Özet:

Background: Professional training (professionalism) should be taught and assessed in medical education. Generally, the effect of hidden curriculum and institutional culture on professional training is ignored in assessment. To measure this effect, a measure called "The C3 Instrument for Characterizing the Patient - Centeredness of a Medical School's Hidden Curriculum" was developed and used in the USA. This study aimed at translating this measure into Turkish and perform reliability and validity studies. Methods: The measure includes 5 dimensions: role modeling (RM), patients as objects (PAO), learning relationships (LR), bad news (BN), and support for student’s patient centered actions (SFS). It was translated into Turkish after required permissions. There are 19 statements and 29 items (5 statements are responded three times) marked on 5 and 7 items Likert scales. Views and feedback were obtained from experienced medical teachers and medical education experts on translated measure which was also piloted among students. The final form and a socio-demographic data sheet were delivered to clinical year medical students in the Mediterranean University. Results: Ninety-six (38.9%) 4th year students, 94 (38.1%) fifth year students and 57' (23.1%) interns completed totally 247 measures accurately. Gender, related education, chronic disorders in close environment had no effect on scores. PAO, LR and BN scores were lower among interns. Overall Cronbach's Alpha value was 0.91 and changed between 0.67 and 0.93 for dimensions. Number of factors and distribution of the items among factors in Turkish measure were found identical with the original instrument. Conclusion: As a reliable and valid tool, this measure may be used in medical schools of our country to determine the professionalism-oriented messages of hidden curricula from the perspective of medical students.

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