摘要：During the recent years, many changes have been made in the curriculum of medicine worldwide, but most of these changes rarely emphasize on the effects, processes, structures, and most importantly the management of hidden curriculum as well as how to collect the experiences of students. In this study, the thematic content analysis was used in order to explain the perspectives of key informant in the field of hidden curriculum management in medical education. The study participant were 11 interviewees with five themes obtained after interview analysis, including managing some components like human resources, learning, organizational behavior, formal curriculum, and organization. It was revealed that managing these components (themes) will be resulted in managing the hidden curriculum, and it is possible to plan the students’ education based on the required and desirable performance..
其他摘要：During the recent years, many changes have been made in the curriculum of medicine worldwide, but most of these changes rarely emphasize on the effects, processes, structures, and most importantly the management of hidden curriculum as well as how to collect the experiences of students. In this study, the thematic content analysis was used in order to explain the perspectives of key informant in the field of hidden curriculum management in medical education. The study participant were 11 interviewees with five themes obtained after interview analysis, including managing some components like human resources, learning, organizational behavior, formal curriculum, and organization. It was revealed that managing these components (themes) will be resulted in managing the hidden curriculum, and it is possible to plan the students’ education based on the required and desirable performance.
