• Candace J Chow, Carrie L Byington, Lenora M Olson, Karl Paulo Garcia Ramirez, Shiya Zeng, and Ana María López.
• C.J. Chow is a research associate, Utah Education Policy Center, University of Utah College of Education, Salt Lake City, Utah. C.L. Byington is Jean and Thomas McMullin Professor and Dean of Medicine, senior vice president, Health Science Center, and vice chancellor for health services, Texas A&M University, Bryan, Texas. L.M. Olson is professor, Department of Pediatrics, University of Utah School of Medicine, Salt Lake City, Utah. K.P.G. Ramirez was a research assistant and graduate, College of Health, University of Utah, Salt Lake City, Utah. S. Zeng is an undergraduate student and research assistant, University of Utah, Salt Lake City, Utah. A.M. López is vice chair, Medical Oncology, and chief, New Jersey Division, Sidney Kimmel Cancer Center, Thomas Jefferson University, Philadelphia, Pennsylvania.
• Acad Med. 2018 Oct 1; 93 (10): 1539-1549.

PurposeTo explore how academic physicians perform social and professional identities and how their personal experiences inform professional identity formation.MethodSemistructured interviews and observations were conducted with 25 academic physicians of diverse gender and racial/ethnic backgrounds at the University of Utah School of Medicine from 2015 to 2016. Interviews explored the domains of social identity, professional identity, and relationships with patients and colleagues. Patient interactions were observed. Interviews and observations were audio-recorded, transcribed, and analyzed using grounded theory.ResultsThree major themes emerged: Physicians' descriptions of identity differed based on social identities, as women and racially/ethnically minoritized participants linked their gender and racial/ethnic identities, respectively, to their professional roles more than men and white, non-Latino/a participants; physicians' descriptions of professional practice differed based on social identities, as participants who associated professional practices with personal experiences often drew from events connected to their minoritized identities; and physicians' interactions with patients corresponded to their self-described actions.ConclusionsProfessional identity formation is an ongoing process, and the negotiation of personal experiences is integral to this process. This negotiation may be more complex for physicians with minoritized identities. Implications for medical education include providing students, trainees, and practicing physicians with intentional opportunities for reflection and instruction on connecting personal experiences and professional practice.

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