Graduation Year

2026

Document Type

Dissertation

Degree

Ed.D.

Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Language, Literacy, ED.D., Exceptional Education, and Physical Education

Major Professor

Deirdre Cobb-Roberts, Ph.D.

Co-Major Professor

Bárbara C. Cruz, Ed.D.

Committee Member

Sarah Kiefer, Ph.D.

Committee Member

Laura Rodríguez López, Ed.D.

Keywords

Improvement Science, Physician Assistant Education, Program Evaluation, Theory of Change, Student Well-being

Abstract

This dissertation presents a program evaluation of the Wellness Initiatives (WI) Program in the University of South Florida’s Physician Assistant (PA) Program, an accelerated 24-month graduate curriculum. The problem of practice is that PA students reported burnout, feeling overwhelmed, and difficulty navigating support within a year-round structure that did not consistently align with centralized university services. Guided by Theory of Change as the theoretical framework and Improvement Science as the conceptual framework, the evaluation examined how iterative wellness supports shaped students’ perceptions of well-being across six implementation cycles (May 2023–March 2025). A convergent parallel mixed methods design integrated survey data with focus groups, roundtable discussions, and structured observation notes.

Findings identified three interrelated themes—Connection, Navigation, and Evolution—describing how students experienced wellness support within the program context. Interpretation indicated that initiatives were most impactful when embedded in required structures, made visible through consistent communication and faculty engagement, and aligned with the academic calendar. Although structural constraints inherent to accelerated PA education continued to shape engagement, the WI Program strengthened students’ sense of support, clarity, and access over time. Recommendations emphasize sustaining routine assessment, improving alignment with institutional resources, and embedding wellness practices within existing academic processes.

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