The Use of Noncognitive Factors in Physician Assistant Admissions

Abstract

To identify the most influential noncognitive factors valued in admissions processes by physician assistant (PA) programs throughout the United States, as well as the motivators for and barriers to using these factors. A literature search was performed using PubMed and the Journal of Physician Assistant Education to identify noncognitive factors that were reported to have an effect on admissions in various health professions. A survey was developed incorporating the most frequently identified factors and was electronically distributed to all program directors of the Physician Assistant Education Association (PAEA). Respondents were asked to rank the noncognitive factors that were most valued by their program's admissions process as well as to rate motivators and barriers for the use of these noncognitive factors in admissions. Survey responses were anonymous but respondents reported program location by geographic region as defined by PAEA. There were 94 respondents from 154 programs surveyed (61% response rate). The five most influential noncognitive factors were faculty/staff/interviewer interactions, career motivation, knowledge of profession, maturity, and professionalism. The most important motivators for using noncognitive factors were identified as academic success and career success. All aforementioned factors and motivators did not vary based on PA program region (P > .05). The factors identified with the highest level of regional variance were leadership experience (P = .014), self-awareness (P = .034), cultural sensitivity (P = .022), undergraduate institution (P = .010), and peer interaction (P = .035). These study results will assist PA applicants in becoming more competitive and provide programs with additional factors for consideration in current admissions practices. Further considerations for research include correlating results to academic success as well as success on the Physician Assistant National Certifying Exam (PANCE).