Designing a Framework of Recognizing the Medical Students Professional Identity based on the Hidden Curriculum: Synthesis Approach

Subject Areas : Research in Curriculum Planning

mehdi mohammadi ¹ (Faculty Member, Department of Educational Planning and Management, Shiraz University, Shiraz, Iran.)
Reza Naseri Jahromi ² (2 Ph. D. of Curriculum Development, Shiraz University, Shiraz, Iran.)
fatemeh mirghafari ³ (Ph. D. Student of Curriculum Development, Shiraz University, Shiraz, Iran)
solmaz khademi ⁴ (Ph. D. student of Curriculum Development, Shiraz University, Shiraz, Iran.)
furozan taheri ⁵ (M.A. Student of Educational Administration, Shiraz University, Shiraz, Iran)
maryam seidi ⁶ (Faculty member, Department of Management and Curriculum, Arak Farhangian University, Arak, Iran.)

Received: 2021-03-18 Accepted : 2021-11-06 Published : 2021-11-22

Keywords: professional identity, Corona, hidden curriculum, Students Medical,

Abstract :

One of the most important and key topics in the hidden curriculum of medical students is to instill a professional identity in them. Therefore, the purpose of this study was to investigate the professional identity of medical students based on the hidden curriculum. This qualitative study was conducted using the six-step method of Sandlowski and Barroso (2007). The meta- Synthesis team consisted of three curriculum specialists and one meta-Synthesis expert. 20 related research sources were used as the basis for the analysis, which resulted in the extraction of 3 main categories, including identity related to professional processes (professional communication and interaction, Observance of medical ethics, Belonging to the medical profession, job motivation), identity related to professional outcomes (Development of learning and improvement Stress control and resilience) and identity related to professional competencies (Professional competence, Clinical competence ). Data validation was verified using data validation, transferability, and data alignment and data reliability techniques by precisely guiding the data collection and alignment process of the researchers. According to the research results, experiences related to hidden and informal curricula should be formally considered by medical educators, and professors should include more opportunities for reflection in the medical curriculum so that students can accelerate the effective formation of their professional identities.

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