Table 2.

Themes and statements related to the concept of value-rich exposures according to literature

Theme	Subthemes	Statement extracted from the literature
Value-rich program	Place of values in the program	- It is necessary to assign a part of the mission of educational programs to values ( 10 ).
		- Educational institutions need a coherent strategy for teaching values ( 2 ).
		- Educational programs should identify, gradually shape and develop the specific behaviors, values, and attitudes that are expected of medical students and interns at each stage ( 19 ).
	Content	- The content should be reviewed based on the value objectives of the course and value elements should be added to it. The content of a value-based program generally falls into two categories: indirect content (value-rich exposures) and direct content (value-rich texts and courses) ( 10 ).
	Methods of transferring values	- It is necessary to use student-centered methods, including value modeling, counseling and training, real value-rich exposures, value-based rethinking, value practices guided by educational facilitators, value sharing and discussion, practices for solving value conflicts, development of value judgment and reasoning, practice and repetition for institutionalization, feedback, and reflection ( 10 ).
		- Ethics and values can be developed through a variety of educational techniques such as role modeling, drama, simulation, educational games, discussion, project, group work, educational visits, interviews and brainstorming, as well as sources such as poetry, stories, music, photographs, posters and slogans ( 20 ).
	Storytelling	Clinical professors can stimulate students’ reflection on their values and beliefs by selecting and telling the right stories, especially when the stories are based on the professors' own clinical experiences ( 8 ).
		- Professors’ use of storytelling in appropriate situations, such as during clinical exposures, provides an excellent opportunity to discuss values and attitudes ( 8 ).
Value-rich environment	Real-life environment	- A value-based curriculum should be provided in an appropriate, safe and supportive environment with the possibility of discussing and challenging values ( 10 ).
		- Being in real-life environments is essential to understand the true feeling of being a doctor and real-life experiences can be effective in developing students' professional identities ( 21 ).
		- The real exposures and lived experiences of medical students play an important role in shaping the value framework of their profession ( 13 ).
Interaction	Value models	An often-overlooked opportunity for promoting values is to identify our heroes, who reflect our cultural values ( 22 ).
Mentor	educator’s role	- The teacher’s individual values are reflected in his/her roles and the activities he / she presents ( 23 ).
	- The teacher, as a role model and provider of learning opportunities, plays an important role in student’s learning ( 7 ).	Statement extracted from the literature Subthemes Theme