OBJECTIVES: The primary goal of this study is to evaluate the educational effects of medical students' participation in a health expedition project. Specific objectives include assessing students' perceptions of the educational value of the program, measuring gains in clinical knowledge and skills, evaluating behavioral changes, professional orientation, and students' willingness to work within the public health system (SUS) after graduation. METHODS: A quantitative methodology was employed, following Kirkpatrick's four-level evaluation model. Questionnaires were administered before and after participation in the expedition to assess students' reactions, learning, and empathy. The sample comprised all 15 students who participated in the expedition, with data analysis performed using R software. RESULTS: The analysis highlighted that the expedition experience significantly impacted student's career trajectories. Approximately 80 % of participants reported that the expedition positively influenced their career decisions, and 60 % expressed interest in working within the SUS. These findings suggest that while expeditions may not yield quantifiable gains in clinical competence in the short term, they can be catalysts in forming physicians oriented towards public service and social sensitivity. CONCLUSIONS: Health expeditions like the one conducted may not offer significant improvements in measurable clinical competencies in the short term but have a substantial effect on students' career decisions, aligning with public health needs and reinforcing commitment to service in vulnerable contexts. This influence suggests that practical experiences in community settings play a crucial role in shaping medical students' professional aspirations, emphasizing the importance of such programs in medical education aimed at social responsibility and health equity.