Correlation of Academic Status (Non-traditional vs. Traditional) and Emotional Index Scores to Exam Performance in Year One Osteopathic Medical School Students

The COVID-19 pandemic significantly impacted education, particularly in secondary institutions, prompting a shift to blended and online learning environments. This study explores the correlation between non-traditional students and traditional students in their first year of osteopathic medical school. Non-traditional is defined as gap year students, graduate students, and post-baccalaureate students while traditional students include undergraduates who enrolled in courses directly from high school, attended full-time, and have limited life and work responsibilities. We conducted a survey of a 175 osteopathic medical students at the conclusion of their first academic year to assess academic performance and preparedness. 24 respondents provided scores from a six-week introductory basic science course (M2P) and a first-year nervous system course (NVS1). Additionally, students detailed their educational settings (online, hybrid, or in-person) and test-taking styles (such as open-book, closed-book, lockdown browser, and handwritten formats). Emotional indices were obtained at the end of the first year curriculum. Respondents were asked to judge their psychological preparedness (Emotional Index Score) before matriculation and at the conclusion of year one coursework to understand the psychological preparedness of both groups. Preliminary findings suggest that non-traditional students were slightly more confident in their abilities prior to matriculation compared to the traditional students. The non-traditional groupings also gained confidence and reported higher index scores at the conclusion of coursework and at the completion of the first year. Academic performance metrics reveal that the non-traditional students performed similarly throughout the year as the traditional students. These findings suggest that non-traditional students may feel more emotionally prepared for the rigor of medical school prior to matriculation. This study highlights the nuanced differences in preparedness and performance between non-traditional and traditional medical students in their first year. Our findings underscore the importance of understanding the unique challenges and strengths each group faces, particularly in the context of adapting to new learning modalities prompted by the COVID-19 pandemic. Further research is needed to explore long-term implications on academic success and emotional well-being in medical education. Burrell College of Osteopathic Medicine Research Office This abstract was presented at the American Physiology Summit 2025 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.