We evaluated a simulation-based training day for medical registrars to define the hidden curriculum of the training. We interviewed participants to explore their reflections about the day, what they had learned and how it had influenced their practice. Interviews were conducted iteratively and analysed in accordance with content thematic analysis. We established four themes: sharing (collaborative learning), sensing (comparing one's practice against peers'), transforming (development or change

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... n practice based on learning from the day), and endorsing (appreciating authenticity in the simulation and psychological safety in debriefing). This evaluation furthered our understanding of the self-reported learning outcomes of our participants. We encourage other institutions to perform similar evaluations to build a collaborative understanding of simulationbased education for medical registrars.