University of Lynchburg DMSc Doctoral Project Assignment Repository
Specialty
PA Education
Abstract
Abstract
Background: Remediation is widely used in physician assistant (PA) and medical education; however, little is known about how learners perceive the process or how it affects their confidence and professional development.
Methods: This paper presents a thematic review of qualitative and mixed-methods studies published between 2000 and 2025. PubMed, CINAHL, and ERIC were searched for studies examining learner perceptions of remediation. Themes were synthesized using Braun and Clarke’s thematic analysis framework and organized with assistance from OpenAI ChatGPT.
Results: Four themes emerged: (1) learners often experience an initial decline in confidence, but structured and supportive remediation can restore and enhance self-efficacy; (2) shame, stigma, and emotional distress are common and may impede help-seeking; (3) transparent, consistent institutional processes improve trust and engagement; and (4) remediation can promote growth, resilience, and professional identity development when framed as developmental rather than punitive.
Conclusions: Remediation affects both competence and psychological well-being. Student-centered strategies, such as individualized plans, clear communication, constructive feedback, and mentorship, may reduce stigma and improve confidence. More PA-specific, longitudinal research is needed to guide evidence-based remediation practices
Recommended Citation
Nandwana BH. Understanding the Role of Confidence in Remediation: A Thematic Review of Learner Perceptions in Physician Assistant and Medical Education. University of Lynchburg DMSc Doctoral Project Assignment Repository. 2026; 8(1).
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