Purpose
In an effort to improve the well-being of students and faculty at Georgetown University School of Medicine developed a new course that is based on two frameworks of Human Flourishing. The concept is that for students and faculty to thrive in medical school and in life, various domains of Human flourishing, such as meaning and purpose, character and values, and positive relationships, need to be aligned along with physical and mental well-being. The goal of this session is to share how the elements of Human Flourishing were operationalized to develop a course for medical students and a faculty training program.

Methods
A review of several frameworks resulted in the selection of 8 domains of human flourishing that were then operationalized into a course with specific activities and reflections by the student participants. In addition, a 3-day immersion faculty training retreat was developed to build capacity for facilitators of the course. This experiential 9-session course is taught to groups of 10 students with 2 faculty facilitators.

Results
The course was piloted with 10 second-year medical students in Fall 2023 and then successfully implemented for 20 first-year students in Spring 2024. Both quantitative and qualitative outcomes suggest that the experience led to reductions in perceived stress and enthusiastic gratitude by students for the new skills that were learned. Two faculty training retreats (3-day experiential immersions) were held for 10 participants each, several of whom were from institutions other than Georgetown. Outcomes data from both the course and the retreats provide strong impetus for continued investment in this program and expansion of course offerings.

Conclusions
Operationalizing specific domains of Human Flourishing into a course that focuses on specific elements and tools that can be taught to medical students and faculty can lead to fostering self-awareness, self-reflection, and improved well-being.