A Multilayered Approach to Professionalism Assessment in Physician Assistant Education: Tracking Growth Beyond Zero-Tolerance Policies.

Abstract

Introduction: The impact of unprofessional behavior in medical training has been well-documented, with studies linking it to increased professional misconduct later in clinical practice, including breaches of ethical standards and license revocations. Notably, students with documented professionalism violations during physician assistant (PA) training face a 5-fold increase in the likelihood of postgraduate disciplinary actions. The condensed nature of PA education, averaging 27 months, compared with 4 years of medical school, reduces opportunities for identifying and remediating such behaviors. A review of the literature highlighted best practices in evaluating professionalism and informed the design of a program-level intervention.

Methods: The program implemented a multilayered professionalism assessment strategy based on insights from the literature. Core components included peer evaluation, faculty advising and documentation, mentorship, preceptor feedback, and structured self-reflection. Effectiveness was assessed by comparing professional remediation rates before and after implementation and by surveying students on the perceived value of the peer professionalism tool.

Results: Following implementation, a measurable reduction in professionalism remediation was observed. Survey data also indicated that students valued peer evaluation as a meaningful component of their professional development.

Discussion: The multilayered approach frames professionalism as a developmental process rather than a fixed marker of competence. Early, repeated interventions across multiple advisory meetings created opportunities for professional development and guided targeted remediation strategies. Embedding this model within PA education encourages sustained professional growth and better prepares students for the responsibilities of clinical practice.