Objective:

To describe the interactions of some students from two Medicine programs in Colombia related to the hidden curriculum.

Methodology:

Hermeneutic study, which used ethnography and grounded theory, through the application of participant observation in five practice scenarios and eleven in-depth interviews. The data analysis was done with open, axial and selective coding, typical of the grounded theory, which generated a matrix of the paradigm.

Results:

Studying Medicine implies being part of a hierarchy from inspiring to excessive. The demand of medical education to train a tireless and blameless doctor, the competition to be admitted to each rank and the fear of making mistakes exacerbate the negative functioning of the medical hierarchy. This hierarchy is based on the power of knowledge that allows abuse. The above triggers exhaustion, frustration, lack of interest and affects professional ethics, aspects that spoil the doctor in training.

Conclusion:

The hidden curriculum determines the doctor's training more than the formal curriculum. Recognizing and reflecting on the hidden curriculum from the academic community makes visible, in future curricular reforms, the role it plays.

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