Haydeé C. Verduzco-Aguirre, Department of Oncology, Queen’s University, Kingston, Ontario, Canada; Division of Cancer Care and Epidemiology, Sinclair Cancer Research Institute, Kingston, Canada; Department of Hematology and Oncology, Instituto Nacional de Ciencias Médicas y Nutricion Salvador Zubiran, Mexico City, Mexico

In recent years, there has been increasing interest in what has been called the “hidden curriculum” of medical education. In contrast to the formal, explicitly endorsed curriculum for training in medical schools or post-graduate training programs, the hidden curriculum encompasses the implicit messages about the values, norms, and attitudes that learners can absorb from informal interpersonal interactions between students and faculty members, as well as through organizational, structural, and cultural influences in training institutions¹.