Academic Performance, Physical Activity, and Well-Being Among Physician Assistant Students: A Cross-Sectional Study.

Abstract

Introduction: Physical activity positively affects physical, mental, and emotional health and enhances academic performance. However, many students fail to meet recommended activity levels. Research indicates that graduate students' physical inactivity rates align with national averages, with sedentary behavior increasing due to academic demands. Similarly, physician assistant (PA) programs, characterized by intense didactic and clinical phases, often leave little time for physical activity, potentially affecting health and academic outcomes. The purpose of this study was to examine the relationship between physical activity, academic performance, and overall health in PA students.

Methods: A 26-item survey collected self-reported data on demographics, physical activity habits, academic achievements, and perceptions of well-being. Outcome measures included a modified PA Education Association survey and World Health Organization (WHO) global physical activity questionnaire. The survey was distributed to 309 PA programs and social media platforms, reaching 5510 students.

Results: Of 870 responses (16% response rate), 794 PA students (54.85% didactic, 45.15% clinical) were included. Moderate-intensity physical activity correlated with a higher grade point average (GPA), having associations with frequency (P < .001) and duration (P = .034). Vigorous activity had no significant relationship with GPA but was associated with body mass index (P = .006). Physical activity also correlated with reduced stress (P = .002) and increased social engagement (P = .001).

Discussion: Moderate-intensity activity correlated with better academic performance, physical and mental well-being, stress reduction, and social engagement. However, PA students' activity levels fall below WHO recommendations, mirroring broader trends in the United States and globally.