Physician Assistant (PA) students experience significant mental health challenges and higher rates of burnout due to the academic rigor, time constraints, and emotional demands inherent to their training. Although some studies exist that highlight the effects of reading for pleasure on mental well-being, the studies thus far have been limited to adolescent populations and therefore, it is unclear if the same benefits may be observed in PA students during training. The purpose of this study was to evaluate the perceived effects of reading for pleasure on mental health and well-being among PA students. A 13-question survey assessing reading habits and perceived effects on well-being was distributed to PA students in both didactic and clinical portions of their training. Data were analyzed using descriptive and inferential statistics. Results from 46 study participants indicated that PA students in both the didactic and clinical phases perceived reading for pleasure as beneficial to their mental well-being. No statistically significant differences were found between didactic and clinical groups using a t-score analysis. Both groups identified feelings of guilt when choosing to read for pleasure, and while most didactic participants were unsure whether or not reading for pleasure should be recommended to reduce stress, the majority of clinical participants recommended reading for pleasure to other PA students to improve mental health. The results of this study may offer a simple and accessible way to reduce stress and improve overall mental well-being while in PA school by reading for pleasure. Limitations of this study included small sample size, participant recruitment from only one PA program, and limited assessment of participant reading habits prior to starting PA school. Further studies may be indicated to explore the relationship between reading for pleasure and mental health and its effects on student and provider burnout with inclusion of measurable wellness outcomes.
