Safari Yahya, Khatony Alireza, Khodamoradi Ehsan, Rezaei Mansour
Research Center for Environmental Determinants of Health, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran.
Social Development and Health Promotion Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran.
J Educ Health Promot. 2020 Jul 28;9:180. doi: 10.4103/jehp.jehp_172_20. eCollection 2020.
Professionalism and medical ethics are a vital quality for doctors, which has been taken into account seriously in recent years. Perception of the factors affecting professionalism may help develop more efficient approaches to promote this quality in medical education. This study was aimed to explain the role of hidden curriculum in the formation of professional ethics in Iranian medical students.
This qualitative study was performed on 15 medical interns of Kermanshah University of Medical Sciences in 2019, using grounded theory. Sampling was started by purposive sampling and continued through theoretical sampling until complete data saturation. Data collection and analysis were done simultaneously. Data were interpreted by a constant comparative method according to Strauss and Corbin's approach.
The analysis of the participants' interviews and reduction of findings using common themes yielded one class and four categories as well as a number of concepts as the role of hidden curriculum in the formation of professional ethics in medical students. The categories included the role of modeling in the formation of professional ethics, role of education in the formation of professional ethics, role of environmental factors in the formation of professional ethics, and role of personal and inherent attributes in the formation of professional ethics.
Curriculum developers and medical education authorities need to proceed in line with the findings of the present study to provide a proper learning environment, in which the modeling, learning, and teaching conditions and supportive environmental atmosphere are taken into account in accordance with the inherent and individual characteristics of the learners in order to guarantee the formation of professional ethics in medical students.
专业精神和医学伦理是医生至关重要的品质，近年来已受到高度重视。了解影响专业精神的因素可能有助于制定更有效的方法，以在医学教育中提升这一品质。本研究旨在阐释隐性课程在伊朗医学生职业道德形成中的作用。
2019年，采用扎根理论对克尔曼沙赫医科大学的15名医学实习生进行了这项定性研究。抽样始于目的抽样，并通过理论抽样持续进行，直至数据完全饱和。数据收集和分析同时进行。根据施特劳斯和科尔宾的方法，采用持续比较法对数据进行解读。
对参与者访谈的分析以及通过共同主题对研究结果的归纳得出了一个类别、四个范畴以及若干作为隐性课程在医学生职业道德形成中作用的概念。这些范畴包括榜样在职业道德形成中的作用、教育在职业道德形成中的作用、环境因素在职业道德形成中的作用以及个人内在属性在职业道德形成中的作用。
课程开发者和医学教育主管部门需要根据本研究的结果采取行动，以提供一个适当的学习环境，在该环境中，根据学习者的内在和个体特征，考虑榜样、学习和教学条件以及支持性的环境氛围以确保医学生职业道德的形成。
