Purpose
Well-being initiatives are valuable for building supportive learning environments, providing tools and strategies for overall well-being. Faculty, students, and staff at the AU/UGA Medical Partnership (MP) continue to evolve peer-led well-being experiences as an important component of their medical education programming. Peer-led initiatives are powerful in co-creating a culture of well-being and connection throughout medical training, instilling health promotion tools for individual and community resilience, and promoting strong camaraderie amongst the generations of students and the greater institutional community.

Methods
Learners and faculty at the MP collaborated to design a well-being initiative for 60 incoming students (M1s). M1s were organized into teams with two second-year (M2s) peer coaches and faculty champions during orientation. M1s participated in two orientation sessions centered on personal strength identification, micro goal-setting, and building community. M2 peer coaches received coaching training. M1 and M2 students continued to engage together with faculty in well-being events such as “food as medicine” meals, group pilates, medical improv, and weekly group meditation sessions. Post-session surveys during orientation focused on perceptions of support, connection and the importance of well-being. Student participation in and qualitative data for well-being activities was collected and analyzed.

Results
Incoming M1s perceived connection with their peers after well-being sessions during orientation (100%, 100%; CI95%) and reported peer support as important (98%, 100%; CI95%). They also perceived having support from peer coaches, classmates, and faculty (98%, 100%; CI95%) and viewed well-being as a priority at the MP (100%, 100%; CI95%).

Conclusions
Integrating faculty and learners through co-created well-being activities has resulted in understanding strategies for and prioritization of well-being. Promoting community and connection among faculty and learners at all levels in medical education contributes to higher institutional well-being satisfaction.