Professionalism has become a central component of medical education and practice. It involves continuous medical learning, ethical conduct, confidentiality, and the development of respectful and effective relationships with patients, their families, and healthcare teams. This study aimed to assess the level of professionalism among anesthesiology residents in Curitiba and its metropolitan region, Paraná, Brazil. The study employed the Professionalism Mini-Evaluation Exercise (P-MEX), a validated instrument comprising 21 items across four domains: doctor-patient relationship, reflective skills, time management, and interprofessional skills. The Brazilian version of the instrument, which had been culturally adapted and validated, was administered online. A total of 94 residents were invited via mobile messaging, and 39 responses were obtained (41.5% response rate). Data were recorded in Microsoft Excel® and analyzed using descriptive statistics and the Student’s t-test. Overall, residents rated themselves as meeting expectations across all domains of professionalism. When comparing participants by medical school background (public vs. private), no significant differences were found (p > 0.05). However, third-year residents (R3) scored significantly lower in reflective skills compared to first- and second-year residents (R1/R2), suggesting a possible decrease in self-perceived reflection over time or increasing workload that limits reflective practice (p < 0.05). Residents working exclusively within the Unified Health System (SUS) demonstrated significantly higher scores in both doctor-patient relationships and reflective skills (p < 0.05), possibly indicating the influence of public service contexts on professional values. Age also correlated positively with scores in the doctor-patient relationship domain (p < 0.05), with older residents showing greater perceived competence. The study has limitations, including its cross-sectional design and moderate response rate, which may affect generalizability. Nonetheless, the use of the P-MEX proved to be a valuable pedagogical tool, as it promotes self-awareness and reflection. Its implementation may contribute to the development of professionalism in anesthesiology training programs and enhance residents’ ethical commitment and social accountability.

Keywords: Anesthesiology, assessment, medical education, professionalism.