ArticleBMC medical education2025
Doctoral education for physician assistants/associates: trends and characteristics in the U.S.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPA-specific post professional doctoral programs have gained traction in the U.S. over the past decade, but little is known about their structure and outcomes. The objectives of this study were first to investigate the trends and characteristics of the currently available PA-specific doctoral programs and secondly to examine the delivery of research and scholarly education in these programs.
methodsThis was a mixed-method study that involved qualitative analysis as well as website searches of characteristics of different PA-specific doctoral programs. Data were triangulated by examining each program's public website and promotional materials. When data were unavailable, information was requested from programs via e-mail.
resultsA total of 24 PA-specific post professional doctoral programs were identified across the U.S., of which the majority are less than 3 years old. All the programs are accredited regionally. Most programs were housed in private institutions (75%) and were exclusively offered to PAs (95.82%). All programs were offered as postgraduate programs for students with prerequisite master's degrees, but 2 programs also offered bridge pathways of study. The most frequent credential awarded was Doctor of Medical Science (DMSc or DMS). Total credit hours ranged from 12 to 60 credits. The cost per credit ranged from $480-1200 per credit hour. Regarding program structure, the following themes emerged: format (online vs. in-person), concentrations or tracks (leadership, education, clinical practice), PAs teaching PAs, and coupling the doctoral program with residency or fellowship. Regarding research and scholarly education, there was a lot of variability in terms of expectations, courses offered, credit hours, and specific capstone project requirements. Components of research or scholarship were noted in the mission or goal statements of 18 (75%) of the programs. None of the programs required a traditional doctoral dissertation but all programs required a scholarly or capstone project.
conclusionPA doctoral education is growing rapidly with the majority of the currently available programs emphasizing leadership, academia, and clinical practice advancement. Although research was stated as a goal, there is a lack of consistency in the delivery of this curricular element. Future studies should correlate this data with graduate outcomes.
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