Exploring the Landscape of Physician Assistant/Associate-Specific Doctoral Education in the United States: A National Program Survey.

Abstract

Introduction: The researchers aimed to examine the characteristics and current state of physician assistant/associate (PA) doctoral programs in the United States through the first comprehensive national survey of such programs.

Methods: The survey instrument was developed among PA doctoral education consortium members and was piloted with 4 doctoral program directors. Following institutional review board approval, program directors from all identified PA doctoral programs were invited to participate. The survey collected data on program characteristics, organizational structure, curriculum, faculty and student demographics, and attitudes toward potential specialized accreditation.

Results: Eighty-four percent (n = 21) of PA doctoral programs responded. Most programs offered a Doctor of Medical Science degree title (90.5%). Key program goals included developing PA leaders (100%), elevating PA educator faculty skills (71.4%), and enhancing clinical acumen (42.9%). The implementation of these goals varied significantly. Program characteristics demonstrated considerable diversity, including length, structure, concentrations, tuition, and student demographics. The majority of programs (61.9%) expressed reluctance toward participation in national accreditation.

Discussion: This study reveals a rapidly growing field characterized by diverse program structures but emerging consistency in degree nomenclature. The findings highlight critical decisions facing PA doctoral education regarding standardization and quality assurance, while demonstrating strong institutional interest in advanced PA education. These results provide a foundation for future research and development in PA doctoral education.