Reframing Failure: Lessons Learned in Failing Forward for Physician Assistants and Educators

ABSTRACT: While much has been written about the occurrence and management of the academic failure of learners, there has been less discussion regarding failure of physician assistant/associate (PA) educators. Existing research has pointed out that early career failures can be detrimental to the self-esteem and success of faculty. Over the years through our mentor/mentee relationship, we have experienced and discussed the variety of ways in which PA educators may encounter failure. Through our subjective experiences, and that which is reported in the literature, lessons can be learned from failures experienced in ineffective instructional methods, scholarship, and protection of personal wellbeing. We have come to understand that faculty must normalize the experience of failure and aim to fail forward, which is crucial to both personal and professional development/job satisfaction as well as minimizing the risk of burnout. Productive failure has been described as an intentional instructional technique to help learners grow from desirable difficulties. Adopting a similar mindset shift for faculty, to one of productive failure, may be key. In this article, we aim to equip the reader with a clear understanding of frequently encountered faculty failures and existing opportunities to address those failures. Here is to failing forward as a PA education community, together.