With the inclusion of Standard B2.20 in the ARC-PA fifth edition, which mandates curriculum on provider personal wellness and the prevention of impairment and burnout, it's time for us in PA education to reflect and act. We’ve all seen the detrimental effects of stress on our students—divorce, substance abuse, and depression are alarmingly common. Unfortunately, there is little research on the long-term impacts of this stress on PA students.

Reflecting on my own PA education in the mid-1980s, it was treated as a hazing experience. From a starting class of seventeen, only nine of us graduated. The faculty cared, but the model was to weed out the weak, a mindset that followed us into the profession. Upon entering practice in 1987, jobs were scarce, and 60 to 70-hour workweeks were standard. This lifestyle, devoid of work-life balance, was our norm, and many of us carried these harsh lessons into PA education, expecting students to endure the same struggles.

Our belief systems significantly influence our interactions with students. The stark reality is that many healthcare practitioners suffer from depression, substance abuse, and suicidal thoughts, possibly rooted in their educational experiences. PA school didn’t prepare me for these challenges. I struggled with alcoholism for fifteen years before achieving sobriety. While I don’t blame PA school for my alcoholism, the stress was overwhelming, and it left a lasting impact on me.

As PA educators, we can be role models for our students. By sharing personal stories, we can provide valuable lessons on the importance of balance, the dangers of burnout and depression, and the prevalence of substance abuse in our field. I regularly discuss survival skills during the PA program, emphasizing the importance of balance. Time management is crucial, and I encourage students to prioritize their religious faith and family time alongside their studies. PA school is a marathon, not a sprint, and perfection is not always achievable.

In addition to time management, I cover study skills, test-taking strategies, learning styles, and foundational skills like reading and note-taking. Many students enter professional school without fully developed study skills, and it’s our job to help them. Over the years, I’ve adopted a mentoring and coaching process, involving regular discussions with students about their progress and reinforcing PA study skill modules throughout the program. I also involve a mental health professional to provide basic lifestyle counseling and appropriate referrals.

This holistic approach to teaching, which emphasizes stress management and foundational skills, has positively impacted students. They’ve expressed how important balance is and appreciated the reminder that making mistakes is part of learning. As educators, we must embody the health and wellness we promote to our students. If we neglect our own self-care, how can we expect our students to prioritize theirs?

To meet the fifth edition standard B2.20, we should:

1. Implement a Robust Study Skills Curriculum: Emphasize work-life balance and provide seminar-like discussions during the first semester on time management, test-taking skills, and learning styles. Discuss the impact of stress and the importance of being human.

2. Identify Student Stresses: Understand the stresses in students’ lives and connect this to research on substance abuse and burnout in healthcare providers.

3. Incorporate Critical Skills: Integrate skills like motivational interviewing into the curriculum.

By fostering an environment of humanity and compassion, we can serve as critical role models for our students, preparing them to be the empathetic, balanced providers of the future.