Talks
Presenting Author Academic/Professional Position
Medical Student
Academic Level (Author 1)
Medical Student
Academic Level (Author 2)
Medical Student
Academic Level (Author 3)
Medical Student
Academic Level (Author 4)
Medical Student
Academic Level (Author 5)
Medical Student
Presentation Type
Oral Presentation
Discipline Track
Community/Public Health
Abstract Type
Research/Clinical
Abstract
Background: Small, mission-based medical schools play a vital role in shaping future healthcare providers by offering meaningful and unique opportunities for students to learn patient-centered care. However, these institutions often face challenges when compared to larger, research-intensive universities. Specifically, they tend to be less research-oriented and are limited in their ability to provide early exposure to diverse medical subspecialties. Traditionally, these limitations have been viewed as institutional challenges requiring top-down solutions. This study seeks to challenge that perspective by demonstrating that student-led initiatives can serve as innovative, cost-effective, and impactful strategies to overcome these barriers. Additionally, this research aims to provide a replicable template for implementing similar initiatives at other smaller institutions.
Methods: This study was conducted at a mission-based medical school in Edinburg, Texas, where students developed two distinct projects aimed at fostering medical curiosity, promoting career advancement, and enhancing interdisciplinary collaboration. The first initiative was the establishment of a recurring local flap workshop. This workshop was designed to offer students a cost-effective, hands-on, and procedure-specific learning experience. The second initiative was the creation of the Collaborative Research Initiative (CRI), a student-led research group. The CRI aimed to connect students with research opportunities, thereby increasing their competitiveness for residency applications, fostering interdisciplinary collaboration, and increasing research production at our institution.
The effectiveness of the flap workshop was assessed through cost analysis as well as pre- and post-workshop surveys. The CRI’s impact was evaluated by analyzing data on the number of available projects, student participation rates, and participant feedback.
Results: Both projects achieved notable success while requiring minimal institutional resources. The flap workshop utilized affordable and readily available materials, costing just $20.09 per student. Survey results indicated that over 60% of participants reported a “very much increased” or “extremely increased” understanding of flaps, while no participants reported a lack of improvement. This hands-on experience significantly enhanced students' confidence and comprehension in a practical, economic manner.
The CRI was established without any direct costs and successfully matched students to 28 research projects, evenly distributed between MS1s and MS2s. The initiative’s board has since expanded its functionality by introducing specialty-specific project preferences, further enhancing interdisciplinary collaboration and tailoring opportunities to students' career interests. Feedback from participants highlighted the CRI as a valuable tool for professional growth, networking, and skill development.
Conclusions: Student-led initiatives represent a powerful yet often underutilized strategy to address common challenges faced by small, mission-based medical schools. By thinking creatively and leveraging available resources creatively, students can drive meaningful change that benefits both their own professional development and the institution as a whole. These initiatives not only enhance exposure to specialty-specific skills and research opportunities but also help strengthen stronger resumes and promote a culture of innovation. The success of the projects described in this study provides a scalable model for other mission-based institutions nationwide, demonstrating that grassroots efforts can yield significant and lasting impacts in medical education.
Recommended Citation
Alsabawi, Yossef; Arellano, Elias; Gaddis, John M.; Torres, Tyler; Chau-Zanetti, Dominic; and Espinoza, Victor, "Redefining Possibilities: A Template for Mission-Based Medical School Innovation" (2025). Research Symposium. 11.
https://scholarworks.utrgv.edu/somrs/2025/talks/11
Redefining Possibilities: A Template for Mission-Based Medical School Innovation
Background: Small, mission-based medical schools play a vital role in shaping future healthcare providers by offering meaningful and unique opportunities for students to learn patient-centered care. However, these institutions often face challenges when compared to larger, research-intensive universities. Specifically, they tend to be less research-oriented and are limited in their ability to provide early exposure to diverse medical subspecialties. Traditionally, these limitations have been viewed as institutional challenges requiring top-down solutions. This study seeks to challenge that perspective by demonstrating that student-led initiatives can serve as innovative, cost-effective, and impactful strategies to overcome these barriers. Additionally, this research aims to provide a replicable template for implementing similar initiatives at other smaller institutions.
Methods: This study was conducted at a mission-based medical school in Edinburg, Texas, where students developed two distinct projects aimed at fostering medical curiosity, promoting career advancement, and enhancing interdisciplinary collaboration. The first initiative was the establishment of a recurring local flap workshop. This workshop was designed to offer students a cost-effective, hands-on, and procedure-specific learning experience. The second initiative was the creation of the Collaborative Research Initiative (CRI), a student-led research group. The CRI aimed to connect students with research opportunities, thereby increasing their competitiveness for residency applications, fostering interdisciplinary collaboration, and increasing research production at our institution.
The effectiveness of the flap workshop was assessed through cost analysis as well as pre- and post-workshop surveys. The CRI’s impact was evaluated by analyzing data on the number of available projects, student participation rates, and participant feedback.
Results: Both projects achieved notable success while requiring minimal institutional resources. The flap workshop utilized affordable and readily available materials, costing just $20.09 per student. Survey results indicated that over 60% of participants reported a “very much increased” or “extremely increased” understanding of flaps, while no participants reported a lack of improvement. This hands-on experience significantly enhanced students' confidence and comprehension in a practical, economic manner.
The CRI was established without any direct costs and successfully matched students to 28 research projects, evenly distributed between MS1s and MS2s. The initiative’s board has since expanded its functionality by introducing specialty-specific project preferences, further enhancing interdisciplinary collaboration and tailoring opportunities to students' career interests. Feedback from participants highlighted the CRI as a valuable tool for professional growth, networking, and skill development.
Conclusions: Student-led initiatives represent a powerful yet often underutilized strategy to address common challenges faced by small, mission-based medical schools. By thinking creatively and leveraging available resources creatively, students can drive meaningful change that benefits both their own professional development and the institution as a whole. These initiatives not only enhance exposure to specialty-specific skills and research opportunities but also help strengthen stronger resumes and promote a culture of innovation. The success of the projects described in this study provides a scalable model for other mission-based institutions nationwide, demonstrating that grassroots efforts can yield significant and lasting impacts in medical education.
