Autism Identification and Referral: How Best to Equip Physician Assistant Students for Successful Practice

Abstract

Introduction Although physician assistants (PAs) are increasingly well-positioned to identify autism and provide appropriate referrals, little research has focused on their preparation to do so. The purpose of this study was to understand PA students' perspectives about what would help them feel more confident to identify autism and talk with families about it. Advantages and constraints to embedding autism training within the curriculum were also explored. Implications for practice are identified. Methods In this qualitative case study, robust thematic analysis was used to extricate the codes and themes from document review and semistructured interviews with 9 PA students and the program director (PD), from one PA program. Results One primary theme, refresher needed, emerged from the student interviews. Three subthemes reflected potential formats for a refresher: conversational role-play, verbiage for talking about autism and addressing vaccine hesitancy, and experiential learning opportunities. Two themes emerged from the interview with the PD: challenges to embedding autism in the curriculum and benefits of addressing autism. Discussion This study highlights the importance of incorporating robust, nuanced information about autism into PA training programs. Students desired brief role-plays and experiential activities to augment the basic autism information they received from their didactic lecture. Embedding autism into the curriculum can develop students' critical thinking skills while addressing the rising prevalence of this condition. Given the importance of targeted early intervention for this population and the expanding role of PAs in primary care, it is incumbent on PA education programs to provide students with the knowledge they need to provide autism care with confidence and compassion.