Exploring the impact of high school anatomy education on students' healthcare career interests
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: Rural regions face disproportionately high healthcare workforce shortages, driven in part by limited exposure to health sciences and minimal awareness of healthcare career pathways. This study evaluated whether introduction to anatomy and pathology content, delivered by medical students, could increase rural high school students' interest in these subjects and in pursuing healthcare careers. A one‐group pretest–posttest preexperimental study was conducted with rural South Dakota high school students enrolled in mandatory biology courses. Weekly lessons covering anatomy, pathology, and related physician specialties were delivered live by medical students in‐person, hybrid, or online. Students could request topics of personal interest. Unpaired pre‐ and postsurveys measured changes in anatomy and pathology interest, healthcare career interest, and postgraduation plans. Of 168 presurvey respondents, 155 completed the postsurvey. Reported prior anatomy exposure significantly increased from 33% to 50% ( χ 2 = 8.84, p = 0.0029). Average anatomy and pathology interest increased slightly (6.43 to 6.52, p = 0.74), while healthcare career interest rose minimally from 44% to 46% ( p = 0.84). Postgraduation plans showed no significant change ( χ 2 = 0.339, p = 0.844). Qualitative feedback reflected strong engagement, enthusiasm for hands‐on activities, and perceived personal relevance. Although the program significantly increased reported anatomy exposure and generated strong engagement, measurable changes in subject‐specific or career interest were minimal. An anatomy and pathology‐focused intervention is unlikely to influence workforce trends on its own but may serve as a feasible, well‐received foundation for more sustained or broadened rural healthcare pipeline initiatives.
Source: Anatomical Sciences Education
DOI: 10.1002/ase.70181
Authors: Jessica Scheer, Bailey Smith, Abbey Rieber, Lucas Goetz, Brynn Palmer, Tanner Smith, Maddie Melanson, Molly Lien, Jason Kemnitz
Institution: University of South Dakota
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W7119115077