Professionalism is a core competency of graduate medical education. Skills include a commitment to practicing professional behaviors, adherence to ethical principles and sensitivity to diverse patient populations. Many programs lack well-defined professionalism curriculums. Intense emotional clinical training can result in an inability to treat the patient as a person. Cinema and literature are novel tools that can provoke emotions and reflective discussion about personal behavior, human interaction and cultural sensitivity. Engaged learning outcomes using these methods have not been widely studied. I would like to investigate the effectiveness of using a book and movie club to improve the following professionalism skills among graduate medical learners: learner and patient communication, learner and medical team communication, learner sensitivity to cultural and personal values in patient decision-making and upholding the ethical standards of the profession. Methodology includes bimonthly discussions about a book or movie that models a professionalism topic. Participants consist of neonatal-perinatal physician learners and faculty mentors who meet outside the hospital environment. Using the flipped classroom ideology, they will review the material and answer reflective questions in a journal prior to each session. After guided discussion, participants will reflect on what they learned and how it can be applied in practice. Faculty, medical team, patient and learner clinical evaluations, journal entries, patient safety reports and ACGME Milestone evaluations will be quantitatively and qualitatively analyzed for improvement in communication skills, cultural intelligence and adherence to professional standards. These results will assist in understanding the best educational methods to use to teach professionalism.