Document Type : Original Article


1 Social Development and Health Promotion Research Center, Kermanshah University of Medical Sciences

2 Department of Radiology and Nuclear Medicine, School of Paramedical Sciences, Kermanshah University of Medical Sciences

3 Department of Biostatistics and Epidemiology, Social Development and Health Promotion Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran


INTRODUCTION: Professionalism and medical ethics are a vital quality for doctors, which has been
taken into account seriously in recent years. Perception of the factors affecting professionalism may
help develop more efficient approaches to promote this quality in medical education. This study
was aimed to explain the role of hidden curriculum in the formation of professional ethics in Iranian
medical students.
MATERIALS AND METHODS: This qualitative study was performed on 15 medical interns of
Kermanshah University of Medical Sciences in 2019, using grounded theory. Sampling was started by
purposive sampling and continued through theoretical sampling until complete data saturation. Data
collection and analysis were done simultaneously. Data were interpreted by a constant comparative
method according to Strauss and Corbin’s approach.
RESULTS: The analysis of the participants’ interviews and reduction of findings using common
themes yielded one class and four categories as well as a number of concepts as the role of hidden
curriculum in the formation of professional ethics in medical students. The categories included the role
of modeling in the formation of professional ethics, role of education in the formation of professional
ethics, role of environmental factors in the formation of professional ethics, and role of personal and
inherent attributes in the formation of professional ethics.
CONCLUSION: Curriculum developers and medical education authorities need to proceed in line with
the findings of the present study to provide a proper learning environment, in which the modeling,
learning, and teaching conditions and supportive environmental atmosphere are taken into account
in accordance with the inherent and individual characteristics of the learners in order to guarantee
the formation of professional ethics in medical students.


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