Number
630
Name
Cultivating a Culture of Well-Being and Compassion for Flourishing in Medicine through Peer Coaching
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Madison Justice, Augusta University/University of Georgia Medical Partnership
Vahagn Giulumian, Augusta University/University of Georgia Medical Partnership
Amy Baldwin, Ph.D., Augusta University/University of Georgia Medical Partnership
Catherine Ann Snapp, Ph.D., Augusta University/University of Georgia Medical Partnership
Casey N Bassett, Ph.D., Augusta University/University of Georgia Medical Partnership
Janette R. Hill, Ph.D., MSLIS, Augusta University/University of Georgia Medical Partnership
Presentation Topic(s)
Student Support
Description
PURPOSE
Burnout, isolation, and declining career longevity are increasingly evident
in medical education and practice, impacting faculty and trainee well-being,
as well as the quality of future patient care. Medical learners expressed the
need for a stronger community, shared support throughout their training, and
a desire to develop skills for resilience and adaptability. A peer coaching
program was co-created to strengthen connections, foster open conversations
about well-being, build lifelong resilience skills, and promote healthier,
more sustainable careers.
METHODS
Our peer coaching program trains senior learners as peer coaches, then
pairs them with first-year learners in small groups that meet throughout the
academic year. Peer coach leaders guide introspective conversations and
community-building activities, helping participants identify stressors and
develop practical tools for maintaining well-being. Faculty champions mentor
through facilitation of improv-based exercises, reflection prompts, and
structured approaches for identifying barriers to wellness within the
learning environment. Leadership roles are intentionally expanded to ensure
sustainable growth and empower students to shape well-being programming.
RESULTS
Students reported increased connection to peers and comfort discussing the
challenges of medical school after participating in peer coaching. Many
describe sessions as a unique space of support and understanding.
Furthermore, learner-faculty relationships are strengthened through open and
honest communication. Each year, more learners volunteer as peer coaches,
supporting both a strong leadership network and the expansion of the program.
CONCLUSION
This peer coaching model fosters meaningful connections, resilience, and a
healthier learning environment. Data shows that when learners are given
support and a safe space to connect, they naturally build uplifting,
supportive communities and take ownership of their well-being. Program
adaptability enables innovation and evolution with each new cohort of
students. The program can be adapted by institutions seeking to build
stronger medical education communities while supporting student well-being
and nurturing compassionate, resilient future physicians.
Burnout, isolation, and declining career longevity are increasingly evident
in medical education and practice, impacting faculty and trainee well-being,
as well as the quality of future patient care. Medical learners expressed the
need for a stronger community, shared support throughout their training, and
a desire to develop skills for resilience and adaptability. A peer coaching
program was co-created to strengthen connections, foster open conversations
about well-being, build lifelong resilience skills, and promote healthier,
more sustainable careers.
METHODS
Our peer coaching program trains senior learners as peer coaches, then
pairs them with first-year learners in small groups that meet throughout the
academic year. Peer coach leaders guide introspective conversations and
community-building activities, helping participants identify stressors and
develop practical tools for maintaining well-being. Faculty champions mentor
through facilitation of improv-based exercises, reflection prompts, and
structured approaches for identifying barriers to wellness within the
learning environment. Leadership roles are intentionally expanded to ensure
sustainable growth and empower students to shape well-being programming.
RESULTS
Students reported increased connection to peers and comfort discussing the
challenges of medical school after participating in peer coaching. Many
describe sessions as a unique space of support and understanding.
Furthermore, learner-faculty relationships are strengthened through open and
honest communication. Each year, more learners volunteer as peer coaches,
supporting both a strong leadership network and the expansion of the program.
CONCLUSION
This peer coaching model fosters meaningful connections, resilience, and a
healthier learning environment. Data shows that when learners are given
support and a safe space to connect, they naturally build uplifting,
supportive communities and take ownership of their well-being. Program
adaptability enables innovation and evolution with each new cohort of
students. The program can be adapted by institutions seeking to build
stronger medical education communities while supporting student well-being
and nurturing compassionate, resilient future physicians.
Presentation Tag(s)
Student Presentation