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 and
staff), 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.