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From Classroom to Community: The Impact of Early Clinical Exposure Through the Health Outreach Project
Journal article   Open access   Peer reviewed

From Classroom to Community: The Impact of Early Clinical Exposure Through the Health Outreach Project

Catherine A. MacNary, Dimitrios E. Bakatsias, Gianna M. Ungaro, Krisha S. Shah, Ada Liu, Tresor-Ange G. Oertel and Homaira M. Azim
International medical education, v 5(3), 60
05 Jul 2026
DOI: https://doi.org/10.3390/ime5030060
Featured in Collection :   Drexel's Newest Publications
url
https://doi.org/10.3390/ime5030060View
Published, Version of Record (VoR) Open Access Discount via Drexel Libraries Read and Publish Program 2026 Open CC BY V4.0

Abstract

Early clinical exposure (ECE) has been associated with increased confidence, professionalism, and career exploration in undergraduate medical education. Student-run free clinics (SRFCs), such as the Health Outreach Project (HOP) at Drexel University College of Medicine, provide opportunities for preclinical students to engage in patient care and community outreach. This qualitative study explored medical students’ perceptions of participation in HOP. Fourteen third- and fourth-year medical students with prior HOP experience participated in four semi-structured focus groups conducted virtually over Zoom. Data were analyzed using an inductive thematic analysis approach. Four major themes emerged: (1) early clinical exposure and clinical skills development, (2) community engagement and patient-centered perspectives, (3) professional identity formation and career exploration, and (4) opportunities, limitations, and emotional challenges of outreach work. Participants described HOP as an important source of authentic clinical exposure that increased confidence in patient interactions and broadened awareness of social determinants of health and underserved populations. Students also reflected on the influence of HOP on professional identity formation, career interests, and perspectives on patient-centered care, while acknowledging frustrations related to systemic barriers and limited resources. These findings suggest that students perceive SRFCs as valuable experiential learning environments that support clinical preparedness and professional development early in medical training.

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