Beyond the Paycheck: Rethinking the Return on Investment of Doctoral Education for PAs

Dr. Alan Heckman, DMSc, PA-C, PHPE, NCEE

ADPA President-elect

Graduate Program Director, Department of Medical Science

Chair, Prehospital Medicine

DeSales University

One of the most common questions surrounding doctoral education for physician associates/assistants (PAs) is also one of the most practical: “Is it worth it?”

For many, that question immediately becomes a financial one. Will the degree lead to a raise? Will it result in a promotion? Will the return on investment justify the tuition, time, and effort?

These are reasonable questions. However, if the value of doctoral education is measured only by salary, the profession may overlook a broader and more nuanced discussion.

The return on investment of doctoral education may not be limited to what appears on a paycheck. It may also be reflected in expanded leadership capacity, academic credibility, scholarship, professional mobility, advocacy, and the ability to influence systems of care.

Recent literature suggests that PA-specific post-professional doctoral education is a rapidly emerging area within the profession. Martin and Kayingo identified 24 PA-specific post-professional doctoral programs in the United States and noted that most were relatively new, reflecting substantial recent growth in this educational space.¹ Their review found that these programs commonly emphasize leadership, academia, clinical practice advancement, and scholarship.¹

This growth is occurring during a time of broader professional evolution. The PA workforce continues to expand in size, scope, and complexity. As PAs serve in clinical, academic, administrative, research, and policy roles, discussions about advanced educational preparation have become increasingly relevant.

Importantly, conversations surrounding doctoral education should distinguish between the value of post-professional doctoral education and the separate, ongoing national discussion regarding an entry-level doctoral degree. While organizations across the profession continue to examine the future of PA education, this article focuses specifically on how post-professional doctoral education may contribute to professional growth among practicing PAs.

Emerging evidence suggests that doctoral preparation may influence career mobility. Kilgore and colleagues examined graduates of a Doctor of Medical Science program and found that graduates self-reported career benefits, including raises, promotions, and new leadership positions.² These findings should not be interpreted as guaranteed outcomes for every graduate. Rather, they suggest that doctoral education may contribute to expanded professional opportunity for some PAs.

The academic value of doctoral preparation is also relevant. Kayingo and colleagues found evidence of demand for doctoral-prepared PA faculty, particularly in academic and leadership roles.³ In higher education, doctoral preparation often carries professional significance. For PAs interested in faculty appointments, program leadership, curriculum design, assessment, accreditation, or scholarly productivity, doctoral education may offer one pathway for developing additional preparation and credibility.

The same conversation applies within healthcare organizations. Modern healthcare requires clinicians who can analyze systems, improve quality, lead teams, interpret evidence, develop policy, and implement change. The literature describing post-professional doctoral education frequently identifies these areas—leadership, scholarship, administration, systems improvement, and evidence-based practice—as central components of advanced professional preparation.¹–³

This shift matters.

A PA at the bedside may improve the outcome of an individual patient encounter. A PA leading a quality improvement initiative may influence outcomes across a department, service line, or health system. A PA educator may shape future generations of clinicians. A PA serving in professional leadership may contribute to policy, advocacy, and the future direction of the profession.

These outcomes represent another way to think about return on investment.

Not all returns are financial. Some are measured in influence. Some are measured in credibility. Some are measured in the programs built, the colleagues mentored, the evidence applied, the systems improved, and the professional opportunities created for others.

The PA profession should continue to discuss doctoral education carefully, responsibly, and with attention to evidence. Doctoral education should not be reduced to a title, nor should its value be assessed solely through compensation. Its potential value is strongest when aligned with purpose: leadership, education, scholarship, administration, advocacy, innovation, and systems-level impact.

Perhaps the better question is not only, “How much more money will I make?”

Perhaps the broader question is, “How might this education expand my capacity to contribute?”

As the PA profession continues to evolve, conversations surrounding doctoral education will undoubtedly continue. Regardless of where those discussions lead, one principle remains relevant: educational value should be assessed not only by financial return, but also by the opportunities it creates to lead, educate, innovate, conduct scholarship, improve healthcare systems, and serve the profession.

Whether those opportunities align with an individual PA’s career goals is ultimately a personal decision. For many, however, the return on investment may be measured less by compensation and more by contribution.

References

1. Martin AER, Kayingo G. Doctoral education for physician assistants/associates: trends and characteristics in the U.S. BMC Med Educ. 2025;25:2. doi:10.1186/s12909-024-06606-5

2. Kilgore JR, Colletti T, Rolfs J, et al. Characteristics and career effect on PA graduates of a doctor of medical science program. J Am Acad Physician Assist. 2025;38(1):e16-e19. doi:10.1097/01.JAA.0000000000000170

3. Kayingo G, Kibe L, Venzon A, Gordes KL, Cawley JF. Assessing demand for doctoral-prepared PA faculty: a five-year longitudinal study. BMC Med Educ. 2022;22:331. doi:10.1186/s12909-022-03306-w

4. Physician Assistant Education Association. Exploring the entry-level doctoral degree in PA education. Published 2024. Accessed July 7, 2026.

5. Physician Assistant Education Association. Welcoming PA-only post-professional doctoral programs to PAEA. Published 2025. Accessed July 7, 2026.