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Emmanuel Okon Enang *1, Sandra Agiounim Imam2, Ezra Onyedikachi Madu3, Ofonime Esangubong Lawson2, Blessing Etuk4, Tommy Adah Adah5
1- Department of Physiotherapy, University of Calabar, Calabar, Cross River State, Nigeria , enangemmanuel24@gmail.com
2- Department of Nursing Science, University of Calabar, Calabar, Cross River State, Nigeria
3- Department of Nursing Sciences, State University of Medical and Applied Sciences, Enugu State, Nigeria
4- Department of Human Nutrition and Dietetics, University of Calabar, Calabar, Cross River State, Nigeria
5- Department of Radiography, University of Calabar, Calabar, Cross River State, Nigeria
2- Department of Nursing Science, University of Calabar, Calabar, Cross River State, Nigeria
3- Department of Nursing Sciences, State University of Medical and Applied Sciences, Enugu State, Nigeria
4- Department of Human Nutrition and Dietetics, University of Calabar, Calabar, Cross River State, Nigeria
5- Department of Radiography, University of Calabar, Calabar, Cross River State, Nigeria
Abstract: (40 Views)
Background & Objective: The influence of lecturer–student relationships extends beyond formal teaching and reflects a hidden curriculum that often shapes students’ attitudes, confidence, and professional growth. In Nigerian allied medical education, these subtle power dynamics remain largely unexamined. This study explored how allied medical students at the University of Calabar experience and interpret lecturer–student power relations in their learning environment.
Materials & Methods: A phenomenological qualitative design, guided by Husserl’s framework, was employed to capture students’ subjective experiences. Forty participants were purposively selected from four departments: Physiotherapy, Nursing Science, Radiography, and Human Nutrition & Dietetics. Data were generated through ten semi-structured focus group discussions (4 participants each), lasting 45–60 minutes. All sessions were audio-recorded, transcribed verbatim, and analyzed using Colaizzi’s seven-step phenomenological method to identify the essence of shared experiences. Data saturation was monitored throughout collection, while credibility was enhanced via triangulation, reflexive journaling, peer debriefing, and member checking.
Results: Four interrelated themes emerged: lecturer misconduct, power and submission, coping mechanisms, and emotional consequences. Students described experiences of intimidation, public reprimand, and exclusion that generated fear and self-doubt. Coping responses included emotional withdrawal, peer support, and silent endurance. These experiences revealed how the hidden curriculum communicates implicit lessons about authority, conformity, and professionalism, often constraining critical engagement and emotional well-being.
Conclusion: Power asymmetry within the classroom profoundly shapes allied health students’ learning experiences and professional development. Creating supportive academic environments that foster mutual respect, mentorship, and ethical teaching practices is essential to mitigating fear-based learning and promoting healthy lecturer–student relationships.
Materials & Methods: A phenomenological qualitative design, guided by Husserl’s framework, was employed to capture students’ subjective experiences. Forty participants were purposively selected from four departments: Physiotherapy, Nursing Science, Radiography, and Human Nutrition & Dietetics. Data were generated through ten semi-structured focus group discussions (4 participants each), lasting 45–60 minutes. All sessions were audio-recorded, transcribed verbatim, and analyzed using Colaizzi’s seven-step phenomenological method to identify the essence of shared experiences. Data saturation was monitored throughout collection, while credibility was enhanced via triangulation, reflexive journaling, peer debriefing, and member checking.
Results: Four interrelated themes emerged: lecturer misconduct, power and submission, coping mechanisms, and emotional consequences. Students described experiences of intimidation, public reprimand, and exclusion that generated fear and self-doubt. Coping responses included emotional withdrawal, peer support, and silent endurance. These experiences revealed how the hidden curriculum communicates implicit lessons about authority, conformity, and professionalism, often constraining critical engagement and emotional well-being.
Conclusion: Power asymmetry within the classroom profoundly shapes allied health students’ learning experiences and professional development. Creating supportive academic environments that foster mutual respect, mentorship, and ethical teaching practices is essential to mitigating fear-based learning and promoting healthy lecturer–student relationships.
Keywords: hidden curriculum, power dynamics, faculty–student relations, education, professional, allied health personnel, qualitative research
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/10/17 | Accepted: 2025/12/14
Received: 2025/10/17 | Accepted: 2025/12/14
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