Abstract
Background: Medical professionalism is crucial for health-care practitioners, ensuring public trust, patient safety, and quality care. It comprises attitudes, behaviors, and values guiding medical students and physicians in interactions with patients, colleagues, and the health-care system. With introduction of competency-based medical education (CBME) curriculum, it is important to investigate how CBME curriculum influences the development of professionalism among medical students.

Aims and Objectives: The present study is planned with the objective to evaluate and compare medical professionalism dimensions using the learners’ attitude of medical professionalism scale (LAMPS) among medical interns from traditional/old and CBME curricula.

Materials and Methods: The study involved medical interns from both traditional and CBME curricula, selected based on voluntary participation and informed consent. Data were collected using the validated LAMPS, assessing attitudes and behaviors related to professionalism. Google Forms, an online survey tool, facilitated efficient data collection and management through questionnaire surveys.

Results: The study assessed medical professionalism in domains such as duty/accountability, excellence/autonomy, honor/integrity, altruism, and respect. Mean scores were comparable between the traditional and CBME curriculum groups. For instance, in duty/accountability, the old curriculum scored 3.8673 (standard deviation [SD] ± 0.9954) compared to 3.7477 (SD ± 1.0066) for CBME. Statistical analysis showed no significant differences in professionalism scores between the two groups across all domains, as indicated by t-statistics and P-values.

Conclusion: While both curricula demonstrate similar professionalism levels among interns, contextual factors such as curriculum implementation challenges, resource constraints, pandemic-related disruptions, survey timing, and participation rates may contribute to the observed outcomes. Addressing these factors could enhance the effectiveness of professionalism education within CBME frameworks.

Key words: Medical Professionalism; Competency-based Medical Education; Learners’ Attitude of Medical Professionalism Scale; Traditional Curriculum; Professionalism Assessment