Journal of Physician Assistant Education最新文献

{"title":"Does Social Media Have a Role in the Decision to Matriculate Into a Physician Assistant Program?","authors":"Patrick Heagey, Shannon Jackson, Anuradha Anu Mathur, Joy Moverley, Pauline Papapietro, Kathryn P Bell, Amanda Lois","doi":"10.1097/JPA.0000000000000684","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000684","url":null,"abstract":"<p><strong>Introduction: </strong>This study examined how social media content from physician assistant (PA) programs influences students' attitudes and decisions regarding matriculation.</p><p><strong>Methods: </strong>A 16-question anonymous survey was distributed via email to PA programs across the United States. Contact information from PA program Web sites was used to email faculty, encouraging distribution to PA students and recent graduates who matriculated between January 2021 and January 2024. The survey aimed to understand PA student demographics, social media usage patterns, and their influence on program matriculation decisions.</p><p><strong>Results: </strong>A total of 374 PA students from 28 programs (11% of all programs) completed the survey, with an average age of 25.7 years. Social media played a minor role in students' enrollment decisions. Top factors were accreditation status, location and cost of living, and first-time Physician Assistant National Certifying Examination pass rate. While 51% were aware of their program's social media presence, over 75% reported it was \"not at all important\" in their decision. However, 366 students used social media at least 3 times a week, with Instagram, Facebook, and TikTok being the most visited platforms. The most impactful posts were \"Day in the Life of a PA student\" videos, clinical year curriculum, and classroom technology, while posts about preceptors and faculty were least impactful.</p><p><strong>Discussion: </strong>Despite frequent social media use, 78% of respondents indicated social media presence had little to no impact on their program choice. However, targeted social media posts, such as \"A Day in the Life of a PA Student\" could impact their decision-making process.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327110","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":"Three Proven Strategies to Supercharge Digital Note-Taking in Physician Assistant/Associate Education.","authors":"Chelsey Hoffmann","doi":"10.1097/JPA.0000000000000682","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000682","url":null,"abstract":"<p><strong>Introduction: </strong>Research on note-taking strategies in the higher education setting has been in existence since the 1920s. While both pros and cons exist for handwritten and digital note-taking techniques, recent research has focused on novel ways to optimize digital note-taking. With more students using laptops or tablets with a stylus, educators need to be equipped to coach students on evidenced-based ways to improve their digital note-taking.</p><p><strong>Methods: </strong>PubMed, ERIC, and CINAHL databases were searched on January 6, 2025, using combinations of the following key words: digital, technology, analogue, note-taking, cognition, memory, laptop, stylus, and tablet. Studies were included if they were performed with adult learners in the higher education setting with a primary focus on note-taking.</p><p><strong>Results: </strong>Three hundred thirty records were screened with 25 included in final review. Thematic analysis identified three emerging themes: (1) collaborative/group note-taking, (2) outlines, and (3) mind mapping, concept maps, or matrixes.</p><p><strong>Discussion: </strong>Physician assistant/associate faculty can educate students on ways to conduct collaborative or group note-taking, create outlines, and generate mind maps, concept maps, or matrixes. These evidence-based digital note-taking strategies can be conducted independently or as a group. By supplementing these strategies with basic retrieval practices outside of the classroom, students will increase their likelihood of academic success.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327111","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":"Decreasing Ageism Bias Through an Interprofessional Clinical Simulation Experience.","authors":"Melissa Gilroy, Stephen Carp, Sean Griech, Kathleen Ehrhardt, Melissa Brown, Rebecca Stein, Kelvin Spong","doi":"10.1097/JPA.0000000000000677","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000677","url":null,"abstract":"<p><strong>Introduction: </strong>There are two aims to this study: does ageism exist in health care students and if so, is a clinical simulation featuring interprofessional education with standardized patients an effective mitigator?</p><p><strong>Methods: </strong>This was a nonequivalent, mixed methods, multiple group pretest-post-test, one site design. Ninety-one subjects were included. The outcome measures included 3 ageism instruments, discharge recommendations and rationale, and debriefing assessment.</p><p><strong>Results: </strong>Data indicate ageism is common among health care students. Nearly 80% of students tested pre-intervention were found to favor younger over older people. Pre and post results found a difference (P < .001) indicated the effectiveness of the mitigating intervention. Before the intervention, age was the primary factor for discharge decisions. For postintervention, the rationale changed to clinical and patient variables. Discharge locations similarly changed. The debriefing analysis revealed 5 student themes: lack of awareness, mitigation need, guilt, building interprofessional connections, and the beneficial nature of the experience.</p><p><strong>Discussion: </strong>Our results indicate a prevalence of implicit ageism in entry-level physician assistant and PT students which impacted clinical decision-making related to discharge plans. An interprofessional education with clinical simulation and standardized patients proved to be an effective bias mitigator within this group.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303142","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":"The Integration of Artificial Intelligence in Physician Assistant Education.","authors":"Jessica Gomes, Melissa Eiseman, Jennifer Joseph","doi":"10.1097/JPA.0000000000000683","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000683","url":null,"abstract":"<p><strong>Abstract: </strong>Artificial intelligence (AI) is rapidly transforming various areas, including health care and education. This article explores the role of AI in physician assistant (PA) education, examining its current uses, potential benefits, and ethical considerations. Artificial intelligence, particularly through tools like ChatGPT and other large language models, offers significant promise in PA education. These models can understand, summarize, translate, predict, and generate text, providing clear and simple responses to complex questions. The potential for AI to enhance PA education is immeasurable, ranging from administrative assistance to clinical decision support and personalized learning experiences.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276217","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":"Perceived Burnout Among Underrepresented Minority Physician Assistant/Associate Educators in the United States.","authors":"Daytheon Sturges, Marilyn Massey-Stokes","doi":"10.1097/JPA.0000000000000659","DOIUrl":"10.1097/JPA.0000000000000659","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Introduction: &lt;/strong&gt;There is a keen interest regarding burnout in academic medicine with an existing need for more studies. The priority population were underrepresented physician assistant/associate (PA) educators in the United States. The purpose was to determine external/internal contributors leading to perceived burnout; investigate whether primary/secondary appraisal inform coping strategies; and determine whether there was an existing relationship between demographic factors and emotional exhaustion (EE).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This study used a mixed-methods design using a convenience sample representative (n = 101). For the quantitative portion, the participants completed a demographics survey and the Maslach Burnout Inventory-Educators Survey from which their average EE score was calculated. For the qualitative portion, 11 participants were interviewed identifying burnout perception, contributors, and coping strategies. Statistical analyses (analysis of variance, Pearson r , t -test, multiple linear regression) were used to determine the relationship between demographic variables and EE. Qualitative data were analyzed and presented categorically.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;There was a statistically significant relationship between sex and EE ( t (100) = -2.42, P &lt; 0.05, d = -0.54), demonstrating that women underrepresented minority (URM) PA educators experience burnout at increased rates compared with their men counterparts. There were no statistically significant relationships between age ( r = 0.015, R 2 = 0.000225, P = 0.883), race ( F (1, 98) = 0.108, P = 0.744, η 2 = 0.001), faculty role ( F (1, 97) = 3.09, P = 0.082, η 2 = 0.031), and \"years in faculty position\" and EE ( F (1, 99) = 0.271, P = 0.604, η 2 = 0.003). The overall predictive model was not statistically significant ( F (5, 92) = 1.859, P = 0.109, R 2 = 0.092, adjusted R 2 = 0.042). The qualitative data offered insight into burnout perception, contributors, coping strategies, current institutional/programmatic burnout strategies, suggested institutional/programmatic burnout strategies, common occupational stressors, initial responses to occupational stressors, and overall experiences of URM PA educators.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Discussion: &lt;/strong&gt;The quantitative data demonstrated a significant difference between EE score and gender; no correlation between EE and age; and nonsignificant differences between EE and race, EE, \"years in faculty position,\" and faculty role and demographics as a predictor for EE. These findings are supplemented by the qualitative data with the interviewees relating social isolation secondary to gender and lack of diversity as burnout contributors. Regarding URM PA educator experiences, the participants related their minority status, URM faculty allyship, and being a Black woman in academia as important topics for consideration. These triangulated data can be used to inform future burnout health interventions and research.&lt;/p","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"120-131"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013579","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":"Reimagining Physician Assistant Education: Championing Cognitive Diversity to Promote Inclusivity, Neurodiversity Awareness, and a Sense of Belonging.","authors":"Tonya C George, Lillie Hudson, Sheena D Brown, Veronica Coleman","doi":"10.1097/JPA.0000000000000655","DOIUrl":"10.1097/JPA.0000000000000655","url":null,"abstract":"<p><strong>Abstract: </strong>Neurodiversity, encompassing conditions such as autism spectrum disorder, attention-deficit/hyperactivity disorder, and dyslexia, represents a significant and often under-recognized segment of the population, including within science, technology, engineering, mathematics, and medicine fields like medicine. Neurodiverse individuals possess unique skills, including enhanced creativity, analytical thinking, and meticulous attention to detail, which are valuable in health care professions. However, failure to recognize and support these individuals can result in missed opportunities, social isolation, and mental health challenges. Despite a growing emphasis on diversity, equity, inclusion, and belonging in higher education, neurodiversity is frequently overlooked, particularly in physician assistant (PA) education. This article examines the unique challenges faced by neurodiverse PA student learners and the existing literature gap regarding neurodiversity in PA education. It underscores the need for greater awareness, reduced stigma, and improved support systems. Recommendations include integrating neurodiversity into the PA curriculum, providing faculty training on inclusive teaching practices, and establishing tailored accommodations to foster a sense of belonging. PA programs can foster a more equitable health care system by creating inclusive learning environments that acknowledge and cater to the unique needs of neurodiverse student learners, thereby enhancing student-faculty interactions and promoting academic success. The aim of this article was to facilitate the reimagining of PA education to champion cognitive diversity. By promoting a more inclusive learning environment, PA programs can cultivate future clinicians who are better equipped to serve diverse patient populations.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"204-208"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143060975","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":"Bridging the Gap: Implementing an Adjunct Faculty as a Remediation Specialist in a Physician Assistant/Associate Program.","authors":"Erin E Chalmers, Daniel R Malcom","doi":"10.1097/JPA.0000000000000658","DOIUrl":"10.1097/JPA.0000000000000658","url":null,"abstract":"<p><strong>Introduction: </strong>Creating a successful remediation plan for physician assistant/associate students comes with its challenges, particularly because of the limited time available for both faculty and students. In an accelerated 24-month program, the pace of the curriculum leaves little time to fall behind in mastering knowledge and skills. One possible solution is appointing an adjunct faculty member to serve as a dedicated Remediation Specialist (RS) to focus solely on student remediation.</p><p><strong>Methods: </strong>The RS reviews assessments of failing students and develops a review session based on shared areas of weakness among them. This session is promptly offered postassessment to ensure timely review. While required for failing students, the session is open to all didactic students. In addition, students complete a remediation assignment of their choice.</p><p><strong>Results: </strong>Implementation of a RS demonstrated positive program outcomes. Students requiring remediation receive re-education in areas of deficiency within the curriculum. Furthermore, the time burden is shifted away from the core faculty. Students are remediated in targeted areas.</p><p><strong>Discussion: </strong>Dedicated remediation specialists are commonly used in health profession education programs. The utilization of these specialists often results in higher examination pass rates, licensure pass rates, and improved clinical skills. While some programs select a candidate training in education and pedagogy, our program's RS is a trained physician assistant/associate and able to provide discipline-specific support.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"186-189"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143060929","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":"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":"10.1097/JPA.0000000000000669","url":null,"abstract":"<p><strong>Introduction: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Discussion: </strong>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.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e213-e217"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","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}

{"title":"Gender Minority Physician Assistant/Associate Applicants and Likelihood of Matriculation: A Retrospective Analysis.","authors":"Joanne Rolls, Mary Showstark, Shahpar Najmabadi, Rayne Loder, Carey Barry, Trenton Honda","doi":"10.1097/JPA.0000000000000647","DOIUrl":"10.1097/JPA.0000000000000647","url":null,"abstract":"<p><strong>Introduction: </strong>Gender minorities are undermeasured among physician assistant/associate programs and across the profession. This study describes the 2020 to 2021 Centralized Application Service for Physician Assistants self-identified gender minority applicant pool, examining whether gender minority status is associated with matriculation.</p><p><strong>Methods: </strong>A retrospective cohort of 2020 to 2021 admission cycle participants (n = 30,123) was described and evaluated for associations between self-identified gender minority status and likelihood of program matriculation using logistic regression. Models were controlled for important potential confounders, including total undergraduate grade point average, race/ethnicity, hours of patient experience, and age.</p><p><strong>Results: </strong>Of the 30,123 total applicants, 0.21% (n = 63) self-identified as a gender minority. Total matriculation was 27.64% (n = 8325) compared with gender minority matriculation of 20.63% (n = 13). Gender minority status was associated with a nonsignificant lower likelihood of matriculation (odds ratio [OR] = 0.68; 95% confidence interval [CI]: 0.37-1.25). Fully adjusted models were unchanged controlling for academic achievement, patient care experience, age, and race/ethnicity (OR = 0.83; 95% CI: 0.51-1.35).</p><p><strong>Discussion: </strong>These findings suggest that gender minority applicants have a similar likelihood of matriculation in physician assistant/associate programs as compared with non-gender minority applicants. Low prevalence of self-identified gender minority status could indicate reluctance to self-identify and is concerningly lower than population prevalence.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"113-119"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142822718","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":"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":"10.1097/JPA.0000000000000666","url":null,"abstract":"<p><strong>Abstract: </strong>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.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"211-212"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","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}