Journal of Physician Assistant Education最新文献

{"title":"Physician Assistant Education Association End of Curriculum Exam as a Predictor for Physician Assistant National Certifying Examination Performance.","authors":"Rachel Ditoro, Shalon R Buchs, Jennifer Coombs, Ryan Hunton, Gabrielle L Poole, Daniel Potter, Melissa Turley, Stephane P VanderMeulen, Patty J Scholting","doi":"10.1097/JPA.0000000000000710","DOIUrl":"10.1097/JPA.0000000000000710","url":null,"abstract":"<p><strong>Introduction: </strong>Physician assistant programs use summative evaluations to assess near graduates, with many using the PA Education Association (PAEA) End of Curriculum (EOC) exam to assess the medical knowledge component. Accurate identification of those students at risk of low Physician Assistant National Certifying Examination (PANCE) performance is imperative. The purpose of this study was to evaluate the relationship between the outcomes of the PAEA EOC exam and the PANCE.</p><p><strong>Methods: </strong>PA Education Association EOC and PANCE outcomes from 2021 to 2023 graduating cohorts across 6 PA programs were analyzed (N = 789). Correlation, odds ratio (OR), and receiver operator characteristic curve analyses were used for EOC data and PANCE performance relationships. National statistics for mean EOC, mean PANCE, and demographics were compared with study data to determine generalizability.</p><p><strong>Results: </strong>The study results indicate a very strong correlation (r = 0.709) between the PAEA EOC score and PANCE scores. For each 10-point increase in EOC score, the odds of high PANCE performance increased by 47% (OR = 1.47) while the odds of low, very low, and failing PANCE performance decreased by 31% (OR = 0.69), 33% (OR = 0.67), and 42% (OR = 0.58), respectively.</p><p><strong>Discussion: </strong>This multi-institutional study provides relational data between the PAEA EOC exam and PANCE, filling a gap in prior literature. The results of this study demonstrated a high correlation between the PAEA EOC exam scores and PANCE performance. Logistic regression models offer guidance for identifying high and low-performing students and a mechanism for programs to identify their at-risk students using the PAEA EOC exam outcomes.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"27-32"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145030741","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}

{"title":"Assessing the Assessments: Do Preceptor Evaluations Predict Physician Assistant National Certifying Exam and End of Rotation Performance?","authors":"Kevin Bogenschutz, Andrew Chastain, Jaclyn Demeter, Michael Sulewski, Christopher Roman, Mitchell Barnett, Jennifer Guthrie, Hannah Wright, Susan Jameson","doi":"10.1097/JPA.0000000000000716","DOIUrl":"10.1097/JPA.0000000000000716","url":null,"abstract":"<p><strong>Introduction: </strong>Physician associates/assistants (PAs) require extensive clinical training through supervised clinical practice experiences (SCPEs) to meet accreditation standards. While PA programs must document student performance during rotations, there is considerable variability in assessment methods. Many programs use a 2-pronged approach: end-of-rotation (EOR) exams and preceptor evaluations. This study aims to evaluate whether SCPE preceptor evaluations are associated with student performance on EOR exams or Physician Assistant National Certifying Examination (PANCE).</p><p><strong>Methods: </strong>This retrospective study analyzed data from 782 students across 3 PA programs over 5 years (2020-2024). The study focused on Family Medicine, Emergency Medicine, and Internal Medicine rotations, comparing preceptor evaluations with EOR and PANCE scores.</p><p><strong>Results: </strong>Mean PANCE score was 468.2 ± 73.9, with mean EOR scores of 410.6 ± 23.2 for internal medicine, 409.3 ± 22.7 for family medicine, and 410.2 ± 22.1 for emergency medicine. Preceptor evaluations averaged 4.36 ± 0.7 on a 5-point Likert scale. While some statistically significant correlations were identified between preceptor evaluations and standardized exam performance, correlation coefficients were weak (-0.11 to 0.17).</p><p><strong>Discussion: </strong>Despite some statistically significant correlations, the practical utility of preceptor evaluations in predicting standardized exam performance is negligible. This suggests that preceptor evaluations, although essential to evaluate for clinical competencies beyond standardized evaluations, may not be predictive of academic student success. Preceptor evaluations reveal a weak correlation, when present, with standardized examinations. These findings prompt reflection upon the traditional reliance on preceptor evaluations and suggest that future research is needed at both the programmatic and national levels to capture a comprehensive understanding of student competence as a future clinician.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"87-92"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145287142","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}

{"title":"Culinary Medicine in PA Education: Assessing Impact on Physician Assistant Students' Nutrition Knowledge and Confidence.","authors":"Joy Moverley, Puja Chaudhari, Traci Stevenson, Grace Marie Jones","doi":"10.1097/JPA.0000000000000718","DOIUrl":"10.1097/JPA.0000000000000718","url":null,"abstract":"<p><strong>Introduction: </strong>Culinary medicine incorporates nutrition science with hands-on cooking to educate PA students on the importance of diet and nutrition in patient care. A pilot study at Touro University California's Joint MSPAS/MPH Program studied the influence on overall attitudes, knowledge, and confidence in using nutrition as a clinical tool in patient management.</p><p><strong>Methods: </strong>Forty-seven PA students participated in a 4-hour culinary medicine workshop partnered with a lecture discussing essential nutrition concepts such as carbohydrates, starches, fiber, sugars, and their participation in one's health. Prior to beginning the hands-on culinary medicine workshop, students completed a presurvey that used Likert-scale questions to assess food literacy, culinary skills, their personal nutrition choices, knowledge of various dietary regimens, ability to modify recipes for patient's specific dietary patterns, and their comprehensive understanding of diet-related chronic diseases. After completing the workshop, students completed a postsurvey featuring the same questions as the presurvey.</p><p><strong>Results: </strong>Using a paired t-test, the postworkshop survey showed a significant improvement (P < .01) in all categories including knowledge of nutritional quality, meal preparation and cooking skills, knowledge of and ability to discuss a variety of dietary regimens, recipe adaptation and customization for patients, knowledge of chronic diseases and impact of diet, and patient care and nutrition support.</p><p><strong>Discussion: </strong>The findings of this pilot study suggest that the integration of a hands-on culinary medicine workshop into PA curriculum can improve students' overall knowledge of nutrition and confidence in clinical applications. Future research studies should focus on measuring long-term knowledge retention and clinical impact.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"37 1","pages":"98-101"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146221361","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}

{"title":"Student Perceptions of a Custom Artificial Intelligence Clinical Case Companion.","authors":"Andrew P Chastain, Chris Roman, Kevin M Bogenschutz","doi":"10.1097/JPA.0000000000000697","DOIUrl":"10.1097/JPA.0000000000000697","url":null,"abstract":"<p><strong>Introduction: </strong>Artificial intelligence tools show promise in supplementing traditional physician assistant education, particularly in developing clinical reasoning skills. However, limited research exists on custom Generative Pretrained Transformer (GPT) applications in physician assistant (PA) education. This study evaluated student experiences and perceptions of a custom GPT-based clinical reasoning tool.</p><p><strong>Methods: </strong>A mixed-methods study was conducted with first-year PA students (n = 72) at Butler University in April 2025. Students engaged in a custom GPT-4-Turbo Butler University PA Clinical Case Companion, designed to deliver interactive clinical cases using Socratic dialogue across hematology and nephrology specialties. Postengagement surveys assessed students' perceptions of the tool's helpfulness, cognitive challenge, and clinical skill development across 7 clinical domains. Surveys used Likert scales and open-ended questions. Researchers applied descriptive analysis on quantitative data and thematic analysis to qualitative responses.</p><p><strong>Results: </strong>Fifty-nine students completed surveys (81.9% response rate). Ninety percent of respondents rated the tool moderately to extremely helpful. Students reported significant improvement in developing differential diagnoses (79.7%), ordering diagnostic studies (81.4%), and interpreting tests (78.0%). Qualitative analysis revealed 3 primary themes: appreciation for immediate feedback (36%), detailed real-time explanations (36%), and receiving GPT-initiated student prompting (12%). Students suggested earlier curriculum integration and expressed concerns about the accuracy of case content.</p><p><strong>Discussion: </strong>Custom GPT-based clinical reasoning tools can serve as an adjunct to traditional PA educational methods by offering personalized, on-demand learning experiences. Students perceived substantial benefits in developing clinical reasoning skills, but noted limitations in history-taking skills. Implementation should include faculty oversight and artificial intelligence literacy training to address accuracy concerns while maximizing educational benefits.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"111-115"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145030712","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}

{"title":"Nonresponse Bias Confounds Self-Reported Mistreatment by Diverse Physician Associate Students.","authors":"Marcia Bouton, Charlotte Bolch, Nicholas Hudak, Dominique Frias-Sarmiento, Bettie Coplan","doi":"10.1097/JPA.0000000000000678","DOIUrl":"10.1097/JPA.0000000000000678","url":null,"abstract":"<p><strong>Introduction: </strong>This study aimed to evaluate whether physician assistant/associate (PA) students' sociodemographic factors were predictors of risk for mistreatment. A secondary analysis aimed to evaluate whether sociodemographic features were evenly distributed among respondents who answered mistreatment items.</p><p><strong>Methods: </strong>Data originated from the PA Education Association End of Program Surveys (2018, 2019, 2021, and 2022). Independent variables were gender, race, ethnicity, and sexual orientation. Using logistic regression, odds ratios were calculated for 2 separate dependent variables: whether respondents experienced mistreatment and whether respondents completed mistreatment items.</p><p><strong>Results: </strong>Surveys included 11,461 respondents, 3218 (28.1%) of whom experienced mistreatment; however, 3258 (28.4%) of respondents did not answer any mistreatment items. Analysis showed statistically significant sociodemographic factors for risk for mistreatment, but the model had poor fit ( P -value = 0; receiver operating characteristic [ROC] 0.553), possibly related to partial nonresponse bias. Completing mistreatment items was statistically significantly more likely for respondents who indicated they were gay or lesbian (odds ratio [OR] 1.52) or bisexual (OR 1.82) and less likely for respondents who indicated they were male (OR 0.68), sexual orientation \"I don't know/prefer not to answer\" (OR 0.65), Hispanic (OR 0.79), or not White (OR 0.49).</p><p><strong>Discussion: </strong>The sociodemographic factors evaluated were inadequate to predict mistreatment of PA students, but sociodemographic factors were associated with willingness to complete mistreatment questions. Qualitative research is needed to determine why respondents who are male, Hispanic, or not White are reluctant to complete mistreatment questions. Findings could inform survey improvements to more accurately measure health professions student mistreatment.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"335-341"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128881","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}

{"title":"Understanding Changes in Resistance to Arts and Humanities Content in Physician Assistant Education.","authors":"Pamela Dickey, Shaun Horak, Samantha K Ammons, T Lynne Barone, Beth Culross, Melissa Berke, Adrian Duran, Daniel N Hawkins, Steve Langan, Amy Morris","doi":"10.1097/JPA.0000000000000686","DOIUrl":"10.1097/JPA.0000000000000686","url":null,"abstract":"<p><strong>Introduction: </strong>This paper examines student resistance to arts and humanities (A&H) educational content and whether it is durable over time among physician assistant (PA) students.</p><p><strong>Methods: </strong>A cohort of PA students from a Midwest university medical center (N = 64) participated in ten A&H modules as part of their didactic curriculum. Focus groups assessed student responses to the modules at 2 time points: after completion of all modules and again after their clinical rotations. We coded and analyzed the data using a grounded theory approach.</p><p><strong>Results: </strong>We found that cohort resistance to A&H changed over time. During the didactic curriculum, students attributed their struggles to an impression that they performed module tasks poorly or to a lack of interest in particular A&H activities. They reported feelings of vulnerability or anxiety, which they did not appreciate. In contrast, after clinical rotations, we heard no A&H resistance. Instead, PA students spoke of seeing greater value in A&H after its use in patient encounters, preceptor discussions/modeling, and their own increased participation in A&H due to the easing of time constraints.</p><p><strong>Discussion: </strong>While PA students were initially resistant to the A&H activities when they were first presented during their didactic education, their perceived value of the activities became more positive over time following experience in the clinical setting during clerkships. Assessing resistance at 2 different points in the educational trajectory leads us to conclude that initial resistance to A&H education diminishes as the content connects to clinical practice through experience.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"422-427"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592574","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}

{"title":"Workload and Fairness: An Overdue Conversation About Clinical Faculty.","authors":"Paul Bradford, Faye Hodgin, Jenna McNicholl, Elana A Min, Bindiya Nandwana, Brittany Strelow","doi":"10.1097/JPA.0000000000000713","DOIUrl":"10.1097/JPA.0000000000000713","url":null,"abstract":"","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"333-334"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145293989","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}

{"title":"Evaluating Student Preferences in Medical Case Simulations: Aquifer vs. Traditional \"Paper Cases\".","authors":"Robyn Dettmar","doi":"10.1097/JPA.0000000000000695","DOIUrl":"10.1097/JPA.0000000000000695","url":null,"abstract":"<p><strong>Introduction: </strong>This study compares the value of web-based interactive case simulations (specifically, Aquifer) with paper-based case simulations among first-year physician assistant students working in small groups.</p><p><strong>Methods: </strong>Forty-three first-year physician assistant (PA) students in the gastroenterology module preassigned to physical examination practice groups of 3 or 4 were randomly assigned to work through 2 cases in a crossover study. Roughly half the students were assigned to do a pancreatitis case on Aquifer while the other half worked through a pancreatitis case in a paper-based symptom-to-diagnosis simulation. The groups then switched so that each group changed to the other modality to work through a diverticulitis case. Students were surveyed at the conclusion of both exercises about the value of each modality for learning and for reinforcing learning and asked which modality they preferred.</p><p><strong>Results: </strong>Forty completed surveys were returned. Nearly 75% of students preferred the manual symptom-to-diagnosis simulation, particularly for small group work, and the most cited reason was that it was \"more realistic.\"</p><p><strong>Discussion: </strong>Alhough many students found the wealth of information they could read about on Aquifer beneficial, especially when studying alone, students felt that they learned more from the group discussion during the traditional symptom-to-diagnosis case, had more fun learning, and preferred this type of exercise when working in small groups.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"428-430"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144856687","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}

{"title":"How Artificial Intelligence Can Affect Physician Assistant Student Self-Efficacy When Preparing for Objective Structured Clinical Examinations.","authors":"Andrew Chastain, Anne Schempp","doi":"10.1097/JPA.0000000000000692","DOIUrl":"10.1097/JPA.0000000000000692","url":null,"abstract":"<p><strong>Abstract: </strong>To review the existing literature that examines the potential effect artificial intelligence (AI) has on increasing health care student self-efficacy related to objective structured clinical examinations (OSCEs). This review examines current research on student self-efficacy related to OSCE assessment, strategies to increase student self-efficacy and confidence, and emerging studies on applying AI in health care education. This analysis will identify how AI tools might affect student preparation unique to OSCE assessments. Current evidence suggests that despite the widespread acceptance of OSCEs as a valid assessment tool to measure student proficiency in clinical skills, these types of assessments generate disproportionately lower self-efficacy in students preparing for OSCEs than traditional written assessments. Studies show that although student performance on OSCE assessments is not affected by their anxiety, they continue to harbor a negative perception of this type of examination. Evidence has shown that study strategies that enhance student self-efficacy and confidence through preparatory resources produce a mitigating effect on student anxiety. Emerging research has shown evidence that student engagement with, or to produce, AI-generated preparatory tools creates a more self-efficacious student who is confident in their ability to take and pass an OSCE. Using AI as a tool for students to prepare for OSCE assessments holds promise. Training students to engage with AI to generate study tools that focus on strengthening areas where knowledge gaps or weaknesses exist can help to improve their clinical skills and reasoning. Being more self-efficacious and familiar with these tasks only builds self-confidence in performing them.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"435-438"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145132080","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}

{"title":"A Novel Longitudinal Clinical Experience in Physician Assistant Education.","authors":"Allisyn M Brady, John R Weinstein, Angela C Reffel, Aliza A Stern, Tara A Singh","doi":"10.1097/JPA.0000000000000701","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000701","url":null,"abstract":"<p><strong>Abstract: </strong>Longitudinal integrated clerkships support robust patient-student and student-preceptor relationships, encourage patient advocacy by students, and foster continued humanism in professional practice. While such programs prevail in medical student education, little is known about the impact of longitudinal integrated clerkships on other health professionals' education. In 2018, the Cambridge Health Alliance collaborated with the Boston University Physician Assistant program to implement one of the first longitudinal integrated clerkships for physician assistant students. Data from 5 years of this program demonstrate that participants of the longitudinal integrated clerkship were as successful as their colleagues on their end-of-curriculum exams, and 100% of them passed the Physician Assistant National Certifying Exam on their first attempt. Longitudinal patient follow-up fostered trust between students and patients and between students and faculty. As a result, students had increased opportunities for more in-depth patient counseling, with a focus on preventative medicine, as documented in their encounter logs. An additional benefit was the retention at Cambridge Health Alliance of half of the students in the program as they advanced into clinical practice. This longitudinal integrated clerkship expands upon the benefits of student-patient relationships, allows for continued clinical success, and enhances interest in continuing to care for diverse patient populations. This model fosters interprofessional education through shared preceptors and tutorials with medical students. Longitudinal integrated clerkships may also provide a way for the health care systems to recruit future employees and navigate provider retention.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"36 4","pages":"416-421"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145542937","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}