Background <p>Although curiosity in medicine is associated with many benefits, the literature is generally sparse or anecdotal. We seek to contribute to the understanding of curiosity by exploring its perception in the context of undergraduate medical education.</p> Methods <p>Given its subjective and abstract concept, we utilised a qualitative approach in this research. Focus groups and one-to-one semi structured interviews with medical students, clinical teachers and senior curriculum leaders were undertaken. Data collected was thematically analysed using Braun and Clarke model.</p> Results <p>All participants felt curiosity was important for learning and patient care. Curiosity was perceived to be a dynamic process – from the initial stage of knowledge acquisition to holistic practice. Teachers were identified as agents to nurture curiosity. Positive role modelling, enthusiasm in teaching and effective teaching styles were some ways to achieve this. Exams were deemed to hinder the development of curiosity. Participants felt curiosity could be nurtured through an ad-hoc basis during students’ day-to-day placement and structured learning activities.</p> Conclusions <p>We recommend that medical schools review their existing curriculum to identify more opportunities for curiosity development and eliminate potential barriers. Regular workshops for teachers could raise awareness on nurturing curiosity and to develop effective teaching skills.</p>