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Three components have been described in a teaching-learning environment: what is planned by administrators for the students, what is really delivered to the students, and what is actually experienced by the students [1]. What is experienced by students is different from what is planned by administrators in the universities. Three main types of curricula were defined by Hafferty: formal curriculum, informal curriculum and hidden curriculum [2]. The formal curriculum is the stated, intended, and formally offered and endorsed curriculum. The informal curriculum is an unscripted, predominantly ad hoc, and highly interpersonal form of teaching and learning that takes place among and between faculty and students. The hidden curriculum is a set of influences that function at the level of organisational structure and culture. These three components are highly interrelated. Hence some authors described informal curriculum and hidden curriculum together. To acquire knowledge, skills and attitudes, medical students use a range of learning strategies that extend beyond the intended formal curriculum interacting with their teachers, colleagues and other people around them.

Hidden and informal curricula in medical schools: impact on the medical profession in Sri Lanka