Reframing Student Burnout in Physician Assistant Education: A Qualitative Exploration Into Conceptual Models

The number of negative life events experienced during medical training correlates with student burnout, suggesting both curricular and extracurricular factors affect student well-being. This study explores physician assistant (PA) student definitions and experiences with burnout and well-being, burnout prevention strategies, and suggested resources.

This qualitative, phenomenological study used structured, focus group interviews of a total of 7 first-year PA students at 2 time points. Thematic analysis used a literature-derived codebook and emergent codes were identified empirically. Codes that were found across interview groups with a frequency of ≥3 unique responses were considered significant.

Prior conceptual models of burnout provided analytical domains and categories for burnout and well-being: outcome, negative source, positive effect, definitions, experiences, contributions, and prevention strategies. Nineteen significant codes (13 a priori and 6 emergent codes) were identified empirically. Participants described prior definitions of burnout, factors contributing to burnout, and prevention strategies. Emergent codes specifically described the impact of burnout outside the classroom. Experiences of well-being focused on balance and holistic support including the importance of diverse resources and faculty/staff support.

A comparison of participant responses with prior literature suggests PA students experience an alternative understanding of burnout and well-being. Looking through the lens of different conceptual models, tensions in professional identity formation may contribute to student burnout. Incorporating and revisiting curricular activities to promote self-assessment and self-reflection can aid well-being, emphasize faculty/staff support, and allow for individual modifications throughout the professional journey.