Journal of Physician Assistant Education最新文献

{"title":"Demographic Insights: Sexual and Gender Minority Physician Assistant/Associate Students.","authors":"Joanne Rolls, Heather Batchelder, Antoinette Polito, Erin Dorman, Quinnette Jones","doi":"10.1097/JPA.0000000000000790","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000790","url":null,"abstract":"<p><strong>Abstract: </strong></p><p><strong>Introduction: </strong>The population prevalence of sexual and gender minority (SGM) people continues to grow. However, the proportion of SGM-identified physician assistant/physician associate (PA) students is less than the general population and the percentage of SGM medical students. Information regarding SGM PA students is lacking. This study seeks to describe and compare characteristics of non-SMG identified and SGM-identified matriculating and graduating PA students.</p><p><strong>Methods: </strong>Data were collected using PA Education Association's Matriculating and End of Program surveys in 2018, 2019, and 2021. Descriptive and comparative analyses were conducted to describe relationships between sociodemographic and environmental variables.</p><p><strong>Results: </strong>Percentages of SGM identified students were 6% of matriculating and 5% of graduating PA students. Significant differences were found between SGM and non-SGM identified students. Matriculating SGM identified students were more likely to have student loans. Graduating SGM identified students were more likely to be older at graduation (age 26+), identify as Black/African American or more than one race, identify as Hispanic/Latino, be single, identify as an underrepresented minority status, and did not have legal dependents. Graduating SGM students were more likely to attend a PA program in the Northeastern and Western regions, have student loans, have higher loan amounts ($100,000+), and participate in loan forgiveness.</p><p><strong>Discussion: </strong>This study showed an underrepresentation of PA students who are SGM and important demographic differences between SGM and non-SGM PA students. Future research should address the significantly lower percentage of SGM PA students compared with medical students and the general population and qualitatively explore their experiences.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148983714","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":"PA Educator Advancement Is a Workforce Issue: National Survey Findings.","authors":"Raquelle Akavan, James R Kilgore, Aisha Hussein, Jenna Rolfs, Michael S Roscoe, Debra Munsell, Tom Colletti, Blake Rogers, Travis Kaufman, Robert Gray","doi":"10.1097/JPA.0000000000000787","DOIUrl":"10.1097/JPA.0000000000000787","url":null,"abstract":"<p><strong>Introduction: </strong>Approximately 80% of physician assistant/associate (PA) new faculty come directly from clinical practice into academia, often with limited preparation for academic career advancement. Therefore, this study aimed to evaluate the perceived barriers, institutional resources, and predictors of self-efficacy navigating promotion and tenure (P&T) decisions among PA educators nationwide.</p><p><strong>Methods: </strong>A pilot-tested, IRB-approved survey was administered via multichannel convenience sampling (n = 270). Independent variables included institutional criteria, resource utility, mentorship type, and professional barriers. Data were analyzed using descriptive statistics, nonparametric tests, and multiple linear regression to identify primary predictors of faculty self-efficacy.</p><p><strong>Results: </strong>Participants reported low overall self-efficacy navigating P&T ( M = 2.93, on a 5-point Likert scale). Significant barriers included high teaching/service loads (63.3%) and perceived lack of clinical valuation (52.6%). Faculty at institutions that formally valued clinical experience reported significantly higher self-efficacy ( M = 3.33/5) than those at institutions without such criteria ( M = 2.84/5; P = .02). The regression model ( R2 = .436, P < .001) identified structured mentorship as the strongest independent predictor of self-efficacy ( β = 0.36), followed by perceived clinical valuation ( β = 0.28) and resource variety ( β = 0.26). Gender disparities were noted, with female faculty reporting higher service loads and greater uncertainty regarding resources.</p><p><strong>Discussion: </strong>Current P&T systems do not adequately account for the clinician-educator role. To foster equity and retention, institutions must prioritize targeted support, including formalized structured mentorship, the formal acknowledgement of clinical expertise in the advancement criterion, and the provision of a diverse set of scholarly resources for P&T.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148913631","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":"Using the End of Curriculum Exam to Evaluate Student Readiness: Balancing the Need for Remediation Against Real-World Consequences.","authors":"Ryan A Downey, Mitchell J Barnett, Eric J Ip, Elena Dvoiris, Xiaolong Liu, Susan M Jameson","doi":"10.1097/JPA.0000000000000736","DOIUrl":"10.1097/JPA.0000000000000736","url":null,"abstract":"<p><strong>Introduction: </strong>This study describes the rationale, implementation, and outcomes of defining a program-specific end of curriculum (EOC) exam passing score to support fairness and transparency in student graduation and remediation decisions.</p><p><strong>Methods: </strong>Using 6 years of data from Stanford University's Master of Science in Physician Assistant Studies program (graduating cohorts 2020-2025), predictive models of Physician Assistant National Certifying Examination (PANCE) performance were examined to explore the impact of iterative adjustments to EOC cut scores. Data from the first 4 cohorts (n = 110) were used to train predictive models, while 2 subsequent cohorts (n = 53) served as validation data. Generalized linear models using EOC scores alone (model I) and EOC plus selected end of rotation exam scores (model II) predicted PANCE performance.</p><p><strong>Results: </strong>Applying model I to test cohorts established empirical support for setting and adjusting EOC passing thresholds over time. Model II offered only marginal improvement over model I, suggesting that EOC performance alone sufficiently predicts PANCE outcomes.</p><p><strong>Discussion: </strong>While the program's mandated EOC remediation plan in 2024 and 2025 resulted in extended matriculation and postponed PANCE dates for 5 students, all students passed their EOC retake and subsequent PANCE. Results support using EOC scores as a reliable predictor of PANCE performance, provided appropriate remediation can be provided. Importantly, by viewing program extension decisions like mandated remediation in a consequential validity framework, the study underscores the need for PA programs to develop local, evidence-based, and equitable policies for decision-making.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"264-268"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971279","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":"Designing, Implementing, and Evaluating a Longitudinal Student Wellness Curriculum: An Educational Innovation in Physician Assistant Education.","authors":"Aislinn Hopkins","doi":"10.1097/JPA.0000000000000757","DOIUrl":"10.1097/JPA.0000000000000757","url":null,"abstract":"<p><strong>Introduction: </strong>Burnout and diminished well-being are increasingly recognized among physician assistant (PA) students, with implications for academic performance, professional identity formation, and long-term workforce sustainability. Many wellness initiatives remain episodic or elective and are insufficiently integrated into required curricula. This educational innovation describes the design, implementation, and evaluation of a required, longitudinal wellness curriculum grounded in evidence-informed frameworks.</p><p><strong>Methods: </strong>A multimodal wellness curriculum was implemented across three academic terms within a PA program. Educational strategies included experiential learning, reflective exercises, small-group discussion, and guided self-assessment. Program evaluation focused on feasibility, acceptability, and perceived educational value using a mixed-methods quality improvement approach. Precourse and postcourse surveys included Likert-type items and open-ended questions. Quantitative data were analyzed descriptively, and qualitative responses were analyzed thematically.</p><p><strong>Results: </strong>In the largest cohort, 75% of postcourse respondents reported stable or improved overall well-being ratings. Across cohorts, learners reported increased awareness of wellness strategies, normalization of discussions related to burnout, and strong perceived value of experiential components. Qualitative themes emphasized protected time for reflection, peer connection, and practical skill-building. Challenges included variable survey response rates and difficulty sustaining behavior change during periods of high academic demand.</p><p><strong>Discussion: </strong>A required longitudinal wellness curriculum within PA education is feasible and well-received. Transferable design principles may inform similar initiatives across health profession programs.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"307-310"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784397","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":"Establishing Global Dialogue: Initiating the International Physician Associate/Assistant and PA Comparable Educators' Meetings.","authors":"Lumbani Tshotetsi, Mirela Bruza-Augatis, Scott Smalley, Peter Heistermann, Mary Showstark, Thomas Colletti, Alias Mahmud, Laura Juarez, David Fahringer, Lyndsey Milcarek, Nancy A Jacob","doi":"10.1097/JPA.0000000000000752","DOIUrl":"10.1097/JPA.0000000000000752","url":null,"abstract":"<p><strong>Introduction: </strong>Physician associates/assistants (PAs) play an essential role in healthcare delivery across 63 countries. In 2020, in response to the COVID-19 pandemic, the International PA and PA Comparable Educators Group (IPAEG) was launched as a virtual forum to facilitate global networking, professional development, and curriculum alignment among PA educators.</p><p><strong>Methods: </strong>A pilot qualitative descriptive study was conducted from December 2024 to January 2025 using a structured questionnaire. The survey explored participants' motivations, perceived benefits, and suggestions for future IPAEG meetings. Thematic analysis was used to analyze responses from PA educators who attended IPAEG meetings from 2020 to 2024.</p><p><strong>Results: </strong>A total of 194 educators participated in the IPAEG meetings from 2020 to 2024, with 60 completing the entire survey. After removing new educators who did not participate or had incomplete responses, the final sample consisted of 42 participants (70% response rate). Respondents spanned multiple countries, with the majority from the United States, Africa, and Europe. Key motivations for participation included networking, knowledge exchange, and curriculum benchmarks. Participants reported that IPAEG meetings supported professional growth and enabled peer learning during the pandemic. Suggestions for future IPAEG meetings included a greater focus on educational leadership, regulatory frameworks, and harmonized global curricula.</p><p><strong>Discussion: </strong>The IPAEG has emerged as a critical path to strengthen PA education globally. It fosters community, encourages innovation, and supports internationalization for PA education. As the profession continues to evolve, IPAEG is poised to serve as a catalyst for sustainable growth, collaboration, and global recognition of the PA workforce.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"315-319"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784372","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":"Implementation of a Student Success Coaching Program.","authors":"Joy Hampton","doi":"10.1097/JPA.0000000000000740","DOIUrl":"10.1097/JPA.0000000000000740","url":null,"abstract":"<p><strong>Abstract: </strong>Newly matriculated physician assistant students may demonstrate difficulty with adjusting to the rigorous demands of a condensed medical education program. Traditional resources such as academic support, faculty mentorship, and student mental health can be used as part of a comprehensive support system. However, some students continue to struggle despite engaging in these options. Downward trends in student success can have ripple effects on program accreditation, recruitment, and student wellness. Building an internal Student Success Coaching Program is a feasible way to provide a targeted, supplemental layer of support to positively impact students' overall progress.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"320-322"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146012861","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":"Dare to Lead.","authors":"Amanda S Lois","doi":"10.1097/JPA.0000000000000756","DOIUrl":"10.1097/JPA.0000000000000756","url":null,"abstract":"","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"295-296"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784433","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 Multilayered Approach to Professionalism Assessment in Physician Assistant Education: Tracking Growth Beyond Zero-Tolerance Policies.","authors":"Elizabeth Diem, Sarah Brandell, Timothy Scanlon, Pamela Wireman","doi":"10.1097/JPA.0000000000000737","DOIUrl":"10.1097/JPA.0000000000000737","url":null,"abstract":"<p><strong>Introduction: </strong>The impact of unprofessional behavior in medical training has been well-documented, with studies linking it to increased professional misconduct later in clinical practice, including breaches of ethical standards and license revocations. Notably, students with documented professionalism violations during physician assistant (PA) training face a 5-fold increase in the likelihood of postgraduate disciplinary actions. The condensed nature of PA education, averaging 27 months, compared with 4 years of medical school, reduces opportunities for identifying and remediating such behaviors. A review of the literature highlighted best practices in evaluating professionalism and informed the design of a program-level intervention.</p><p><strong>Methods: </strong>The program implemented a multilayered professionalism assessment strategy based on insights from the literature. Core components included peer evaluation, faculty advising and documentation, mentorship, preceptor feedback, and structured self-reflection. Effectiveness was assessed by comparing professional remediation rates before and after implementation and by surveying students on the perceived value of the peer professionalism tool.</p><p><strong>Results: </strong>Following implementation, a measurable reduction in professionalism remediation was observed. Survey data also indicated that students valued peer evaluation as a meaningful component of their professional development.</p><p><strong>Discussion: </strong>The multilayered approach frames professionalism as a developmental process rather than a fixed marker of competence. Early, repeated interventions across multiple advisory meetings created opportunities for professional development and guided targeted remediation strategies. Embedding this model within PA education encourages sustained professional growth and better prepares students for the responsibilities of clinical practice.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"302-306"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13489764/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145991279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Institutional Accreditation: Perspectives on Transitioning to an Entry-Level Professional Doctoral Degree for Physician Assistants/Associates.","authors":"Jennifer A Snyder, Stephen Lewia, David C Beck, Lucy Kibe, Elana A Min, Curt Stilp, Karen Hills, David Asprey","doi":"10.1097/JPA.0000000000000761","DOIUrl":"10.1097/JPA.0000000000000761","url":null,"abstract":"<p><strong>Introduction: </strong>The PA Education Association (PAEA) formed a Doctoral Education Commission to advance PAEA's strategy on physician assistant/associate (PA) doctoral education. One of the Commission's objectives is to examine the readiness of the profession to transition to an entry-level professional doctorate.</p><p><strong>Methods: </strong>The Commission interviewed 6 institutional accrediting (IA) agencies, administering a set of 15 standardized questions to each. These questions were provided to the IA representatives in advance of their scheduled interviews with the Commission chairs and PAEA staff. Five of the 6 interviews were recorded, with one agency opting to decline recording. The researchers subsequently reviewed, compared, and contrasted the responses, identifying prevailing themes and points of divergence.</p><p><strong>Results: </strong>Themes included leaving curriculum decisions to the sponsoring institutions, states, credentialing bodies, or specialty accreditors. The organizations gave no minimum requirements for the length of a doctoral program compared with a master's. The groups agreed the experiential phase of PA education should be modeled with professional competencies and aligned with the programs' goals. There were no prescriptive guidelines regarding admissions criteria. Two organizations described the need for transparency with applicants. Scholarship expectations for faculty should align with broader institutional accreditation standards. Institutional accreditors expect terminal degrees for doctoral faculty but allow for institution-level flexibility in justifying qualifications based on expertise and contributions to the field.</p><p><strong>Discussion: </strong>Physician assistant/associate program understanding of the organizational accrediting requirements is critical when considering a change from a master's to an entry-level doctoral degree. The importance of transparency in this process with all stakeholders is essential.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"327-331"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147943178","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":"Programmatic Assessment of Students and Evaluation of Programs in Competency-Based Physician Assistant Education.","authors":"Lixin Li, Louis Pangaro","doi":"10.1097/JPA.0000000000000750","DOIUrl":"10.1097/JPA.0000000000000750","url":null,"abstract":"<p><strong>Introduction: </strong>Competency-based medical education (CBME) is becoming widely used in health professions education, yet its terms, processes, and expectations are not yet well-defined. An increasing number of physician assistant (PA) programs are transitioning toward competency-based curricula, yet application of CBME terms and benefits to program evaluation in the PA profession still lags other health care fields. This review introduces foundational concepts and commonly used frameworks, explores how frameworks for assessment of individual trainees and for effective program evaluation can translate into a PA education to address the challenges faced by PA programs. This review also proposes strategies for improving these processes.</p><p><strong>Methods: </strong>A narrative review approach was used to identify and synthesize literature relevant to CBME, programmatic assessment, and program evaluation with sources selected based on relevance rather than systematic review criteria.</p><p><strong>Results: </strong>Competency-based medical education relies heavily on both effective assessment of individual trainees and on comprehensive program evaluation to guide continuous program improvement. Programmatic assessment of individual learners is the ongoing collection, analysis, aggregation, and triangulation of data to determine a learner's developmental progression in each competency.</p><p><strong>Discussion: </strong>A comprehensive programmatic assessment framework should incorporate multiple methods and tools, implemented through longitudinal learning-assessment cycles. Defining and implementing PA-specific entrustable professional activities in the curriculum and assessment would help clearly define the PA profession for both the public and health care peers.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"254-263"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623377","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}