PURPOSE Medical student burnout affects 37-44% of trainees, with 27.2% experiencing depression and 11.1% reporting suicidal ideation. Despite this crisis, controlled studies show negligible wellbeing differences between wellness program participants and non-participants, with students describing interventions as "band-aids" that ignore systemic causes. A scoping review of 20 U.S. medical school wellness programs identified zero family-based interventions—a critical innovation gap given that family support demonstrates protective effects with odds ratios of 0.937 and explains 6-18% of burnout variance. This presentation introduces a theoretical framework integrating family systems theory with capitalization-based positive psychology to address this implementation gap. METHODS The proposed framework synthesizes Family Systems Theory with Gable's capitalization research, which demonstrates that sharing positive events with active-constructive responders enhances daily positive affect (?=.20), life satisfaction (?=.23), and relationship quality (r=.33-.70). This positive psychology foundation strategically addresses barriers to family involvement: whereas deficit-focused monitoring risks violating student autonomy and amplifying dysfunction in troubled families, capitalization through achievement-sharing preserves autonomy while building relational capital. Family psychoeducation protocols can train supporters in active-constructive responding, creating structured milestone-based communication adaptable across diverse family configurations. RESULTS Convergent literature supports this framework's predicted mechanism. Savoring interventions produce effect sizes of d=0.34-1.57 with sustained benefits at follow-up. Character strengths identification correlates with g=0.42 for life satisfaction. Broaden-and-build theory demonstrates positive emotions create upward spirals of psychological resources. Family Systems Nursing Conversations show improved family functioning at six-month follow-up in healthcare contexts. Together, these findings suggest structured family psychoeducation could create self-reinforcing wellness benefits without burdening institutions. CONCLUSIONS Attendees will gain a theoretically grounded rationale for integrating family psychoeducation into existing wellness efforts, specific strategies for addressing implementation barriers, and a framework adaptable to their institutional contexts. This systemic approach positions families as educated wellness amplifiers, shifting burnout prevention from deficit-based individual resilience to strength-based relational infrastructure.