Purpose
High levels of burnout amongst health care providers and a belief that equipping medical trainees and faculty with a variety of humanistic skills to navigate the profession can lead not only to reduction in burnout, but also to a flourishing existence. Interventions are needed to support faculty and learners in attaining an expanded sense of how to provide care, beyond a diagnosis and cure approach, to one that considers a sense of the patient beyond the disease. Future physicians trained under such approaches become reflective practitioners with the ability to “care with” in place of simply “care for.”

Methods
Two curricular case studies - one based on coaching and mentoring and the other an empathy curriculum - using a novel framework for flourishing have been piloted, refined, and expanded over two academic years. The interventions are also part of a national movement towards flourishing integrating concepts of character, carin,g and practical wisdom in a socio-ecological model with an aim towards systems change.

Results
In its initial year, the strengths-based coaching program was integrated for all pre-clinical students and is currently being applied to the clinical program. The empathy curriculum was adapted to include the flourishing framework and piloted with 1st years at a brand new U.S. medical school and is being extended into their 2nd year along with refining the curriculum with a second group of M1s.

Conclusions
The examples shared have successfully used the framework to address diverse medical education challenges and will share data on the impact of such initiatives. In the session, participants will learn about how this framework was adapted to rethink personal narrative, strengths, and develop ideas for promoting and supporting resiliency, creativity and innovation. The connection to a national network of like-minded practitioners has also impacted the work in the local institutional settings.