The purpose of the current research was to compare the shadow CURRICULUM with HIDDEN CURRICULUM. For this purpose, the concepts of shadow CURRICULUM and HIDDEN CURRICULUM were examined using a qualitative approach and speculative essay method. The analysis of the literature revealed that at the three levels of policy making of education system, school and classroom, HIDDEN CURRICULUM has no visible place, and stakeholders might not be aware of it, as opposed to the shadow CURRICULUM that its existence is visible at all three levels and could stand against formal CURRICULUM. However, the decision makers use the potential of HIDDEN CURRICULUM for different educational purposes. On the other hand, students and teachers might be aware of the existence of the shadow CURRICULUM and even defend it. Another difference is that the shadow CURRICULUM mostly appears in the form of experience, action, plan and social behavior, as opposed to the HIDDEN CURRICULUM that exists implicitly within the formal CURRICULUM.

The purpose of this study was to investigate the HIDDEN CURRICULUM. In this study, it was found that the HIDDEN CURRICULUM should be considered a conceptual capital of CURRICULUM development. To collect this information, databases such as iranmedexT, SID, magiran, pubmed, science, and the issues of Studies of Higher Education CURRICULUM with the keywords CURRICULUM, HIDDEN CURRICULUM, higher education, HIDDEN CURRICULUM components and a combination of them were searched between 2000 and 2020. Studies that examined the role of HIDDEN CURRICULUM components during higher education were selected via purposive sampling method from among the 40 articles reviewed, and 15 related articles, and then, according to the components of the HIDDEN CURRICULUM, related materials on the concept of the HIDDEN CURRICULUM, theories of the HIDDEN CURRICULUM, the components of the HIDDEN CURRICULUM in higher education were extracted from related articles and were structured. The results of this study show why the designers and CURRICULUM planners of the higher education system The development of students is planned and planned, the CURRICULUM is formal and no HIDDEN aspects of the CURRICULUM are considered. Special attention should be paid to this dimension of the CURRICULUM to provide fundamental changes in the field of student education.

Background: A significant gap exists between patient-centered health policies and medical graduates’ practice. Medical education is not restricted to the formal CURRICULUM. The HIDDEN CURRICULUM has a powerful effect on students’ learning and behavior. This study measured the patient-centeredness of the HIDDEN CURRICULUM in Mashhad Medical School. Methods: The participants were medical students at Mashhad Medical School who were about to graduate. The sample size was determined 100 students based on the Morgan table and selected in a convenient method. The validated Persian version of the Haidet instrument with three content areas of “role modeling, student’s experiences and support for students’ patient-centered actions” was used to evaluate the patient-centeredness of the HIDDEN CURRICULUM. Descriptive indexes and Independent samples T-Test were used for analysis.Results: The mean±SD score of patient-centeredness of the HIDDEN CURRICULUM was 54.9±9.4, slightly more than half of the total questionnaire score. The area of "support for students' patient-centered actions" received a higher mean±SD score (62.1±16.5) compared to role modeling (53.9±12.3) and student experiences (53.6±9.4). Additionally, medical students emphasized the professor's role in acquiring patient-centered care.Conclusion: Despite the formal education for patient-centeredness, students learn mainly from the practical environment and their educators’ behaviors. There was a relative dissonance between the formal and implicit CURRICULUM regarding patient-centeredness associated with the medical student. The medical students’ experiences regarding patient-centered manners and giving encouraging feedback are two chief points for improving patient-centeredness.  

HIDDEN CURRICULUM concerns implicit learnings and the factors affecting the emergence of the said learnings which students experience as a result of attending school. The essence of the present paper is the Meta-analysis review of those scientific-investigative articles carrying the title of HIDDEN CURRICULUM and which are products of Iranian researchers' endeavors within the last two decades (1991-2012).19 papers in this regard, made available through domestic and international data bases and profiled domestic magazines were included in this investigation for an examination of their full texts (no sampling applied). The present review study aims at determining the most important educational influences raised from HIDDEN curricula and providing applicable solutions towards optimal employment of positive consequences and avoidance from negative ones. Findings indicate the dominance of negative consequences over positive educational outcomes in various dimensions of HIDDEN CURRICULUM (school structure, social context of educational system and teacher-student interaction) in Iranian schools. This implies the necessity of serious consideration of solutions presented herein in order to prevent the replacement of the opportunity raised by the HIDDEN CURRICULUM with the challenges resulted from it within the school.

The effective role of education is undeniable in ethnic identity of students from different cultures and the consequent creation of a crisis or the creation of national unity in the country. Hence, the purpose of this study was to analyze the status of ethnicity in the HIDDEN CURRICULUM of Secondary School. The research method was qualitative and the ethnographic method was employed in this study. The research participants included 6 teachers and 30 students from Persian, Lor and Arab ethnicities from a high school in Behbahan, Iran. In data analysis based on the Smith method, various main categories appeared, including neglect of ethnicity, teachers' Ignorance, different expectations of teachers, ethnicity as a reason of discrimination, and the consequences of ethnic discrimination. Each of the themes included several sub-themes. In order to verify the validity of research, triangulation method was used and data were referred back to the participants. Finally, based on the findings of this study, it could be acknowledged that the status of ethnicity in the HIDDEN CURRICULUM was not very desirable.

Introduction: HIDDEN CURRICULUM is important in medical education and has numerous, long-lasting effects on medical residency. The present scoping review seeks to investigate, identify, and plot the main concepts relating to HIDDEN CURRICULUM and its dimensions, domains, impacts and factors in medical residency courses based on the main references and evidence. Methods: Scoping review methodology was used to guide a search of electronic databases for relevant papers. Of the 394 abstracts initially identified, after screening of both abstracts and full-text papers, 43 studies were selected for inclusion in this review. Following abstraction of key information from each study, a content analysis was undertaken. Results: Eleven themes were identified from the content analysis: 1) Organizational Issues (13. 77%), 2) Socio-cultural Issues (10. 5%), 3) Professional Issues (13. 41%), 4) Communicational Factors (8. 7%), 5) Educational Issues (22. 83%), 6) Resident Personal Characteristics (21. 01%), and 7) Resident Educational Characteristics (9. 78%). Among the extracted effective HIDDEN CURRICULUM factors, the role modeling had the highest frequency and was emphasized in the studies. Conclusions: Although this study explained and identified the components, elements and also the preparation of the initial format of the HIDDEN CURRICULUM framework of the medical residency program, its results can reduce the negative effects of the HIDDEN CURRICULUM on it. More extensive and in-depth studies with different qualitative methods or mixed methods related to the HIDDEN CURRICULUM in different contexts and disciplines of medical residency are recommended to define characteristics of a constructive HIDDEN CURRICULUM of medical residency programs.

Background and Objective: A HIDDEN CURRICULUM is a side effect of an education, which are learned but not openly intended” such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment. It also includes social implicit and educational atmosphere that is not written but is felt by all. The aim of this study was to explain students' experiences from HIDDEN CURRICULUM in university.Materials and Methods: This is qualitative study on medical and paramedical students of Jahrom Jniversity of Medical Sciences. Data gattering was from focus group sessions (5 group, 4-6 member) mixed with individual interview (deep semi structured interview) on 25 students which continued to the point of data saturation. Data were analyzed using content analysis.Results: As a result during data analysis from 93 code, 6 thems and multiple subthemes were emerged: The value of teachers, errors management, value and cultural conflicts, teachers' role model, social interaction and learning, and routine tasks.Conclusion: The results were expressed about the dimensions of HIDDEN CURRICULUM may have many challenges in different aspects of the scientific, social and educational for students. The HIDDEN CURRICULUM therfore needs attention to produce the necessary fundamental changes in the culture of undergraduate medical education.