Abstract Professional identity formation (PIF) is a central goal of medical education, shaping how future physicians integrate clinical responsibility and health equity. Nutrition is fundamental to these professional commitments, yet nutrition education is often marginalized and disconnected from identity formation. This pilot study examined a community garden–based nutrition service-learning curriculum as a site for socially mediated PIF. Thirty-one first-year medical students completed a validated PIF Scale pre-intervention and reflective writings post-intervention analyzed using Language Inquiry Word Count-22. Findings demonstrate alignment between PIF domains and linguistic markers of reflection, social engagement, and prosocial values, suggesting experiential nutrition education supports identity development.
Bright et al. (Wed,) studied this question.