This study outlines associations among approach-oriented coping strategies, social support, and resiliency to mental health issues among medical students. This study also supports the existing literature that stigma regarding mental health issues is present in the medical community. Further multi-institutional, longitudinal research to delineate whether interventions that promote approach coping style and utilization of social support lead to decreased rates of mental health issues is necessary. The development of these interventions will need to be a multifaceted approach that includes promotion of care-taking behaviors but also focuses on institutional cultural change in order to empower students to participate in these resiliency strategies.

1 Medical educators have responded with curricular reform that includes active learning, problem-based learning, and small-group case-based learning. Other reforms include the use of learning communities, new instructional technologies to support learning, and community-based education that is responsive to local needs. 1Immersion learning has emerged as a strategy that addresses both educational and societal needs. While relatively new to medical education, educators in language acquisition have employed immersion learning for years. The term "immersion education" comes from innovative elementary and secondary language acquisition programs developed in Canada in the 1960s. Key features of immersion learning include use of the second language as the medium of instruction, bilingual teachers, and a classroom culture that is of the local community. 2Health professions educators have adopted immersion learning as a teaching strategy to help students develop greater cultural competency. [3][4][5] Although programs vary in purpose and length, a common feature is an "eye-opening" experience for students that increases their cultural sensitivity and competency, while also increasing their ability to be

RPAP data suggest that the 9-month longitudinal experience in a rural community increases the number of students choosing primary care practice, especially family medicine, in a rural setting.

The RPAP appears to create a supportive learning environment that incorporates psychological safety, appreciation of differences, openness to new ideas and time for reflection - an ideal environment for developing professionalism.

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