Journal of Physician Assistant Education (JPAE)Does Student and Staff Gender Affect Physician Associate Student Experience on Clinical Rotations?

This UK-based qualitative survey study (n=54) examined how student and supervisor gender affects physician associate (PA) student experiences during intimate clinical examinations in general practice placements. The research addresses a gap in PA education literature, building on previous medical student studies focused primarily on obstetrics/gynecology rotations.

⚕️ Key Clinical Considerations ⚕️

• Gender-matched learning advantage: Female students were encouraged to participate in Ob/Gyn assessments 66% of the time versus 20% for male students, while male students showed higher encouragement rates for genitourinary assessments (50% vs 34%).
• Patient consent patterns: 64% of female students were never refused consent for Ob/Gyn examinations compared to only 10% of male students, with confidence intervals showing statistically significant differences.
• Supervisor assumptions impact: Thematic analysis revealed supervisors frequently assumed patient discomfort with opposite-gender students without directly asking for patient consent, potentially limiting learning opportunities.
• Confidence correlations: Student confidence levels aligned with exposure patterns – 43% of female students felt more confident with Ob/Gyn after placement versus 60% of male students feeling confident with GU assessments.
• Small sample limitations: Study included only 10 male respondents from 54 total participants, with 81% female representation reflecting current PA program demographics but limiting generalizability.

🎯 Clinical Practice Impact 🎯

• Patient Communication: Supervisors should directly ask patients for consent regarding student participation rather than making assumptions based on gender matching, as studies show acceptance rates improve when preceptors are comfortable requesting consent.
• Practice Integration: Clinical programs should implement supervisor rotation systems allowing students exposure to different gender supervisors and patient populations, while utilizing simulated patients for focused intimate examination training.
• Risk Management: Educational interventions for clinical supervisors must address unconscious bias in student encouragement patterns, ensuring equitable learning opportunities regardless of gender combinations.
• Action Items: Distribute evidence-based educational materials to supervisors highlighting gender disparities in student experiences, implement structured feedback systems monitoring student satisfaction across demographic groups.

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