Purpose: Professionalism remediation poses challenges in medical school, including: the inability to define professionalism, the lack of longitudinal remediation, and the perception that professionalism education is punitive. Methods: At our institution, we implemented a personalized professionalism remediation program that had three key evidence-based components: (1) Reflective: a series of 6 reflective essays tailored to the student’s specific professionalism violation(s); (2) Longitudinal: Students met with a professionalism mentor over a period of weeks/months to discuss answers; and (3) Relationship-centered: as part of the informal curricula, students began to achieve trust with their mentor and institution in an authentic relationship Results: From 2018-2026, 12 students have undergone the remediation process. The essays indicate a deep reflection on the nature of professional behavior, and its importance in training and practice. The students themselves were highly satisfied, felt this was a much stronger level of professionalism education than they had received before, and felt “cared for” as persons. Implications Students reflections over time suggest a duty to remediate rooted in perseverance rather than punishment—a belief that all students have talents that can be better realized through patience rather than punishment. Disadvantages to our method are that relationship-centered remediation is time consuming; students are lost to follow up when they graduate; and faculty must be identified and trained. Advantages include a proper focus on the unprofessional medical student as a person rather than a “problem”; the trust-building aspect of remediation, which ought to help behavioral gains persist; and the potential to develop professionalism mentors through faculty training that can improve the culture of professionalism. At our institution, this process led to deeper development of professionalism remediation processes.