TY - JOUR ID - 45010 TI - A comprehensive model of hidden curriculum management in medical education JO - Journal of Advances in Medical Education & Professionalism JA - JAMP LA - en SN - 2322-2220 AU - MOMENI, SEDIGHEH AU - YAZDANI, SHAHRAM AU - AFSHAR, LEILA AU - ABDOLMALEKI, MUHAMADREZA AD - School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran AD - Department of Medical Ethics, Shahid Beheshti University of Medical Sciences, Tehran, Iran AD - Department of Medical Education, Faculty of Medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran Y1 - 2019 PY - 2019 VL - 7 IS - 3 SP - 123 EP - 130 KW - Hidden curriculum KW - Management KW - Medical education DO - 10.30476/jamp.2019.45010 N2 - Introduction: Hidden curriculum plays a main role in professional learning, formation of professional identity, socialization, moral development and learning values, attitudes, beliefs, and knowledge in learners, so it needs to be managed. Although the majority of the theorists believe in the existence of a hidden curriculum and its greater effect and sustainability compared to the formal curriculum; none has proposed a comprehensive model or approach for its management. This study aimed to design a hidden curriculum management model in medical education.Methods: In this study, the authors used the theory or model construction methodology to synthesize a hidden curriculum management model in medical education. According to Walker and Avant; this methodology includes the following three steps for synthesizing the model: specifying focal concepts, reviewing the literature, and organizing concepts into an integrated and efficient representation. Results: The results of the study showed that numerous factors affected the hidden curriculum including environmental factors (professional, organizational), human factors (teachers, peers andstaff), and formal curriculum and learner’s influenceability filter which bear important messages for learners, staff and teachers. To manage the hidden curriculum, in addition to the above factors,it is necessary to manage knowledge and the learners’ learning in an educational institution.Conclusion: This study revealed that to achieve the desired performance in students, the formal curriculum reform is not sufficient. Moreover, other factors such as environmental factors, human factors, learner’s influenceability filter, and knowledge management should also be taken into account. The hidden curriculum management model can be used for training and educating the staff and students with the desired performance in any educational institution. UR - https://jamp.sums.ac.ir/article_45010.html L1 - https://jamp.sums.ac.ir/article_45010_0c0fcdbca524339924d3cfe3766919e5.pdf ER -