Journal of Physician Assistant Education最新文献

Digital Leadership in Physician Assistant Education.

Journal of Physician Assistant Education Pub Date : 2025-04-08 DOI: 10.1097/JPA.0000000000000671

Yennie M Armand

{"title":"Digital Leadership in Physician Assistant Education.","authors":"Yennie M Armand","doi":"10.1097/JPA.0000000000000671","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000671","url":null,"abstract":"Abstract: The rapid evolution of technology offers the health industry advancement of organizational operations that directly impact clinical practice. Physician assistant (PA) educational settings have an added responsibility to set a foundation for students where they can develop comprehensive digital skills necessary for professional growth in the workforce. The challenges for PA educators of behavioral medicine fundamentals include personalizing pedagogy to all learners to equip students with the soft skills they will need in clinical practice. It is far too often that patients are unwilling to communicate their concerns or collaborate in their care plans when rapport is not well established between health care providers and their patients. Artificial intelligence applications broaden the opportunities for PA educators to create learning environments that are conducive for students with various learning styles. Physician assistant leaders in education and clinical practice have the opportunity to influence the inclusiveness of digital tools in their clinical settings and communities to better meet the needs of their patients and enhance patient outcomes. The skills developed as a result of digital integration among PA education prepares learners for all medical disciplines where adaptability is valued. Digital leadership begins in PA education and enhances the clinical practice of PAs.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804424","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 Extended Reality in Physician Assistant/Associate Educational Training Programs: A State-of-the-Art (Technology) Review.

Journal of Physician Assistant Education Pub Date : 2025-04-01 DOI: 10.1097/JPA.0000000000000669

Chelsea Waldrop, Mary Showstark

{"title":"Exploring Extended Reality in Physician Assistant/Associate Educational Training Programs: A State-of-the-Art (Technology) Review.","authors":"Chelsea Waldrop, Mary Showstark","doi":"10.1097/JPA.0000000000000669","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000669","url":null,"abstract":"Introduction: As the world becomes more technology focused, emerging technologies such as extended reality (XR) have been incorporated into medical education over the past few decades. Now that XR is more accessible to physician assistant (PA) education, educators must determine the extent to which XR can improve knowledge retention over current modalities. The purpose of this article was to perform a review of what XR pedagogical approaches are being used in PA education and what value they provide to learning.Methods: A thorough literature database search conducted by a research librarian identified 228 unique articles published between 2012 and August 2023. These articles were further categorized by date, language, study method, and population sample and further screened for relevance and eligibility. Of the 228 unique articles identified, 8 met the eligibility criteria for this review.Results: The focus of research ranged from XR integration to proof of concept of XR in educational environments. Selected studies used both qualitative and quantitative data. General impressions of XR in PA education reflect its potential to supplement current methods; however, the authors also admit the need for additional critical analysis.Discussion: While there is a paucity of research into this specific topic, multiple studies showed that using XR principles in medical education led to better confidence among students and improved their perception of learning. While there currently is no direct statistically significant evidence to show a superiority of XR over traditional didactic learning, it is important to consider that not all educational tools need to improve outcomes; rather, they can improve student perception, which opens the door to further learning. Future studies should continue to longitudinally evaluate integrating XR into PA programs with a specific focus on knowledge retention.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755000","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

Breakable Barriers: The Impact of Teaching Hands-Only CPR Within Marginalized Communities.

Journal of Physician Assistant Education Pub Date : 2025-04-01 DOI: 10.1097/JPA.0000000000000666

Kris Miller, Anna Senft Miller, Janelle Bludorn

{"title":"Breakable Barriers: The Impact of Teaching Hands-Only CPR Within Marginalized Communities.","authors":"Kris Miller, Anna Senft Miller, Janelle Bludorn","doi":"10.1097/JPA.0000000000000666","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000666","url":null,"abstract":"Abstract: Knowledge is power, and with that power comes the responsibility to share it. As physician assistant (PA) students, we have seen how life-saving skills like cardiopulmonary resusictation (CPR) can bridge gaps in equity and access. Yet, research reveals that minority communities are less likely to perform CPR during an out-of-hospital cardiac arrest (OHCA). For many, this hesitation stems from fear or lack of knowledge, and it is a critical problem. Each year, over 350,000 Americans experience OHCA, but only 40% receive timely bystander CPR, with significant disparities for women and minority communities. To address these disparities, we joined Coronary By-Physician Assistant Students (Coronary By-PASs), an initiative to teach hands-only CPR in Durham, NC. Founded by Duke PA Program alumna during her training, Coronary By-PASs focuses on overcoming barriers to CPR training, such as financial constraints and geographical inaccessibility. During our involvement, the program grew into a sustainable, student-led project, with a lasting impact on future cohorts. We taught CPR to diverse communities, many of whom had never received training before and built trust through meaningful engagement. One memorable moment came when a participant expressed feeling included for the first time because of diverse training manikins. This experience taught us not only how to teach CPR but also how to foster trust and hope within communities. Beyond CPR instruction, we gained invaluable skills in community planning, advocacy, and communication. Coronary By-PASs is not just a program; it is a model for bridging health care gaps and creating lasting change. We are committed to continuing this work, empowering communities and advancing health care equity.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143754995","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

Fear Factor: Faculty Perceptions of Artificial Intelligence in Physician Associate Education. 恐惧因素：教师对助理医师教育中人工智能的看法。

Journal of Physician Assistant Education Pub Date : 2025-04-01 DOI: 10.1097/JPA.0000000000000667

Lisa M Alexander, Jonathan Bowser, Kara Caruthers, Linda Sekhon, Michel Statler, Howard Straker, Denise Rizzolo, Hannah De La Rosa, Donald T Simeon

{"title":"Fear Factor: Faculty Perceptions of Artificial Intelligence in Physician Associate Education.","authors":"Lisa M Alexander, Jonathan Bowser, Kara Caruthers, Linda Sekhon, Michel Statler, Howard Straker, Denise Rizzolo, Hannah De La Rosa, Donald T Simeon","doi":"10.1097/JPA.0000000000000667","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000667","url":null,"abstract":"Abstract: This paper focuses on the impact of artificial intelligence (AI) in physician assistant/associate (PA) education based upon results from a national survey of PA faculty conducted by the PA Education Association in early 2024. This is the first survey of its kind to assess PA faculty perspectives on the topic. It adds to the growing body of knowledge related to AI across all contemporary business, social, and educational activities. A survey containing Likert ranking questions and open-ended comments was sent to all faculty listed in the PA Education Association database (n = 4338). A response rate of 14.8% was established after removing incomplete survey responses from the data set. The knowledge, attitudes, and confidence among faculty were analyzed, along with open-ended comments that explored concerns and current utilization of digital technology among participating respondents. While knowledge of AI technology was measured as average to good by 60.9% of faculty, confidence in using it was low. Group differences in self-reported knowledge of AI was only significant by participants' primary role in in their institution (χ2(10) = 53.6, P ≤ 0.001). Participation in formal or informal continuing education programs focused on AI appears to increase confidence levels among participants, although only 35% of respondents indicated participating in these activities. Most respondents (64.9%) expressed a positive view of AI technology in PA education, but did express concerns, particularly on student's development of critical thinking skills and academic integrity. The paper concludes by recommending training and support for faculty to harness AI's potential and enhance PA education, ensuring that AI complements rather than replaces the critical human elements in teaching and learning.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765385","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 Relationship Between Social Determinants of Health and Flourishing Among Medical, Physician Assistant, and Nurse Practitioner Students.

Journal of Physician Assistant Education Pub Date : 2025-04-01 DOI: 10.1097/JPA.0000000000000670

Stephanie Neary, Benjamin Doolittle, Martina Mueller, Michelle Nichols

{"title":"The Relationship Between Social Determinants of Health and Flourishing Among Medical, Physician Assistant, and Nurse Practitioner Students.","authors":"Stephanie Neary, Benjamin Doolittle, Martina Mueller, Michelle Nichols","doi":"10.1097/JPA.0000000000000670","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000670","url":null,"abstract":"Introduction: Individuals with higher social and economic needs are less likely to complete higher education, including medical and graduate nursing training. The purpose of this study was to explore the relationship between social determinants of health (SDOH) and perceptions of flourishing among medical (MD), physician assistant/associate (PA), and nurse practitioner (NP) students.Methods: This study consisted of a single online survey using a cross-sectional design. Current MD, PA, and NP students from 2 academic medical centers in the United States were recruited between August 6 and October 9, 2023. Survey questions included demographics and multiple validated instruments including the Secure Flourish Index (SFI; flourishing) and WellRx (SDOH). Students were categorized into 3 groups based on SDOH needs determined by the WellRx score. Descriptive statistics, chi-square, and ANOVA testing were performed (alpha = 0.05).Results: A total of 301 of 1820 (16.5%) eligible students participated. Students had an average of at least 1 unmet SDOH need (M 1.1, standard deviation [SD] 1.2). Over 35% of students (n = 111/301, 36.9%) needed to work, 14.0% (n = 42/301) reported difficulty paying for utilities, and 9.3% (n = 28/301) reported food insecurity. Some students (15.3%, n = 45/294) had seriously considered leaving training in the prior 6 months, citing personal mental health (66.7%, n = 30/45) and financial stress (55.6%, n = 25/45) as contributing factors. Total SFI scores were almost 16 points higher among low SDOH risk group students (M 88.2, SD 14.0) than high-risk group students (M 72.7, SD 13.5; P < .001).Discussion: Students' social and economic needs are intertwined with their ability to flourish and their considerations for leaving training.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765361","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

Lecture Recording and Mandatory Attendance Policies in Physician Assistant/Associate Education.

Journal of Physician Assistant Education Pub Date : 2025-03-18 DOI: 10.1097/JPA.0000000000000668

Amber Herrick, James D Stoehr

{"title":"Lecture Recording and Mandatory Attendance Policies in Physician Assistant/Associate Education.","authors":"Amber Herrick, James D Stoehr","doi":"10.1097/JPA.0000000000000668","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000668","url":null,"abstract":"Introduction: The use of educational technology has changed the landscape of higher education. Lecture capture, a method of recording in-person lectures for viewing outside of class, has been used extensively in health professions education. However, little is known about how lecture capture is used in physician assistant/associate (PA) education or to what degree, if any, does offering recorded lectures affect attendance policies.Methods: A link to a four-question online survey was emailed to all PA program directors listed on the PA Education Association online member directory, and the survey response rate was 41%.Results: There is an even distribution of programs that provide recorded lectures (49.6%) vs. those that do not (50.4%). The most common rationale for providing recordings was to offer an additional resource, while the highest ranked reason for not offering recordings was the concern for passive learning. Most PA programs (93.4%) require attendance for in-person didactic lectures. The primary reason for doing so is out of concern for academic performance. Of those programs that provide recorded lectures, 90.2% require attendance (55/61). Of those programs that do not provide recordings, 96.8% also mandate didactic lecture attendance (61/63).Discussion: These results suggest (1) only half of the PA programs offer recorded in-person didactic lectures, (2) most PA programs require attendance at in-person didactic lectures, and (3) providing students with lecture recordings does not increase the likelihood of mandatory attendance.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143664939","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

Psychology-Led Integration of Psychosocial Skills Groups Into Physician Assistant Student Family Medicine Training.

Journal of Physician Assistant Education Pub Date : 2025-03-18 DOI: 10.1097/JPA.0000000000000665

Manuel Gutierrez Chavez, Kimberley Johnson, Jennifer Coombs, Katherine T Fortenberry

{"title":"Psychology-Led Integration of Psychosocial Skills Groups Into Physician Assistant Student Family Medicine Training.","authors":"Manuel Gutierrez Chavez, Kimberley Johnson, Jennifer Coombs, Katherine T Fortenberry","doi":"10.1097/JPA.0000000000000665","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000665","url":null,"abstract":"Introduction: Primary care providers need to be able to effectively recognize and treat common mental health concerns. Foundational mental health training is typically embedded into physician assistant (PA) didactic training; while essential, students in didactic training may not yet recognize the relevance and clinical nuances of these presentations. To better prepare university-based PA students to address mental health in primary care, a 4-session interdisciplinary psychosocial skills enhancement group was developed for second-year students and conducted over 3 years. This weekly virtual group was facilitated by a doctoral-level student in clinical psychology and attended by PA students in their family medicine rotation (n = 204). Students presented patient cases, provided feedback to fellow students, developed case conceptualizations, and engaged in didactics.Methods: After completing the group, participants received a survey assessing their satisfaction, perceived improvements in behavioral health knowledge and comfort, and suggestions for refining the group. Descriptive analyses and qualitative content analyses were conducted.Results: Survey results were overall positive, indicating that students felt more prepared to treat behavioral health conditions and enjoyed having a group facilitator from outside their program with expertise in psychology. Qualitative results suggested the benefits of increased reflective practice, improved peer support, and appreciation for didactic psychosocial content.Discussion: Given the prevalence of behavioral health concerns in primary care, incorporating an interdisciplinary training and supervision component may be an effective way of increasing clinical competencies, enhancing professional well-being, and better meeting future patient needs.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143664940","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

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