The standard M31-A was introduced specifically to ensure learners have an environment where the attributes of professionalism are taught explicitly and evaluated, along the pathway to development of their professional identity [ 6].
"Given the traditional view on the distance between professional auditing engagements and marketing, changes in auditors' business environment suggest that the interests of professionalism should create room for other activities such as marketing" (Broberg et al. 2013: 67).
An integrated sense of professionalism enables health professionals to draw on relevant knowledge in context and to apply a set of professional responsibilities and ethical principles in the midst of changing work environments [ 1, 2].
We need to prepare students for this shift of culture, where lapses of professionalism can occur as health care professionals try to work collaboratively in a medical environment challenged by complex health care system issues such as limited resources.
In this context, it is important to investigate the current state of professionalism in the Japanese medical education environment, and to examine if the level of medical professionalism among medical trainees has improved in Japan between 2005 and 2013.
Professionalism is now embraced by the LCME accreditation standard (MS-31-A) called 'the learning environment' [ 7], a standard which includes the values of Professionalism; this mandates an evaluation of the totality of influences within the whole medical curriculum and a comprehensive understanding of those factors influencing medical students.
This thought process along with other criticisms of the profession's issues with conflict of interest, have led to various increased standards of professionalism while stressing ethics in the work environment.
The purpose of this work is to determine student perception of professionalism, the professionalism curriculum, the current learning environment and suggestions for improvement.
