مجله اخلاق پزشکی - علمی پژوهشی

Abedini, M. Abasi, A. Mortazavi, F. Bijari, B. (2012). Students’ Viewpoint of Factors Affecting Teacher-Students Communication, a Study in Birjand University of Medical Sciences. Iranian Journal of Medical Education. 12 (6): 439-47.

Abidi, N. (2010). The Effective Factors of Making Communication between Students and Professors in Medical, Paramedical Student's Opinion. Education Strategies in Medical Sciences. 3(3): 133-6.

Abidi, N. Motamed, N. (2011). The Comparison of Student' and Teachers Viewpoint in Paramedical and Nursing –Midwifery Colleges about Clinical Instructional Environment at Bushehr University of Medical Sciences in the year 1387. Strides in Development of Medical Education. 8 (1): 88-93.

Elnemr, M. (2010). Professionalism in Medical Education. Yemeni Journal for Medical Scienses. (4): 8-25.

Glicken, A. Merenstein, G. (2007). Addressing the Hidden Curriculum: Understanding Educator Professionalism. Medical Teacher. 29: 54-7.

Hemati moslekpak, M. Khalilzadeh, H. (2011). Nursing Students’ Perspectives on Effective Clinical Education: A Qualitative Study. Iranian Journal of Medical Education. 11 (7): 718-27.

Karseth, B. (2004). Curriculum changes and moral issues in nursing

education. Nurse Education Today. 24(8):638-643.

Kashtiaray, N. Fathi vajargah, K. Zimitat, K. Forughi, AA. (2009). Designing and Accrediting an Experiential Curriculum in Medical Groups Based on Phenomenological Approach. Iranian Journal of Medical Education. 9 (1): 55-67.

Mohamadi, M. (2007). The Survey of Effect of Experienced Curriculum on Student Satisfaction Input Engineering and Basis Science Student from Shiraz University - Proposing Curriculum Explanatory Model. The Journal of Educational Science and Psychology, Chamran University of Ahvaz. 4 (3): 63-96.

Mohamadimehr, M. Fathi vajargah, K. (2008). The Position of the Hidden Curriculum of Continuing Medical Education. Education Strategies in Medical Sciences. 1: 48-53.

Neutens, James J. (2008) The Hidden Curriculum: What Are You Teaching,

Association of Professors of Gynecology and Obstetrics (APGO).

Newell, P. Harris, S. Aufses, A. Ellozy, SH. (2008). Student Perceptions of Medical Errors: Incorporating an Explicit Pofessionalism Curriculumin the Third-Year Surgery Clerkship. Journal of Surgical Education. 65 (2): 117-9.

Nobakht, M. Rudbari, M. (2012). Student Assessment from the Quality of Instruction Professor at Tehran University of Medical Science. Teb VA Tazkieh. 1: 22-6.

Sanagu, A. Juybari, L. (2010). The Viewpoint and Experiences of Students about Their Evaluation from Professor in the Theoretical Lessons at Golestan University. Strides in Development of Medical Education. 7 (1): 57-69.

Shakeriniya, I. (2009). Physician - Patient Relationship and Its Role in the Patient's Satisfaction from Process of Treatment. Iranian Journal of Medical Ethics and History of Medicine. 2 (3): 9-16.

Talebzadeh Nobarian, M. Mosapour, N. Hatami, F. (2009). The Status of Critical Thinking in Implemented Curriculum at Secondary Level. Quarterly Journal of Curriculum Studis (J.C.S.). 4 (13): 105-24.

Yamani, N. Changiz, T. Adibi, P. (2011). Professionalism and Hidden Curriculum in Medical Education. Isfahan University of Medical Sciences.

Yamani, N. Liyaghatdar, MJ. Changiz, T. Adibi, P. (2009). How Do Medical Students Learn Professionalism During Clinical Education? A Qualitative Study of Faculty Members' and Interns' Experiences. Iranian Journal of Medical Education. 9 (4): 382-95.