Association of Preadmission Factors With Physician Assistant Student Diversity

Abstract

Purpose: A new physician assistant (PA) program accreditation standard requires institutional support for PA student diversity. Therefore, preadmission factors associated with diversity should be identified to inform decision-making. The purpose of this study was to explore associations between preadmission factors of interest and percentages of underrepresented minority (URM) students in PA programs.

Methods: Physician Assistant Education Association (PAEA) survey responses from 169 PA programs were analyzed by using simultaneous multiple regression. The variables included the standardized testing requirement of the Graduate Record Examinations (GRE), undergraduate preprofessional phase, public or private institution, writing sample requirement, mission statement inclusive of care for underserved populations, and local racial or ethnic demographics.

Results: GRE score requirements were found to be negatively associated with percentages of African American and total non-White, non-Asian students (p < .05). Local URM racial and ethnic population demographics were shown to be positively associated with African American, Hispanic, and total non-White, non-Asian students (p < .05). Undergraduate preprofessional phase, type of institution, writing sample requirement, and mission statement supportive of underserved populations did not show significant associations with URM diversity.

Conclusions: Faculty and administration members who are involved in decision-making in PA admissions processes should consider the potentially negative impact of a GRE requirement as it relates to the percentages of African American and total non-White, non-Asian matriculants. Educational institutions might also consider exploring new PA program development in geographic areas with supportive local demographics as an approach to achieving more student diversity.