الفهرس 
Introduction and rationaleOnly 14 pages are availabe for public view
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Abstract
Medical professionalism lies at the heart of being a good doctor. Society expects physicians to act professionally. In response to recent criticism regarding unprofessional behavior in medicine, some argue that improving medical professionalism can only occur through changes in teaching and assessing it.
Professionalism was traditionally transmitted using respected role models. This method depended for its success on the presence of shared values in a relatively homogeneous medical profession serving a similarly homogeneous society Thus role modeling, which remains a powerful tool, is no longer sufficient. It is now felt that professionalism must also be taught explicitly.
The teaching of professionalism should start with the recognition that there is a cognitive base to professionalism which must be taught explicitly and then be reinforced and internalized by the student through experiential learning. This requires a strong institutional commitment to supporting the teaching program throughout the educational process.
The current study was: ”Quasi-experimental Pre-test post-test design”: designed to evaluate course outcome through assessing the students’ perception towards medical professionalism and tutors’ evaluation of students’ behaviors before and after its piloting and assessing student satisfaction about the course after completing the course.
An outline of the curriculum was proposed according to the general and target learner needs to introduce professionalism as a longitudinal course taught along the six years at FOM SCU.