Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of Management, School of Economics, Management and Social Sciences, Shiraz University, Shiraz, Iran.
BMC Med Educ. 2020 Jun 1;20(1):176. doi: 10.1186/s12909-020-02094-5.
Hidden curriculum (HC) is considered as unintended learning experiences in medical education (ME). This may include values, norms, beliefs, skills, and knowledge which could potentially influence learning outcomes. HC has key components that must be identified and considered properly by individuals and organizations involved in ME.
This study aimed to determine the main components of hidden curriculum in medical education (HCME) and the interrelationships among them.
In this mixed-method study initially we performed a scoping review and determined the main components of HCME using qualitative content analysis approach. Then, the interrelationships among these components were investigated using Interpretive Structural Modeling (ISM).
Ten key components for HCME were identified in scoping review. We classified them into four main categories including structural, educational, cultural, and social factors. The ISM analysis revealed that organizational rules and structure, dominant culture of educational environments, teaching and assessment approaches, as well as clinical and educational physical setting were the independent or driving factors. While, social components were dependent and influenced by basic components.
The ISM model indicated that role modeling behaviors and interpersonal relationships (social factors) are under influence of underlying organizational and educational factors. These results should be considered at all stages of educational management including planning process, implementation of the programs, and development of formal curricula. According to the importance of contextual factors, components of HC must be analyzed and interpreted based on the specific conditions of each educational institution.
隐性课程（HC）被认为是医学教育（ME）中的非预期学习体验。这可能包括价值观、规范、信念、技能和知识，这些可能会潜在地影响学习成果。HC 有一些关键组成部分，必须由参与 ME 的个人和组织正确识别和考虑。
本研究旨在确定医学教育隐性课程（HCME）的主要组成部分及其相互关系。
在这项混合方法研究中，我们首先进行了范围综述，并使用定性内容分析方法确定了 HCME 的主要组成部分。然后，使用解释结构建模（ISM）方法研究了这些组成部分之间的相互关系。
在范围综述中确定了 HCME 的十个关键组成部分。我们将它们分为四个主要类别，包括结构、教育、文化和社会因素。ISM 分析表明，组织规则和结构、教育环境的主导文化、教学和评估方法以及临床和教育物理环境是独立或驱动因素。而社会因素是依赖的，并受到基本因素的影响。
ISM 模型表明，角色模范行为和人际关系（社会因素）受到组织和教育因素的影响。这些结果应在教育管理的所有阶段考虑，包括规划过程、计划的实施以及正式课程的制定。根据背景因素的重要性，HC 的组成部分必须根据每个教育机构的具体情况进行分析和解释。
