A physician assistant entry-level doctoral degree: more harm than good?

Benefits and risks Entry-level doctoral degree Physician assistant Post-graduate education Terminal degree

Journal

BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679

Informations de publication

Date de publication:
14 May 2021
Historique:
received: 01 02 2021
accepted: 30 04 2021
entrez: 14 5 2021
pubmed: 15 5 2021
medline: 18 5 2021
Statut: epublish

Résumé

As most health professions in the United States have adopted clinical or practice doctorates, there has been an ongoing debate on whether physician assistants (PAs) should transition from a master's to a doctorate as the terminal degree. The authors examined perceived risks, benefits and impact of transitioning to an entry-level PA doctoral degree. A multi-prong, mixed-methods approach was used that included a literature review and collecting quantitative and qualitative data using a survey and interviews. Bivariate analysis and binomial logistic regression were performed to evaluate relationships between perceptions/perspectives on an entry-level PA doctoral degree and the anticipated impact of it causing more harm than good to the PA profession. Deductive content analysis was used to analyze the qualitative data. Of 636 PA clinicians and students (46% response rate), 457 (72%) disagreed that an entry-level PA doctoral degree should be required. More than half of the respondents (54%) agreed that it should be offered but not required and 380 respondents (60%) agreed that an entry-level doctoral degree would cause more harm than good. Race, educational attainment, occupation, and length of practice as a PA were significantly associated with having a perception of causing more harm. There was strong positive association between the perception of a doctoral degree causing more harm with expectations of having a negative impact on the availability of clinical training sites (OR = 4.39, p < .05). The most commonly cited benefits were parity with other professions and competitive advantage, whereas the perceived risks were increased cost for education, decreased diversity in the profession, and negative impact on the PA/physician relationship. The major takeaway of our study was that perceived benefits and risks are strongly influenced by the lens of the stakeholder. While the majority of PAs and students appear to be not in favor mainly due to the potential harm, the proportion of those in favor is not insignificant and their views should not be ignored. Addressing concerns with key stakeholders could help the PA profession to transition to a doctoral degree with minimal adverse impact.

Sections du résumé

BACKGROUND BACKGROUND
As most health professions in the United States have adopted clinical or practice doctorates, there has been an ongoing debate on whether physician assistants (PAs) should transition from a master's to a doctorate as the terminal degree. The authors examined perceived risks, benefits and impact of transitioning to an entry-level PA doctoral degree.
METHODS METHODS
A multi-prong, mixed-methods approach was used that included a literature review and collecting quantitative and qualitative data using a survey and interviews. Bivariate analysis and binomial logistic regression were performed to evaluate relationships between perceptions/perspectives on an entry-level PA doctoral degree and the anticipated impact of it causing more harm than good to the PA profession. Deductive content analysis was used to analyze the qualitative data.
RESULTS RESULTS
Of 636 PA clinicians and students (46% response rate), 457 (72%) disagreed that an entry-level PA doctoral degree should be required. More than half of the respondents (54%) agreed that it should be offered but not required and 380 respondents (60%) agreed that an entry-level doctoral degree would cause more harm than good. Race, educational attainment, occupation, and length of practice as a PA were significantly associated with having a perception of causing more harm. There was strong positive association between the perception of a doctoral degree causing more harm with expectations of having a negative impact on the availability of clinical training sites (OR = 4.39, p < .05). The most commonly cited benefits were parity with other professions and competitive advantage, whereas the perceived risks were increased cost for education, decreased diversity in the profession, and negative impact on the PA/physician relationship.
CONCLUSIONS CONCLUSIONS
The major takeaway of our study was that perceived benefits and risks are strongly influenced by the lens of the stakeholder. While the majority of PAs and students appear to be not in favor mainly due to the potential harm, the proportion of those in favor is not insignificant and their views should not be ignored. Addressing concerns with key stakeholders could help the PA profession to transition to a doctoral degree with minimal adverse impact.

Identifiants

pubmed: 33985497
doi: 10.1186/s12909-021-02725-5
pii: 10.1186/s12909-021-02725-5
pmc: PMC8120902
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

274

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Auteurs

Violet Kulo (V)

Physician Assistant Leadership and Learning Academy (PALLA), University of Maryland Baltimore Graduate School, 620 West Lexington Street, Baltimore, MD, USA.

Shani Fleming (S)

Physician Assistant Leadership and Learning Academy (PALLA), University of Maryland Baltimore Graduate School, 620 West Lexington Street, Baltimore, MD, USA.

Karen L Gordes (KL)

Physician Assistant Leadership and Learning Academy (PALLA), University of Maryland Baltimore Graduate School, 620 West Lexington Street, Baltimore, MD, USA.

Hyun-Jin Jun (HJ)

Physician Assistant Leadership and Learning Academy (PALLA), University of Maryland Baltimore Graduate School, 620 West Lexington Street, Baltimore, MD, USA.

James F Cawley (JF)

Physician Assistant Leadership and Learning Academy (PALLA), University of Maryland Baltimore Graduate School, 620 West Lexington Street, Baltimore, MD, USA.

Gerald Kayingo (G)

Physician Assistant Leadership and Learning Academy (PALLA), University of Maryland Baltimore Graduate School, 620 West Lexington Street, Baltimore, MD, USA. gkayingo@umaryland.edu.

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