Empowering effects of further professional education for medical assistants in Switzerland: Experiences and critical aspects for further research and interventions / Empowernde Effekte beruflicher Weiterbildung für Medizinische Praxisassistentinnen und -assistenten in der Schweiz: Erfahrungen und kritische Aspekte für weiterführende Forschung und Interventionen

Background In Switzerland, professional education for medical assistants (MAs) is highly popular, yet dropout rates remain high. To counter this, a further professional education program was introduced in 2015 to qualify MAs as specialized medical assistants (SMAs). This study explored how this education and the new SMA role contribute to empowerment. Methods An exploratory qualitative content analysis was conducted using ten semi-structured interviews with SMAs. Data were analyzed deductively based on Kanter's theory of structural empowerment and Spreitzer's theory of psychological empowerment. Results Further professional education and the SMA role positively influenced all dimensions of psychological empowerment. Meaning increased through tertiary-level education and higher remuneration. Competence was strengthened through expanded knowledge and on-the-job learning. Self-determination grew as SMAs assumed new responsibilities, and impact increased through greater contributions to work outcomes. Access to tertiary education was perceived as a particularly empowering expansion of career prospects. Five critical structural factors shaping empowerment emerged: quality of the curriculum and final exams (information); staff shortages and time-management challenges linked to dual roles (resources); billing options (resources); shared understanding of the SMA role (support); and future job opportunities (opportunities). Conclusion Further professional education and the SMA role create strong incentives for MAs to remain in the profession, suggesting the program meets a central objective. The identified factors provide a foundation for targeted interventions and future research, particularly for differentiated roles such as lead or clinically specialized medical assistants.