Although professionalism is one of the six Core Competencies in Graduate Medical Education, no “gold-standard” definition exists. Instead, different conceptual frameworks such as the Professional Identity Formation model (Cruess et al. Acad Med 90:718–725, 2015) may be used in psychiatry residency education. Professionalism content includes principles from these models as well as codes of ethics and legal requirements. These need to be taught in psychiatry residency both explicitly and implicitly through didactic curricula, clinical rotations, faculty role modeling, facilitated reflection, and the culture of the Clinical Learning Environment (CLE), all of which are ideally aligned. Assessing professionalism and monitoring for lapses requires multimodal, ongoing feedback; specific instruments are available. New frontiers in psychiatric professionalism include greater inclusivity in the definition; clarifying the developmental stages of professionalism; integrating justice, equity, diversity, and inclusion into professionalism concepts; addressing ongoing concerns about the interface of professionalism with technology (now including AI); defining individual and group well-being responsibilities; using clinical frontiers as learning grounds for professionalism; and demonstrating the impact of professionalism on improving patient care.