BACKGROUND: Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn at the university, which influences the acquisition of professional skills. AIM: To analyze the perception about the influence of the hidden curriculum in the education of medical students at the Universidad de Concepción, Chile. MATERIAL AND METHODS: Qualitative investigation with case study approach. Seventeen graduated medical students were selected by probability sampling. A semi-structured interview was used to collect the information and a content analysis was applied. RESULTS: Forty seven percent of participants recognized having fulfilled their academic expectations. As favorable factors for academic achievement the students underlined clinical practice, access to patients and to clinical fields. As negative factors, they identified the lack of commitment, educational support and over-specialization of their mentors. CONCLUSIONS: The results show the strengths and weaknesses of the educational environment of undergraduated medical students. This information should be used to modify teaching environments.
BACKGROUND: Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn at the university, which influences the acquisition of professional skills. AIM: To analyze the perception about the influence of the hidden curriculum in the education of medical students at the Universidad de Concepción, Chile. MATERIAL AND METHODS: Qualitative investigation with case study approach. Seventeen graduated medical students were selected by probability sampling. A semi-structured interview was used to collect the information and a content analysis was applied. RESULTS: Forty seven percent of participants recognized having fulfilled their academic expectations. As favorable factors for academic achievement the students underlined clinical practice, access to patients and to clinical fields. As negative factors, they identified the lack of commitment, educational support and over-specialization of their mentors. CONCLUSIONS: The results show the strengths and weaknesses of the educational environment of undergraduated medical students. This information should be used to modify teaching environments.