Teaching kids about medicine may seem like a one-way exchange, with medical students passing along their knowledge to the next generation. But new research suggests the experience may be just as meaningful for the future doctors leading those lessons.
The study, published in the Journal of the National Medical Association, found that volunteering in a mini medical school (MMS) program helped medical students strengthen their leadership skills, better understand health inequities, and deepen their commitment to creating a more diverse healthcare workforce.
The study was conducted between 2023 and 2024 at a community medical school in the Midwest and examined how students viewed their experiences volunteering in an MMS program serving fourth- through sixth-grade students in North Chicago. The program introduced marginalized children to careers in STEM and medicine through hands-on lessons led by medical students.
To better understand the impact on the volunteers themselves, researchers held four focus groups with 11 medical student participants. Instead of testing leadership skills through traditional assessments, they analyzed how students described their own growth throughout the program.
Three major themes emerged: character development, problem-solving, and community engagement. Of the three, character development stood out as the strongest.
The students reported that working with children helped them become more empathetic, patient, and adaptable. They learned how to explain complex medical concepts in ways younger students could understand and how to adjust when lessons did not go exactly as planned. Over time, many participants began to see leadership less as being in charge and more as building relationships, serving others, and helping future generations succeed.
Each session brought new challenges that sharpened problem-solving skills, from adapting lessons to different learning styles to keeping students engaged. Volunteers said these moments pushed them to think on their feet, collaborate with others, and become more confident decision-makers, which are skills they will need throughout their medical careers.
Program participants also took a closer look at social determinants of health. By connecting with children and families from underserved communities, volunteers gained a deeper understanding of how social and structural barriers can affect health outcomes. Many said the experience strengthened their commitment to addressing health disparities — not just in the exam room, but throughout the communities they serve.
Several volunteers also discussed how the program shaped their views on diversity and inclusivity. Participants expressed concern about the persistent underrepresentation of racial and ethnic minority physicians. They recognized the importance of providing early exposure to medical careers for children who may not otherwise see themselves represented in healthcare professions.
Many students, especially those from groups that don’t feel represented in medicine, described feeling motivated towards giving back. They viewed the MMS program as an opportunity to inspire children to pursue medicine while also reducing obstacles, such as limited mentorship by people who look like them.
The researchers note that these findings are particularly relevant, as many medical schools face reductions in, or uncertainty about, prior initiatives due to evolving legal and policy landscapes. While institutional approaches may be changing, the study suggests that community engagement programs can continue advancing many of the same goals by expanding educational opportunities and strengthening the pipeline of future healthcare professionals.
The authors also highlight the broader context driving the need for such programs. A diverse physician workforce that reflects the communities it serves is associated with improved access to care, stronger patient trust, and better health outcomes. Yet students from underrepresented backgrounds continue to face barriers including fewer mentors, limited resources, and reduced opportunities to explore medical careers.
Mini medical schools may help address these challenges by introducing children to healthcare careers early, improving health literacy, and creating meaningful mentorship opportunities. Simultaneously, the programs provide medical students with practical experiences that complement classroom instruction and traditional leadership training.
The researchers also believe that leadership development requires more than traditional coursework. Instead, they must learn through community outreach. This builds empathy, communication skills, and a commitment to service. By engaging directly with underserved communities, medical students gain a deeper understanding of health inequities while developing the skills needed to become socially conscious physicians.
Although the study included only 11 participants from a single medical school, limiting the generalizability of the findings, it offers evidence that community-based educational programs may serve a dual purpose: inspiring the next generation of physicians while simultaneously preparing current medical students to lead with equity, compassion, and community engagement at the center of their practice.
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