TDNet Discover

Background: Physical activity positively affects various aspects of health, including physical, mental, and emotional well-being, and has been linked to improved academic performance. However, a significant portion of students fail to meet recommended activity levels. Despite efforts to address this issue, research indicates that graduate-level students’ physical activity rates align with national averages, suggesting sedentary behavior potentially increases alongside academic demands. Similarly, Physician Assistant (PA) programs are characterized by rigorous didactic and clinical phases, leaving little time for physical activity, potentially compromising health and academic outcomes. Purpose: This research intended to investigate physical activity's impact on academic performance and overall health within the context of PA education. Methods: A 26-item survey instrument was developed to gather self-reported data encompassing demographics, physical activity routines, academic achievements, and perceptions of physical, mental/emotional, and social well-being. Outcome-based assessments incorporated a modified version of the Physician Assistant Education Association (PAEA) survey on overall subjective well-being, along with the World Health Organization (WHO) global physical activity questionnaire (GPAQ). Survey distribution involved email communications to 315 PA program directors and dissemination across three social media platforms, reaching approximately 5,510 students. Results: Of the 870 responses (16% response rate, 91% completion rate), the final validated sample consisted of 793 PA students (54.85% didactic, 45.15% clinical). Comparison of demographics to PAEA data revealed notable findings, including significant gender differences (p < .001) favoring female representation. Racial disparities were evident (p < .001 to .007), with iv varied regional attendance (p < .001 to .211) and age differences (p < .003). Weekly hours in class or rotations varied, with significant associations with the program phase (p < .001). Study time correlated with phase (p < .001), as did lecture attention (p < .001) and social activity level (p < .001). GPA showed preferences for moderate activity, with associations with frequency and duration (p < .001[Frequency]; p = .034 [Duration]). However, no significant relationship was found between GPA and vigorous activity. Chi-square tests highlighted links between physical activity and overall health (all p < .001), stress levels (p = .002), and social activity (p = .001 [Frequency of moderate-intensity], p = .035 [Frequency of vigorous-intensity], p = .018 [Duration of vigorous-intensity]). Regarding BMI, no significant association was found for several factors (p = .079 to .404), except for vigorous activity (p = .024 [Frequency]; p = .006 [Duration]). Conclusion: The study suggests that increased frequency and longer duration of moderateintensity physical activity are related to enhanced academic performance, overall physical wellbeing, and improved mental and emotional health of PA students. Moreover, higher frequency, rather than longer duration, of moderate-intensity activity appears to be linked to lower stress levels and greater social engagement. Additionally, our findings show that physical activity levels among students in PA programs are less than the recommended guidelines by the World Health Organization (WHO) for achieving optimal health, mirroring trends seen in the broader US and global populations.