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Background: Compared to the general population, medical students have a higher prevalence of depression and burnout (27-56%). In addition to the high workload, this is often caused by personal stress intensifiers such as perfectionism and the internalization of medical role models, which traditionally consider exceeding one’s own stress limits to be part of the medical habitus. Since these experiences occur early on in their studies and correlate with patient safety in the course of their medical careers, it seems sensible to establish the promotion of self-care and collegial care (in accordance with the Declaration of Geneva) as a further task of modern medical faculties.

Methodology & intervention: In the model study program at the University of Augsburg, a student peer support system was established as a primary and secondary preventive measure.

• Curricular anchoring: Since 2022, peers have been trained in a three-day elective course. The training is based on the concept of the cooperation partner PSU-Akut e.V. (collegial support after stressful events).
• Scientific support: 1. Impact analysis: In cooperation with the Department of Psychiatry and Psychotherapy Erlangen, the effectiveness of the intervention on students seeking advice has been examined since December 2025. 2. Longitudinal study (until 2030): Examination of the effects of the peer role on the professional identity development of counselors at three transition points.

Results: Initial observations in the Augsburg project show that students seeking advice experience immediate emotional relief and improved structuring of their actions through peer discussions. With regard to the peers themselves, the accompanying research indicates that taking on this role strengthens their reflective skills. The peers develop an understanding of psychosocial stress as a systemic risk rather than individual failure. This counteracts the dysfunctional “enduring and denying” behavior. The preliminary results suggest that the “normalization” of mistakes and stress promotes a professional identity that understands self-care not as a weakness but as a medical competence.

Discussion & conclusion: The Augsburg model illustrates how peer support structures can initiate a necessary cultural change in medical education: away from the image of the infallible, self-sacrificing physician, toward an identity that integrates self-care as a core competency. The combination of practical application and long-term research provides the evidence base for establishing such programs as standard in training, thereby ensuring the quality of future healthcare and the resilience of healthcare providers in the long term.

Take-home message: Peer support in medical studies: Self-care is a core medical competence, not a weakness. The Augsburg model shows that student peer support systems initiate a necessary cultural shift through emotional relief and reflection: away from the ideal of the ‘infallible doctor’ and towards a healthy, resilient professional identity.