Background and Aim
The hidden curriculum significantly influences medical students’ professional identity formation. Beyond formal teaching of professionalism, ethics, and patient-centered care, students learn through observations made during clinical training. This study explored medical students’ perceptions of the hidden curriculum and the professional values encountered in clinical settings.

Materials and Methods
An anonymous cross-sectional survey was conducted among Years IV–VI medical students enrolled in the Medical Doctor Programme at European University, Tbilisi, Georgia. The questionnaire explored professional behavior, communication, teamwork, patient safety, learning culture and the alignment between taught and observed professional values. Data were collected using a five-point Likert scale and two open-ended questions. A total of 40 students participated in the study

Results
Overall, students reported predominantly positive clinical learning experiences. 70% agreed that healthcare professionals demonstrate professional behavior, while 77.5% reported that clinical role models positively influence their understanding of what it means to be a doctor. Respect for patients and respectful interprofessional communication were highly rated (90% each). Patient safety emerged as the strongest positive finding, with 92.5% agreeing that it is clearly prioritized during clinical practice. Positive perceptions were also reported regarding teamwork and collaboration (80%) and feeling safe to ask questions (82.5%).

Only 57.5% agreed that mistakes are openly discussed as learning opportunities and that clinical practice consistently reflects professional values taught at university. Nearly half of respondents (47.5%) reported observing behaviors that contradicted formally taught professional values. Qualitative responses identified empathy, professionalism, respectful communication, teamwork, compassion and patient-centered care as the most valuable lessons learned.

Conclusions

The hidden curriculum largely reinforces positive professional values, particularly patient safety, respect, teamwork and professional role modelling. However, discrepancies between formal teaching and observed clinical practice remain evident. Faculty development and supportive learning environments may improve alignment between formal and hidden curricula and support professional identity formation.