Journal of Physician Assistant Education最新文献

{"title":"From Tinkering to Transformation: Lessons Learned From 10 Years of Curricular Reculturing.","authors":"Jacqueline Sivahop, Kirsten Broadfoot, Jonathan Bowser","doi":"10.1097/JPA.0000000000000704","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000704","url":null,"abstract":"<p><strong>Abstract: </strong>Over the past decade, there has been a robust increase in the number of Physician Assistant/Associate (PA) Programs operating in the United States. Curriculum design and construction remains a major activity and strategic priority for our profession as PA education faculty. However, our curriculum design, redesign, and renewal initiatives are often focused on unique and idiosyncratic changes or \"tinkering\" that can lead to curriculum dilution and drift. An alternative approach to curriculum design is to view the curriculum as a culture. Through this lens, curriculum design becomes a reculturing that provides programs with opportunities to embed curricular values into the learning environment, curricular decision making, and learner-centered educational experiences. This article reflects on a decade of curricular reculturing in our program including how we designed and built the Colorado Curriculum using a curricular culture approach, the pressures it encountered, and the intersections at which we find ourselves as we identify current opportunities for re-engagement. Most importantly we identify and share our major lessons learned including the profound cultural shift activated by such a cultural approach; the substantial time investment required; and the critical commitments to conscious and consistent communication and onboarding needed to hold the program and change initiative together.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001546","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":"Academic Performance, Physical Activity, and Well-Being Among Physician Assistant Students: A Cross-Sectional Study.","authors":"Rachel L Clark, Ashley T Ford, Kristen H Sickle, Kandi D Pitchford, Garret Faugot","doi":"10.1097/JPA.0000000000000706","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000706","url":null,"abstract":"<p><strong>Introduction: </strong>Physical activity positively affects physical, mental, and emotional health and enhances academic performance. However, many students fail to meet recommended activity levels. Research indicates that graduate students' physical inactivity rates align with national averages, with sedentary behavior increasing due to academic demands. Similarly, physician assistant (PA) programs, characterized by intense didactic and clinical phases, often leave little time for physical activity, potentially affecting health and academic outcomes. The purpose of this study was to examine the relationship between physical activity, academic performance, and overall health in PA students.</p><p><strong>Methods: </strong>A 26-item survey collected self-reported data on demographics, physical activity habits, academic achievements, and perceptions of well-being. Outcome measures included a modified PA Education Association survey and World Health Organization (WHO) global physical activity questionnaire. The survey was distributed to 309 PA programs and social media platforms, reaching 5510 students.</p><p><strong>Results: </strong>Of 870 responses (16% response rate), 794 PA students (54.85% didactic, 45.15% clinical) were included. Moderate-intensity physical activity correlated with a higher grade point average (GPA), having associations with frequency (P < .001) and duration (P = .034). Vigorous activity had no significant relationship with GPA but was associated with body mass index (P = .006). Physical activity also correlated with reduced stress (P = .002) and increased social engagement (P = .001).</p><p><strong>Discussion: </strong>Moderate-intensity activity correlated with better academic performance, physical and mental well-being, stress reduction, and social engagement. However, PA students' activity levels fall below WHO recommendations, mirroring broader trends in the United States and globally.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001570","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":"Evaluation of an Integrated Multicomponent Wellness Curriculum With Perceived Stress Levels in Physician Assistant Students.","authors":"Kelly Izsak, Emily Landis, Madison Katich, Vicki Riddick, Taylor Palma, Robin A Barry","doi":"10.1097/JPA.0000000000000703","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000703","url":null,"abstract":"<p><strong>Introduction: </strong>In response to an Accreditation Review Commission on Education for the Physician Assistant Standards, 5th edition requirement for instruction on provider personal wellness, evidence-based multicomponent wellness programming was integrated into didactic and clinical phases of a physician assistant (PA) education program. This study aimed to examine whether PA students' perceived stress declined from before to after their participation in each semester's wellness programming and to gauge students' perceptions of programming acceptability and success.</p><p><strong>Methods: </strong>Three cohorts of students enrolled in mandatory wellness programming were invited to complete pre- and post-programming assessments over 4 semesters. Linear mixed models were used to examine change in perceived stress from pre- to post-phase programming over time. Mean satisfaction ratings and thematic analysis of qualitative data were used to examine acceptability, success, and students' program improvement recommendations.</p><p><strong>Results: </strong>There were 121 pre- and 87 post-assessments completed with 110 (95%) of students completing at least one assessment; 43 students from 2 cohorts rated program satisfaction and 34 provided open-ended feedback. On average, perceived stress declined by about 5.7% from before to after programming. Decline in perceived stress did not differ based on gender, program phase, or cohort. Female students had higher perceived stress compared with male students on average over time. Students' average program satisfaction was \"neutral.\" They recommended more autonomy and personalized wellness programming.</p><p><strong>Discussion: </strong>This research suggests that multicomponent wellness programming is associated with a small decline in students' perceived stress. Increasing students' autonomy to select and engage in personally relevant programming may improve outcomes.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972988","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":"Clearing the Pathway: Examining the Impact of Marginalized Identity Status on Stress and Well-Being Among Physician Assistant/Associate Student Learners.","authors":"Sheena D Brown, Carl A Frizell","doi":"10.1097/JPA.0000000000000698","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000698","url":null,"abstract":"<p><strong>Introduction: </strong>The current study examined the correlation between physician assistant/associate (PA) learner intersectional identities, stress, well-being, and PA program application data. We investigated how multiple marginalized identities (MIs) affect PA students' experiences, including their decision timing to enter the profession, stress levels, and overall well-being.</p><p><strong>Methods: </strong>Using data from the PA Education Association 2019 Matriculating Student Survey, multivariate logistic regression was used to examine the relationship between MIs, stage of life one decides to become a PA, age at graduation, and stress and well-being among PA students. The odds of increased stress and well-being among those with single or multiple marginalized identities were also assessed.</p><p><strong>Results: </strong>On average, nonmarginalized students were more likely to decide to become a PA at an earlier age (P < 0.001). Marginalized students submitted fewer PA school applications and were less likely to receive acceptance letters (P = 0.001). Compared with their nonmarginalized counterparts, both single and multiple MIs had increased stress levels. In addition, the prevalence of financial concerns was significantly higher among marginalized populations (P < 0.001).</p><p><strong>Discussion: </strong>This study highlighted the significant impact of intersectionality and having multiple MIs on the health and well-being of PA students. Individuals who identify with multiple MIs, experience increased stress levels, increased financial concerns, and diminished overall well-being.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972876","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":"Graduate Record Examination Removal From Admissions and Physician Assistant/Associate Student Diversity.","authors":"Bettie Coplan, Anthony Miller, Tamara Ritsema, Kirsten Bonnin, Morgan Luck, Jane McDaniel, Curt Bay, Angela Kiselyk, Jonathan Kilstrom, Michelle DiBaise","doi":"10.1097/JPA.0000000000000700","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000700","url":null,"abstract":"<p><strong>Introduction: </strong>This study examined demographic characteristics among physician assistant/associate (PA) program applicants who were offered admission and among matriculants at 5 PA programs that eliminated the Graduate Record Examination (GRE) admissions requirement.</p><p><strong>Methods: </strong>Collated admissions data for 4 cycles were categorized into 2 periods, one representing 2 cycles before GRE removal (GRE period) and one representing 2 cycles after GRE removal (no-GRE period). Chi-square analyses were used to compare percentages of applicants offered admission and percentages of matriculants who were from backgrounds underrepresented in medicine (URiM), were first-generation college students, and who reported economic disadvantage (ED) across the 2 periods.</p><p><strong>Results: </strong>Individual program outcomes varied. Some experienced statistically significant increases in various measures; others experienced increases or decreases that were insignificant. Collectively, compared with the GRE period, the proportion of applicants offered admission during the no-GRE period who were URiM was 6.2% higher (P = .002, 95% confidence interval [CI] [2.3%, 10.1]); the proportion who were first-generation was 11.2% higher (P < .001, 95% CI [7.3%, 15.0%]); and the proportion with ED was 9.4% higher (P < 0.001, 95% CI [5.8%, 13.0%]). Among matriculants, the proportion who were URiM was 8.7% higher (P = 0.001, 95% CI [3.7%, 13.6%]), the proportion who were first-generation was 8.6% higher (P = 0.001, 95% CI [3.8%, 13.5%]); and the proportion with ED was 8.8% higher (P < 0.001, 95% CI [4.2%, 13.3%]).</p><p><strong>Discussion: </strong>Study results suggest that for some PA programs, eliminating the GRE admissions requirement may positively contribute to various approaches to admitting more students from diverse backgrounds.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973004","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":"https://doi.org/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":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-15","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":"Competency Milestones in a Didactic Curriculum: An Innovative Accreditation Compliance Strategy That Enhances Clinical Readiness.","authors":"Elizabeth H Schmidt, Kevin Bogenschutz, Anne Geary","doi":"10.1097/JPA.0000000000000702","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000702","url":null,"abstract":"<p><strong>Introduction: </strong>This article describes an innovative approach to accreditation compliance and to bridging the gap between didactic education and clinical practice through competency-based assessment (CBA) implemented during the final semester of the didactic phase in a physician assistant program. While CBA is more commonly used in the clinical phase, its application in the didactic curriculum represents a novel strategy for ensuring clinical rotation readiness while demonstrating compliance with Accreditation Review Commission on Education for the Physician Assistant standards.</p><p><strong>Methods: </strong>This program developed 22 didactic competencies that aligned with programmatic competencies, providing students with multiple opportunities to demonstrate rotation-ready proficiency. Implementation included restructuring classroom time around focused clinical reasoning practice, problem-based learning, and objective structured clinical examinations with comprehensive feedback mechanisms. Assessment of effectiveness triangulated course outcomes, student perceptions, and preceptor evaluations.</p><p><strong>Results: </strong>The assessment demonstrates strong alignment between CBA experiences and clinical performance expectations. Student feedback highlighted the value of individualized guidance, practical preparation, and enhanced clinical reasoning skills. The approach successfully addressed key accreditation standards: curriculum competency design (B1.01), alignment of outcomes with competencies (B1.03e), and support of demonstrating effectiveness of didactic curriculum (C1.01b). Despite challenges, including resistance to change and assessment complexity, the CBA system improved student self-regulation through deliberate practice and reflection.</p><p><strong>Discussion: </strong>This compliance strategy offers physician associate/assistant programs an effective framework for developing confident, capable students truly prepared for clinical rotations while providing robust documentation of didactic design, alignment, and curriculum effectiveness for accreditation purposes.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144856686","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":"An Approach to Discussion-Based and Learner-Centered Pediatric Emergency Medicine Education for Recently Certified Physician Assistants.","authors":"Caroline Oehlerich, Tania Ahluwalia","doi":"10.1097/JPA.0000000000000696","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000696","url":null,"abstract":"<p><strong>Abstract: </strong>According to the National Commission on Certifications of Physician Assistants, approximately 1.8% of physician assistants (PAs) work in general pediatrics. In addition, PAs work in varying pediatric subspecialties, such as cardiology, neonatology, and emergency medicine. Each of these subspecialties accounts for less than 0.1% to 0.4% of practicing PAs. Currently, 0.3% of PAs work in pediatric emergency medicine (PEM). Given the specialization of PEM, as well as other pediatric subspecialities, additional postgraduate education is essential to support PA competency and self-efficacy. Educational approaches may range from self-directed learning, case-based discussions, lectures, workshops, and other strategies. At Children's National Hospital in Washington, DC, our Advanced Practice Provider education team implemented discussion-based sessions tailored to the interests and needs of recently hired and newly certified PAs.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144795803","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":"Reducing Physician Assistant National Certifying Exam Failures Through Targeted Interventions.","authors":"Ashley Gentry, America McGuffee","doi":"10.1097/JPA.0000000000000693","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000693","url":null,"abstract":"<p><strong>Introduction: </strong>In partial fulfillment of accreditation requirements, physician assistant (PA) programs analyze various performance indicators to identify correlation to Physician Assistant National Certifying Exam (PANCE) outcomes. While numerous studies have identified correlating performance indicators, research defining actionable, program-specific intervention criteria is limited. To address this need, we aim to determine if interventions implemented by the program based on indicator cutpoints were effective in reducing the number of potential PANCE failures.</p><p><strong>Methods: </strong>This retrospective study includes students in cohorts 2019 to 2024 from the University of North Texas Health Science Center PA Program (n = 426). Pearson correlation and regression analysis was performed to identify cutpoints for program indicators of PANCE performance. At-risk student performance after counseling and intervention was then analyzed.</p><p><strong>Results: </strong>Students with 5 or more indicators below the cutpoint were projected to fail the PANCE. Cohorts 2019 to 2023 had 5 or fewer projected PANCE failures each year, while cohort 2024 had 13 projected failures. With targeted intervention and counseling initiated early in the program, the 2024 cohort had a significantly lower rate of PANCE failure among those projected to fail compared to previous cohorts (2024: 8%; 2023: 50%; 2021: 40%; 2020: 50%).</p><p><strong>Discussion: </strong>Monitoring student progress through both didactic and clinical phases, using a combination of cutpoints for programmatic assessments and course performance, allows for timely and individualized interventions that can enhance PANCE pass rates. The noted reduction in the PANCE failure rate for cohort-specific high-risk students highlights the success of this approach and underscores the value of personalized counseling, tailored interventions, and access to resources throughout the program.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144795804","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 Gender-Based Barriers in Physician Assistant Educator Authorship: Insights From a Physician Assistant Author Survey.","authors":"Sara Lolar, Robert R Ehrman, Anne M Messman, Alexandria Garino","doi":"10.1097/JPA.0000000000000694","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000694","url":null,"abstract":"<p><strong>Introduction: </strong>Gender disparities in academic publishing hinder career advancement and limit diverse contributions in the physician assistant (PA) profession. Although many female PA educators publish successfully, the barriers they face remain underexplored. This study examined the challenges and facilitators of female authorship to inform strategies that promote equity in scholarly productivity.</p><p><strong>Methods: </strong>First and last PA authors of Journal of Physician Assistant Education (JPAE) research articles (2014-2022) were identified. Identified authors were invited to participate in a survey, which was adapted, piloted among 8 faculty members, and distributed through Qualtrics. Descriptive statistics and inferential tests were applied.</p><p><strong>Results: </strong>Among 177 unique PA authors, 69% identified as female. The response rate was 47%. Women had a median age of 49 years (IQR 44-60), compared with 55 years (IQR 41-64) for men. More men (40%) held full professor rank than women (20%). Women reported fewer first-author or last-author publications, lower levels of institutional support, and more frequent authorship conflicts (37% vs. 7.7%, P < .001), with 24% of women experiencing repeated disputes.</p><p><strong>Discussion: </strong>Despite similar educational backgrounds, men held higher academic ranks and published more frequently. Women reported lower institutional support, which may contribute to disparities in research productivity. Authorship conflicts may further hinder female publication success and affect future collaborations. Addressing biases, improving collaboration, and ensuring equitable institutional support are essential for fostering gender equity in PA faculty advancement.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144691884","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}