Exploring the Elements of Hidden Curriculum in Medical Institutes: An Ethnographic Approach

Hidden curriculum is the culture and practices of the institute which are latent and have not been well documented. Its existence has been identified, but its contribution to the academic performance of the undergraduate medical student has yet to be explored and established. This study attempts to explore the elements of hidden curriculum in medical Institutes of Punjab, Pakistan. This study was started in December 2017 after the approval of Institutional Review Board of National University of Medical Sciences, Rawalpindi, Pakistan and completed in September 2019. All consenting full-time faculty, students, and staff of one public and one private medical institute were selected as the focus group by using purposive sampling technique. Mode of inquiry was based on document analysis, field notes and semi-structured interview. The present study explored the elements of the hidden curriculum through ethnographic approach of qualitative research. Communication and relationship with stakeholders, accountability of faculty staff and students in all academic and non-academic activities, morality in social interaction, students’ centeredness and empowerment, academic challenges through evidence-based reforms and implementation were identified as key elements of hidden curriculum of these medical institutes in Pakistan. These commonly occurring themes cut across all implicit activities of an institute and may have both, tangible and intangible implications on the immediate learning as well as future professional and personal life of the student