What problems were addressed? Historically, students of medicine learned professional values through clinical experiences and mentoring. Today, the process of training doctors is far more complex and technological, and sometimes removes trainees from direct interaction with patients. Medical educators and the public express concern about the depersonalisation of medical care. Although many organisations prioritise efforts to enhance medical professionalism, medical students still graduate with limited humanistic qualities, cynicism and a sense of entitlement.What was tried? We developed an innovative 8-week professionalism curriculum to: (i) identify components of and, especially, barriers against professionalism; (ii) develop advanced skills in communication, and (iii) provide a format for self-reflection, emotional engagement and sharing, which are critically important skills for the lifelong maintenance of professionalism.
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