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choobi anzali B, talei M, mehryar H. Studying the Status of the Hidden Curriculum and Its Relationship with Emotional Intelligence of Medical Students at Urmia University of Medical Sciences in 2025. , mededj. 2026; 15
URL: http://mededj.ir/article-1-574-en.html
URL: http://mededj.ir/article-1-574-en.html
Department of Emergency Medicine, School of Medicine, Urmia University of Medical Sciences, Urmia, Iran.
Abstract: (20 Views)
Background and Objective: The success of medical students depends not only on theoretical knowledge but also on emotional and interpersonal skills, which are important components of emotional intelligence. The hidden curriculum, including the social environment and instructors’ behaviors, may influence the development of these abilities. This study aimed to investigate the relationship between the hidden curriculum and emotional intelligence among medical students at Urmia University of Medical Sciences in 2025.
Methods: This descriptive–analytical study was conducted on 290 medical students selected through convenience sampling. Data were collected using a demographic checklist, the Hidden Curriculum Questionnaire (Sheikhi et al.), and the Emotional Intelligence Questionnaire (Schutte et al.). Data analysis was performed using SPSS version 18 through descriptive and inferential statistical tests.
Findings: The mean age of participants was 22.43 years, and the mean GPA was 16.49. Among the students, 56.9% were male and 79.7% were single. The mean hidden curriculum score was 87.91, with the highest score related to social climate and human interactions. The mean emotional intelligence score was 110.59. The hidden curriculum showed significant relationships with age, gender, and marital status, but not with GPA. Emotional intelligence had significant associations with all demographic variables. A positive and significant correlation was also found between the hidden curriculum and emotional intelligence.
Conclusions: Students showed moderate levels of hidden curriculum and moderate‑to‑high emotional intelligence. Improving the social environment, strengthening interpersonal relationships, and encouraging positive role modeling may help enhance emotional intelligence among medical students.
Methods: This descriptive–analytical study was conducted on 290 medical students selected through convenience sampling. Data were collected using a demographic checklist, the Hidden Curriculum Questionnaire (Sheikhi et al.), and the Emotional Intelligence Questionnaire (Schutte et al.). Data analysis was performed using SPSS version 18 through descriptive and inferential statistical tests.
Findings: The mean age of participants was 22.43 years, and the mean GPA was 16.49. Among the students, 56.9% were male and 79.7% were single. The mean hidden curriculum score was 87.91, with the highest score related to social climate and human interactions. The mean emotional intelligence score was 110.59. The hidden curriculum showed significant relationships with age, gender, and marital status, but not with GPA. Emotional intelligence had significant associations with all demographic variables. A positive and significant correlation was also found between the hidden curriculum and emotional intelligence.
Conclusions: Students showed moderate levels of hidden curriculum and moderate‑to‑high emotional intelligence. Improving the social environment, strengthening interpersonal relationships, and encouraging positive role modeling may help enhance emotional intelligence among medical students.
Type of Study: Research |
Subject:
General
Received: 2025/12/2 | Accepted: 2026/05/6 | Published: 2026/04/4
Received: 2025/12/2 | Accepted: 2026/05/6 | Published: 2026/04/4
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This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)