A comprehensive model of hidden curriculum management in medical education

Hidden curriculum plays a main role in professionallearning, formation of professional identity, socialization,moral development and learning values, attitudes, beliefs, andknowledge in learners, so it needs to be managed. Althoughthe majority of the theorists believe in the existence of a hiddencurriculum and its greater effect and sustainability compared tothe formal curriculum; none has proposed a comprehensive modelor approach for its management. This study aimed to design ahidden curriculum management model in medical education. In this study, the authors used the theory or modelconstruction methodology to synthesize a hidden curriculummanagement model in medical education. According to Walkerand Avant; this methodology includes the following three stepsfor synthesizing the model: specifying focal concepts, reviewingthe literature, and organizing concepts into an integrated andefficient representation. The results of the study showed that numerous factorsaffected the hidden curriculum including environmental factors(professional, organizational), human factors (teachers, peers andstaff), and formal curriculum and learner’s influenceability filterwhich bear important messages for learners, staff and teachers. Tomanage the hidden curriculum, in addition to the above factors,it is necessary to manage knowledge and the learners’ learning inan educational institution. This study revealed that to achieve the desiredperformance in students, the formal curriculum reform is notsufficient. Moreover, other factors such as environmental factors,human factors, learner’s influenceability filter, and knowledgemanagement should also be taken into account. The hiddencurriculum management model can be used for training andeducating the staff and students with the desired performance inany educational institution.