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Summary
This summary is machine-generated.

A mandatory virtual wellness curriculum improved well-being for first-year physician assistant (PA) students. This multifaceted program, incorporating mindfulness and reflective writing, showed positive impacts on PA learners during their training.

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Area of Science:

  • Medical Education
  • Physician Assistant Studies
  • Student Well-being

Background:

  • Physician assistant (PA) training is associated with significant mental health challenges and decreased well-being.
  • Accreditation standards mandate the inclusion of wellness curricula in PA programs.
  • A decline in well-being is commonly observed in first-year PA students.

Purpose of the Study:

  • To evaluate the effectiveness of a mandatory, multifaceted virtual wellness curriculum.
  • To determine if the curriculum can mitigate the decline in well-being among first-year PA students.

Main Methods:

  • A 16-week asynchronous virtual wellness course was delivered to 259 first-year PA students across 5 programs.
  • The curriculum integrated evidence-based content on vulnerability, stigma, mindfulness, decentering, and reflective writing.
  • Data were analyzed using ordinary least squares (OLS) regression, controlling for school-specific fixed effects.

Main Results:

  • A total of 157 students (60.6%) completed both pre- and post-surveys.
  • The majority of students (73.6%) reported a positive impact of the course on their PA training.
  • Baseline well-being scores predicted endpoint scores across multiple validated instruments; demographic factors (race, age, gender) also showed predictive significance for specific outcomes.

Conclusions:

  • Dedicated wellness curricula focusing on foundational skills can successfully improve well-being in PA students with low baseline levels.
  • Further research is required to fully understand the program's impact and optimize its delivery for wider accessibility.
  • The findings support the integration of such programs nationwide to enhance PA learner well-being.