Workforce readiness and professional identity in physician associate students

Abstract

The physician associate role is rapidly evolving in the UK, responding to the national workforce requirement and burgeoning demand for flexible generalist clinical roles across primary and secondary care. This study explores self-perceived workforce readiness and professional identity development in final-year physician associate students in the UK. This mixed methods study, conducted at a UK higher education institution, adapted the Casey-Fink Readiness for Practice survey to assess confidence in domains such as clinical skills, teamwork, communication, professionalism and digital health. Semi-structured focus groups explored experiences of readiness and professional identity formation. Survey data ( n= 38, response rate 90%) indicated high confidence in teamwork (mean=4.3) and communication (mean=4.2), with lower confidence in independent decision making (mean=3.1) and digital systems (mean=3.2). Thematic analysis of three focus groups ( n= 18) identified three themes: uncertainty regarding professional identity, external perceptions of the physician associate role and the value of interprofessional support. Physician associate students demonstrate emerging readiness but remain less confident in autonomy and digital literacy. Findings highlight the need for targeted educational strategies and regulatory support to strengthen the transition into practice. Findings may inform curriculum design, placement planning and workforce transition. Identifying readiness and professional identity needs can support targeted educational interventions and more supportive learning environments, facilitating transition into practice and contributing to effective patient care and NHS workforce sustainability.