Abstract：
Worldwide interest in teaching medical professionalism has increased drastically over the past two decades and is recognized as an important core competency. It is also essential in pharmacy education. However, there is no single definition of medical professionalism owing to its multifaceted nature, leading to difficulty in understanding it. The foundational concept of professionalism are the social contract and accountability, which describe the relationship between the profession and the society which it serves. Profession must understand expectations from the society, which is trustworthy, assures competence, and devoted to the public good for the contract based on their mutual trust. In \"teaching,\" three basic educational actions (\"setting expectations,\" \"providing experiences,\" and \"evaluating outcomes\") are required. There are two learning goals of professionalism education: the minimum goal of not doing unprofessional acts and the aspirational goal of pursuing a higher level of interiorized professionalism which leads to the professional identity formation. The true professionals are \"reflective practitioners,\" who have the ability to manage ambiguous problems using their interiorized professionalism in complicated situations. Therefore, reflection is one of the central concepts of professionalism education. The Professionalism Mini-Evaluation Exercise (P-MEX), an observational tool to evaluate medical professionalism, has some favorable aspects; the Japanese version is available and is a guide to specific actions for professionalism through its items, although some cautions must be exercised when using it. Considering that teaching professionalism includes not only formal but informal and hidden curricula, all of the staff in the educational environments should consider professionalism education by understanding professionalism.
摘要：
在过去的二十年中，全球对医学专业教学的兴趣急剧增加，被认为是重要的核心能力。这在药学教育中也是必不可少的。然而,由于医学专业精神的多面性，没有单一的定义，导致难以理解它。专业精神的基本概念是社会契约和责任，描述了职业和它所服务的社会之间的关系。职业必须了解社会的期望，这是值得信赖的，确保能力，并在相互信任的基础上致力于合同的公共利益。在“教学”中，“三项基本教育行动”(“树立期望，\"\"提供经验，\"和\"评估结果\")是必需的。职业教育的学习目标有两个：不做非专业行为的最低目标和追求更高水平的内化职业的理想目标，从而导致职业身份的形成。真正的专业人士是“反思的实践者，“他们有能力在复杂的情况下使用他们内在的专业精神来管理模棱两可的问题。因此,反思是职业教育的核心概念之一。专业迷你评估练习(P-MEX)，一种评估医学专业精神的观察工具，有一些有利的方面;日文版是可用的，是通过其项目的专业性的具体行动的指南，尽管使用时必须注意一些事项。考虑到教学专业不仅包括正式课程，还包括非正式课程和隐藏课程，教育环境中的所有员工都应该通过理解专业来考虑专业教育。
