Journal of Physician Assistant Education最新文献

An Analysis of Characteristics of Physician Assistant Programs by US News & World Report Ranking Tier. 《美国新闻与世界报道》医师助理项目特点分析

Journal of Physician Assistant Education Pub Date : 2026-10-20 DOI: 10.1097/JPA.0000000000000788

Elana Min, Michael MacLean

{"title":"An Analysis of Characteristics of Physician Assistant Programs by US News & World Report Ranking Tier.","authors":"Elana Min, Michael MacLean","doi":"10.1097/JPA.0000000000000788","DOIUrl":"10.1097/JPA.0000000000000788","url":null,"abstract":"Introduction: The US News & World Report (USNWR) is the most widely recognized publication currently ranking PA programs. Concerns have been raised about the methodology particularly that the metrics are subjective, oversimplified, and do not reflect educational quality. Because rankings may influence PA program reputation and applicant decision making, examining characteristics of the top-ranked PA programs is important.Methods: This nonexperimental, descriptive study analyzed PA Programs ranked in the USNWR 2025 \"Best Physician Assistant Programs\" publication. Data were collected from individual PA program websites, the Accreditation Review Commission on Education for the Physician Assistant website, and the PA Education Association Centralized Application Service for Physician Assistants Directory. Programs were grouped into 4 tiers. Program, institutional, and outcome variables were compared using ANOVA, χ 2 testing, and correlation analysis.Results: Data from 206 programs were collected. Program age and academic health center affiliation differed significantly between higher and lower-tier programs. Public versus private institution and geographic region varied across tiers but were not statistically significant. Accreditation status, 5-year Physician Assistant National Certifying Examination pass rates, and student attrition rates were similar across all tiers.Discussion: Program age and academic health center affiliation were the only characteristics that significantly differed across ranking tiers. Outcomes data were similar across all tiers, reinforcing concerns that USNWR rankings may reflect visibility and reputation rather than educational quality.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149167864","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

Preparation to Prescribe: Perceptions of Readiness Among Physician Assistant Students and Recent Program Graduates. 处方准备：医师助理学生和近期项目毕业生对准备情况的看法。

Journal of Physician Assistant Education Pub Date : 2026-10-13 DOI: 10.1097/JPA.0000000000000798

James Ashton Madsen, Elle Campbell, Carl Fasser

{"title":"Preparation to Prescribe: Perceptions of Readiness Among Physician Assistant Students and Recent Program Graduates.","authors":"James Ashton Madsen, Elle Campbell, Carl Fasser","doi":"10.1097/JPA.0000000000000798","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000798","url":null,"abstract":"Introduction: Physician assistants (PAs) increasingly prescribe medications, yet accreditation standards do not specify prescribing competencies and no validated tool measures PA students' readiness to prescribe.Methods: In this IRB-approved cross-sectional study, we developed an 88-item Physician Assistant Self-Perceptions of Readiness to Prescribe survey informed by international prescribing frameworks. Validity and reliability were evaluated by PA faculty experts using content-validity indices, factor analysis, Cronbach α, and a 30-day test-retest. The instrument was administered electronically to didactic students, clinical students, and recent graduates from one PA program.Results: The survey demonstrated high content validity and excellent internal consistency (α ≈ 0.98). Exploratory factor analysis identified 4 factors; 15 items loaded below 0.50. Forty-four participants responded to the initial survey. Mean readiness scores rose across training stages (didactic students = 4.16, clinical students = 4.81, and graduates = 5.04 on a 1-6 scale). Respondents felt most prepared in understanding patient needs and learning prescribing \"on the job\" and least prepared in formulary knowledge and personal prescribing confidence.Discussion: This survey offers educators a validated tool to assess prescribing readiness and identifies specific gaps in formulary knowledge and prescribing confidence. Incorporating explicit prescribing competencies and broader multiprogram testing could promote safer, more effective prescribing by PAs.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149184900","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

Best Practices for Peer Physical Examination in PA Education: A Trauma-informed, Culturally Sensitive Approach. PA教育中同伴体格检查的最佳实践：一种创伤知情、文化敏感的方法。

Journal of Physician Assistant Education Pub Date : 2026-10-12 DOI: 10.1097/JPA.0000000000000791

Jana Stedman, Rami Musleh, Jessica Bruskoski, Randy Brush, Nicole Joy, Claudine Ruzga

{"title":"Best Practices for Peer Physical Examination in PA Education: A Trauma-informed, Culturally Sensitive Approach.","authors":"Jana Stedman, Rami Musleh, Jessica Bruskoski, Randy Brush, Nicole Joy, Claudine Ruzga","doi":"10.1097/JPA.0000000000000791","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000791","url":null,"abstract":"Abstract: Peer physical examination (PPE) is a foundational component of physician assistant (PA) education, providing students with opportunities to develop essential clinical, communication, and professional skills through hands-on practice. However, PPE may present challenges for students whose participation is influenced by cultural or religious modesty, gender dynamics, or prior traumatic experiences. Programs often lack practical guidance for addressing these concerns while maintaining educational standards.This paper presents a trauma-informed, culturally responsive framework for implementing PPE in PA education. The proposed approach emphasizes proactive communication, clear expectations regarding attire, draping, and examination procedures, and the use of an optional preactivity questionnaire that allows students to indicate preferences, such as same-sex pairings or accommodation requests, without requiring disclosure or justification. Faculty review responses confidentially and implement accommodations discreetly to promote psychological safety, preserve student privacy, and minimize stigma while maintaining equitable educational experiences.Integrating trauma-informed and culturally responsive practices into PPE offers PA educators practical guidance for fostering an inclusive learning environment without compromising clinical skill development. This framework supports student well-being while reinforcing patient-centered values essential to compassionate, ethical, and culturally responsive clinical practice.By adopting these recommendations, PA programs can create more inclusive and psychologically safe learning environments while preserving the educational value of PPE. Future research should evaluate the impact of these strategies on student comfort, psychological safety, and learning outcomes using preimplementation and postimplementation assessments.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149166653","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

Critical to Student Success: Making Visible the Work of Holistic Advising in PA Education. 学生成功的关键：在PA教育中使整体咨询工作可见。

Journal of Physician Assistant Education Pub Date : 2026-10-07 DOI: 10.1097/JPA.0000000000000793

Lillian Navarro-Reynolds, Kirstin Moreno, Sarah Drummond

{"title":"Critical to Student Success: Making Visible the Work of Holistic Advising in PA Education.","authors":"Lillian Navarro-Reynolds, Kirstin Moreno, Sarah Drummond","doi":"10.1097/JPA.0000000000000793","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000793","url":null,"abstract":"Introduction: Academic advising has long been a powerful mechanism for supporting student success, persistence, and degree completion across many disciplines. Although researchers have developed a clear understanding of the benefits to students, there are little data reporting the faculty experience especially as it relates to holistic advising. This study aims to highlight the facilitators and barriers to PA faculty engaging in this important work.Methods: To understand the PA faculty experience from diverse institutions, the authors employed a phenomenologically informed qualitative research approach, using semistructured in-depth interviews. Study participants represent diversity in geographic location, years of experience in education, and identity.Results: The findings suggest several barriers and facilitators to faculty engagement in this critical work. Barriers include limited time and training, uncertain scope, being unprepared to address emotional and other nonacademic needs, and, for some, a lack of advising experience and institutional knowledge. Attributes that support holistic advising include years of experience in academia, connections with advisees, faculty peer mentorship, resource sharing, and support and training for advisors. The findings highlight that holistic advising involves faculty doing work to communicate their boundaries, develop a sense of purpose as an advisor, prompting student reflection, and practicing radical listening and developing their own emotional maturity.Discussion: The results highlight the nuances of what it means to advise thoughtfully, intentionally, and holistically, as well as the careful, valuable work that this entails. It is vital to move our conceptualization of academic advising beyond checklist completion to acknowledge the real work involved, which is often not accounted for in faculty workload or other forms of recognition, including promotion and tenure.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128325","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

Teaching With AI: A Practical Guide to a New Era of Human Learning-2nd Edition. 人工智能教学：人类学习新时代的实用指南-第二版。

Journal of Physician Assistant Education Pub Date : 2026-10-06 DOI: 10.1097/JPA.0000000000000792

Jacqueline Sivahop

{"title":"Teaching With AI: A Practical Guide to a New Era of Human Learning-2nd Edition.","authors":"Jacqueline Sivahop","doi":"10.1097/JPA.0000000000000792","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000792","url":null,"abstract":"Abstract: Over the past decade, physician assistant/associate education has experienced significant changes, most notably in the implementation and reliance on technology. The impact of the use and necessity for technology in our everyday lives as educators, leaders, and clinicians is also felt by our learners as they navigate new learning and practice expectations that are evolving quicker than most expected. Perhaps the most robust technologic advancement has been in the use of artificial intelligence (AI) in all facets of the educational and clinical environments. With AI's imminent emergence and implementation, many educators are seeking resources to better understand its role and utilization in their learning environments with direct transference to the professional setting. In the second edition of their fundamental book, Teaching with AI: A Practice Guide to a New Era of Human Learning, Jose Antonio Bowen and C. Edward Watson expand on new information and emerging topics and provide many examples to encourage fresh ideas and help guide educators, leaders, and clinicians as they navigate AI in the educational and professional settings. This is a book that new and experienced educators will reference over the coming years as they are met with the needs of our ever-changing profession and the future of learning, education, and healthcare.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149148978","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

Teaching What Matters: Lessons From a Pharmacist Educating Physician Assistant Students. 重要的教学：药剂师教育医师助理学生的经验教训。

Journal of Physician Assistant Education Pub Date : 2026-10-06 DOI: 10.1097/JPA.0000000000000796

Brian Leonard

{"title":"Teaching What Matters: Lessons From a Pharmacist Educating Physician Assistant Students.","authors":"Brian Leonard","doi":"10.1097/JPA.0000000000000796","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000796","url":null,"abstract":"Abstract: Physician assistant (PA) students enter training with substantial health care experience but often have limited formal pharmacology exposure. They must develop a working knowledge of pharmacology in far less time than pharmacy students while simultaneously learning the many other disciplines required during PA training.My approach is to first build a common pharmacology foundation, then teach medication class patterns before exceptions and connect drug mechanisms to physiology and pathophysiology. High-yield information is reinforced through consistent slide organization, visual cues, repetition, retrieval questions, and end-of-lecture review. Case-based questions are then used to move students from basic recall to clinical decision making. The goal is not to teach everything a pharmacist knows, but to help students systematically recognize, retain, and apply the information most likely to influence patient care.Effective PA pharmacology education requires deliberate prioritization and reinforcement. Pharmacists should adapt their expertise to help students progress from foundational knowledge to safe, clinically sound prescribing.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149149410","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

Tools for Enhancing Cultural Competence and Cultural Humility in PA Students: The Effects of an Online Course and Immersion Experience Abroad. 提高PA学生文化能力和文化谦逊的工具：在线课程和国外沉浸式体验的效果。

Journal of Physician Assistant Education Pub Date : 2026-10-06 DOI: 10.1097/JPA.0000000000000794

Craig Ernst

{"title":"Tools for Enhancing Cultural Competence and Cultural Humility in PA Students: The Effects of an Online Course and Immersion Experience Abroad.","authors":"Craig Ernst","doi":"10.1097/JPA.0000000000000794","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000794","url":null,"abstract":"Introduction: Clinicians receiving cultural competence and cultural humility training are better equipped to address cultural misunderstandings and language barriers, thereby improving patient outcomes. Although physician assistant/associate (PA) programs incorporate such training into their curricula, there is little evidence to substantiate its efficacy, and the optimal modalities for instruction remain unknown. This study examined and compared the effects of 2 modalities for building cultural competence: an online course and a cultural immersion experience abroad.Methods: This mixed-methods study assessed for changes in cultural competence and cultural humility among PA students participating in an online course followed by a 2-week cultural immersion experience in Costa Rica. Inventory for Assessing the Process of Cultural Competemility Among Healthcare Professionals (IAPCC-HCP©) scores were obtained before and after online instruction, as well as after the study-abroad experience. Qualitative data were obtained from student journals and reflection papers.Results: The results indicated a significant increase in cultural competence and cultural humility with a large effect size following the online course (P < .001). Even though the study-abroad experience did not result in further gains (P > .05), qualitative analysis of student journaling demonstrated perceived value from the experience, including an expanded worldview, enhanced self-efficacy, and new feelings of empathy.Discussion: These findings suggest online training can positively impact self-assessed levels of intercultural functioning even in the absence of cultural immersion through study abroad. However, students who participated in the study-abroad component found it to be a rewarding educational experience, providing opportunities for personal growth and continued development as clinicians capable of caring for diverse populations.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149149485","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

From Learner to Learning Designer: A Student's Perspective on Gamifying Antimicrobial Stewardship. 从学习者到学习设计师：学生对游戏化抗菌药物管理的看法。

Journal of Physician Assistant Education Pub Date : 2026-10-05 DOI: 10.1097/JPA.0000000000000797

Justin Nelson, Marc Doobay

引用次数: 0

Lessons Learned: Teaching Smarter, Not Harder Through Artificial Intelligence in Instruction. 经验教训：通过人工智能教学更聪明，而不是更难。

Journal of Physician Assistant Education Pub Date : 2026-09-29 DOI: 10.1097/JPA.0000000000000795

Chelsey Hoffmann, Jennifer Allen

{"title":"Lessons Learned: Teaching Smarter, Not Harder Through Artificial Intelligence in Instruction.","authors":"Chelsey Hoffmann, Jennifer Allen","doi":"10.1097/JPA.0000000000000795","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000795","url":null,"abstract":"Introduction: Discussions surrounding the use of artificial intelligence (AI) in higher education remain highly prevalent, with most attention focused on how students using AI both within and external to the classroom. Comparatively less attention has been directed toward how educators can leverage AI to enhance teaching and instructional design.Methods: Drawing on educator experiences with AI integration into instructional practice, supplemented by a review of the existing literature, this article sought to identify key strategies for effective incorporation of AI into teaching and curriculum development.Results: Four key lessons emerged regarding the integration of AI into educational practice: (1) enhancing content design, (2) optimizing curricula, (3) facilitating the development of active learning activities, and (4) maintaining human oversight to ensure responsible and ethical use.Discussion: Artificial intelligence has significant potential to improve instructional efficiency and support educational innovation. However, educators remain ultimately responsible for critically evaluating AI-generated content, ensuring its accuracy, and applying these tools in an ethical manner.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076144","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 Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. 《身体记分：创伤治疗中的大脑、精神和身体》。

Journal of Physician Assistant Education Pub Date : 2026-09-16 DOI: 10.1097/JPA.0000000000000789

Joy Hampton

引用次数: 0