Factors Impacting Academic Performance Among Didactic-Year Physician Assistant Students: A Multiprogram Study

INTRODUCTION: The purpose of this quantitative, cross-sectional study was to determine which factors have the greatest perceived impact on academic performance in didactic year physician assistant (PA) students. By examining the influence of a broad range of academic, psychological, and environmental factors, this study will generate empirical evidence specific to PA education. METHODS: Didactic year PA students from 6 PA programs (n = 314) received a self-assessment survey midway through their didactic year of training, evaluating the perceived impact of 21 distinct factors, with an additional open text "Other" option, on their academic performance. Using a sliding scale from 0 to 10, students rated each factor, where 0 indicated no impact, and 10 indicated the greatest impact on their academic performance. RESULTS: The mean number of factors identified by participants as impacting their academic performance (rated >0) was 15 (range 4-22). The factors having the greatest impact on academic performance and most frequently endorsed by study participants were volume of workload, time management/organization, developing and following a study plan, inability to focus while studying, changes in lifestyle/routine, mental well-being, and test anxiety. DISCUSSION: The findings of this study provide important initial data regarding both the number and range of factors influencing didactic year PA student academic performance. Student success and retention may be enhanced through the implementation of support strategies and targeted interventions aimed at reducing the impact of the most commonly reported factors.