The study of hidden curriculum situation in Kashan University of Medical Sciences

Abstract

Background and aim: There are other factors besides the formal curriculum in many respects that widely, sustainable and subtle impact in shaping experiences, thoughts, attitudes, values and behavior. One of this factors is hidden curriculum. The purpose of this research was the study of hidden curriculum components situation in Kashan University of Medical Sciences. Matrials & Methods: Research type was descriptive- survey. Statistical population of research included all students of Kashan University of Medical Sciences in 2012-2013 academic year which by use Morgan table 425 students were selected as sample. To collect research data, used the hidden curriculum questionnaire with 36 items, which the reliability coefficient of questionnaire was obtained through Cronbach alpha as 0/86. Questionnaire content validity confirmed by experts. Data’s analysis does in inferential levels (t-test, analyse variance and Pearson correlation cofficient) by SPSS statistical software. Results: Findings showed that hidden curriculum components mean was lower than average (3). The highest average rate of personal traits component with 2.77. There is a significant and positive relationship between hidden curriculum components. Most relationship was between teaching method and physical space with 0.36. Conclusion: The hidden curriculum in medical education can have both positive and negative aspects of particular in line values transition. Thus attention to using active teaching methods, formative evaluation methods, appropriate physical space, accordance with rules and regulations toward student need, positively influence the behavior of teachers and holding free seats to influence thinking in this area