI]
5. Neubauer BE, Witkop CT, Varpio L. How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education. 2019;8(2):90–97 [DOI]
6. Higashi RT, Tillack A, Steinman MA, Johnston CB, Harper GM. The ‘worthy’ patient: rethinking the ‘hidden curriculum’ in medical education. Anthropology & Medicine. 2013;20(1):13–23. [DOI]
7. Li H. The significance and development approaches of hidden curriculum in college English teaching. In: proceedings of the 3rd international seminar on education innovation and economic management (SEIEM 2018). Atlantis Press; 2019. [DOI]
8. Jayasuriya-Illesinghe V, Nazeer I, Athauda L, Perera J. Role mod els and teachers: medical students' perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka. BMC Medical Education. 2016;16(1):1–8. [DOI]
9. Burgess A, Goulston K, Oates K. Role modelling of clinical tutors: a focus group study among medical students. BMC Medical Education. 2015;15(1):1–9 [DOI]
10. Thulesius HO, Sallin K, Lynoe N, Löfmark R. Proximity morality in medical school – medical students forming physician morality "on the job": grounded theory analysis of a student survey. BMC Medical Education. 2007;7:1–6. [DOI]
11. de Lemos Tavares AC, Travassos AG, Tavares RD, Rêgo MF, Nunes RM. Teaching of ethics in medical undergraduate programs. Acta Bioethica. 2021;27(1). [DOI]
12. de Lemos Tavares AC, Travassos AG, Tavares RD, Rêgo MF, Nunes RM. Teaching of ethics in medical undergraduate programs. Acta Bioethica. 2021;27(1):101–117 [DOI]
13. Sullivan BT, DeFoor MT, Hwang B, Flowers WJ, Strong W. A novel peer-directed curriculum to enhance medical ethics training for medical students: a single-institution experience. Journal of Medical Education and Curricular Development. 2020;7:2382120519899148. [DOI]
14. Garza de la S, Phuoc V, Throneberry S, Blumenthal-Barby J, McCullough L, Coverdale J. Teaching medical ethics in graduate and undergraduate medical education: a systematic review of effectiveness. Academic Psychiatry. 2017;41:520–525. [DOI]
15. Passi V, Johnson S, Peile E, Wright S, Hafferty F, Johnson N. Doctor role modelling in medical education: BEME Guide No. 27. Medical Teacher. 2013;35(9):e1422–e1436 [DOI]
16. Obeidi N, Motamed N. Comparison of students' and teachers' viewpoints about clinical education environment: a study in paramedical and nursing midwifery schools of Bushehr university of medical sciences. Strides in Development of Medical Education. 2011;8(1):88–89 [DOI]
17. Yadav H, Jegasothy R, Ramakrishnappa S, Mohanraj J, Senan P. Unethical behavior and professionalism among medical students in a private medical university in Malaysia. BMC Medical Education. 2019;19(1):1–5. [DOI]
18. Doja A, Bould MD, Clarkin C, Eady K, Sutherland S, Writer H. The hidden and informal curriculum across the continuum of training: a cross-sectional qualitative study. Medical Teacher. 2016;38(4):410–418. [DOI]
19. Raso A, Marchetti A, D'Angelo D, et al. The hidden curriculum in nursing education: a scoping study. Medical Education. 2019;53(10):989–1002. [DOI]
20. Safari Y, Khatony A, Khodamoradi E, Rezaei M. The role of hidden curriculum in the formation of professional ethics in Iranian medical students: a qualitative study. Journal of Education and Health Promotion. 2020;9:172. [DOI]
21. Mohajan HK. Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People. 2018;7(1):23–48 [DOI]
22. Palinkas LA, Horwitz SM, Green CA, Wisdom JP, Duan N, Hoagwood K. Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research. 2015;42:533–544. [DOI]
23. Rayray PS, Bagarra CA, Bermudez SC, Galvez ME, Javier MY, Villarama J. Phenomenological study on the impact of resumption of in-person classes on the learning attitudes of laboratory school learners. Psychology and Education: A Multidisciplinary Journal. 2024;21(8):927–937.
24. Yamani N, Liaghatdar MJ, Changiz T, Adibi P. How do medical students learn professionalism during clinical education? A qualitative study of faculty members' and interns' experiences. Iranian Journal of Medical Education. 2010;9(4). [DOI]
25. Safari Y, Yoosefpour N. Evaluating the relationship between clinical competence and clinical self-efficacy of nursing students in Kermanshah university of medical sciences. Indian Journal of Public Health Research & Development. 2017;8:380–385. [DOI]
26. Lynoe N, Löfmark R, Thulesius H. Teaching medical ethics: what is the impact of role models? Some experiences from Swedish medical schools. Journal of Medical Ethics. 2008;34(4):315–316. [DOI]
27. Gholampour M, Pourshafei H, Farasatkhah M, Ayati M. Components of teachers’ professional ethics: a systematic review based on Wright’s model. Journal of Curriculum Studies. 2020;15(58):145–174. [DOI]
28. Joynt GM, Wong WT, Ling L, Lee A. Medical students and professionalism – do the hidden curriculum and current role models fail our future doctors? Medical Teacher. 2018;40(4):395–399. [DOI]
29. Safari, Y., Yoosefpour, N. Dataset for assessing the professional ethics of teaching by medical teachers from the perspective of students in Kermanshah University of Medical Sciences, Iran (2017). Data in Brief, 2018:20, 1955-1959. [DOI]
30. Lempp H, Seale C. The hidden curriculum in undergraduate medical education: Qualitative study of medical students' perceptions of teaching. The British Medical Journal. 2004;329(7469):770–773. [DOI]
31. Safari Y, Khatony A, Tohidnia MR. The Hidden Curriculum Challenges in Learning Professional Ethics Among Iranian Medical Students: A Qualitative Study. Adv Med Educ Pract. 2020;11:673-681 [DOI]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
