Unprofessionalism is not so much a problem of competence or morals as it is an indication that students and some of their mentors require more profound cognitive and moral development. An analysis of student intellectual complexity using a social, educationally oriented developmental model provides evidence that some students who are more adolescent than adult might be overly challenged by a truly "professional" curriculum. Literature concerning the cognitive/moral development of professionals suggests that many faculty members may not be performing at the professional level themselves. The need for mentoring of students, faculty members, and preceptors emerges as a recurring theme. A comprehensive, developmentally anchored plan for professionalization addresses: (1) barriers that must be overcome and strategies to do so; (2) appropriate curriculum content, assessment, and outcomes, and; (3) developmentally appropriate educational interventions
