Introduction: Hidden curricula are those contents learned that do not belong to the formal curriculum. Narrative medicine allows knowledge of health professionals' experiences. Approaching to the hidden curriculum can allow modifying or reinforcing instances of the nonformal learning.
Objective: Analyze narrative medical students' productions to identify hidden curriculum contents.
Population And Methods: A cross-sectional study was conducted with Pediatric students during 2017.
Results: All the students of the course (14) participated and performed 50 narrative productions: 53 % corresponded to the hospitalization context, 17 % to ambulatory care, 17 % to the emergency center and 13 % to neonatology. The main topics described were doctor-patient communication, importance of family inclusion in the pediatric consultation, empathy, impact of chronic disease in children and communication of bad news.
Conclusions: Narrative productions allowed an approximation to the hidden curriculum through reflections on professional actions.
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