Evaluation of an Integrated Multicomponent Wellness Curriculum With Perceived Stress Levels in Physician Assistant Students

Introduction In response to an Accreditation Review Commission on Education for the Physician Assistant Standards, 5th edition requirement for instruction on provider personal wellness, evidence-based multicomponent wellness programming was integrated into didactic and clinical phases of a physician assistant (PA) education program. This study aimed to examine whether PA students' perceived stress declined from before to after their participation in each semester's wellness programming and to gauge students' perceptions of programming acceptability and success. Methods Three cohorts of students enrolled in mandatory wellness programming were invited to complete pre- and post-programming assessments over 4 semesters. Linear mixed models were used to examine change in perceived stress from pre- to post-phase programming over time. Mean satisfaction ratings and thematic analysis of qualitative data were used to examine acceptability, success, and students' program improvement recommendations. Results There were 121 pre- and 87 post-assessments completed with 110 (95%) of students completing at least one assessment; 43 students from 2 cohorts rated program satisfaction and 34 provided open-ended feedback. On average, perceived stress declined by about 5.7% from before to after programming. Decline in perceived stress did not differ based on gender, program phase, or cohort. Female students had higher perceived stress compared with male students on average over time. Students' average program satisfaction was “neutral.” They recommended more autonomy and personalized wellness programming. Discussion This research suggests that multicomponent wellness programming is associated with a small decline in students' perceived stress. Increasing students' autonomy to select and engage in personally relevant programming may improve outcomes.