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Predicting Medical Ethics through Hidden Medical Curriculum among Students of Medical Sciences Universities in Tabriz

    Authors

    1 Department of Educational Sciences, Faculty of Educational Sciences, Tabriz Islamic Azad University, Iran.

    2 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Tabriz University, Iran.

    3 Educational Department of Islamic Azad University, Tabriz Branch, Tabriz. Iran.

    4 Department of Curriculum Planning, Faculty of Educational Sciences, Islamic Azad University, Marand Branch, Marand, Iran.

,

Document Type : Original Article

Abstract

Introduction: A part of the important missions of the higher medical education system is formed in the official curricula and an important part of it is formed through the hidden curriculum. Therefore, in order to fulfill its missions, the higher medical education system cannot ignore the part of the hidden medical curriculum. This study was conducted with the aim of predicting medical ethics through hidden medical curriculum components among students of medical sciences universities in Tabriz.
Materials & Methods:  In this cross-sectional 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 multi-stage (quota) sampling method. 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.
Results: The correlation between the medical ethics variable and the hidden medical curriculum components shows that the relationship between medical ethics and the curriculum (0.104), clinical/specialist education (0.144), educational content (0.133), physical space Social (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 statistically significant. The relationship between medical ethics and personal/environmental background (-0.189) and perspective and career/financial pattern (-0.321) is negative and statistically significant. No significant relationship was found between medical ethics and evaluation and attitude and participation.
Conclusion: The components of the hidden medical curriculum have a positive relationship with the medical ethics of students, and some of the components of the hidden curriculum in line with the development of medical ethics should be given serious attention in medical sciences universities of Tabriz.

Keywords

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Horizon of Medical Education Development
Volume 15, Issue 2
May 2024
Pages 11-22
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