Background Although several MD programs emphasize basic sciences, clinical skills, and biomedical research, very few prioritize health policy and the business of medicine. The executive board of the Healthcare Delivery Interest Group (HDIG) at the Medical College of Georgia (MCG) implemented the Healthcare Equity Case Competition in partnership with the University of Aberdeen (UofA) to address this gap through international collaboration. This report describes this educational initiative, initial participant feedback, and future opportunities for growth.

Methods The HDIG executive board developed a case about the hypothetical repeal of the Affordable Care Act (ACA), prompting teams to propose an alternative model for the United States' healthcare system, addressing cost, accessibility, effectiveness, insurance market stability, and transition for individuals previously covered by the ACA. The complexity of the case required students to examine global health systems and leverage existing knowledge from their own national frameworks. HDIG deliberately paired MCG and UofA students within each team. Students gave oral presentations at their respective institutions through a Teams meeting, enabling synchronous sharing with the partner institution.

Results In total, 39 students from the Medical College of Georgia and 11 University of Aberdeen students participated in the MCG x UofA Healthcare Equity Case Competition. To analyze whether the competition met its educational objectives, a feedback questionnaire was distributed to all participants, using a 10-point rating scale (1 = least satisfied, 10 = most satisfied). The responses indicated that the event was valuable to the education of the medical students who participated. Students reported international collaboration and faculty mentorship as key to their understanding of the case objectives. Among 24 respondents, paired t-tests demonstrated statistically significant improvements (p<0.05) in self-perceived understanding of the US healthcare system, comparative healthcare models, global health equity, and public health policy. Free-response questions provided insight into changes that could be implemented to increase efficiency for future events.

Conclusion Unlike other cross-institutional initiatives, this competition incorporated students from different countries within the same teams, requiring the cooperation of diverse knowledge bases and perspectives—an intentional challenge that enriched learning but necessitated coordination. Logistical barriers like costs, time zones, and curricular differences may limit scalability. This event provides a replicable framework for other institutions to utilize integrated international teams as a means of incorporating health policy topics into a comprehensive curriculum that extends beyond the classroom.