Improving Remediation Strategies in Physician Assistant Education: A Proactive Approach to Increase Student Buy-In

Abstract

Within the University of Pittsburgh PA Hybrid program, a problem existed – the PA students received ineffective remediation strategies, which hindered their progression toward competence. This problem emerged from a system influenced by vague accreditation standards, limited faculty pedagogical training, resource constraints, and stigma associated with remediation hindering student engagement. With multiple causes at the root of the problem, various change ideas were developed. Specifically in this study, a change idea was implemented to address student buy-in to the remediation process. This intervention, a remediation orientation, aimed to increase student buy-in, reduce stigma, and promote remediation as a supportive, growth-oriented process.

To assess the change idea and its effectiveness, an improvement science research design was utilized. The remediation orientation was introduced to the students. To understand if the intervention was successful, data were collected through pre- and post-intervention surveys and follow-up qualitative interviews with students who experienced remediation. Quantitative results demonstrated statistically significant improvements in student understanding of the purpose, steps, and their role in remediation, as well as reduced perceptions of remediation as punitive. Qualitative data reinforced these findings and revealed faculty-student interactions played a key role in shaping positive remediation experiences.

The orientation effectively increased student engagement and understanding, though findings also highlighted the importance of faculty involvement and individualized support. Future directions include faculty interviews to explore their perceptions of student engagement post-orientation and iterative improvements to the orientation based on student and faculty feedback.