Background and Objective: A hidden curriculum is a side effect of an education, which are learned but not openly intended” such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment. It also includes social implicit and educational atmosphere that is not written but is felt by all. The aim of this study was to explain students' experiences from hidden curriculum in university.

Materials and Methods: This is qualitative study on medical and paramedical students of Jahrom Jniversity of Medical Sciences. Data gattering was from focus group sessions(5 group, 4-6 member) mixed with individual interview (deep semi structured interview) on 25 students which continued to the point of data saturation. Data were analyzed using content analysis.

Results: As a result during data analysis from 93 code, 6 thems and multiple subthemes were emerged: The value of teachers, errors management, value and cultural conflicts, teachers' role model, social interaction and learning, and routine tasks.

Conclusion: The results were expressed about the dimensions of hidden curriculum may have many challenges in different aspects of the scientific, social and educational for students. The hidden curriculum therfore needs attention to produce the necessary fundamental changes in the culture of undergraduate medical education

Key words: Qualitative Study, students ' experiences, Hidden curriculum

Funding: This research was funded by Jahrom University of Medical Sciences.

Conflict of intersrst: None declared.

Ethical approval: The Ethics Committee of Jahrom University of Medical Sciences approved the study.

How to cite this article: Mosalanejad L, Rezaie E, Rezaei E. Students' Experience about the Hidden Curriculum: A Qualitative Study. J RafsanjanUniv Med Sci 2014 13(2): 111-24. [Farsi]