Professionalism: a shared responsibility for a rich and enduring tapestry

Professionalism development has captured the attention of medical educators worldwide, in part because of the significant and ever-evolving changes in our respective environments of healthcare. Physicians today are faced with increased use of technology and corresponding implications for the human qualities of medicine, impact of managed care or socialised medicine, changing economics, increased public scepticism and accountability, and changes in societal expectations of the medical profession and day-to-day practice of health care delivery. While the teaching of medical ethics and legal issues has been traditionally addressed through formal curricula, the larger domain of professionalism development is less prominent, perhaps assumed. In this issue, Elger and Harding’s article can remind us that professionalism development is an essential component of medical education and one that needs to be practised and valued explicitly, much like artisans weave and appreciate fine tapestry. Like the many coloured threads that make their way into intricate tapestry designs, intentions, knowledge, skills and experiences contribute to one’s professionalism. Similarly, like the manner in which artisans work together to weave and assemble a rich tapestry, substantial personal and shared responsibility contributes to the richness and durability of professionalism within a profession.