Presented By: Amy Baldwin, Augusta University/University of Georgia Medical Partnership
Co-Authors: Casey Bassett, Augusta University/University of Georgia Medical Partnership
Tucker Hickox, Augusta University/University of Georgia Medical Partnership
Janette Hill, University of Georgia
Delaney Metcalf, Augusta University/University of Georgia Medical Partnership
Cathy Snapp, Augusta University/University of Georgia Medical Partnership

Purpose
Peer-assisted learning (PAL) is a well-accepted, learner-led model that encourages collaborative experiences in medical training. PAL initiatives are powerful tools in co-creating a culture of well-being and connection throughout medical education. PAL can instill health promotion tools for individual and community resilience and promote strong camaraderie between students. 

Methods
Medical students and faculty at the AU/UGA Medical Partnership (MP) collaborated to design a PAL well-being program for 60 first-year medical learners. Teams of first-year students (M1s) met twice with peer coaches (second-year students) and supporting faculty members during orientation. Students engaged in a facilitated improvisation session and two Skull Sessions which involved discussions of meaning, purpose, and connection. After each session, students participated in a post-survey focused on perceptions of connection and support and well-being as a priority at the school. A subgroup of students and faculty also participated in a focus group regarding the effectiveness of the sessions. 

Results
Results indicated that the M1s perceived a connection with their peers after both well-being sessions (98%, 100%; CI95%). Students reported that peer support is important (98%, 100%; CI95%), and they perceive having support from peer coaches, classmates, and faculty (100%, 100%; CI95%). Further, the M1s perceived well-being is a priority at the MP (98%, 100%; CI95%). One student's open-ended comment illustrates the perceptions of connection, support, and well-being: "This feels like an intentional and close-knit community."

Conclusions 
This interclass program centers on personal well-being and supportive relationships that are key for resilience. The collaboration between faculty, students, and their peers has created a palpable sense of companionship on our campus. Next steps include planned group and peer-peer PAL sessions throughout the year to encourage further community and well-being.