Professional identity formation (PIF) is the transformational process by which medical students integrate key traits of the medical profession into their personal identity, enabling them to “think, act, and feel like a physician” (Cruess et al. 2015;90(6):718–25). This dynamic evolution is impacted by multiple factors along the learning continuum, some via designed medical education interventions and others via the influence of unscripted interpersonal experiences and hidden curriculum (Jarvis-Selinger et al.2019;94(10):1574–80). Creating curricular elements within clinical care settings allows for opportunities for ongoing and directed PIF. These elements address the personal-professional behaviors of physicians and assist with the socialization of learners, orienting them to community-wide ethics and values.