This article is second in the series of articles dedicated for the development of professionalism in medical education and practice. In the previous article, we defined the contours of medical professionalism, an area of greatest concern to the medical profession and the society alike. We also listed the attributes of a medical professional related to the four domains of functioning—patient care, teaching, research, and administration. In this article, we underline the importance of early sensitization and training of medical students, along with faculty development. We highlight the issues and challenges in designing a curriculum, including teaching and assessment of professionalism. We propose that the new competency-based curriculum recommended by the Medical Council of India is a good beginning, although much needs to be done to develop a comprehensive strategy for robust training and assessment of professionalism.
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