Background Culture plays a powerful role in shaping teaching, learning, and professional relationships in medical education. Hierarchical norms, communication styles, and expectations of respect influence not only formal curricula but also the hidden curriculum, with significant implications for learner engagement, feedback, and patient care. Aim This reflective, theory-informed narrative compares cultural influences on medical education in West Africa and the United Kingdom, drawing on personal experience and informal peer reflections, and explores how these experiences have shaped the author’s evolving teaching practice. Methods The paper adopts a reflective approach grounded in experiential learning, supported by relevant educational theory and literature. Comparisons are made between undergraduate and postgraduate medical training in West Africa and current practice in the UK, with particular attention to hierarchy, learner–teacher relationships, evaluation, feedback, and the hidden curriculum. Findings In West African medical education, strong cultural emphasis on hierarchy and reverence for seniority creates clear authority structures but may inhibit bidirectional learning, critical questioning, and feedback. These norms contribute to a hidden curriculum that can foster intimidation, teaching by humiliation, and limited learner agency. The UK medical education is characterised by flatter hierarchies, first-name professional relationships, and formalised mechanisms for feedback and evaluation, promoting psychological safety, reflective practice, and patient-centred care. These differences influence learner confidence, engagement, and educational outcomes. Discussion Cultural values deeply shape the hidden curriculum, affecting behaviours, expectations, and professional identity formation. Integrating principles of andragogy and reflective practice offers a framework for bridging cultural differences and enhancing teaching effectiveness across contexts. Conclusion Awareness of cultural influences is essential for effective medical education in increasingly globalised healthcare systems. By critically reflecting on and selectively integrating positive elements from both West African and UK educational cultures, medical educators can foster respectful, inclusive, and learner-centred environments that support professional development, patient safety, and high-quality care.
Osemen E. Okojie (Wed,) studied this question.
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