Background: Research has shown that professionalism
declines over the course of undergraduate training.
Recent curriculum reform should stem such trends.

Summary of work: To measure student attitudes to
professionalism; specifically teamwork, empathy, lifelong
learning and reflective practice, following the
introduction of an integrated curriculum. All students in
Year 1-5, of a 5 year program and Year 2-3 of 4 year
graduate entry completed a series of validated
questionnaires. This included Jefferson Scale of
Physician Empathy, Jefferson Scale of Physician Lifelong
Learning, Self-reflection and insight scale & Readiness
for Inter-professional Learning Scale (RIPLS). Data was
analyzed in SPSS.

Summary of results: Our response rate was 73% (487).
54% of the respondents were female. Age range is 17¿
40 years. Irish students accounted for 55% of the
sample. The mean empathy score was 97.56 (range 57-
114, SD 6.79); the mean life-long learning score was
43.85 (range 28-56,SD5.01), the mean RIPLS score was
78.33 (range 23-94, SD9.24). There is no significant
deterioration in empathy score between year 1 to year
5. The lifelong learning scores increased significantly
between year one and year 5 (p<0.001). The RIPLS
declined significantly (p<0.01) between year 1 and year
5.

Conclusions: Quantitative measures of professionalism
varied throughout the course, emphasising the
complex nature of professionalism.

4I2 Medical Professionalism in Relations: