Phenomenology & Medical Education Research: Hidden paradigm disclosedAssist.Prof.Dr.Ali Tareq Abdulhasan/ Kerbala university-College of Medicine./ Abstract ID:1298 Methodology: Surveying few medical education journals for the word “phenomenology” and its use in educational research . Results: After reviewing published articles in medical education journals , I found 12 matches articles in medical teacher ,37 articles in Medical education , 20 articles in Academic Medicine & one article in both clinical teacher , Medical education online journals . In these articles phenomenology was cited as qualitative research, in other as humanistic philosophy ,they missed its transformative nature & its provision of theories underpinning adult learning ,experiential learning and patient centerd movement Conclusion: If we want an authentic change in medical education we need to change our paradigm from Positivism which gave rise to Quantitative research to that of phenomenological paradigm which gave reliability and validity of the Qualitative research. This will result in patient- centerd ,student- centerd & outcome based educational practices based on clear philosophical ground. Introduction: Phenomenology launched in the first half of the 20th century by Edmund Husserl, Martin Heidegger, Maurice Merleau-Pontyl. In that movement, the discipline of phenomenology was prized as the proper foundation of science & philosophy. Phenomenological study aims to provide a deep understanding of a certain phenomenon as experienced by individuals. It highlights the essences (meanings) derived from the „common experience‟ shared by individuals . Doing phenomenology in the same way we did other researches is unfair , because phenomenology require paradigm shift which mean open a new window that enable us seeing our world in new eyes. Phenomenology assists us in disclosing our hidden paradigm through its inherent reflective methods. This is achieved by using Husserl's method of reduction, also called the epoche.The purpose of phenomenological reduction is to free researchers from ordinary beliefs about the nature of the world. Our ordinary, everyday beliefs in the world and its normative ways of thinking, acting, and feeling are prejudices that act to bar our attaining the level of critical thought.