Background. Research has shown that peer-group supervision can strengthen GPs’ professionalism, but little is known about the individual learning processes. To establish professionalism beyond professional behaviour, identity and idealism need to be included. The inner attitudinal values of professionalism within the individual are, however, difficult to assess. Aim. On the basis of a multiple case study, this paper describes the process of professional learning and challenges for individual GPs, as they take part in supervision groups focusing on children cases. Methods and Results. By using a two-dimensional theoretical model, it is shown that all GPs developed their professional behaviour, and many of them strengthened their professional identity in this domain towards a changed professionalism. Most participants emphasized the positive experience of sharing worries with families indicating care and interest. Some participants learning processes were very linear/convergent; others were complex/divergent—starting out with a relatively simple objective, realizing how multifaceted the issue was after the first year leading to a final development of new perspectives or action possibilities. Conclusion. The composition of supervision groups, as well as the professional background of the supervisor, may play a significant role in the development of professional behaviour and professionalism. 1. Introduction Medicine is based on professional virtues such as self-regulation, autonomy authorisation, specialisation, and adherence to an ethical code of practice. The privilege of self-regulation assumes assurance of the competencies of every practicing doctor, which is gained by standards for education and practice [1]. The amount of expectations of what GPs are supposed to have knowledge about is large and ever developing, from the profession itself, from society, and from patients. Learning is expected to take place through continuing professional development (CPD), known to achieve the best outcome if integrated within daily clinical practice, performed over time, through a mix of activities and sources of knowledge, and, involving educational meetings [2–5]. It has been suggested that GPs need more knowledge regarding social, emotional, and cognitive development of young children [6]. They also need to be able to describe problems within the field to communicate effectively with other professionals in the development of a common language [6–8]. To obtain professional behaviour, knowledge needs to be applicable, and several models have been suggested (e.g.,
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