Abstract
BACKGROUND: Medical education now focuses on developing skilled and dependable professionals, with particular attention to the hidden curriculum and its influence on professionalism and humanism. OBJECTIVE: This scoping review aimed to analyze the available evidence on the benefits and adverse effects of the hidden curriculum in medical education. METHODS: A scoping review of the literature available in the indexed databases PubMed, Scopus, ScienceDirect, and Latin American and Caribbean Health Sciences Literature (LILACS) with MeSH (Medical Subject Headings) descriptors was conducted on the effects of the hidden curriculum in medical education between January 2000 and April 2024. A total of 29 papers were selected for the review. RESULTS: Our review included studies from 10 countries, most of which were descriptive and cross-sectional, revealing both positive and negative impacts of the hidden curriculum in medical education. These include the transmission of implicit values and the influence on forming skills and professional identity. It was found that some elements contributed to the integral development of students, and others generated challenges that affected the quality of medical education. Likewise, the need for further research to design implementation strategies in different medical schools was described. CONCLUSIONS: The hidden curriculum proves to have both a positive and negative impact on the attitudes and values of medical students. The findings highlight the need to generate greater awareness and proactive strategies in educational institutions to improve the quality of training and promote the holistic development of future health professionals.