Abstract

Curriculum is the main element of the higher education system and is the most fundamental tool for providing students with the knowledge, experience, and skills needed to deliver community services. Students are familiarized with a variety of scientific, social, political, and so on skills and attitudes through curricula and in particular the hidden curriculum (HC). Accordingly, the purpose of this study was to determine the effect of HC management on the professional behavior of medical sciences students in Zabol. Materials and Methods: This study was conducted with the participation of 69 students including nursing midwifery and emergency medicine At the beginning of each semester, the students received Goze's professional behavior questionnaire to familiarize themselves with the assessment method and identify potential expectations. In addition, the Professional Ethics Workshop was conducted at a 6-h session per semester for professors and instructors, and the students' assessment was explained to them at the meeting. The data obtained from professional behavior questionnaire were analyzed by SPSS using descriptive and inferential statistics. Results: The findings showed that the mean score of professional behavior in nursing students was 60.12 ± 0.70, in midwifery students 50.22 ± 8.75, and in emergency medicine students 40.23 ± 9.87, respectively, performed after three semesters and the transfer of HC in the internship reached 67.11 ± 13.10, 56.14 ± 12.16, and 50 ± 10.14, respectively. The results were statistically significant (P < 0.0001). Conclusion: This study indicated that the student is indirectly learning to adhere to the principles of ethical values and take commitment and responsibility for the care of the patient. © 2018, Journal of Pharmacy Research-JPR Solutions.