Purpose: Many Physician Assistant (PA) programs utilize distance education. However, this format of learning has not been evaluated in PA students for procedural skills such as suturing. PA students typically learn suturing via in-person workshops prior to starting all clinical rotations. As a result, substantial gaps may exist between initial instruction and application, which can contribute to a decline in knowledge, technical ability and confidence. To address this, we integrated an optional, synchronous remote suturing workshop into the curriculum. We hypothesized the remote format would be acceptable to learners, and this intervention would enhance students’ preparedness and confidence. Methods: Optional suturing workshops via Zoom were offered to PA students prior to their surgical rotations clinical year. All students were invited to participate in semi-structured focus groups to explore learners’ perspectives, attitudes and experiences with the workshop and surgical rotation. Focus group discussions were transcribed and coded using an a priori codebook, followed by thematic analysis. We utilized self-efficacy as a framework to understand how the remote format facilitated or inhibited learning. Results: Fifteen of the 17 eligible students participated in the optional curriculum. Four focus groups were conducted and included 23 students. Two focus groups were conducted with workshop participants (n=9) and two with non-participants (n=14). Several key themes emerged around high acceptance of distance learning for procedural skills, workshop format and timing, and the remote format’s impact on key self-efficacy sources. Conclusion: Our study demonstrated a high acceptance of distance learning for clinical year PA students learning suturing. The workshop facilitated key self-efficacy sources including mastery experiences and vicarious learning, and overall students felt prepared for their surgical rotations. Findings will inform future curriculum development.