Healing Through Teaching: The Leadership Journey Behind MedElem

Healing Through Teaching: The Leadership Journey Behind MedElem

Back in middle school, Job Shadowing Day wasn’t just a break from class, it was my first glimpse into the world of medicine. With a notebook in hand, I eagerly followed a primary care pediatrician, observing his interactions with patients. One encounter stood out: the doctor carefully explained small, practical lifestyle changes to a boy my age who was struggling with obesity His words weren’t just medical advice, they were a bridge of understanding, balancing science with empathy.

Months later, when I learned that the boy had made meaningful changes to his habits, that moment became a revelation. A single conversation could shift someone’s future. I left the clinic with a deep realization: medicine wasn’t just about treating illness; it was about education, connection, and empowerment.

That spark stayed with me through high school, where I shadowed cardiology and neurology specialists, many through personal connections and the parents of friends, and saw firsthand how preventable health issues profoundly shaped long-term outcomes. These weren’t just individual cases; they were symptoms of a larger issue—gaps in health education, especially among underserved communities. I became determined to do something about it.

Turning a Passion into a Movement
Fast forward to my time at the University of South Carolina as a pre-med undergraduate student. I co-founded MedElem, a student-led initiative dedicated to teaching health and wellness to elementary school-age students across Columbia, South Carolina. To achieve this goal, we gather and train volunteers who deliver in-person, interactive, and informative sessions to elementary-age students on topics such as healthcare careers, first aid, and self-care. Our mission is simple: make health education hands-on, engaging, and accessible.

Leading MedElem alongside my co-president Sanskruti Patel has been both challenging and fulfilling. Together, we manage a team of 17 dedicated student leaders and over 450 student members who share our vision for health education. We employ a management approach that is collaborative, not hierarchical. We believe in empowering every team member to help them contribute their unique strengths and perspectives.

Our monthly chapter meetings have become a cornerstone of the organization, connecting volunteers and guest speakers from a wide range of pediatric healthcare fields. During one powerful session with a child life specialist from Prisma Health Children’s Hospital, powerful stories were shared about how they helped children cope with hospitalization through play therapy. She even performed a song on guitar she’d written with one of our members. Our volunteers were captivated, having gained a glimpse into a career path many had never considered. Sessions like these with pediatricians, nurse practitioners, pharmacists, and therapists have expanded our collective understanding of healthcare and enriched the lessons we share with the youth we serve.

The administrative side of leading MedElem has taught me valuable lessons in strategic planning and relationship building. Our outreach efforts span a network of non-profits, YMCA programs, afterschool programs, and both public and private schools across Columbia. Each partnership requires careful cultivation and clear communication. I’ve spent countless evenings drafting proposals, meeting with school principals, and coordinating with program directors to ensure our services reach the children who need them most.

Hearts and Minds: Our Educational Approach
Through interactive lessons on nutrition, exercise, mental health, and first aid, our volunteers, many of whom are aspiring healthcare professionals, bridge the gap between medical knowledge and real-world impact. In just two years, MedElem has reached over 6,000 children through 85+ service events and mobilized over 2,000 USC students in service.

Our nervous system station has become a favorite among many children. I recall a quiet third-grader who, according to her teacher, rarely participated in class activities.. As we discussed mental health and created, “Wheels of Coping Skills,” she gradually opened up, sharing that she often felt anxious at school. “Sometimes when I’m worried, I go on walks,” she whispered as she colored her wheel. “Is that a good coping skill?” The validation in her eyes when our volunteer affirmed her strategy was priceless. By the end of the session, she was eagerly suggesting coping strategies to her classmates. This is just one example from our diverse and comprehensive curriculum, which includes over a dozen activities, each focused on a different body system.

The curriculum was developed over two years, guided by youth reactions and feedback from teachers, partner administrators, and healthcare professionals. Every activity includes a career discussion, a hands-on model of key organs such as the brain, heart, muscles, or fat, and an interactive game that teaches important health and life lessons related to that system.

The Power of Showing Up
One event, in particular, cemented why I do this work. As our volunteers wrapped up a lesson at a local school, a young boy ran from person to person, hugging them tightly. “Thank you for coming,” he beamed. “When are you coming back?” The exhaustion from our volunteers melted away, replaced with a deep sense of fulfillment. “That was incredible,” one whispered. “I can’t wait for the next event.”

These simple words, “When are you coming back?” echo in my mind during late nights planning events or solving logistical challenges. They remind me that consistency matters to these children. Many of them come from environments where adults come and go, where promises aren’t always kept. By returning month after month, by remembering their names and stories, we’re building trust that transcends the health lessons we teach.

Moments like these remind me: small actions create ripple effects. The lessons we teach today can shape healthier habits, inspire future doctors, and empower communities to take control of their well-being.

Leadership Lessons
Leading MedElem has taught me that effective leadership isn’t about having all the answers; it’s about asking the right questions and listening intently to those you serve. Early in our organization’s development, I made the mistake of planning programs based on what I thought communities needed rather than asking them directly.

Now, before designing any program, we listen closely to community partners. We ask about specific health challenges their children face, cultural considerations we should be aware of, ideas they have for topics, and existing resources we can complement rather than duplicate. This collaborative approach has transformed our effectiveness and deepened our community relationships.

Managing our growing team has presented its own learning curve. Each of our team members brings unique strengths, motivations, and work styles. I’ve learned to adapt my leadership approach, providing detailed guidance to those who thrive with structure while giving creative freedom to our more independent thinkers. Check-ins, constantly asking for feedback, and listening to our team and their opinions help me understand each person’s challenges and aspirations, allowing me to support their growth while advancing our mission.

The next step for MedElem is to expand our team even further, beyond the University of South Carolina, by launching chapters across the United States. We’re filing for nonprofit status to become eligible for grants and sharing our internal systems, connections, and materials with students who want to start a MedElem chapter or initiative at their own university or in their community. From offering our curriculum and resources to providing initial seed funding, we hope to see our impact spread far beyond the Columbia area.

Medicine as a Calling
Looking back, everything traces back to that one moment in middle school watching a pediatrician use both science and empathy to inspire change. That’s the kind of doctor I aspire to be. One who doesn’t just treat patients but teaches them, empowers them, and walks alongside them in their journey to better health.

As I move forward in my journey to becoming a physician, I carry this lesson with me: Sometimes, all it takes is one moment to make a difference. A moment of connection, of understanding, of being fully present with another human being. These moments form the essence of both MedElem’s impact and my vision for my future medical practice.

Website: https://sites.google.com/view/uscmedelem/home?authuser=0
Past Partners & Stats: https://sites.google.com/view/uscmedelem/partners?authuser=0