Physician Assistant Autism Training: A Qualitative Study

Given their expanding role in providing paediatric primary care in the United States, physician assistants (PAs) are well placed to identify autism characteristics and refer young children for further evaluation. Limited research has examined PA training to perform this delicate clinical responsibility. The purpose of this qualitative study was to understand the influence of a U.S. university-based PA training curriculum on PA student retention and transfer of autism knowledge during paediatric clinical rotations. The study utilised semi-structured interviews and document analysis to explore PA students' perspectives regarding the effect of the training on their confidence to apply clinical skills related to autism, and to examine impactful elements of the autism training. Thematic analysis revealed variable PA student learning to identify characteristics of autism, overall discomfort in sharing autism concerns with families, and a strong sense of self-efficacy about supporting patients with autism and caregivers. Panel presentations with individuals with autism and families, and preceptor modelling, were particularly influential elements of the curriculum. Implications and recommendations are discussed in the context of the scant literature on PA training in autism.