The general aim of medical education is the same as in the case of any other ones: creating a professional person from a lay one. A special characteristic of this education is a deep rift between the lay and the professional perspective. One of the main trends of this trait is the discrepancy between the open and the hidden curricula. The contents of the hidden curricula, in many cases, cannot support the main messages of the formal one, on the contrary, they provide a different or even contradictory set of norms, values,
attitudes. One of the main consequences of these discrepancies is that some medical students have been becoming more cynical since their entrance into medical education. The open curricula emphasize empathy, alleviating pain and suffering, the importance of trust and fidelity, and that the well-being of patients is one of the most important priorities. The hidden curricula at the same time emphasize objectivity, detachment, caution, and being suspicious against emotions. One of the outcomes of these eventually contradictory tendencies is that the ’wounded healer’ is not a precondition for becoming a healer, like in archaic times, but a by-product of medical education.