Key Factors Driving Academic Challenges Among PA Students

Purpose Physician Assistant (PA) students undergo rigorous training in preparation for their role as healthcare providers. Despite their motivation and aptitude, some students face significant academic challenges that can hinder their success in the PA program. Prior research suggests that multiple factors impact medical learners' academic performance, yet there is limited data specific to PA students. This study aims to identify key factors influencing academic performance among didactic year PA students. By understanding these challenges, PA educators can provide academic support and improve advising strategies. Identifying these factors will help faculty develop interventions that address common academic struggles, ultimately improving student outcomes.

Methods Didactic year PA students from 6 PA programs located across various geographic regions in the United States were invited to participate in this study. Participants completed a self-assessment survey midway through the didactic year of training, evaluating the impact of 22 distinct factors on academic performance. Using a sliding scale from 0 to 10, students rated each factor, where 0 indicated no impact, and 10 indicated the greatest impact on their academic performance. This approach provided a quantitative measure of the perceived influence of each factor, offering valuable insights into the challenges experienced during the didactic phase of PA education.

Results One hundred fifty-nine PA students completed the self-assessment survey (66% response rate). The mean number of contributing factors identified by the learner as impacting their performance was 15(range 4–22). The factors with the highest mean scores on the 10-point scale were volume of workload (6.43), time management/organization (5.14), following my study plan (5.01), developing a study plan (4.98), inability to focus while studying (4.93), other (4.75), mental well-being (4.72), and test anxiety (4.67). For “other,” PA students utilized a text box to describe the issue. Common themes for “other” included ineffective teaching by faculty and having to care for small children at home. The mean score for all factors was 3.92.

Conclusions Physician Assistant students frequently have multiple factors impacting their academic performance. Identifying the most common contributing factors can aid PA educators in their role as academic advisors and guide faculty in the development of support strategies. The results of this study provide initial data regarding the number and range of contributing factors impacting didactic year PA student academic performance. This multi-program study will continue to evaluate the factors impacting academic performance as PA students progress through the curriculum. Additional data will be collected at the end of the didactic year and during the clinical year of training.