Journal of Physician Assistant Education最新文献_第10页

Development of a Novel, Reusable Task Trainer for Foreign Body Removal and Abscess Incision and Drainage. 开发用于异物清除和脓肿切开引流的新型可重复使用任务训练器。

Journal of Physician Assistant Education Pub Date : 2024-09-01 Epub Date: 2024-04-30 DOI: 10.1097/JPA.0000000000000580

Orrin Chambers, David Eckhardt, Thomas E Jackson, Apolline Vincent, Isain Zapata, Bradley Simon

{"title":"Development of a Novel, Reusable Task Trainer for Foreign Body Removal and Abscess Incision and Drainage.","authors":"Orrin Chambers, David Eckhardt, Thomas E Jackson, Apolline Vincent, Isain Zapata, Bradley Simon","doi":"10.1097/JPA.0000000000000580","DOIUrl":"10.1097/JPA.0000000000000580","url":null,"abstract":"Introduction: Cutaneous abscess incision and drainage and foreign body removal are 2 common procedures in a variety of outpatient settings. The goal of this project was to create a novel, clean, reusable task trainer that could more accurately reproduce all the steps necessary to perform cutaneous abscess drainage or foreign body removal including ultrasound to identify the abscess cavity or foreign body.Methods: The novel task trainer was constructed using silicone for both the base and the top skin. Toothpaste mixed with saline was used for the abscess material as this produced an ultrasound image that mimicked purulent material. A piece of a metal paper clip was imbedded in the top skin to mimic a cutaneous foreign body. Physician assistant (PA) students given a didactic lecture then used the novel task trainer as part of a clinical skills course.Results: After the activity, the PA students were asked to voluntarily complete a brief preretrospective/postretrospective survey comprised 8 questions that addressed their self-perceived knowledge and skills using a 5-point Likert scale. Survey data from an initial cohort of PA students at one university show effectiveness of the models when used with the associated curriculum.Discussion: This study demonstrates the feasibility of constructing a practical, low-cost, non-animal-based task trainer for the purpose of training incision and drainage of cutaneous abscesses and removal of cutaneous foreign bodies. This novel task trainer allows for ultrasound skill development and provides realistic imaging experience.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"237-242"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140867838","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

Analyzing the Changes to the 2025 Physician Assistant National Certifying Examination Blueprint. 分析 2025 年医生助理国家认证考试蓝图的变化。

Journal of Physician Assistant Education Pub Date : 2024-09-01 Epub Date: 2024-07-17 DOI: 10.1097/JPA.0000000000000609

Nicole M Curry, Mary L Warner

引用次数: 0

Broadening the View of Holistic Care: Integrating Arts and Humanities Into Physician Assistant Education. 拓宽整体护理视野：将艺术与人文融入助理医师教育。

Journal of Physician Assistant Education Pub Date : 2024-09-01 DOI: 10.1097/JPA.0000000000000578

Shaun Horak, Pamela Dickey, Samantha K Ammons, T Lynne Barone, Beth Culross, Melissa Berke, Adrian R Duran, Daniel N Hawkins, Steve Langan, Joseph McCaffrey, Amy Morris

{"title":"Broadening the View of Holistic Care: Integrating Arts and Humanities Into Physician Assistant Education.","authors":"Shaun Horak, Pamela Dickey, Samantha K Ammons, T Lynne Barone, Beth Culross, Melissa Berke, Adrian R Duran, Daniel N Hawkins, Steve Langan, Joseph McCaffrey, Amy Morris","doi":"10.1097/JPA.0000000000000578","DOIUrl":"10.1097/JPA.0000000000000578","url":null,"abstract":"Introduction: The integration of arts and humanities (A&H) into physician assistant (PA) preclinical curriculum may enhance student performance and improve their patient rapport. Arts and humanities content could promote the personal and professional qualities we desire in clinicians including competence, compassion, and empathy. The aim of this research was to determine what PA students report learning from A&H modules designed to foster personal insight and perspective-taking.Methods: The \"Introduction of Humanities & Arts into Physician Assistant Education\" (IHAPAE) project is an intercampus collaboration between 2 Midwest Universities. The IHAPAE faculty collaboratively created and delivered A&H-based modules within first-year communication courses. Two cohorts of PA students (N = 130) participated in modules and subsequently attended exploratory focus groups to elicit their perceptions of the A&H curriculum.Results: Using a constructivist grounded theory approach for data analysis, we found that PA students perceived multiple benefits. Specifically, module content promoted reflection and stress reduction, improved their continuity of care notes, provided utility in cultivating empathy in patient communication, and introduced students to A&H approaches they could recommend to patients.Discussion: The process model that emerged from student perceptions fits well with existing emotional regulation theory and provides empirical evidence for cultivation of empathy and patient-centeredness. Given the positive outcomes of our project, PA programs should consider the value of incorporating the A&H activities into their curriculum to enhance the student experience and develop essential provider attributes and skills.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"35 3","pages":"221-227"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141992494","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

Black and Hispanic Representation Declined After Increased Degree Requirements for Physician Assistants. 在提高了对医生助理的学位要求后，黑人和西班牙裔的代表性有所下降。

Journal of Physician Assistant Education Pub Date : 2024-09-01 Epub Date: 2024-02-16 DOI: 10.1097/JPA.0000000000000572

Jordan Herring, Erin Brantley, Tamara S Ritsema, Qian Luo, Howard Straker, Ed Salsberg

{"title":"Black and Hispanic Representation Declined After Increased Degree Requirements for Physician Assistants.","authors":"Jordan Herring, Erin Brantley, Tamara S Ritsema, Qian Luo, Howard Straker, Ed Salsberg","doi":"10.1097/JPA.0000000000000572","DOIUrl":"10.1097/JPA.0000000000000572","url":null,"abstract":"Introduction: The physician assistant (PA) profession is one of the least racially and ethnically diverse health professions requiring advanced education. New PA graduates are even less diverse than the current PA workforce and less diverse than professions requiring doctoral degrees. Between 1995 and 2020, the percent of all PA graduates that were Black individuals fell from 7% to 3.1%, while Hispanic representation increased from 4.5% to 7.9%.Methods: Using the federal Integrated Postsecondary Education Data System, we examine the impact of transitions to master's degrees for PAs on Black and Hispanic representation between 1995 and 2020, using individual universities as the unit of analysis.Results: After adjusting for state and year effects, PA programs that transitioned from bachelor's to master's degrees experienced a 5.3% point decline in Black representation and a 3.8% point decline in Hispanic representation. Relative to the already low proportions of Black and Hispanic graduates in PA programs, these declines are significant.Discussion: Steps should be taken to ensure that underrepresented populations have greater access to PA education.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"215-220"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139913702","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 Intersection of Pedagogy and Andragogy in 3 + 2-Modeled Physician Assistant Programs: Five Lessons Learned. 3+2 模式助理医师课程中教学法与教法的交叉：五条经验教训。

Journal of Physician Assistant Education Pub Date : 2024-09-01 Epub Date: 2024-06-25 DOI: 10.1097/JPA.0000000000000611

Chelsey Hoffmann

{"title":"The Intersection of Pedagogy and Andragogy in 3 + 2-Modeled Physician Assistant Programs: Five Lessons Learned.","authors":"Chelsey Hoffmann","doi":"10.1097/JPA.0000000000000611","DOIUrl":"10.1097/JPA.0000000000000611","url":null,"abstract":"Introduction: Physician associate/assistant (PA) faculty benefit from learning the definitions and applications of pedagogy and andragogy within PA education. However, we are now in an era where PA learners may fall along the continuum between pedagogy and andragogy, particularly in PA programs with a preprofessional phase such as the 3 + 2 model. Given PA programs with a preprofessional phase now make up 12.7% of all PA programs, faculty need to be equipped with effective strategies and techniques for engaging this population of learners.Methods: PubMed, MEDLINE, and Google Scholar databases were queried to find existing research on the topics of andragogy and pedagogy in 3 + 2-modeled PA programs. The Journal of Physician Assistant Education was also reviewed for articles relevant to these topics.Results: There is minimal evidence to guide PA faculty on education models, theory, or learning philosophy for students enrolled in 3 + 2 PA programs . As such, this manuscript presents 5 lessons learned from a former faculty member of a 3 + 2-modeled PA program who has experience teaching both traditional PA students in addition to 3 + 2 learners.Discussion: The 5 lessons learned include the importance of scaffolding, explaining the \"why,\" emphasizing knowledge acquisition, integrating novel learning experiences, and creating channels for communication. While each of these lessons will apply to all PA students, they may be particularly impactful to those in 3 + 2-modeled PA programs. Moving forward, PA education would benefit from research dedicated to PA programs with a preprofessional phase.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"314-316"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141459784","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

A Fulbright International Exchange to Expand the Physician Assistant/Associate Curriculum in Geriatrics. 富布赖特国际交流项目：拓展老年医学助理医师/副医师课程。

Journal of Physician Assistant Education Pub Date : 2024-09-01 DOI: 10.1097/JPA.0000000000000596

Freddi Segal-Gidan, Geert van den Brink, Marijn Brouwers, Gonneke Heerdink

引用次数: 0

An Analysis of Lesbian, Gay, Bisexual, Transgender, and Queer Curricula Inclusion: A National Study of Physician Assistant Programs. 女同性恋、男同性恋、双性恋、变性人和同性恋课程包容性分析：全国助理医师课程研究》。

Journal of Physician Assistant Education Pub Date : 2024-09-01 Epub Date: 2024-04-30 DOI: 10.1097/JPA.0000000000000584

Quinnette Jones, Heather Batchelder, Mara Sanchez, Joanne Rolls

{"title":"An Analysis of Lesbian, Gay, Bisexual, Transgender, and Queer Curricula Inclusion: A National Study of Physician Assistant Programs.","authors":"Quinnette Jones, Heather Batchelder, Mara Sanchez, Joanne Rolls","doi":"10.1097/JPA.0000000000000584","DOIUrl":"10.1097/JPA.0000000000000584","url":null,"abstract":"Introduction: The health professions education literature shows an increased focus on inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) content in curricula; however, it does not address hours of content or methods for content delivery. The purpose of this study was to describe the delivery of LGBTQ content in physician assistant (PA) education through a national survey of PA programs.Methods: In 2021, a national program survey was sent to all US-accredited PA Programs (n = 284) and had a completion rate of 71.8% (n = 204). Descriptive statistics were conducted to describe trends and make comparisons in the delivery of LGBTQ content.Results: Most PA programs are incorporating LGBTQ content into preclinical phases of PA education (81%) and describe that LGBTQ curricula align with institutional values (82%). Most report 1 to 3 hours of preclinical education for all LGBTQ population groups and cite medical interviewing courses as the most frequently used course to address LGTBQ care. Many programs (43%) do not provide instructional hours on LGBTQ content in the clinical phase, and the majority do not offer clinical rotations focused on this care. The results show variability in the level of preparedness that programs report on their students caring for LGBTQ populations.Discussion: Physician assistant programs are generally integrating the content throughout their didactic curricula; however, few offer clinical experiences focused on caring for patients who are LGBTQ. Offering clinical experiences and assessing student competencies are areas of growth in health professions education as related to LGBTQ health.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"243-251"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140872674","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 the Racial and Ethnic Diversity of Physician Assistant/Associate Program Graduates from 2010 to 2012 and 2019 to 2021. 评估 2010 至 2012 年和 2019 至 2021 年助理医师/副医师课程毕业生的种族和民族多样性。

Journal of Physician Assistant Education Pub Date : 2024-09-01 Epub Date: 2024-06-05 DOI: 10.1097/JPA.0000000000000602

Tamara S Ritsema, Jordan R Herring, Howard O Straker, Edward Salsberg

{"title":"Assessing the Racial and Ethnic Diversity of Physician Assistant/Associate Program Graduates from 2010 to 2012 and 2019 to 2021.","authors":"Tamara S Ritsema, Jordan R Herring, Howard O Straker, Edward Salsberg","doi":"10.1097/JPA.0000000000000602","DOIUrl":"10.1097/JPA.0000000000000602","url":null,"abstract":"Introduction: To assess the racial/ethnic diversity of graduates of US Physician Assistant/Associate (PA) programs compared with the diversity of the populations from which they draw students and to assess diversity changes over time among PA graduates.Methods: We calculated proportion of Black or Hispanic PA graduates nationally and by school between 2010 to 2012 and 2019 to 2021 using the Integrated Postsecondary Education Data System (IPEDS) and compared it with the diversity of the 20 to 35-year-old population using the American Community Survey. We created benchmark populations for each school based on whether the school was public or private, with in-state/out-of-state proportions provided by the Physician Assistant Education Association. A diversity index (DI) was calculated for each program. A DI of 0.5 means that the representation of Black/Hispanic graduates is half their representation in the benchmark population.Results: Although the numbers of Black/Hispanic graduates increased from 2010 to 2012 to 2019 to 2021, the percentage of Black graduates decreased. Nationally, the DI for Black graduates decreased from 0.28 to 0.23 and the Hispanic DI increased from 0.28 to 0.37 between 2010 to 2012 and 2019 to 2021. Among 213 PA programs included in the 2019 to 2021 dataset, 5 schools had a DI >1.0 for Black graduates and 7 schools had a DI >1.0 for Hispanic graduates.Discussion: Using the IPEDS data, we found that Black and Hispanic graduates are underrepresented among PA program graduates. The PA education community needs to develop new strategies for diversifying the profession consistent with the new US Supreme Court decision banning race-conscious admissions.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"252-261"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141262966","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

A Guide to Innovation in Physician Associate/Assistant Education: Using Instructional Technology for Improved Engagement. 医生助理/助理教育创新指南》：使用教学技术提高参与度。

Journal of Physician Assistant Education Pub Date : 2024-09-01 Epub Date: 2024-04-19 DOI: 10.1097/JPA.0000000000000586

Amy Massey, Ben Stephens

{"title":"A Guide to Innovation in Physician Associate/Assistant Education: Using Instructional Technology for Improved Engagement.","authors":"Amy Massey, Ben Stephens","doi":"10.1097/JPA.0000000000000586","DOIUrl":"10.1097/JPA.0000000000000586","url":null,"abstract":"Abstract: For physician associate/assistant (PA) educators, the path of least resistance often is to focus our cognitive energies on topics with which we are most comfortable and to deliver content in the style in which we are most accustomed. The consequence of this approach is that many didactic curricula are delivered in a traditional, lecture-based format, which then aligns with how the faculty were taught. Studies show that lecture-based teaching may not be the most effective and that blending teaching modalities can improve knowledge acquisition. In addition, scheduling several classroom lectures week to week can be challenging, especially in a program that uses numerous guest lecturers to deliver the curriculum. One solution to this problem may be through innovative, engaging resources that enable faculty to deliver content asynchronously. Developing and implementing such tools can be challenging to PA faculty because they are often not formally trained in education nor are they up to date on the most current innovations in educational technology. Furthermore, change can be difficult, and it could seem an insurmountable feat to step outside the comfort zone of a traditional lecture. This work describes a collaboration between PA faculty and a University Instructional Support Specialist where the Analysis, Design, Develop, Implement, Evaluate ADDIE model, a widely used system for developing training tools, was used to create an asynchronous lecture for students in the form of an interactive series of modules to replace a traditional classroom lecture.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"317-320"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140866763","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

Empowering Youth for Oral Health: A Transformative Community Initiative. 增强青少年口腔健康的能力：一项变革性社区倡议。

Journal of Physician Assistant Education Pub Date : 2024-09-01 Epub Date: 2024-05-09 DOI: 10.1097/JPA.0000000000000595

Marilou Oh

引用次数: 0