Background: The hidden curriculum is known to influence the doctor-in-formation and thereby impact patient care. Hence, it was worthwhile to explore the dimensions and influences of the hidden curriculum in a medical college through student perceptions.

Methods: Ten focus group discussions were conducted with 83 undergraduate medical student volunteers, across five academic years, to explore the hidden curriculum through experiences, observations, and influences of the medical training environment as perceived by students.

Results: Some learnings emerged regarding the importance of role models in developing attitudes; concerns about the emphasis of knowledge and exams over skills and attitudes; values conveyed through institutional policy and traditions; learnings from patients; influence of peers, senior students and the concept of an ideal doctor.

Conclusions: The hidden curriculum provides informal learning that positively and negatively influences the doctor-in-formation. This awareness can help to deliver professional values, driving educators to introspect and modify behaviour, so that positive informal learning could complement the goals of the formal curriculum.