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The article reviews challenges to professionalism, including self-interest, peer pressure, and commercialism, and explains why disciplinary measures alone and honour codes are insufficient. Literature-based recommendations emphasize building an education community, implementing a structured curriculum on professionalism, strengthening role modelling and mentoring, and assessing professional conduct within the clinical learning continuum.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/training-and-learning-professionalism-in-the-medical-school-curriculum-current-considerations/238000/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/training-and-learning-professionalism-in-the-medical-school-curriculum-current-considerations/238000.png","ImageObject",442,249,{"name":88,"@type":89},"Margaret","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-31","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":8},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"Why can unprofessional behaviour not be handled through disciplinary action and honour codes alone?","Question",{"text":108,"@type":109},"The article argues that unprofessional behaviour cannot be managed effectively using disciplinary action and honour codes by themselves. Proactive educational programs that promote professionalism are considered equally important.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"Which challenges to professionalism are highlighted?",{"text":113,"@type":109},"Professionalism can be threatened by self-interest, peer pressure, and commercialism. These forces may create conflict between altruism and self-interest, leading to issues such as abuse of power and lack of self-regulation.",{"name":115,"@type":106,"acceptedAnswer":116},"What approaches does the article recommend to address professionalism challenges?",{"text":117,"@type":109},"Recommendations converge on establishing an education community, using a structured curriculum focused on professionalism, developing programs for role modelling and mentoring, and paying attention to assessment of professional conduct.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},238000,1791477603,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":8,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":47,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":73},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","European Journal of Internal Medicine 20 (2009) e96–e100  \nContents lists available at ScienceDirect  \nEuropean Journal of Internal Medicine  \njournal homepage: [www. elsevier. com/locate/ejim](www. elsevier. com/locate/ejim)  \nEducation in Internal Medicine  \nTraining and learning professionalism in the medical school curriculum: Current considerations  \nWalther N.K.A. van Mook a,⁎, Willem S. de Grave b, Scheltus J. van Luijk c, Helen O'Sullivan d, Valerie Wass e, Lambert W. Schuwirth f, Cees P.M. van der Vleuten f  \na Department of Intensive Care and Internal Medicine, Maastricht University Medical Centre, Maastricht, The Netherlands; chair of the Committee on Professional Behaviour, Department of  \nMedical Education Research and Development, Maastricht University, Faculty of Health, Medicine, and Life Sciences, Maastricht, The Netherlands b Department of Educational Development and Research, Maastricht University, Faculty of Health, Medicine and Life Sciences, Maastricht, The Netherlands c Free University of Amsterdam, Institute for Education and Training, VU Medical Centre, Amsterdam, The Netherlands  \nd School of Medical Education, University of Liverpool, Liverpool, United Kingdome Manchester Medical School, University of Manchester, Manchester, United Kingdom  \nf Department of Educational Development and Research. Maastricht University, Faculty of Health, Medicine and Life Sciences, Maastricht, The Netherlands  \na r t i c l e i n f o a b s t r a c t  \n\n| Article history:\u003Cbr>Received 12 September 2008\u003Cbr>Received in revised form 19 November 2008 Accepted 18 December 2008\u003Cbr>Available online 24 January 2009 |\n| --- |\n| Keywords:\u003Cbr>Problem based learning\u003Cbr>Professional behaviour\u003Cbr>Professionalism\u003Cbr>Tutorial group\u003Cbr>Assessment\u003Cbr>Professional dilemma's\u003Cbr>Training formats\u003Cbr>Professional development continuum Medical school |\n\nRecommendations in the literature concerning measures to address the challenges to professionalism have converged on the establishment of an education community, on a structured curriculum dealing with professionalism, on developing programs for role modelling and mentoring, and on attention to the assessment of professional conduct. The interventions in the field of medical education appear central among these efforts, since it is during medical school that the template for professional conduct in medicine is primarily learned. This article attempts to provide a more in-depth discussion of the goals, purposes and current factors influencing teaching and learning professional behaviour in the medical school curriculum and the residency programs.  \n© 2008 European Federation of Internal Medicine. Published by Elsevier B.V. All rights reserved.  \n1. Introduction  \nMaintenance of a doctor's professional status depends on the public's belief and trust that professionals are trustworthy. Such status is not an inherent right, but must be seen as something granted by society. The doctor's professionalism can be threatened by selfinterest, peer pressure and commercialism. These can often lead to aconflict between altruism and self- interest [1], potentially leading to for example abuse of power, lack of conscientiousness, failure of self regulation, and inability to adequately address issues important to society [2]. It is now recognized that unprofessional behaviour is something that cannot be managed through disciplinary action and honour codes alone [3]. Instead, pro-active educational programs promoting professionalism are viewed as equally important [4,5]. Nowadays, professionalism and professional behaviour have become  \n⁎ Corresponding author. Department of Intensive Care and Internal Medicine, Maastricht University Medical Centre, P. Debeyelaan 25, 6202 AZ Maastricht, The Netherlands, Tel.: +31 43 3876385; fax: +31 43 3874330.  \nE-mail [address:](address: w.van.mook@mumc.nl)[ w.van.mook@mumc.nl](address: w.van.mook@mumc.nl) (W.N.K.A. van Mook).  \ncore business for the medical educationalist over the","cbCaif5TP3ND3MHw","https://ap.wps.com/l/cbCaif5TP3ND3MHw","pdf",164357,"English","# Introduction\n## Why teach and assess professional behaviour: who is to benefit?","[{\"question\":\"Why can unprofessional behaviour not be handled through disciplinary action and honour codes alone?\",\"answer\":\"The article argues that unprofessional behaviour cannot be managed effectively using disciplinary action and honour codes by themselves. Proactive educational programs that promote professionalism are considered equally important.\"},{\"question\":\"Which challenges to professionalism are highlighted?\",\"answer\":\"Professionalism can be threatened by self-interest, peer pressure, and commercialism. These forces may create conflict between altruism and self-interest, leading to issues such as abuse of power and lack of self-regulation.\"},{\"question\":\"What approaches does the article recommend to address professionalism challenges?\",\"answer\":\"Recommendations converge on establishing an education community, using a structured curriculum focused on professionalism, developing programs for role modelling and mentoring, and paying attention to assessment of professional conduct.\"}]","Training and learning professionalism in the medical school curriculum - Current considerations | PDF",1789129294]