Early Identification and Remediation of Academically At-Risk Physician Assistant Students

Authors

• Kimberly Rose, University of LynchburgFollow

Specialty

Physician Assistant Educator

Abstract

This manuscript examines the role of early identification and structured remediation of academically at-risk physician assistant (PA) students within accelerated PA education. Given the condensed structure of PA programs, early intervention is essential to prevent cumulative academic deficits that may jeopardize progression, certification outcomes, and program attrition rates. Remediation effectiveness is influenced by institutional structure, faculty preparedness, and student perceptions. Barriers, including stigma, inconsistent processes, limited student buy-in, and time constraints, may reduce the impact of remediation efforts.

Proactive strategies, such as rigorous admissions standards, early academic monitoring, structured goal setting, study skills development, and faculty training, may reduce the need for formal remediation. Evidence demonstrates strong correlations between undergraduate grade point average (GPA), science GPA, direct patient care hours, and performance on benchmark examinations, including the Physician Assistant Clinical Knowledge and Assessment Tool I and II, and the End of Curriculum Exam, with performance on the Physician Assistant National Certifying Examination (PANCE). These measures may inform risk-assessment strategies to identify students who require early academic support.

Although remediation is widely discussed in medical education literature, standardized remediation frameworks specific to PA education are lacking. Multi-institutional research is needed to evaluate remediation models and their relationships to benchmark performance, attrition, and PANCE outcomes.

Recommended Citation

Rose K. Early Identification and Remediation of Academically At-Risk Physician Assistant Students. University of Lynchburg DMSc Doctoral Project Assignment Repository. 2026; 8(1).