AN EXPLORATORY QUALITATIVE STUDY ON THE LEARNING EXPERIENCES OF CANADIAN CERTIFIED PHYSICIAN ASSISTANTS WORKING IN CRITICAL CARE SETTINGS

Abstract

Background: Physician Assistants are healthcare professionals trained to diagnose, treat, and manage patients under physicians’ supervision, being essential members of diverse medical teams. Given they receive training as generalists, upon securing employment, their educational trajectory is adapted to their selected field, facilitating the acquisition of specialized expertise and skills. In Canadian contexts, graduate schools often provide relatively brief training in critical care, with Intensive Care Units experiences typically offered as an elective rotation. The example of adjusting to a critical care setting could increase our understanding of the full educational journey of PAs, including their strengths and challenges following graduation. Methods and Analysis: In this qualitative exploratory study, ten participants employed in critical care settings across five diverse Canadian centers engaged in semi-structured individual interviews conducted via Zoom video calls. These interviews, guided by a predefined interview guide, centered on their learning experiences within the workplace. Following the transcription of interviews, analysis was conducted utilizing inductive thematic analysis with constant comparison. Results: Four overarching themes were identified: 1) Facilitators of Learning, highlighting factors that support PAs in their learning process during on-the-job training, 2) Barriers to Learning, which identified specific factors hindering PAs' full engagement in the learning process, acting as obstacles to absorbing new knowledge effectively, 3) Attitudes Towards Professional Development, exploring the strategies PAs employ for their professional growth, aiming to minimize unproductive downtime and maximize engaging learning opportunities, and 4) Maximizing learning Experiences In Critical Care Units, delving into PAs' suggestions for changes in their current environment to enhance learning during on-the-job training. Conclusions: This study highlights the crucial role of preceptors in safely guiding PAs' transition to full professionals in critical care settings. It provides insights that could guide initiatives to enhance the preparedness and effectiveness of PAs in navigating the complexities of critical care practice. Additionally, it suggests potential avenues for creating a specialized curriculum tailored to address the specific needs of PAs in this particular field.