In health professions education in the 21st century, there is a need to move toward a third-generation educational practice oriented toward the transformation of healthcare and social systems. However, few examples of the development of such an educational model have been reported. In the context of community-based health professions education-where universities, governments, and hospitals are attempting to co-create a new type of health professions education, we have developed an educational model grounded in the principles of third-generation health professions education, including problem inquiry and interdisciplinarity. It is a project- and inquiry-based learning model that suggests the possibility for second-year medical students to contribute to social change, however small, through their proactive involvement in the inquiring, investigating, and proposing solutions to local problems. Further dissemination and validation of this model, which embodies the philosophy of third-generation health professions education, are anticipated.