Journal of Medical Education Development

en Unspoken power dynamics and the hidden curriculum in allied medical education: a qualitative study of lecturer–student relationships at the University of Calabar آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research 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.   hidden curriculum, power dynamics, faculty–student relations, education, professional, allied health personnel, qualitative research 20 33 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-3437-1&slc_lang=en&sid=1 Emmanuel Okon Enang enangemmanuel24@gmail.com 5300319475328460036571 0009-0002-2295-6970 Yes Department of Physiotherapy, University of Calabar, Calabar, Cross River State, Nigeria Sandra Agiounim Imam sagiounim@gmail.com 5300319475328460036572 0009-0009-2964-5025 No Department of Nursing Science, University of Calabar, Calabar, Cross River State, Nigeria Ezra Onyedikachi Madu expezra@gmail.com 5300319475328460036573 0009-0000-8012-2283 No Department of Nursing Sciences, State University of Medical and Applied Sciences, Enugu State, Nigeria Ofonime Esangubong Lawson esanglaw@gmail.com 5300319475328460036574 0009-0001-8958-8503 No Department of Nursing Science, University of Calabar, Calabar, Cross River State, Nigeria Blessing Etuk emmy.smart001@yahoo.com 5300319475328460036575 0009-0000-1506-3432 No Department of Human Nutrition and Dietetics, University of Calabar, Calabar, Cross River State, Nigeria Tommy Adah Adah tommyadah2020@gmail.com 5300319475328460036576 0009-0008-1072-5132 No Department of Radiography, University of Calabar, Calabar, Cross River State, Nigeria