Predictors of Physician Assistant Faculty Intent to Leave Academia

Beltyukova, Svetlana A.; Graham, Karen

doi:10.1097/jpa.0000000000000103

Cited by 15 publications

(20 citation statements)

References 8 publications

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“…Based on our results, burnout is always a factor for CDs intent to leave their position, their program, or academia. Similar observations have been noted in prior studies in the intent to leave and burnout, as well as a relationship between depression, burnout, and professional outcomes among clinically practicing PAs [9][10][11][12][13][14][15]. In our analyses, very few other faculty indicated an intention to leave their position, despite 43% also reporting moderate-high levels of burn out.…”

Section: Faculty Considering Leaving Their Positionsupporting

confidence: 89%

Reasons Clinical Education Directors Intend to Leave their Jobs

Klein

Schrode

Kibe

et al. 2022

Preprint

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Objectives The goals of this study were to characterize clinical coordinators compared to other Physician Assistant (PA) faculty, and investigate factors associated with intent to leave their position, institution, and academia in the U.S. Methods This was a secondary analysis of data obtained from the 2019 PAEA Faculty and Directors Survey. We examined bivariate associations with faculty role and conducted multiple logistic regression to identify predictors of intent to leave among clinical directors. Results Clinical directors indicated an intention to leave their position more often than other faculty. Factors influencing intent to leave were a lack of satisfaction with professional development and moderate to high levels of burnout. Clinical directors with severe burnout had 27x the odds of intending to leave academia. Conclusions Our results suggest why clinical directors intend to leave and underscore the need for professional development opportunities and faculty mentoring. Faculty-centered work arrangements are needed to reduce burnout among clinical directors.

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Section: Faculty Considering Leaving Their Positionsupporting

confidence: 89%

Reasons Clinical Education Directors Intend to Leave their Jobs

Klein

Schrode

Kibe

et al. 2022

Preprint

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“…By 2017, the average number of peer-reviewed publications per PA faculty had fallen to 2.74, and the median number of publications for PA faculty was zero. 3 At that time, a little over 50% of PA faculty had never produced a single publication in their entire career. 4 Scarcity of PA faculty scholarly publications can have significant consequences.…”

Section: Introductionmentioning

confidence: 99%

Finding Success in Scholarship: How Physician Assistant Educators Can Overcome Barriers to Publication

Reed

Artino

2021

J Physician Assist Educ

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Publishing scholarly work offers several benefits for physician assistants (PAs) in faculty roles. It allows them to establish expertise, disseminate knowledge, and advance their careers. However, due to a variety of barriers, PAs are often unable to build a portfolio of scholarly articles. They frequently lack the time, training, experience, and resources to complete large academic projects and navigate the complex publication process. This article offers 6 key strategies to help PAs in academic settings pursue scholarly work and achieve publication. An Evolving Definition of "Scholarship"Academics have often confined "scholarship" to a traditional framework. Conservative definitions typically restrict scholarship to original research articles published in peer-reviewed outlets such as academic journals. However, many universityThe authors declare no conflict of interest.

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“…3 Prior factors associated with PA faculty intent to leave education include inadequate organizational support, which is naturally exacerbated when there is an insufficient number of faculty. 12,13 A study conducted prior to the pandemic showed that among general internal medicine physician, PA, and nurse practitioner faculty, high stress levels were present in 67%, with 38% meeting the criteria for burnout. 11 Factors associated with burnout included low control over workload and lack of support staff.…”

Section: Discussionmentioning

confidence: 99%

Initial Impact of the COVID-19 Pandemic on Physician Assistant Education

Valentin

Najmabadi

Warner

et al. 2022

J Physician Assist Educ

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Purpose: The COVID-19 pandemic significantly impacted United States (US) health professions educational programs. Physician assistant (PA) programs were forced to respond to rapidly changing circumstances early in the pandemic. This study describes the impact that the early phase of the COVID-19 pandemic had on PA programs in the United States.Methods: This cross-sectional study is based on data from the COVID-19 Rapid Response Report 1, conducted by the Physician Assistant Education Association in April 2020. The survey sample included 254 US PA program directors with a response rate of 64.2%. Our outcome measures included temporary changes to PA program operations and clinical training, and current and upcoming budget and tuition changes, as well as the impact of the pandemic on faculty and staff employment. We used descriptive statistics to summarize these outcomes, stratified by 4 categories characterizing features of PA programs, including geographical location, academic housing, funding model, and academic health center status.Results: The COVID-19 pandemic impact on programs varied geographically. A majority of programs reported making numerous temporary changes to their operations. Most programs moved both didactic and clinical education to an online format. Clinical training was temporarily suspended at almost all programs.Conclusions: PA programs continued training despite the pandemic. The long-term impact of the pandemic may be the instability of the PA education workforce.

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Predictors of Physician Assistant Faculty Intent to Leave Academia

Abstract: The intent of PA faculty to leave academia and return to clinical practice can be meaningfully predicted by 5 items. Importantly, these items are in the purview of institutional administrators and can be used to target PA faculty retention efforts.

Cited by 15 publications

References 8 publications

Reasons Clinical Education Directors Intend to Leave their Jobs

Reasons Clinical Education Directors Intend to Leave their Jobs

Finding Success in Scholarship: How Physician Assistant Educators Can Overcome Barriers to Publication

Initial Impact of the COVID-19 Pandemic on Physician Assistant Education

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