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Research Article

Non-native English-speaking applicants and the likelihood of physician assistant program matriculation

Shahpar Najmabadia Department of Family and Preventive Medicine, University of Utah, Salt Lake City, UT, USACorrespondence[email protected]

https://orcid.org/0000-0003-1247-8848 View further author information

Virginia Valentinb Department of PA Studies, College of Health Sciences, University of Kentucky, Lexington, KY, USA

https://orcid.org/0000-0002-9126-6650 View further author information

Joanne Rollsa Department of Family and Preventive Medicine, University of Utah, Salt Lake City, UT, USA

https://orcid.org/0000-0002-4793-2310 View further author information

Mary Showstarkc Affiliate Faculty Yale Institute of Global Health, School of Medicine, Physician Assistant Online Program, Yale University, New Haven, CT, USA

https://orcid.org/0000-0003-1768-9580 View further author information

Leigh Elroda Department of Family and Preventive Medicine, University of Utah, Salt Lake City, UT, USA

https://orcid.org/0000-0001-8343-2199 View further author information

Carey Barryd Department of Medical Sciences, Physician Assistant Program, Northeastern University, Boston, MA, USA

https://orcid.org/0000-0001-6133-0087 View further author information

Adam Broughtond Department of Medical Sciences, Physician Assistant Program, Northeastern University, Boston, MA, USA

https://orcid.org/0000-0002-6176-4771 View further author information

Michael Bessetted Department of Medical Sciences, Physician Assistant Program, Northeastern University, Boston, MA, USA

https://orcid.org/0009-0006-1610-7410 View further author information

Trenton Hondae School of Clinical and Rehabilitation Sciences, Northeastern University, Boston, MA, USA

https://orcid.org/0000-0003-4620-5717 View further author information

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Figures & data

Figure 1. Directed acyclic graph [Citation24] of the conceptual confounding framework in our analysis.

Figure 2. Matriculation status of physician assistant (PA) program applicants by language status per centralized application service for Physician Assistant (CASPA) admission cycle, 2012–2020.

Table 1. Demographic characteristics of physician assistant applicants for the selected CASPA cycle years by ESL status [mean (SD) or count (%) ^a].

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Table 2. Association between physician assistant applicants’ ESL status and program matriculation by CASPA cycle year.

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Figure 3. Sensitivity analyses: association between physician assistants’ ESL status and program matriculation by CASPA cycle year.

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Data availability statement

Data are available from authors upon reasonable request, subject to PAEA and institutional and research ethics (IRB) approval.

Non-native English-speaking applicants and the likelihood of physician assistant program matriculation

Table 1. Demographic characteristics of physician assistant applicants for the selected CASPA cycle years by ESL status [mean (SD) or count (%) ^a].

Table 2. Association between physician assistant applicants’ ESL status and program matriculation by CASPA cycle year.

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Non-native English-speaking applicants and the likelihood of physician assistant program matriculation

Figures & data

Table 1. Demographic characteristics of physician assistant applicants for the selected CASPA cycle years by ESL status [mean (SD) or count (%) a].

Table 2. Association between physician assistant applicants’ ESL status and program matriculation by CASPA cycle year.

Supplemental Material

Data availability statement

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Table 1. Demographic characteristics of physician assistant applicants for the selected CASPA cycle years by ESL status [mean (SD) or count (%) ^a].