Mindfulness, Self-Compassion, and Perfectionism in Physician Assistant Students: Implications for Wellness Curricula

There is growing consensus that wellness strategies should be incorporated into health professions education; however, there is more to be learned about developing targeted, effective curricular interventions. Study objectives were to identify aspects of mindfulness most prominent in physician assistant (PA) students and determine which aspects of mindfulness most strongly predict well-being. The study examined cognitive patterns, protective (self-compassion) and harmful (maladaptive perfectionism), that underlie impostor phenomenon which may impact professional identity development and risk for burnout.

Newly matriculated students (n = 351) at six PA programs nationally were invited to participate. Validated survey instruments assessed mindfulness, self-compassion, maladaptive perfectionism, impostor phenomenon, and well-being. Data were assessed using descriptive statistics and linear regressions.

The survey response rate was 94.8% (351/370). At the onset of training, PA students were highest in Non-judgement, followed by Observation and Description. Their relatively lowest levels were Non-reactivity and Acting with Awareness. Of the five aspects of mindfulness, Non-judgement was the strongest predictor of well-being, followed by Description and Non-reactivity. Collectively, these three abilities explained 24.62% of variance in well-being. Higher levels of maladaptive perfectionism and lower levels of self-compassion accounted for 53% of the reported level of impostor phenomenon in PA students.

Study results provide direction for educators when developing wellness curricula. Three of the five aspects of mindfulness examined were significant predictors of well-being. Higher levels of maladaptive perfectionism and lower levels of self-compassion accounted for experiences of impostor phenomenon in PA students. Findings suggest potential benefit from a targeted approach to implementing mindfulness curricula.