Number
248
Name
LINKING SERVICE-LEARNING AND COMMUNITY HEALTH: A MULTI-SITE MOBILE FREE CLINIC FEEDBACK LOOP TO ALIGN MEDICAL TRAINING WITH UNDERSERVED PATIENT NEEDS
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
MariaFe Reyes, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, USA
Thy Nguyen, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, USA
Daniel Gonzales-Portillo, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, USA
Daniel Otero-Pfaeffle, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, USA
Sarah Cameron, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, USA
Jordan Taylor-Bentley, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, USA
Lauren Brick, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, USA
Lauren Fine, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, USA
Arkene Levy Johnston, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida, USA
Presentation Topic(s)
Curriculum
Description
PURPOSE
Service-learning in free and mobile clinics builds early clinical
confidence, cultural humility, and awareness of social determinants, but
often lacks curricular evaluation. Free-clinic patients, many of whom are
uninsured, may be unhoused, and predominantly Spanish-speaking, experience
substantial health-literacy gaps, while underrepresented in medical-education
research. We introduce a supervised, multi-site mobile free-clinic feedback
loop that captures patient needs and student learning across training levels
(M1–M4) to inform scalable, curriculum-shaping service-learning models for
broader adaptation.
METHODS
We co-developed a student-assisted mobile free clinic with NSU MD and UMC
free clinic operating every 1–2 weeks at rotating underserved community sites
in South Florida. Students attend a standardized pre-clinic orientation.
During shifts, students apply core clinical skills (vitals, history, physical
exam, assessment, care planning) and interpersonal competencies (patient
education and trust-building). Post-shift, students complete anonymous
surveys evaluating barriers, communication confidence, specialty self-fit
awareness, and curricular recommendations. Patients complete surveys
capturing demographics, health concerns, and health literacy.
RESULTS
Our study is currently in progress, with data analysis to be completed in
January 2026. We expect improved confidence in communication, history-taking,
physical examination, and care-planning, with many students reporting
commitment to working with underserved populations. Preliminary feedback from
students identifies recurring structural barriers, including limited health
literacy, language discordance, and inconsistent access to preventive
services, shaping their clinical reasoning and reinforcing the value of
supervised service-learning.
CONCLUSIONS
This multi-site supervised mobile free-clinic model establishes a feedback
loop connecting patient needs with measurable student learning outcomes.
Structured orientation, cross-site exposure, and dual student–patient data
capture strengthen cultural humility and clinical preparedness while
generating transferable insights for curriculum design. Embedding community
health experiences into the longitudinal medical curriculum provides a
scalable, framework for aligning medical training with the lived experiences
of underserved populations and guides schools aiming to advance socially
accountable, community-anchored medical education.
Service-learning in free and mobile clinics builds early clinical
confidence, cultural humility, and awareness of social determinants, but
often lacks curricular evaluation. Free-clinic patients, many of whom are
uninsured, may be unhoused, and predominantly Spanish-speaking, experience
substantial health-literacy gaps, while underrepresented in medical-education
research. We introduce a supervised, multi-site mobile free-clinic feedback
loop that captures patient needs and student learning across training levels
(M1–M4) to inform scalable, curriculum-shaping service-learning models for
broader adaptation.
METHODS
We co-developed a student-assisted mobile free clinic with NSU MD and UMC
free clinic operating every 1–2 weeks at rotating underserved community sites
in South Florida. Students attend a standardized pre-clinic orientation.
During shifts, students apply core clinical skills (vitals, history, physical
exam, assessment, care planning) and interpersonal competencies (patient
education and trust-building). Post-shift, students complete anonymous
surveys evaluating barriers, communication confidence, specialty self-fit
awareness, and curricular recommendations. Patients complete surveys
capturing demographics, health concerns, and health literacy.
RESULTS
Our study is currently in progress, with data analysis to be completed in
January 2026. We expect improved confidence in communication, history-taking,
physical examination, and care-planning, with many students reporting
commitment to working with underserved populations. Preliminary feedback from
students identifies recurring structural barriers, including limited health
literacy, language discordance, and inconsistent access to preventive
services, shaping their clinical reasoning and reinforcing the value of
supervised service-learning.
CONCLUSIONS
This multi-site supervised mobile free-clinic model establishes a feedback
loop connecting patient needs with measurable student learning outcomes.
Structured orientation, cross-site exposure, and dual student–patient data
capture strengthen cultural humility and clinical preparedness while
generating transferable insights for curriculum design. Embedding community
health experiences into the longitudinal medical curriculum provides a
scalable, framework for aligning medical training with the lived experiences
of underserved populations and guides schools aiming to advance socially
accountable, community-anchored medical education.
Presentation Tag(s)
Student Presentation