Influences on the Transition into PA Academia: A Qualitative Investigation

• In Event: Comings and Goings: Entering, Staying, and/or Leaving PA Education

Abstract

Introduction. The number and size of PA programs across the United States has grown exponentially with the potential number of accredited PA programs reaching 325 by the end of this year (ARC-PA, 2022). The average university-based PA program total student enrollment is 96 with 8.3 full-time faculty per program. In 2021, 37.7% of US PA programs reported a faculty vacancy with a mean of 1.8 FTE open positions (PAEA, 2024). Faculty vacancies are a result of barriers to recruitment and retention of faculty and are further intensified by the projected additional faculty workforce needs.
Methods. Utilizing a qualitative research design, data were collected through five focus group discussions with twenty-five total PA faculty members, all with less than three years of full-time academic experience from various regions across the United States. These participants were chosen using non-probability convenience sampling to ensure a representative sample of new PA faculty. The study aimed to uncover the factors influencing PAs to pursue academic careers.
Data collection was conducted via Zoom, and the study utilized a semi-structured questioning approach to facilitate open and detailed discussions. Data analysis began immediately after the first focus group and continued throughout the study, following a constant comparative method to identify and refine key themes.
Results. Data analysis revealed categories of themes including expected, surprising, and unusual factors. Expected themes included clinical burnout and the desire for better work-life balance, a strong inclination to give back to the profession, and a genuine enjoyment of teaching roles discovered through adjunct professorships and preceptorships. Surprising themes comprised a perceived glass ceiling in clinical practice prompting PAs to seek growth opportunities in academia, and a desire to correct observed gaps and poor practices in clinical settings. Additional surprising themes included experiencing patient abuse and a lack of administrative support and feelings of underappreciation in clinical roles. Themes of unusual or conceptual interest included no longer feeling challenged in current clinical practice, felt a pull to return to teach at alma mater, and physical issues limiting the ability to continue in field of practice (surgery) or with shift work.
Sub-questions including recommendations for easier transitions into academia included understanding the full scope of academic responsibilities, observing lectures, and shadowing experienced faculty to gain insight into the curriculum and teaching methods. Clear guidance on ARC-PA standards, remediation processes, and the promotion criteria was highlighted as essential. For onboarding faculty, early attendance at workshops like the PAEA Faculty Skills workshop and understanding the on-call nature of their roles were essential in making the transition smoother and more effective.
Discussion. This study highlights the significant influences on PAs’ career transitions and suggests that understanding these factors can aid PA programs in developing effective faculty recruitment strategies. By addressing issues such as work-life balance, professional growth, and supportive environments, PA programs can better attract and retain faculty members. Further research is recommended to explore best practices for faculty onboarding, mentorship, and burnout prevention, to improve retention once these faculty are recruited.

Author

• Laura Gerstner, Campbell University