The goal of the research is to explore the meaning medical students ascribe to the experience of learning about stigma through an art educator curriculum at the Kemper Art Museum and provide an opportunity for transformative growth in professional identity formation. Students consider art works from the permanent collection and reflect on their own cultural and social identities, the intersection of patient identity with stigma, and the questions raised about the impact of systemic inequities in health care. We are using a phenomenology approach with a transformative framework to explore the knowledge, attitudes, and behaviors medical students have regarding stigma as related to identity, social determinants of health, and health outcomes.