Presented By: Mary Ruggeri, Independent Clinical Practice
Co-Authors: Derek Henderson, American Academy of PAs
Stephanie Neary, Yale University
Noel Smith, American Academy of PAs

Purpose
The average age of physician assistant students overlaps with the primary childbearing years of Americans. However, despite recent advancements in policies supporting parental leave for PA students, there remains a paucity of data on the perceptions of family planning or available resources during training. The purpose of this study is to explore the perceptions of support for, and impact on, family planning and parenting, including lactation, among PA students.

Methods
This cross-sectional study used data collected from the American Academy of PAs (AAPA) Student Survey between January and March 2023. Descriptive and inferential statistics were performed.

Results
A total of 557 students (557/1,353; 41.2%) completed the survey. Less than 15% of students (80/557; 14.4%) believed their program provides resources to support parental leave and many students (290/557; 52.1%) remained unsure whether resources exist. There was a significant difference for PA students (p=0.005) by gender in whether family planning impacted the decision to pursue PA training over another profession, with females proportionately affected more than males. Medical school was the most often profession considered aside from PA.  Most PA students (311/548; 56.8%) also felt pressure to wait until after training to have children, but there was no significant difference by gender (p>0.05).  Additionally, multiple students (26/554; 4.7%) admitted to being asked questions they believed were biased or inappropriate regarding pregnancy or parenting during the interview process for, or after beginning, PA school.

Conclusions
Family planning is a common consideration among PA students' when choosing to pursue the PA profession over other health professions. Programs should seek opportunities to support all students, not only pregnant women, through all stages of family planning. Support will require both cultural and structural shifts beginning with peer stigma and extending through admissions interview question audits, faculty training, university policies, and accreditation requirements.