Document Type : Original Article
Abstract
In this descriptive-correlation study, the statistical population included all students of medical sciences universities in Tabriz. The statistical sample of this study was made up of 400 students from the fourth year and above of medical schools of the national and Azad universities of Tabriz based on Morgan's table. Due to the equality of the statistical population from each of the universities of medical sciences (only the faculty of medicine), 200 samples were selected by stratified random sampling. The tool of data collection was the hidden medical curriculum and medical ethics questionnaire. Pearson's correlation test and multiple regression were used to analyze the data.
The correlation between the medical ethics variable and the hidden medical curriculum components shows that the relationship between medical ethics and curriculum (0.104*), clinical/specialist education (0.144**), educational content (0.133**) physical-social space (0.195**), incentive and punishment system (0.146**), organizational structure (0.126*), respect for rights (0.100* ), ethical behavior (*0.104) and sense of responsibility (*0.122) are positive and significant. The relationship between medical ethics and the personal/environmental field (**-0.189) and career/financial outlook and pattern (**-0.321) is negative and significant. No significant relationship was found between medical ethics and evaluation and attitude and participation.