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Context: Storytelling is a powerful tool for encouraging reflection and connection among both speakers and listeners. While growing in popularity, studying the benefits of formal oral storytelling events within graduate medical education remains rare. Our research question was: could an oral storytelling event for GME trainees and faculty be an effective approach for promoting well-being and resilience among participants? Methods: We used multiple approaches to gather perspectives from physician participants (storytellers and audience members) at an annual oral storytelling event for residents, fellows, and faculty from seven academic health systems in Minnesota. Data sources included short reflections written by participants during the event, an immediate post-event survey exploring participants' experiences during the event, social media postings, and targeted follow-up interviews further exploring the themes of connection and burnout that were raised in postevent survey responses. We performed a qualitative analysis using both deductive and inductive coding to identify themes. Results: There were 334 participants, including 197 physicians. At the event, 129 real-time written reflections were collected. There were also 33 Twitter posts related to the event.Response rate for the post-event survey was 65% for physicians, with 63% of physician respondents volunteering for targeted follow-up interviews. Of those, 38% completed the follow-up interview. Themes that emerged from the multi-modal qualitative analysis included a sense of connection and community, re-connection with meaning and purpose in work, renewal and hope, gratitude, and potential impact on burnout. Conclusion:The large turnout and themes identified show how an oral storytelling event can be a powerful tool to build community in graduate medical education. Qualitative analysis from multiple sources obtained both in real-time at the event and upon deeper reflection afterwards showed the event positively impacted the well-being of participants and that oral storytelling events can be an effective approach for promoting resilience in GME.

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The Behavioral Intervention Program (BIP), a project funded by the state of Georgia since 1991, provides community-based technical assistance to school systems for students with developmental disabilities and severe problem behaviors. The BIP's model of assistance embraces a proactive team approach to address the needs of identified students and is based on a functional perspective of behavior. Outcomes of the program have included reduced rates of impeding behavior, increased student learning of alternative behaviors, and decreased use of restrictive strategies in students' intervention plans. The success of this approach is attributed to collaborative team training, the availability of expertise in functional technology, the use of proactive interventions, and a focus on meaningful outcomes that enhance lifestyle changes for individuals served.