Behmanesh Danial, Jalilian Shahram, Heydarabadi Akbar Babaei, Ahmadi Mehrnaz, Khajeali Nasrin
Medical Practitioner, School of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Department of Medical Virology, School of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
BMC Med Educ. 2025 Feb 5;25(1):186. doi: 10.1186/s12909-024-06618-1.
The hidden curriculum encompasses the underlying values, norms, and behaviors conveyed indirectly through educational environments, significantly shaping medical students' professional adaptability. This study addresses the research gap in understanding the relationship between hidden curriculum components and professional adaptability among medical students at Jundishapur University of Medical Sciences. The innovation lies in quantifying this relationship using robust statistical methods. The objective was to evaluate how these hidden curriculum elements impact students' ability to adapt professionally.
This cross-sectional study involved 882 medical students, with a final sample size determined via Morgan's table, including 216 medical student during clerkship and 216 during internship,selected through census sampling. Data were collected using validated professional adaptability and hidden curriculum questionnaires and analyzed using Pearson correlation coefficients.
Critical thinking showed the highest correlation with professional adaptability (r = 0.942, p < 0.001), followed by teaching methods (r = 0.874, p < 0.001). supportive environments (r = 0.809, p < 0.001) and Student-teacher interactions (r = 0.781, p < 0.001) also exhibited strong positive relationships. Other components, such as curriculum content and administrative structure, demonstrated moderate correlations.
These findings underscore the importance of the hidden curriculum in enhancing educational quality and professional training in medical education, highlighting the necessity for educators to integrate these elements consciously into their teaching strategies.
隐性课程包含通过教育环境间接传递的潜在价值观、规范和行为，对医学生的职业适应能力有重大影响。本研究旨在填补在理解隐性课程组成部分与设拉子医科大学医学生职业适应能力之间关系方面的研究空白。创新之处在于使用可靠的统计方法量化这种关系。目的是评估这些隐性课程要素如何影响学生的职业适应能力。
这项横断面研究涉及882名医学生，最终样本量通过摩根表确定，包括216名临床实习期间的医学生和216名实习期间的医学生，通过普查抽样选取。使用经过验证的职业适应能力和隐性课程问卷收集数据，并使用皮尔逊相关系数进行分析。
批判性思维与职业适应能力的相关性最高（r = 0.942，p < 0.001），其次是教学方法（r = 0.874，p < 0.001）。支持性环境（r = 0.809，p < 0.001）和师生互动（r = 0.781，p < 0.001）也呈现出很强的正相关关系。其他组成部分，如课程内容和行政结构，显示出中等程度的相关性。
这些发现强调了隐性课程在提高医学教育质量和专业培训方面的重要性，突出了教育工作者有意识地将这些要素融入教学策略的必要性。
