Purpose
As future providers, medical students develop strong communication skills and strategies to address health misinformation. This project supports student growth by engaging them in designing and leading a mini-medical school program to increase health literacy among older adults in the community.

Methods
The program aims to empower participants aged 50 years and older to make informed health decisions. Second- and third-year medical students introduce key health literacy principles by developing and teaching lessons on topics including anatomy, physiology, chronic disease management, and prevention. The curriculum emphasizes engaging lectures and activities to improve health literacy, while strengthening skills among medical students.

Results
A team of eight students designed four interactive lessons themed on cardiopulmonary disease, pharmacology, microbiology, and anatomy. The course includes 300 minutes of content over four weeks. With faculty feedback, students condensed complex medical concepts into content pertinent to older adults. They incorporated activities such as reflective journaling and case study-based discussions to provide education on common disorders, treatment options, and self-care strategies in an engaging manner.

Conclusion
The student-led mini-medical school integrates medical education with community outreach, improving patient-centered communication and health literacy promotion skills in future physicians. Participating students contribute to reducing the impacts associated with low health literacy, including poor outcomes, higher costs, and reduced participation in preventative care. These benefits underscore the value of experiential, community-engaged learning in preparing trainees to communicate effectively and improve health outcomes.