The COVID-19 pandemic led to significant disruptions in medical education, with increased reliance on asynchronous learning contributing to increased isolation and reduced participation. These changes highlight the importance of interpersonal connections in promoting a supportive and engaging academic environment. While humor has been shown to increase attention, retention, and reduce anxiety in educational settings, most research focuses on faculty-generated humor. This study explores the impact of student-generated course-related “dad jokes” as a tool to increase the interactions and rapport between students and faculty, and promote learning outcomes. First-year medical students at Oakland University William Beaumont (OUWB) will create and submit discipline-specific dad jokes about or with faculty members, culminating in a video presentation at the annual “Pediatric Interest Group (PIG) roast event.” Pre- and post-event surveys which will assess changes in students’ perceptions of faculty approachability, motivation, and classroom engagement. We hypothesize that incorporating humor into medical education through student-led initiatives will promote a more inclusive learning environment, improve recall and comprehension, and reduce the intimidation barrier between students and faculty. This study aims to highlight the underutilized role of humor as a catalyst for connection and cognitive engagement in academic settings.