admin Maradona’s legendary “goal of the century” during the 1986 FIFA World Cup still sparks debate. Alongside the brilliance of that goal was the infamous “Hand of God,” where Maradona knowingly handled the ball. Reports say he nervously began to celebrate, glancing at the referee and linesman, and only relaxed when the goal was validated.
This moment makes us pause: what truly matters—competence or professionalism? His skill was undeniable, yet his integrity was questioned. And this question transcends the football field; it lies at the heart of health professions education.
Professionalism: Caught, Not Taught?
Philosophers have grappled with this question for centuries. In Meno, Plato asked Socrates whether human excellence—virtue—could be taught. Socrates responded that if teachers of virtue existed, perhaps it could, but since such teachers could not be found, virtue could not truly be taught.
In today’s complex academic environment, this question remains deeply relevant. Professionalism in health professions education is more than technical skill. It is a collection of values, attitudes, behaviours, and interactions—the very foundation of our contract with society. Our students are not only expected to be competent clinicians but also to embody integrity, empathy, and accountability. The question is: how much space do we give these essential skills in our curriculum?
Altruism: The First Attribute
Human nature often leans toward self-preservation. Yet, there are moments when selflessness shines through. I remember a student who stopped to help an old man in our hospital corridor. The man had spent all his money on laboratory tests and could not afford the fare home. Without hesitation, the student reached into his pocket and offered him Rs 500.
When I asked, the student simply said, “Madam, he needs it more than I do.”
That moment touched me deeply. It was a reminder that altruism—the willingness to put another’s needs before one’s own—is the cornerstone of professionalism. As educators, we must find ways to nurture this spirit. Our admissions processes, curricula, and mentoring structures should create space for compassion, humility, and caring attitudes. Volunteering and service-learning offer such opportunities, but vigilance is required to ensure that material gains do not overshadow altruism.
Accountability: Owning Responsibility
Accountability is central to our profession. It means taking responsibility for one’s actions, always ensuring competence before performing a task, and keeping the patient’s best interest at heart. It is about being properly trained, understanding why you are doing something, and carrying it out in alignment with the patient’s care plan.
It also means living by the professional codes of conduct that govern our practice. I often ask myself—and my students—this reflective question: How accountable are we, really, in our profession?
Integrity: The Courage to Confront Truth
There are times when we realize we have made mistakes—perhaps a prescription written incorrectly, or advice given in haste. Do we have the courage to confront those errors and apologize to the patient? Integrity is more than honesty; it is the courage to uphold moral principles even when inconvenient or uncomfortable.
In health professions, integrity forms the bedrock of trust between doctors and patients. Without it, no amount of technical brilliance can sustain a therapeutic relationship. Integrity and accountability together shape the “social contract” between physicians and society, granting us the privilege of self-regulation.
The Role of Educators: Learning Through Role Models
Professionalism is not only about concepts but about lived examples. Students often learn more from observing their teachers than from textbooks. That is why educators, leaders, and institutions must actively embody professionalism. Positive role models inspire; negative role models erode trust.
As leaders in education, we hold the responsibility of shaping cultures where professionalism is lived, not just taught. When lapses occur, organizations must be proactive—learning from mistakes, supporting development, and when necessary, redefining roles to protect professional standards.
Beyond Competence
Professionalism, along with scholarship, collaboration, health advocacy, communication, and leadership, is one of the essential competencies outlined by accreditation bodies worldwide. These attributes must move beyond theory into daily practice.
Maradona’s brilliance was never in question. But his professionalism? That remains debated to this day. As we innovate in health professions education, let us not only train competent practitioners but nurture professionals who embody altruism, accountability, and integrity.
Because in the end, competence may win the game—but professionalism sustains the trust that makes the game worth playing.