Number
618
Name
Academic Background Influences Incoming Medical Students' Confidence and Anxiety: A Two-Cohort Analysis
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Vijayashree Jambunathan, Michigan State University College of Osteopathic Medicine
Martha Faner, Michigan State University College of Osteopathic Medicine
Carolina Restini, Michigan State University College of Osteopathic Medicine
Raquel Ritchie, Michigan State University College of Osteopathic Medicine
Sarah E. Tilden, Michigan State University College of Osteopathic Medicine
John Taylor, Michigan State University College of Osteopathic Medicine
Presentation Topic(s)
Student Support
Description
PURPOSE
Medical students have diverse academic backgrounds that may influence
confidence, perceived preparedness, and subject-specific anxiety. Although
anxiety among medical students is well-documented, educational factors that
contribute to it, including prior negative learning experiences, are
underexplored. This study examined these factors in incoming osteopathic
medical students to characterize their academic backgrounds, identify
patterns of preparedness, learning experiences, and anxiety, and inform
curriculum quality improvement initiatives.
METHODS
Two independent cohorts of incoming osteopathic medical students completed
an anonymous questionnaire during orientation (Class of 2028: n=173; Class of
2029: n=129; IRB STUDY00010320) which assessed previous coursework, negative
learning experiences, confidence about starting medical school,
pre-matriculation study practices, and subject-specific anxiety. Data were
analyzed by chi-square or Fisher’s exact tests, odds ratios (OR), and z-tests
to compare OR between cohorts.
RESULTS
The two cohorts demonstrated statistically similar educational backgrounds,
confidence levels, pre-matriculation study practices, negative learning
experiences, and subject-specific anxiety levels. Anatomy and biochemistry
were consistently the subjects associated with the highest anxiety (35-40%).
Students who completed anatomy, genetics, microbiology, or physiology prior
to matriculation had significantly lower odds of reporting anxiety in those
subjects (OR range: 0.12–0.41; p0.05). No significant differences in odds
ratios between cohorts were observed, indicating stable associations across
years.
CONCLUSION
Patterns of academic preparedness and subject-specific anxiety were highly
consistent across two osteopathic medical school cohorts. Prior coursework
was associated with reduced anxiety, while negative learning experiences and
limited preparation were associated with increased anxiety. These
reproducible findings highlight opportunities for targeted academic support
and early interventions to support student transition into medical school.
Medical students have diverse academic backgrounds that may influence
confidence, perceived preparedness, and subject-specific anxiety. Although
anxiety among medical students is well-documented, educational factors that
contribute to it, including prior negative learning experiences, are
underexplored. This study examined these factors in incoming osteopathic
medical students to characterize their academic backgrounds, identify
patterns of preparedness, learning experiences, and anxiety, and inform
curriculum quality improvement initiatives.
METHODS
Two independent cohorts of incoming osteopathic medical students completed
an anonymous questionnaire during orientation (Class of 2028: n=173; Class of
2029: n=129; IRB STUDY00010320) which assessed previous coursework, negative
learning experiences, confidence about starting medical school,
pre-matriculation study practices, and subject-specific anxiety. Data were
analyzed by chi-square or Fisher’s exact tests, odds ratios (OR), and z-tests
to compare OR between cohorts.
RESULTS
The two cohorts demonstrated statistically similar educational backgrounds,
confidence levels, pre-matriculation study practices, negative learning
experiences, and subject-specific anxiety levels. Anatomy and biochemistry
were consistently the subjects associated with the highest anxiety (35-40%).
Students who completed anatomy, genetics, microbiology, or physiology prior
to matriculation had significantly lower odds of reporting anxiety in those
subjects (OR range: 0.12–0.41; p0.05). No significant differences in odds
ratios between cohorts were observed, indicating stable associations across
years.
CONCLUSION
Patterns of academic preparedness and subject-specific anxiety were highly
consistent across two osteopathic medical school cohorts. Prior coursework
was associated with reduced anxiety, while negative learning experiences and
limited preparation were associated with increased anxiety. These
reproducible findings highlight opportunities for targeted academic support
and early interventions to support student transition into medical school.
Presentation Tag(s)
Student Travel Award Nominee, Student Presentation