Abstract
Contemporary biomedical ethics has been shaped largely by principle-based and outcome-oriented frameworks, yet these approaches insufficiently account for the role of character in clinical judgement and professional formation on which their fruitful use depends. This paper develops a systems-aware virtue-ethical framework for medical education in which professionalism is understood as a sustained mode of professional agency arising from the coordinated exercise of cultivated moral and epistemic character, clinical competence, and practical wisdom within institutional conditions. Drawing on neo-Aristotelian virtue ethics and interdisciplinary research in philosophy, psychology, and medical education, the framework integrates virtue ethics, professional identity formation, flourishing, role modelling, and institutional analysis. It explains how professional character and competence are cultivated longitudinally, integrated through practical wisdom, and either enabled or constrained by educational and healthcare environments. Role modelling is repositioned as one mechanism within a broader pedagogy of character formation rather than as a pedagogical identity to be formally adopted. The paper concludes that medical education should attend simultaneously to the formation of practitioners and to the institutional conditions under which professional agency can be exercised and sustained. Character education should be understood as a central ethical and formative dimension of medical training, providing a more adequate foundation for professionalism than approaches focused primarily on rules, outcomes, or wellness.