Why Clinically Practicing Physician Assistants Transition to Academia: A Qualitative Study of Influences and Insights from New Faculty

INTRODUCTION: Physician assistant (PA) programs across the United States continue to expand, intensifying the demand for qualified faculty. Although most new PA educators transition directly from clinical practice, limited research has examined what influences clinicians to pursue academic careers. METHODS: This qualitative descriptive study explored factors influencing clinically practicing PAs to transition into academia. Guided by Bandura's social cognitive theory, which suggests that career-related decisions are influenced by individuals' self-efficacy beliefs, observations of others, and environmental factors, these principles informed both the focus group guide development and data analysis. Five focus group discussions were conducted via Zoom with 25 PA faculty members who had 3 or fewer years of full-time academic experience. Participants represented diverse regions and both didactic and clinical faculty roles. Data were analyzed using thematic analysis. Open coding and constant comparison techniques were used to identify patterns across focus groups and refine themes into expected, surprising, and conceptual categories. RESULTS: Expected themes included clinical burnout and desire for better work-life balance, fulfillment through teaching, and a wish to give back to the profession. Surprising themes included encountering a "glass ceiling" in clinical practice, wanting to correct poor medical practices, experiencing patient abuse without administrative support, and feeling underappreciated. Themes of conceptual interest included physical limitations, loss of challenge in clinical work, and a personal pull to return to one's alma mater. DISCUSSION: Findings highlight diverse personal and professional influences that draw PAs toward academia. Understanding these influences can inform targeted faculty recruitment strategies within physician assistant education.