A physician's dual roles - as healer and professional - are linked by codes of ethics governing behaviour and are empowered by science. Being part of a profession entails a societal contract. The profession is granted a monopoly over the use of a body of knowledge and the privilege of self-regulation and, in return, guarantees society professional competence, integrity and the provision of altruistic service.
Cruess, S.R., Johnston S. & Cruess R.L., 2004.
Professionalism as a subject must be taught explicitly. This requires an institutionally accepted definition which then must be learned by both students and faculty. This directs what will be taught, expected, and evaluated.
Cruess, R.L. 2006
Led by Drs. Richard and Sylvia Cruess, members of the Centre for Medical Education have examined: how we teach professionalism at the undergraduate, postgraduate and continuing professional development levels; ways in which we assess professionalism; and the necessity for medical institutions to define what they expect from their students, residents and faculty members in order to demonstrate professionalism.
A tool for the assessment of professionalism called the Professionalism Mini-Evaluation Exercise (P-MEX) was developed by Drs. Richard and Sylvia Cruess, Dr. Yvonne Steinert, and colleagues at the University of Toronto.
For a list of Centre Members' recent publications on the topic, please read here [.doc].