MEDICAL STUDENTS’ EXPERIENCES OF ORGANIZATIONAL PRACTICES WITHIN THE HIDDEN CURRICULUM: A QUALITATIVE STUDY
DOI:
https://doi.org/10.69656/pjp.v22i3.1959Keywords:
Educational Environment, Hidden Curriculum, Medical Education, Medical Students, Qualitative ResearchAbstract
Background: The hidden curriculum comprises the implicit values, behaviours and organizational practices that influence learning beyond the formal curriculum. Students’ interactions within the educational environment shape their understanding of professionalism, accountability and institutional culture. This study aimed to explore medical students’ experiences of the hidden curriculum within the educational environment. Methods: A qualitative exploratory study was conducted at CMH Kharian Medical College from August to November 2025 after approval of the Institutional Ethical and Review Board. Twenty-two MBBS students from different academic years and genders were recruited through purposive sampling. Data were collected using semi-structured interviews conducted in English or Urdu. Interviews were audio-recorded, transcribed verbatim, anonymized using participant codes (P1–P22) and analysed with Braun and Clarke’s thematic analysis framework with NVivo 12 Pro software. Results: Four themes emerged: Institutional accountability and responsiveness, Institutional communication and digital support, Institutional hierarchy and student participation, and Organizational constraints and staff support. Participants described variable experiences of complaint pathways and institutional responses. They also highlighted opportunities for improved communication, professional interactions, student participation, and organizational responsiveness. Conclusion: Organizational practices may contribute to the hidden curriculum by shaping students’ perceptions of accountability, communication, hierarchy, and professional relationships. Strengthening transparent communication, student participation and organizational responsiveness may support a supportive educational environment and professional development.
Pak J Physiol 2026;22(3):170–4, DOI: https://doi.org/10.69656/pjp.v22i3.1959
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Copyright (c) 2026 Aamir Mahmood Farooqi, Waleed Ahmed Butt , Amaidah Mir, Hira Khalil , Zaineb Qamar, Aasma Qaiser
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