Journal of Physician Assistant Education最新文献

Student Mentorship Pathways Within Physician Assistant/Associate Training Programs: A National Survey.

Journal of Physician Assistant Education Pub Date : 2025-03-12 DOI: 10.1097/JPA.0000000000000660

Victoria S Louwagie, Brittany A Strelow, Sarah M Jenkins, Jeffrey Huang, Heather Billings, David A Cook

{"title":"Student Mentorship Pathways Within Physician Assistant/Associate Training Programs: A National Survey.","authors":"Victoria S Louwagie, Brittany A Strelow, Sarah M Jenkins, Jeffrey Huang, Heather Billings, David A Cook","doi":"10.1097/JPA.0000000000000660","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000660","url":null,"abstract":"Introduction: Early training and career mentorship has many notable benefits for health care professionals. Little is known about student mentorship pathways within physician assistant/associate (PA) training programs.Methods: Using an Internet-based questionnaire, the authors surveyed 332 PA programs from May 7 to June 10, 2024. Survey items addressed informal and formal student mentoring pathways.Results: The response rate was 96 of 322 (30%). Overall, 40 of 96 (42%) PA programs reported having formal student mentoring pathways. Taking into account for participant drop off, of programs completing the informal mentoring section of the survey, 36 of 74 (49%) had informal student mentoring pathways. A total of 8 programs reported having both student pathways. There were differences in the primary objectives for formal and informal student mentoring pathways. Both student mentoring pathways were designed to support established learning outcomes, followed by supporting formal PA program goals.Discussion: Less than half of PA programs report having student mentorship pathways. Even fewer PA programs have student mentorship pathways with formal structure, curriculum, or outcome measures.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Point-of-Care Ultrasound Curricula in Physician Assistant Programs: Recommendations From a Panel of Experts.

Journal of Physician Assistant Education Pub Date : 2025-03-07 DOI: 10.1097/JPA.0000000000000663

Michael Breunig, Patrick Bafuma, Janelle Bludorn

{"title":"Point-of-Care Ultrasound Curricula in Physician Assistant Programs: Recommendations From a Panel of Experts.","authors":"Michael Breunig, Patrick Bafuma, Janelle Bludorn","doi":"10.1097/JPA.0000000000000663","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000663","url":null,"abstract":"Introduction: Point-of-care ultrasound (POCUS) integration into physician assistant (PA) program curricula continues to increase; however, guidance on specific curricular components is lacking. This study aims to establish expert consensus on essential POCUS curriculum components for PA programs.Methods: A validated survey was administered to an expert panel of 100 PAs. Respondents rated the appropriateness of various curriculum components on a 9-point Likert scale. Data analysis included descriptive statistics and measures of consensus. Recommendations were categorized as strongly recommended, recommended, conditional recommended, and not recommended based on appropriateness and consensus levels.Results: The survey had a 63% response rate (n = 63). Strongly recommended and recommended determinations were made for PA curricula to include foundational POCUS concepts, obtaining specific views for most body system areas, identification of specific anatomical structures and findings, and procedural guidance.Discussion: Integrating POCUS into PA education is essential for enhancing diagnostic and clinical skills. Foundational concepts received strong support, while advanced applications had varied consensus, suggesting tailored curricula based on program-specific goals. These recommendations provide a structured framework for comprehensive POCUS training, aligning with broader trends in medical education and equipping PAs with essential ultrasound skills for diverse clinical settings.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Current Trends and Barriers in Integrating Substance Use Disorder Education Into the Physician Assistant/Associate Curriculum.

Journal of Physician Assistant Education Pub Date : 2025-03-04 DOI: 10.1097/JPA.0000000000000662

Livier Camarena Sanchez, Mitchell J Barnett, Eric J Ip

{"title":"Exploring Current Trends and Barriers in Integrating Substance Use Disorder Education Into the Physician Assistant/Associate Curriculum.","authors":"Livier Camarena Sanchez, Mitchell J Barnett, Eric J Ip","doi":"10.1097/JPA.0000000000000662","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000662","url":null,"abstract":"Introduction: The state of substance use disorder (SUD) training among US physician assistant/associate (PA) programs was last published in 2001. The purpose of this study was to provide an updated evaluation of the SUD training curriculum among Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)-accredited PA programs. In addition, we will identify any potential barriers to implementing SUD education in either the didactic or clerkship curriculum.Methods: From April to October 2023, an 18-item Web-based survey was administered via Qualtrics to 208 ARC-PA-accredited PA programs. Questions queried delivery of SUD education during the 2021 to 2022 academic year.Results: A total of 33 PA programs completed the survey. Most (93.9%) but not all the surveyed PA programs required SUD education in the didactic curriculum. Programs varied widely in the hours dedicated to SUD (mean 10.5 ± 11.7 hours, range 1-36 hours) and the delivery format. Relatively few programs (39.4%) provided dedicated SUD training in the clinical clerkship curriculum due to a lack of available clinical sites and qualified preceptors, coupled with SUD not being prioritized within the program.Discussion: While most surveyed PA programs provide SUD education in the didactic curriculum, there is a large variance in the amount of time spent and the topics covered. Relatively few programs provide SUD training in the clerkship curriculum, primarily due to insufficient clinical sites, qualified preceptors, and program priorities.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143568255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Reflection and a Systems-Based Approach to Foster Gender Inclusion.

Journal of Physician Assistant Education Pub Date : 2025-03-04 DOI: 10.1097/JPA.0000000000000656

Joanne Rolls, Quinnette Jones, Laura Okolie, Menerva Yole-Lobe

引用次数: 0

Have Large Language Models Already Mastered Clinical Reasoning? Recommendations for Physician Assistant/Associate Educators.

Journal of Physician Assistant Education Pub Date : 2025-03-04 DOI: 10.1097/JPA.0000000000000664

Ryan W Hunton

引用次数: 0

Perceived Confidence Levels of Cultural Humility Skills and Knowledge of Physician Assistant Students Who Have or Have Not Participated in Program-Sponsored Community Service Events.

Journal of Physician Assistant Education Pub Date : 2025-03-04 DOI: 10.1097/JPA.0000000000000661

Eunice J Goetz, Lauren Reid

{"title":"Perceived Confidence Levels of Cultural Humility Skills and Knowledge of Physician Assistant Students Who Have or Have Not Participated in Program-Sponsored Community Service Events.","authors":"Eunice J Goetz, Lauren Reid","doi":"10.1097/JPA.0000000000000661","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000661","url":null,"abstract":"Introduction: While reducing health disparities is widely acknowledged as a crucial component in medical education, there is not a standard curriculum for teaching physician assistant (PA) students how to deliver patient care with cultural humility. Instead, PA programs use various methods. This study took place at a PA program that sponsored several community service events that targeted underserved populations. Student participation in events was voluntary. The purpose of the study was to explore PA students' confidence levels in providing patient care with cultural humility.Methods: A cross-sectional observational study was conducted in November 2023 and participants were PA students enrolled at a single program with 2 campuses. All enrolled students were sent an anonymous online survey that collected demographic data and self-perceived skills and confidence levels in delivering patient care with cultural humility. Survey responses were compared between participants and nonparticipants of program-sponsored community service events using Welch-Satterthwaite t tests.Results: Survey response rate was 43.8% (n = 213). Physician assistant students who participated in program-sponsored community service events rated their knowledge and skills to practice cultural humility as significantly greater than their counterparts who did not participate (P < 0.05).Discussion: Physician assistant students who participated in service projects that provided firsthand experience serving diverse populations rated their skills and knowledge in providing care with cultural humility as higher than students who had not participated.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143568280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing Professional Behaviors of Physician Assistant Students in Objective Structured Clinical Examinations: A Scoping Review. 评估医师助理学生在客观结构化临床检查中的专业行为：一项范围综述。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-12-03 DOI: 10.1097/JPA.0000000000000638

Erika R Francis, Kimberly Sapre

{"title":"Assessing Professional Behaviors of Physician Assistant Students in Objective Structured Clinical Examinations: A Scoping Review.","authors":"Erika R Francis, Kimberly Sapre","doi":"10.1097/JPA.0000000000000638","DOIUrl":"10.1097/JPA.0000000000000638","url":null,"abstract":"Introduction: Professionalism in physician assistant (PA) students is an essential behavior to assess during formative medical education. Objective structured clinical examinations (OSCEs) provide an opportunity to evaluate PA students performing professional behaviors within simulated clinical settings. This scoping review aims to explore insights the existing literature offers regarding evaluating the professional behaviors of PA students using an OSCE. A secondary objective is to identify gaps in the literature to clarify future research.Methods: This scoping review was conducted in March 2024. From January 2018 until March 2024, CINAHL, MEDLINE Ultimate, Health Source-Nursing/Education, and PubMed online databases were searched for publications in English. Records included research studying PA or medical students evaluated on professional behaviors using an OSCE or performance-based assessment instrument. Allied health profession students were excluded from the primary search because of their heterogeneous curriculum models outside the population of interest.Results: This review includes 5 papers. All papers reported communication as a professional behavior measured in an OSCE or performance-based assessment. A consensus or formal definition of professional behavior is a notable absence in this scoping review.Discussion: More definitive homogenous evidence is needed to assess the professional behaviors of PA students using an OSCE. This limits the guidance and educational standards for future health profession educators. Comprehensive research into professional behaviors among PA students is essential. Scholars must publish their findings on professionalism curriculum design and outcomes to facilitate a broader understanding and improvement in educating future PA professionals.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e62-e68"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11841713/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Update on Scholarly Productivity for Physician Assistant/Associate Faculty.

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-11-27 DOI: 10.1097/JPA.0000000000000641

Amy Lynn Roberts, Denise Rizzolo, Mirela Bruza-Augatis, Dominique Frias-Sarmiento

{"title":"An Update on Scholarly Productivity for Physician Assistant/Associate Faculty.","authors":"Amy Lynn Roberts, Denise Rizzolo, Mirela Bruza-Augatis, Dominique Frias-Sarmiento","doi":"10.1097/JPA.0000000000000641","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000641","url":null,"abstract":"Introduction: Prior research has suggested that physician assistant/associate (PA) educators often cannot dedicate sufficient time to research since most of their time is committed to teaching, service, and practicing clinically. Because of the time constraints and lack of scholarship training, PA faculty are not motivated to participate in scholarly activities, resulting in burnout and low productivity.Methods: This study examined the 2019 PA Education Association Faculty and Directors data set, focusing on descriptive and bivariate analysis of demographic characteristics, highest degree completed, academic rank, years in PA education, primary position within the PA program, and various aspects of scholarship activities such as the number and types of publications.Results: Nearly half (50.3%) of PA faculty reported publishing during their academic career, with a median of 3 publications in total since the start of their PA education career (interquartile range [IQR], 1-7). The data revealed that the mean number of peer-reviewed articles is 2 (IQR, 1-5), with no books and chapters published. Compared with PAs who did not publish, PA faculty who published were more likely to be male (35.4% vs. 29.1%; P = .035), to hold a doctorate (41.3% vs. 20.3%; P < .001), and to indicate their academic role as a professor (12.4% vs. 4.4%) and associate professor (33.8% vs. 12.3%; P < .001).Discussion: Although there has been some improvement regarding the number of publications, growth has been significantly slow. Although the reason for this slow growth is multifaceted, gender disparities and time and lack of funding appear to be some of the major reasons.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"36 1","pages":"e74-e79"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143459983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implications of Requiring the Physician Assistant College Admissions Test on Physician Assistant Program Applicant Pool: Lessons Learned. 要求参加助理医师学院入学考试对助理医师项目申请人库的影响：经验教训。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-08-13 DOI: 10.1097/JPA.0000000000000617

Lauren Fogelgren

{"title":"Implications of Requiring the Physician Assistant College Admissions Test on Physician Assistant Program Applicant Pool: Lessons Learned.","authors":"Lauren Fogelgren","doi":"10.1097/JPA.0000000000000617","DOIUrl":"10.1097/JPA.0000000000000617","url":null,"abstract":"Introduction: To present a physician assistant (PA) program's experience and lessons learned by requiring a new standardized test as an admissions requirement. A state academic PA program changed an admission requirement by requiring the Physician Assistant College Admissions Test (PA-CAT) instead of the Graduate Record Examination. The admissions requirement change correlated with a 72% drop in the applicant pool.Methods: Data from previous literature present background information on standardized testing and predictors of student success. The program-specific data retrospectively evaluate changes in application numbers.Results: Several studies have evaluated various preadmission metrics and their correlation to student success. However, the PA-CAT and its predictor of student success in the program and passing the Physician Assistant National Certifying Exam still need to be evaluated.Discussion: Requiring standardized testing increases the barrier to applicant PA school admissions. Despite its potential, the PA-CAT has yet to be extensively studied to predict success in matriculated PA students and should be used cautiously. The implications of using the PA-CAT as an admissions requirement are a potential decrease in the strength of applicants, the number of total applicants, and the overall decline in the quality of graduating PAs. This cautionary note is crucial for maintaining the quality and integrity of our PA programs.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e107-e109"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141976906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Drivers and Barriers of Clinical Health Professions Student Flourishing: An Integrative Review. 临床卫生专业学生发展的驱动因素和障碍：一项综合综述。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2025-01-08 DOI: 10.1097/JPA.0000000000000637

Stephanie Neary, Benjamin Doolittle, Michelle Nichols

{"title":"The Drivers and Barriers of Clinical Health Professions Student Flourishing: An Integrative Review.","authors":"Stephanie Neary, Benjamin Doolittle, Michelle Nichols","doi":"10.1097/JPA.0000000000000637","DOIUrl":"10.1097/JPA.0000000000000637","url":null,"abstract":"Introduction: To determine the drivers and barriers to flourishing for clinical health professions students through a review of peer-reviewed literature.Methods: Articles were analyzed in Scopus, PubMed, and EBSCOHost and hand-searched education journals through May 2024 describing flourishing among clinical health professions students. Whittemore and Knafl's integrative approach was used, and quality was assessed by the Mixed Methods Appraisal Tool.Results: The 26 articles included medical (14/26, 53.8%), pharmacy (8/26, 30.8%), physician assistant (3/26, 11.5%), and nurse anesthetist (1/26%, 3.8%) students. Results were framed by the Social Ecological Model. Individual drivers included meaningful work, feeling valued, and pride in overcoming challenges, while barriers included feelings of self-sacrifice to achieve success. Intrinsic factors were both drivers and barriers (eg, positive affect was positively correlated with flourishing). Interpersonal drivers included feelings of belonging, social relationships, and mentorship, while scheduling conflicts was a barrier. Organizational drivers included integrated wellness efforts and faculty buy-in, while barriers included inadequate recovery time between demanding tasks, required participation in activities perceived to have individual low-value, and resource inaccessibility/insufficiency. There was a deficit in the exploration of the impact of communities, public policy, and race and/or ethnicity on flourishing.Discussion: Limitations include possible exclusion of relevant articles due to search term and database selection. Students, faculty, and programs are cocreators of environments that promote or thwart flourishing. Educators can intentionally create learning environments that promote flourishing through increasing student autonomy, implementing community-building activities, and developing individual values in the context of training.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e54-e61"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0