Association Between Physician Assistant Program Characteristics and Student Diversity

Diversity within the health professions workforce can improve patient satisfaction and enhance team productivity. As the physician assistant (PA) profession grows, PA educational programs have struggled to achieve greater diversity. Recent literature identified top performing PA programs in achieving diverse student cohorts. This study examined the associations between PA program characteristics and successful recruitment and graduation of students from underrepresented minority (URM) groups.

Program characteristics from the 2019 PA Education Association Program Survey and Faculty Survey were obtained (n = 141 programs). Programs were categorized as exemplary or nonexemplary in recruiting and graduating diverse student cohorts according to prior literature. Univariate and multivariate logit regression specifications identified program characteristics associated with exemplary status.

Programs of longer duration and those with a greater percentage of URM faculty were more likely to be exemplary (2.2 and 2.5 percentage point increase in likelihood, respectively). Positive but not statistically significant associations were also observed between exemplary status and programs that did not require an admissions test and those with greater percentages of the faculty who identified as Asian, Hispanic, or underrepresented in medicine.

Having faculty from URM backgrounds may influence PA programs' success in improving student cohort diversity. Other program characteristics, including absence of admissions testing requirements, may also shape student diversity. These findings can inform PA and other health professions programs as they develop approaches to increase racial and ethnic diversity among their students.