Fear Factor: Faculty Perceptions of Artificial Intelligence in Physician Associate Education.

Abstract

Abstract: This paper focuses on the impact of artificial intelligence (AI) in physician assistant/associate (PA) education based upon results from a national survey of PA faculty conducted by the PA Education Association in early 2024. This is the first survey of its kind to assess PA faculty perspectives on the topic. It adds to the growing body of knowledge related to AI across all contemporary business, social, and educational activities. A survey containing Likert ranking questions and open-ended comments was sent to all faculty listed in the PA Education Association database (n = 4338). A response rate of 14.8% was established after removing incomplete survey responses from the data set. The knowledge, attitudes, and confidence among faculty were analyzed, along with open-ended comments that explored concerns and current utilization of digital technology among participating respondents. While knowledge of AI technology was measured as average to good by 60.9% of faculty, confidence in using it was low. Group differences in self-reported knowledge of AI was only significant by participants' primary role in in their institution (χ2(10) = 53.6, P ≤ 0.001). Participation in formal or informal continuing education programs focused on AI appears to increase confidence levels among participants, although only 35% of respondents indicated participating in these activities. Most respondents (64.9%) expressed a positive view of AI technology in PA education, but did express concerns, particularly on student's development of critical thinking skills and academic integrity. The paper concludes by recommending training and support for faculty to harness AI's potential and enhance PA education, ensuring that AI complements rather than replaces the critical human elements in teaching and learning.