by Teresa Lazar, M.D.; MSEd | November 1, 2021 Article Citation: Wyatt TR, Kleinheksel AJ, Tews M. (2021). Linking Patient Care Ownership and Professional Identity Formation through Simulation. Teach Learn Med 2021; 33(2): 164–172. DOI: 10.1080/10401334.2020.1813583 What is this article about? The central theme of this article is patient care ownership as a catalyst for third year medical students’ professional identity formation. This research study uses a constructivist approach in a simulation session (OSCE). Third year medical students are responsible for clinical decisions when they treat patients with asthma/respiratory distress, thereby triggering a sense of patient ownership. The OSCE was followed by a PEARLS de-briefing and focus groups to collect post simulation data. Results indicate three stages of student reflection and development when experiencing patient care ownership; 1. Disorientation 2. Roles and responsibilities are reconceptualized, which includes identifying gaps, a focus on specific skills, and a change in perspective 3. Professional goal reorientation to reprioritize and meet expectations. Professional identity formation is developed by the students’ insights of patient care ownership and their roles as future physicians. Why should you read the article? The authors address professional identity formation, a topic of interest to medical educators, using an OSCE as an educational intervention to develop skills relevant to this elusive topic. The article identifies three primary qualities of patient care ownership autonomy, responsibility, and decision making. Given the opportunity to experience these qualities the learners’ perception of themselves as physicians changed. For faculty, the study highlights the importance of reflecting on how we engage our learners in actual clinical settings that promote patient ownership and subsequently professional identity formation. How can you use this article? Specialty-specific OSCEs focused on patient ownership and professional identity skills can be developed and implemented for the clerkship. This presents opportunity to longitudinally impact our learners’ professional identity formation as future physicians early in their medical careers. Review Author: Teresa Lazar MD, MSEd, Assistant Professor & Co-director of the OB/GYN clerkship, Zucker School of Medicine Hofstra Northwell, Hempstead, NY. ACE Member Organization: Association of Professors of Gynecology and ObstetricsLinking Patient Care Ownership and Professional Identity Formation through Simulation