Pipeline to the Physician Assistant Profession: A Look to the Future

Abstract

The current pipeline of physician assistant (PA) school applicants reflects the future workforce of the profession, which is why the admissions process with all its components and variables is so important. Many studies have shown that a workforce that represents the patients it cares for leads to improved health outcomes, especially among underrepresented minor-ity populations. Yet, PA programs have made little progress over the past 2 decades in increasing the diversity of matriculants and graduates. As a profession, it is our collective responsibility to intentionally advance diversity, equity, and inclusion, and examining the admissions process would be the most logical place to start. This Presidents Commission paper seeks to address current barriers, perceptions, and misconceptions surrounding PA admissions, especially through the lens of diversity, equity, and inclusion. The paper reviews some of the barriers that may make it more difficult for URM students to apply and be admitted to PA programs, drawing on previous Presidents Commission papers and other research on various aspects of the pipeline from admissions through graduation. It also addresses current outreach efforts and considers ways to augment those efforts to improve the pipeline to the profession. PA educators need to understand obstacles that applicants may encounter as they prepare for PA school andThe authors declare no conflict of interest.

Non-native English-speaking applicants and the likelihood of physician assistant program matriculation

“…PA program admission processes and committees could also be influenced by implicit or explicit biases against candidates with differing linguistic or cultural backgrounds [ 8 ] which necessitates implicit bias training for admissions teams as well as diversifying the admissions teams. Holistic admissions are aimed at optimizing equity in the admissions process and have been described in the medical and PA education literature [ 19 , 37–40 ]. Institutions can take steps to implement the key elements of holistic admissions including (1) broad admissions criteria with connection to excellence through diversity, (2) consideration of academic achievement, characteristics, and experiential background, and (3) individual potential for contributions to the class and the medical field [ 19 , 37–40 ].…”

Time to Pivot: A Guide to Holistic Admissions

“…The variability of prerequisite courses required by programs has often been cited as a barrier to admission in both the associated financial and time constraints. 14,15 This is a topic that needs further consideration.…”

“…21 The Implicit Association Test can be administered annually before the beginning of the admissions cycle to help faculty not only recognize their own personal biases but to develop strategies to overcome said biases. 14 Table 1. Noncognitive Attributes and Core Competencies Noncognitive Attributes 18 New Physician Assistant Graduate Competencies 16 Empathy x…”

“…21 The Implicit Association Test can be administered annually before the beginning of the admissions cycle to help faculty not only recognize their own personal biases but to develop strategies to overcome said biases. 14…”

Predictors of applicant pool racial and ethnic diversity among physician assistant education programs: a national cross-sectional cohort study

“…As of 2019, 1.3% identify as American Indian or Alaskan Native, 5.9% identify as Asian, 13.4% identify as Black or African American, 0.2% identify as Native Hawaiian or Pacific Islander, 18% identify as Latino, Hispanic or of Spanish origin, and the remaining 60.1% identify as non-Hispanic white [1]. Because racial concordance between provider and patient is associated with better health outcomes, and higher satisfaction, there is great benefit to urgently increase the diversity of the physician assistant (PA) pool [2][3][4][5].…”