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Reframing Student Burnout in Physician Assistant Education: A Qualitative Exploration Into Conceptual Models
Jacqueline Sivahop1,2, Kirsten Broadfoot1,2
1Jacqueline Sivahop, EdD, MS, PA-C, is an associate professor of Pediatrics, University of Colorado Anschutz Medical Campus, Child Health Associate/Physician Assistant Program, Aurora, Colorado.
Summary
Physician assistant (PA) students define burnout and well-being differently than expected, highlighting the need for holistic support and self-reflection strategies to improve student well-being during training.
Area of Science:
- Medical Education
- Student Well-being
- Physician Assistant Studies
Background:
- Student burnout correlates with negative life events during medical training.
- Both curricular and extracurricular factors impact student well-being.
- Understanding PA student perspectives on burnout is crucial.
Purpose of the Study:
- Explore PA student definitions and experiences of burnout and well-being.
- Identify burnout prevention strategies.
- Determine needed resources for PA students.
Main Methods:
- Qualitative, phenomenological study.
- Structured focus group interviews with 7 first-year PA students.
- Thematic analysis using a literature-derived codebook and emergent codes.
Main Results:
- Nineteen significant codes identified, including prior definitions, contributing factors, and prevention strategies for burnout.
- Emergent codes highlighted burnout's impact beyond the classroom.
- Well-being experiences emphasized balance, holistic support, and faculty/staff encouragement.
Conclusions:
- PA students may have unique understandings of burnout and well-being.
- Professional identity formation tensions can contribute to burnout.
- Curricular adjustments promoting self-assessment and faculty support can enhance well-being.
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