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medical school curricula strive train communityengaged culturally competent physicians many use service learning instill values students current standards medical service learning frameworks opportunities improvement encouraging students sustainable reciprocal impact ingrain service learning value carry throughout careers rather onetime experience peds 220 covid19 elective stanford university course frontlines shift provides timely education covid19 pandemic integrating communityoriented public health work help mitigate impact analyze medical service learning curriculum combined qualitative quantitative methods understand students experiences participants completed course experience questionnaire via qualtrics invited complete additional interview via zoom interview transcripts analyzed using interactive inductive teambased codebook development process recurring themes identified across participant interviews demonstrate selfdetermination theory novel curriculum gives students valuable leadership project management experience awards strong academic communitybased connections motivates pursue future communityengaged work educational framework revolving around students communities diversity used beyond covid19 pandemic educational institutions teach students solve emergent global health problems using proven strategies empower future physicians view interdisciplinary communityengaged work core pillar responsibility patients communities ensures longterm sustainable positive impact na