Abstract :
It is often a question raised, the wide-spread calls emanating from the general public and medical audiences alike to intensify the formal teaching of ethics within the medical college curriculum. In particular, they challenge a prevailing belief within the Islamic culture of medicine that while it may be possible to teach information about ethics in the course material — should it be included entirely in the curriculum? Even then it can by no way decisively influence a student s personality or ensure ethical conduct. To this day and age, several issues are explored inculcating the debate of whether medical ethics are best framed as a body of knowledge, skills and attitude. Arguably most of the critical determinants of physician identity operate not within the formal curriculum but in a more subtle, less officially recognized hidden curriculum. (The Hidden curriculum is informal learning which the student engages and is unrelated to what is taught). We, as teachers often focus on what we teach rather than on what our students learn.
