The impact of hidden curriculum factors on professional adaptability
Abstract Background The hidden curriculum encompasses the underlying values, norms, and behaviors conveyed indirectly through educational environments, significantly shaping medical students' professional adaptability. This study addresses the research gap in understanding the relationship betw...
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| Format: | Article |
| Language: | English |
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BMC
2025-02-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-024-06618-1 |
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| author | Danial Behmanesh Shahram Jalilian Akbar Babaei Heydarabadi Mehrnaz Ahmadi Nasrin Khajeali |
| author_facet | Danial Behmanesh Shahram Jalilian Akbar Babaei Heydarabadi Mehrnaz Ahmadi Nasrin Khajeali |
| author_sort | Danial Behmanesh |
| collection | DOAJ |
| description | Abstract Background The hidden curriculum encompasses the underlying values, norms, and behaviors conveyed indirectly through educational environments, significantly shaping medical students' professional adaptability. This study addresses the research gap in understanding the relationship between hidden curriculum components and professional adaptability among medical students at Jundishapur University of Medical Sciences. The innovation lies in quantifying this relationship using robust statistical methods. The objective was to evaluate how these hidden curriculum elements impact students' ability to adapt professionally. Methods This cross-sectional study involved 882 medical students, with a final sample size determined via Morgan's table, including 216 medical student during clerkship and 216 during internship,selected through census sampling. Data were collected using validated professional adaptability and hidden curriculum questionnaires and analyzed using Pearson correlation coefficients. Results Critical thinking showed the highest correlation with professional adaptability (r = 0.942, p < 0.001), followed by teaching methods (r = 0.874, p < 0.001). supportive environments (r = 0.809, p < 0.001) and Student–teacher interactions (r = 0.781, p < 0.001) also exhibited strong positive relationships. Other components, such as curriculum content and administrative structure, demonstrated moderate correlations. Conclusion These findings underscore the importance of the hidden curriculum in enhancing educational quality and professional training in medical education, highlighting the necessity for educators to integrate these elements consciously into their teaching strategies. |
| format | Article |
| id | doaj-art-684f310f5c7243fd91d54be7fb8cebaf |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-684f310f5c7243fd91d54be7fb8cebaf2025-02-09T12:42:40ZengBMCBMC Medical Education1472-69202025-02-0125111010.1186/s12909-024-06618-1The impact of hidden curriculum factors on professional adaptabilityDanial Behmanesh0Shahram Jalilian1Akbar Babaei Heydarabadi2Mehrnaz Ahmadi3Nasrin Khajeali4Medical Practitioner, School of Medicine, Ahvaz Jundishapur University of Medical SciencesDepartment of Medical Virology, School of Medicine, Ahvaz Jundishapur University of Medical SciencesDepartment of Health Education & Health Promotion, School of Public Health, Shahid Sadoughi University of Medical SciencesNursing Care Research Center in Chronic Diseases, Medical and Surgical Nursing Department, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical SciencesAssistant Professor of Medical Education. Educational Development Center, Ahvaz Jundishapur University of Medical SciencesAbstract Background The hidden curriculum encompasses the underlying values, norms, and behaviors conveyed indirectly through educational environments, significantly shaping medical students' professional adaptability. This study addresses the research gap in understanding the relationship between hidden curriculum components and professional adaptability among medical students at Jundishapur University of Medical Sciences. The innovation lies in quantifying this relationship using robust statistical methods. The objective was to evaluate how these hidden curriculum elements impact students' ability to adapt professionally. Methods This cross-sectional study involved 882 medical students, with a final sample size determined via Morgan's table, including 216 medical student during clerkship and 216 during internship,selected through census sampling. Data were collected using validated professional adaptability and hidden curriculum questionnaires and analyzed using Pearson correlation coefficients. Results Critical thinking showed the highest correlation with professional adaptability (r = 0.942, p < 0.001), followed by teaching methods (r = 0.874, p < 0.001). supportive environments (r = 0.809, p < 0.001) and Student–teacher interactions (r = 0.781, p < 0.001) also exhibited strong positive relationships. Other components, such as curriculum content and administrative structure, demonstrated moderate correlations. Conclusion These findings underscore the importance of the hidden curriculum in enhancing educational quality and professional training in medical education, highlighting the necessity for educators to integrate these elements consciously into their teaching strategies.https://doi.org/10.1186/s12909-024-06618-1Hidden curriculum componentsProfessional adaptabilityMedical studentsCritical thinkingStudent–teacher interactionsEducational quality |
| spellingShingle | Danial Behmanesh Shahram Jalilian Akbar Babaei Heydarabadi Mehrnaz Ahmadi Nasrin Khajeali The impact of hidden curriculum factors on professional adaptability BMC Medical Education Hidden curriculum components Professional adaptability Medical students Critical thinking Student–teacher interactions Educational quality |
| title | The impact of hidden curriculum factors on professional adaptability |
| title_full | The impact of hidden curriculum factors on professional adaptability |
| title_fullStr | The impact of hidden curriculum factors on professional adaptability |
| title_full_unstemmed | The impact of hidden curriculum factors on professional adaptability |
| title_short | The impact of hidden curriculum factors on professional adaptability |
| title_sort | impact of hidden curriculum factors on professional adaptability |
| topic | Hidden curriculum components Professional adaptability Medical students Critical thinking Student–teacher interactions Educational quality |
| url | https://doi.org/10.1186/s12909-024-06618-1 |
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