PURPOSE
As generative artificial intelligence (AI) tools become increasingly
prevalent in higher education, their integration into Physician Associate
(PA) education remains underexplored. The existing literature primarily
focuses on short-term outcomes, with limited attention to learner engagement,
critical thinking, or institutional support.
 
METHODS
This qualitative study employed semi-structured interviews with eight
self-identified AI using didactic PA students from one private and one public
institution. Interpretative Phenomenological Analysis (IPA) and
Constructivist Learning Theory guided the analysis. Transcripts were
thematically coded using an a priori codebook and refined iteratively.
 
RESULTS
Three key themes emerged: 1) AI Integration in Learning Practices: students
used AI for generating practice questions, clarifying content, and rehearsing
for clinical assessments; 2) Student Perceptions and Attitudes: AI was seen
as efficient and supportive, though caution was exercised due to inaccuracies
and perceived limitations; 3) Institutional Context and Support: formal
guidance was minimal, with most students navigating AI use independently in
permissive but under-structured environments.
 
CONCLUSION
Students perceived AI as a study tool that, when used reflectively,
enhanced engagement and understanding. However, reliance on AI without
critical evaluation posed risks to clinical reasoning development. Most
students received no formal instruction on appropriate AI use, suggesting the
need for explicit curricular frameworks. Institutional policies lagged behind
student adoption patterns. PA students actively incorporate generative AI
into learning through experimentation and peer influence. While AI shows
potential to support learning efficiency and reduce cognitive load, concerns
emerged regarding clinical reasoning development, information accuracy, and
ethical practice. These findings underscore the need for AI-integrated
curricular frameworks and faculty development initiatives. Programs
partnering with learners to establish pedagogically sound, ethically grounded
AI practices may better prepare future clinicians for technology-enhanced
patient care while supporting student development in demanding educational
environments.