Forging a new identity: a qualitative study exploring the experiences of UK-based physician associate students

Area of Science:

• Medical Education
• Healthcare Professions
• Occupational Identity

Background:

• The Physician Associate (PA) role is rapidly expanding in the UK, driven by workforce needs.
• Statutory regulation of PAs is planned, highlighting the evolving nature of the profession.
• Occupational identity development is linked to well-being and career success in healthcare.

Purpose of the Study:

• To explore student physician associates' (PAs) experiences during clinical training.
• To understand the process of occupational identity formation in student PAs.
• To identify factors influencing PA identity development.

Main Methods:

• Qualitative study using one-to-one semi-structured interviews.
• Theoretical sampling of 19 PA students from two UK medical schools.
• Constructivist grounded theory approach informed by communities of practice and socialization theory.

Main Results:

• A conceptual model of student PA identity formation was developed.
• Clinical exposure and continuity facilitated identity development.
• Ignorance, negativity, and lack of PA role models presented barriers, leading to identity dissonance.

Conclusions:

• Student PAs face unique challenges, including navigating a new role and limited access to PA role models.
• Student PAs often look to medicine for identity due to these challenges.
• Educational support is recommended to enhance PA student identity development, job satisfaction, and retention in the NHS.