Traditional precepting models in medical education face challenges in providing flexible supervision and expanding learning opportunities, particularly in resource-constrained environments like student-run free clinics (SRFCs). This quality improvement project evaluated a novel hybrid precepting model within an SRFC in Queens, NY, where medical students delivered in-person patient care while attending physicians alternated between in-person and telehealth supervision. The aim was to enhance both student learning and community health service access.Utilizing a qualitative approach, data was gathered through surveys and focus groups involving medical students and preceptor physicians. The study explored perceived benefits and challenges associated with combining in-person clinical experience for students with flexible, hybrid physician supervision.This study offers unique insights into the implementation and evaluation of a hybrid precepting model, specifically in an SRFC setting. It addresses the growing need for adaptable educational strategies in undergraduate medical education that leverage telehealth technologies, simultaneously contributing to effective student supervision and expanding community health service provision within the evolving digital healthcare landscape.Findings revealed high student satisfaction with both in-person and virtual precepting, noting comparable learning outcomes. Critically, virtual precepting fostered unexpected benefits, including enhanced peer learning, development of skills crucial for residency (e.g., adaptability, resourcefulness), and increased student leadership and accountability. These insights highlight latent but significant considerations for contemporary student supervision models. The hybrid approach demonstrates potential to increase preceptor volunteer hours without compromising care integrity or educational quality.The hybrid model delivered comparable learning outcomes and high student satisfaction. Virtual precepting uniquely fostered enhanced peer learning, crucial residency skill development, and greater student leadership. This effective approach grants preceptor flexibility, enriches education, and maintains patient care quality within SRFCs.This hybrid precepting model, successfully combining in-person and virtual supervision, demonstrates its capability to deliver robust learning outcomes and maintain high student satisfaction. It offers a flexible and effective solution for medical education, particularly in SRFCs, fostering novel skill development and potentially increasing preceptor engagement. This innovative approach warrants further investigation and broader consideration for implementation within undergraduate medical education to adapt to and leverage the evolving digital healthcare landscape.