Abstract
OBJECTIVE: Describe a student coproduced curriculum to lay the foundation for professional identity development (PID). METHODS: Occurring during the introductory course of medical school, the Grab Bag Activity (GBA) is coordinated by upper-level students to offer informal, self-selected activities sponsored by upper-level students or faculty for incoming first-year students. Various levels of relationship are fostered: student to peer, student to near-peer, and student to faculty. Role-modeling, self-reflection, and coproduction of curriculum occur in these relationships. RESULTS: Participation has grown over the years of offering the GBA. Formal student feedback suggests perceived value of this activity. Students report increased confidence in communication, wellness, and career advancement awareness after involvement in the introductory course (including the GBA). CONCLUSION: This large-scale, student coproduced GBA lays the foundation of PID through building community and fostering role-modeling between students and faculty. A detailed assessment of GBA is needed to further define the benefit perceived from students. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s40670-024-02100-1.