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Background: Considering components of the hidden curriculum in medicine in the higher education system is a useful adjunct to the formal curriculum since the learning and function of medical students are strongly affected by these components. The current study compares the hidden medical curriculum of Tabriz state and non-state Universities of Medical Sciences from the students’ perspectives. Methods: In the current descriptive-comparative study, the statistical population included the total students of Tabriz state and non-state Universities of Medical Sciences. The statistical sample of the given study consisted of 400 students from senior and higher academic levels at the Tabriz state and non-state Universities of Medical Sciences based on Morgan’s table. Two hundred students from each university were selected using stratified random sampling. The data collection tool was a researcher-created valid questionnaire. The validity and reliability of the given questionnaire in respect to its components were 0.94 and 0.76, respectively. In the analysis of data, an independent inferential T_test was utilized. Results: The results of the analysis found that from the students’ perspectives, the mean scores of the hidden curriculum in medicine in the Tabriz state university of medical sciences ranked the following components higher than the Tabriz non-state university of Medical Sciences: (1) Education, including curriculum and goal-setting, clinical education and content, (2) Socialphysical environment, (3) Regulations and rules, including reward and punishment system, organizational structure, respect for rights and value system and (4) Relations, including moral behavior, approach, participation, and responsibility. However, in the fifth component of contexts and perspectives, including personal-environment/family context and professional financial perspectives, there was no significant difference between the hidden curriculum of Tabriz state and non-state Universities of Medical Sciences. Conclusion: The components of the hidden curriculum in medicine affect the learning richness and function of students and should be taken into consideration by universities of medical sciences, particularly non-state universities.

Background: The "hidden" curriculum, alongside official education, can transfer ethical and professional values and principles to medical students and show them the importance of medical ethics. Ethical issues are essential factors influenced by the hidden curriculum in the medical educational system; these issues are also instruments for medical students as they develop their professionalism and idealism. The current study aims to provide an empirical study model of this hidden curriculum and its role in transferring knowledge of medical ethics. Methods: The current research is qualitative in the phenomenological type. The statistical population consisted of professors along with students in their fourth and upper years of various medical disciplines at the Tabriz University of Medical Sciences during 2019-2020. The sample group, according to the qualitative nature of the research, was compiled to a theoretical saturation to be 36 professors and students. The data were collected through semi-structured interviews. Analysis was done using thematic coding and Smith`s method. To maintain quality and accuracy, interview content was analyzed by two authors to reconstruct the reality. The data and their interpretation were then provided to the professors to confirm their accuracy. To ensure stability of the data, the interviews were conducted in a suitable atmosphere and in compliance with the interview conditions and isolated from bias and personal opinion. Results:A total of 67 concepts were extracted that were consequently categorized into five main themes: 1. Objectives and Curriculum; 2. Physical Space; 3. Backgrounds and Perspectives; 4. Laws and regulations; and, 5. Relationships. A model for studying students’ experiences of the hidden curriculum and medical ethics was presented. Conclusion: Since medical professors and senior students are dealing with patient health, it is essential to acknowledge the concept of medical ethics as a "hidden" curriculum alongside scientific and professional issues in designing medical curriculum.