Document Type: Original Article


Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran


Introduction: Medical professionalism as a main ability of
physicians is very important just like its teaching and learning.
This study investigated medical professionalism experts’
perspectives and experiences about professionalism as a step
towards developing a medical professionalism curriculum.
Methods: A qualitative approach was adopted for this study.
The data were obtained from 10 semi-structured interviews with
medical professionalism experts with a variety of experiences
in Iran between June and September, 2016. All sessions were
audio-recorded, transcribed and analyzed using inductive
content analysis.
Results: The participants expressed their experiences on
professionalism and its features. The data analysis revealed two
main categories: 1) teaching and learning strategies including
three categories of learning outcome, teaching and learning and
evaluation of medical professionalism, 2) role of context with three
sub-categories of rules and regulations to develop professionalism,
strengthening the hidden curriculum and executive resources.
Conclusions: To address the development of professionalism in
medical students, the main factors, i.e., teaching and learning
strategies and context with their categories and subcategories
should be considered and revised. To sum up, designing a formal
medical professionalism curriculum would be necessary and the
notion of professionalism must be integrated with all its phases.
Employing effective learning and assessment methods by means of
qualified teachers and staff in a supportive learning environment
provides students with valuable experiences and facilitates the
process of teaching.