Aim. Professional identity in modern psychological and pedagogical studies is connected withthe issues of professional self-determination, personality development, and self-actualization andreflected in the maturity of professional self-identification. Identifying oneself with other people inintercultural communication is a dynamic characteristic of professional identity. A positive professionalidentity is provided by the confidence in the choice made and respect for profession in society.The purpose of this article is to reveal the communicative and emotional indicators of professionalidentity in future doctors, which are formed during their study in medical universities. Materialsand methods. Communicative and emotional indicators reflect the professional qualities of adoctor directly connected with communication and the ability to control emotions in a dialog betweena patient and doctor. Such indicators include objective, standardized, and constructive communicationprocedure, the ability to control one’s emotions and the emotions of other people. Thearticle provides the data of the empirical study of communicative and emotional indicators obtainedwith the following methods: “The assessment of the correlation between ‘I am an ideal doctor’ and‘I am a real doctor’”, “Hall’s EQ emotional intelligence test”. Fifty students from the medical universityaged from 19 to 22 years participated in the study. Statistical processing of the data obtainedwas performed by means of cluster and correlation analysis (Spearman correlation analysis) withthe SPSS Statistics 17.0 software. Results. The analysis of empirical data about the correlationsbetween the indicators was performed, the main stages of their formation during the study inmedical universities were described. Conclusion. The communicative and emotional indicatorsof professional identity in future doctors are formed during their study in medical universities.The correlations between a standardized communication procedure, the control of one’s emotionsand the emotions of other people are genetically primary. These conclusions allow us to describethe main stages of psychological and pedagogical provision of professional identity in future doctors:the first stage is connected with acquiring the rules of professional etiquette, speech cultureand techniques, the methods of nonverbal communication and listening to patients; the secondstage deals with the ability to control one’s emotions and to be objective; the third stage contributesto problem-solving skills in a form of role and business games aimed at the development ofemotional and communicative qualities.