The need for internalization of values for professional development in medicine and surgery, and sense of duty linked to the practice of the medical professionalism were recognized in Iran. With regard to the shortcomings currently existed in the curriculum of the medical education, in 2013, the design of an operational model for the curriculum based on values was placed on the agenda through the PhD thesis.

The aim of this study is to develop the operational model of the value-based curriculum for medicine and surgery education with respect to indigenous values in Shahid Beheshti University of Medical Sciences, Tehran, Iran.

Our value-based curriculum model was developed through qualitative ontology foundations of Hugh McKenna concept analysis. Finally we developed our operational model by comparing our domestic extracted attributes with what is existed and experienced in other countries through systematized searching, determined the process of value curriculum, the sequence of process steps, menu and taxonomy for operationalization of each step, and recommended practices for each step for integration of values in medicine and surgery education in Iran.

Ten steps of curriculum model for integration of values in medicine and surgery education include: general need assessment of values, designing hierarchy system of values, need assessment of targeted learners’ values, developing value programme statement, determination of value outcomes and objectives, production of value rich content, value based teaching and learning methods, value based settings, value themes management, determination of values evaluation and assessment methods.

This Indigenous operational model of value based curriculum proposes the process with exact sequence for the concrete implementation of values education in medicine and surgery, accordance with our country offers. The operational value based curriculum model was prepared in order to develop a practical guideline for value based experiments in medicine and surgery, helps to move from the information level and expressing factual knowledge, to the conceptual and judgment level, understanding the connections and interactions between facts and analysis them.