Presented By: Vijayashree Jambunathan, Michigan State University
Co-Authors: Claire Hawthorne, Michigan State University
Carrie Nazaroff, Michigan State University
Carolina Restini, Michigan State University
Michael van Sickle, Michigan State University

Purpose 
Studies reporting factors influencing students' early decision to pursue medicine mostly focus on allopathic medical doctors (MDs). There is a lack of similar information about Doctor of Osteopathic Medicine physicians (DOs). The current work presents results from a community-based education program, aiming to evaluate factors influencing healthcare career choices, focusing on the knowledge and motivation to pursue osteopathic medical school compared with other healthcare professions. 

Methods 
This cross-sectional analytical study (IRB-000007491) included 10th-12th grade students from a Southeast Michigan public school (fall/2023). They attended dynamic interactions prepared by second-year osteopathic medical students (OMS-II) who shared their experiences from high school and college to enter medical school and technical information on different healthcare curricula (RN, PA, EMT, MD, and DO). Before and after the interactions, high schoolers answered questions assessing demographics, knowledge about pathways to pursue a healthcare career, and differences between MDs and DOs, including osteopathic principles. Statistical analyses: t-test or Chi-square/Pearson's correlation. 

Results 
Of the 26 high school students (23 female), 62% were enrolled in a medical careers course, and 70% did not have family in healthcare (p<0.05). Before the presentation, over 80% of students correctly identified the medical school length and MCAT requirements. By contrast, less than 65% of students demonstrated accurate knowledge of the length of education and requirements to become a registered nurse (RN) or physician assistant (PA). Less than 50% knew DOs and MDs could practice the same specialties. There were significant improvements in knowledge about college major options, RNs, PAs, DOs, and osteopathic manipulative treatment (p<0.05). 

Conclusion 
High school students benefited from education in different healthcare careers inspired by medical students. Through community-based educational interaction, OMS-II can improve their communication skills while teaching about various healthcare fields, engaging in mentorship, and motivating students to make informed decisions about pursuing healthcare professions.