Abstract
Introduction: Hidden curriculum is the strongest way to convey the values of the medical profession. Adequate identification and attention to it leads to a better and more comprehensive understanding in improvement of clinical skills training. The aim of this study was to explain the experiences of dental students from the hidden curriculum.
Materials & Methods: In this qualitative study, the content analysis approach was used to discover the hidden aspects of students' learning from their professors. Data were collected through in-depth and semi-structured interviews with 20 postgraduate students of Shahid Sadoughi dental school in Yazd in person and by telephone. The interviews were transcribed after recording. Sentences and statements related to the purpose of the study were extracted, coded and classified from the text of the interviews. Data analysis was performed by content analysis method.
Results: The hidden curriculum from the students' perspective was identified in four main themes: professors’ interactions, dealing with errors and problems, educational rules and regulations, and interpersonal discrimination, and twelve subthemes. The themes indicated the importance of practical training as well as the role modeling of students by their professors, especially in the clinical field.
Conclusion: The results of this study show the effect of the hidden curriculum in teaching and learning students, and the results of this study can be useful in improving the capabilities related to the educational role of dental professors.