Table-I.

List of original MP articles included as the selected studies for final evaluation with the retrieved information.

(Author /Year)	Location	Aims/objective/purpose	Sample/ study design/instrument	Important results and specific information related to the review question
Lazarus, Chauvin, Rodenhauser, Whitlock 6 (2000)	USA	“To evaluate the program for Professional Values and Ethics in Medical Education (PPVEME) to return the focus of our curriculum to the physician-patient–community relationship and to the nurturing of professionalism.”	Students, residents, and faculty. Surveys, focus groups, and portfolios	PPVEME is an endeavor to incorporate professionalism within the learning environment. PPVEME is built around the following themes: “Integrity, communication, teamwork, leadership, and service.”
Ber, Alroy 7 (2002)	Israel	“To promote an institutional environment/atmosphere/culture of professional behavior.”	7-10 student. Experimental/Observation Trigger films, discussions & role play.	Trigger films used were based on various themes, including: “Care, patients’ dignity and privacy, respect, up to date knowledge and skills, identifying the limits, being honest and trustworthy, confidentiality, making sure that your personal beliefs do not prejudice your patients’ care, and working in a team.”
Robins, Braddock Iii, Fryer-Edwards 19 (2002)	USA	“To examine the practicality of using the taxonomy of American Board of Internal Medicine’s (ABIM’s) Project Professionalism.”18	114 students. Survey with open-ended questions.	ABIM’s 18 taxonomy used in this article with the following elements: “Altruism, accountability, excellence, duty, honor, and integrity; respect for others.”
Bryan, Krych, Carmichael, Viggiano, Pawlina 8 (2005)	USA	“To determine if peer evaluation and self-evalu8ation used in conjunction and implemented early in the medical curriculum can serve as useful tools to assess and provide feedback regarding professional behavior in first-year medical students.”	213 students. Questionnaire, self and Peer evaluation	Students were deficient in professionalism evaluations. The majority of written comments from the evaluation of professionalism were related to: “Inter-professional respect, responsibility, and excellence.”
Jha, Bekker, Duffy, Roberts 9 (2006)	UK	“To describe the views and experiences individuals have about MP.”	23 students, doctors, allied health professionals, and lay professionals. Cross-sectional survey design Qualitative Semi-structured interview.	Exploration was done for: (1) “Conceptual example (honest, trustworthy, competent)”; (2) “Behavioral example (communicating effectively, treating patients equally, working in teams).” The main themes were: “Compliance to values, patient access, the doctor-patient relationship, demeanor, professional management, personal awareness, and motivation.”
Finn, Garner, Sawdon 10 (2010)	UK	“To describes how medical students perceive professionalism and the context in which it is relevant to them.”	72 students Qualitative 13 semi-structured focus groups.	Students were alert as to what is expected. The most consistent theme was: “Context of professionalism.”
Sehiralti, Akpinar, Ersoy 17 (2010)	Turkey	“To define these characteristics, and in particular seeking the help of the students themselves to define them.”	127 students. Exploratory study Open-ended question.	Students’ perceived professionalism as being a ‘competent physician.’ The suggested attributes were about: “Interpersonal relations and communication.”
Zanetti, Keller, Mazor, Carlin, Alper, Hatem, Gammon, Pugnaire 24 (2010)	USA	“To investigate the reliability of standardized patients’ scores of students’ professionalism in performance-based examinations.”	20 students A generalizability study Observed in simulated cases	The professionalism assessment was established using: The “American Board of Internal Medicine (ABIM) 18 satisfaction scale.” “Core set of professionalism attributes.” “Trust in Physician Scale” outlined by Anderson, Dedrick.25”
Byszewski, Hendelman, McGuinty, Moineau 20 (2012)	Canada	“To determine student perception of professionalism.”	255 students Quantitative, Qualitative Survey.	Role modeling is the most critical component The most highly ranked behaviors were: Respect Integrity, Honesty
Al-Eraky, Chandratilake, Wajid, Donkers, Van Merriënboer 22 (2013)	Egypt & Saudi Arabia	“To develop and validate a questionnaire that measures attitudes of medical students on professionalism in the Arabian context.”	413students and interns. Learners’ Attitude of MP Scale (LAMPS).22	“Tangible behaviors are essential to expedite discussion, assessment, and modeling of professionalism. “ LAMPS 22 is based on ABIM’s 18 elements: “Duty, accountability, excellence, autonomy, honor, integrity, altruism, and respect.”
Gale-Grant, Gatter, Abel 26 (2013)	UK	“To explore the understanding of professionalism.”	60 third-year students. Questionnaire	Students’ view of professionalism was subjective to: “Role models, media, and parents.” The most common facets were: “Confidentiality, good medical knowledge, practical skill, promptness, hygiene, and appearance.”
Akhund, Shaikh, Ali 11 (2014)	Pakistan	“To assess attitudes of Pakistani and Pakistani heritage students about important elements of professionalism and to determine students’ preferred ways of learning professionalism.”	127 students The Penn State College of Medicine (PSCOM) Professionalism Questionnaire..	“PSCOM Professionalism Questionnaire was used, and the students rated all the attributes of professionalism as important, and there was no difference across the study years”. PSCOM maintains ABIM’s elements 18: “Accountability, altruism, duty, enrichment, equity, honor, and integrity, respect.”
Al-Abdulrazzaq, Al-Fadhli, Arshad 12 (2014)	Kuwait	“To explore the experiences and views of Kuwait final-year medical students on professionalism.”	95 students. Qualitative- Quantitative Questionnaire	The most commonly recorded attributes were: “Punctuality, respect, well-attired.” Most elements were correlated to the CanMEDS (Canadian Medical Education Directives for Specialists) labeling professionalism as; “Commitment to patients, profession, and society through ethical practice.”
Klemenc-Ketis, Vrecko 13 (2014b)	Slovenia	“To determine the views of undergraduate medical students on MP.”	179 students Qualitative Focus group	Students documented the following as the professionalism dimensions; “Empathy, respect, responsibility, autonomy, trust, and communication, the difference between professional and private life, teamwork, partnership and two dimensions associated with it (physician’s characteristics, external factors).”
Klemenc-Ketis, Vrecko 14 (2014a)	Slovenia	“To develop and validate a scale for the assessment of professionalism in medical students based on students’ perceptions of and attitudes towards professionalism in medicine.”	12 students Qualitative 122 students Quantitative Cross-sectional observational FGD & Delphi	“Professionalism assessment scale (PAS) can be successfully used with undergraduate medical students.” Key factors emerged: “Empathy, humanism, professional relationship, development, and responsibility.”
Bhutto, Asif, Jawaid 23 (2015)	Pakistan	“To determine the level of professionalism among undergraduate medical students at two public sector medical colleges of Karachi, Pakistan.”	494 students. Cross-sectional study Survey	The six elements of professionalism (by ABIM) 18 covered were: “Altruism, accountability, excellence, duty, honor, and integrity, and respect for others.” Elements (final year): “Accountability and Excellence.” Elements (the first year): “Altruism, Duty, and Integrity.”
Randall, Foster, Olsen, Warwick, Fernandez, Crouch 15 (2016)	Bethesda	“To describe the views of professionalism held by students and faculty.”	290 students and faculty. Qualitative Survey	Following characteristics of professionalism were yielded: “Accountability, responsibility, communication, diligence, emotional maturity, ethical (behavior), honesty, integrity, lifelong-learning patient-first, reliability, respect, service, military professionalism, student-teacher relationship, teamwork.”
Yadav, Jegasothy, Ramakrishnappa, Mohanraj, Senan 16 (2019)	Malaysia	“To determine the perceived unethical and unprofessional behavior among medical students.”	464 students A cross-sectional study Questionnaire	“Professionalism assessment and evaluation need to be done regularly to determine the impact on the students.” Professionalism and ethics were explored within the areas of: “Discipline, plagiarism & cheating, and sexual harassment.”