Objectives:Physicians and the medical/scientific establishment during Nazism and the Holocaust committed egregious ethical violations including complicity with genocide. Critical reflection on this history serves as a powerful platform for scaffolding morally resilient professional identity formation (PIF) with striking relevance for contemporary health professions education and practice. Study aim was to explore the impact of an Auschwitz Memorial study trip within the context of a medicine during Nazism and the Holocaust curriculum on students’ personal and PIF.Methods:The authors analyzed 44 medical and psychology students’ reflective writings from a 2019 Auschwitz Memorial study trip using immersion-crystallization qualitative thematic analysis.Results:Six distinct themes and 22 subthemes were identified and mapped to a reflective learning process model:1. “What am I bringing?”2. “What am I experiencing through the curriculum?”3. “What am I initially becoming aware of as a first response?”4./5. “How and what am I processing?”6. “What am I taking with me?”Particularly compelling subthemes ofpower of the place, emotional experience, reflection on myself as a moral person,andcontemporary relevancereferred to impactful course elements.Conclusions:This curriculum catalyzed a critically reflective learning/meaning-making process supporting personal and PIF including critical consciousness, ethical awareness, and professional values. Formative curriculum elements include narrative, supporting emotional aspects of learning, and guided reflection on moral implications. The authors propose Medicine during Nazism and the Holocaust curriculum as a fundamental health professions education component cultivating attitudes, values, and behaviors for empathic, moral leadership within inevitable healthcare challenges.