Journal of Physician Assistant Education最新文献_第3页

Do Physician Assistant Professional Doctorate Missions and Learning Outcomes Align With the Physician Assistant Professional Competencies?

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-11-19 DOI: 10.1097/JPA.0000000000000642

Matthew A McQuillan, David Asprey, Darwin Brown, Brenda Quincy, Jennifer A Snyder, Jacqueline Sivahop

{"title":"Do Physician Assistant Professional Doctorate Missions and Learning Outcomes Align With the Physician Assistant Professional Competencies?","authors":"Matthew A McQuillan, David Asprey, Darwin Brown, Brenda Quincy, Jennifer A Snyder, Jacqueline Sivahop","doi":"10.1097/JPA.0000000000000642","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000642","url":null,"abstract":"Introduction: There are little published data about curricula of physician assistant (PA) postprofessional doctoral programs. This study examined current mission statements and learning outcomes for common and emerging themes aligned with the PA professional competencies.Methods: This qualitative study examined postprofessional doctoral programs that matriculated PAs as of December 2023. Program web sites were analyzed for mission or purpose statements and learning outcomes. Open coding of the PA professional competencies generated a final code list. Mission and purpose statements and learning outcomes were uploaded into ATLAS.ti and compared with the code list for common and emerging themes. Investigator triangulation confirmed themes.Results: Twenty-two programs had mission statements on their websites. The most identified competency theme was the development of leadership skills (64%). Sixteen programs had learning outcomes for 30 concentrations. The most common competency themes in the concentrations' learning outcomes included knowledge/evidence (50%), leadership (40%), and communication (37%). Emerging themes comprised engaging in scholarly activity (29%) and performing research (37%).Discussion: Because leadership was the most common theme in mission or purpose statements and learning outcomes, additional leadership training appears to be an area of focus for postprofessional PA programs. Despite common themes across the programs, there appears to be diversity in the areas of content focused on meeting the program's prospective students' needs more than alignment with the competencies. Including research and scholarly activity within postprofessional doctoral programs raises the question of whether this is an emerging area of focus that should be included in the PA professional competencies.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"36 1","pages":"e34-e41"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143459984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Embracing Change: Expanding the Retention, Outreach, Alignment, and Diversity Framework to Address Neurotypical Ableism in Physician Assistant/Associate Education. 拥抱变化：扩大留用、外联、调整和多样性框架，以解决助理医师/助理教育中的神经典型能力主义问题。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-10-01 DOI: 10.1097/JPA.0000000000000627

Carl A Frizell

引用次数: 0

Does Student and Staff Gender Affect Physician Associate Student Experience on Clinical Rotations? 学生和教职员工的性别是否会影响副医师学生的临床轮转体验？

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-11-27 DOI: 10.1097/JPA.0000000000000640

Brogan Guest, Katie Aichison, Kate Bascombe, Tripti Chakraborty, Vasa Gnanapragasam, Ban Haider, Beck Hickman, Chandran Louis, Lauren McCann

{"title":"Does Student and Staff Gender Affect Physician Associate Student Experience on Clinical Rotations?","authors":"Brogan Guest, Katie Aichison, Kate Bascombe, Tripti Chakraborty, Vasa Gnanapragasam, Ban Haider, Beck Hickman, Chandran Louis, Lauren McCann","doi":"10.1097/JPA.0000000000000640","DOIUrl":"10.1097/JPA.0000000000000640","url":null,"abstract":"Introduction: Physician assistant/associate (PA) courses rely heavily on hands-on experience during clinical placement, and higher education institutes aim to provide students with an equitable experience. This article aims to understand how student gender and supervisor gender affect student experience on clinical placement at 2 PA courses in the United Kingdom, where PAs are known as physician associates. We found no evidence of pedagogical literature that focused on the gender differences in PA experience, so we aim to be the first to provide this research.Methods: To assess student experience, student feedback was collected through online qualitative surveys and stratified by student and supervisor gender. 95% confidence intervals were calculated for scaled questions.Results: Qualitative feedback from students shows a clear difference in their clinical placement experiences. Male students report fewer opportunities to observe and assess female patients, while female students report fewer opportunities observe and assess male patients. The most significant difference is seen when male students are seeing female patients. The discrepancy becomes more pronounced when male students are supervised by male supervisors and when female students are supervised by female supervisors.Discussion: In planning clinical placements for students, programs must understand and recognize the potential for differences in experience based on student and supervisor gender and should take action to ensure a more equitable experience for all students.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e89-e95"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11841715/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142740815","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}

引用次数: 0

Embracing Neuro-Inclusivity Within Physician Assistant/Associate Education: Challenging Organizational Cultural Norms and Navigating Communication Challenges. 在医生助理/助理教育中拥抱神经包容性：挑战组织文化规范，应对沟通挑战。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-02-02 DOI: 10.1097/JPA.0000000000000575

Carl A Frizell, Devin Graham, Amber DuVentre, Sheena D Brown

{"title":"Embracing Neuro-Inclusivity Within Physician Assistant/Associate Education: Challenging Organizational Cultural Norms and Navigating Communication Challenges.","authors":"Carl A Frizell, Devin Graham, Amber DuVentre, Sheena D Brown","doi":"10.1097/JPA.0000000000000575","DOIUrl":"10.1097/JPA.0000000000000575","url":null,"abstract":"Abstract: Effective communication in health care education is essential for creating an inclusive learning environment. This manuscript examines the crucial role of communication in physician assistant/associate (PA) education, particularly in the context of neurodiverse individuals, who constitute approximately 20% of the global population. A groundbreaking study by Nouri et al reveals a 3.1% overall disability prevalence among US practicing physicians, emphasizing the necessity for a comprehensive understanding of diversity in the health care profession. Considering the intersectionality of marginalized identities, this research sheds light on potential challenges health care providers face, underscoring the importance of promoting inclusivity and support for neurodiverse individuals in the PA profession. The increasing presence of neurodivergent students in postsecondary institutions, despite academic strengths, holds relevance for PA education. Recognizing the barriers and stigmas associated with neurodiversity is crucial for fostering inclusive environments within PA programs and sponsoring institutions. This manuscript explores the challenges faced by neurodiverse individuals in PA education and proposes strategies for cultivating a neuroinclusive culture through effective communication. With a focus on celebrating and using the strengths of all learners, regardless of neurodiversity, the overarching goal is to contribute to a paradigm shift in PA education, enriching the educational experience for students, educators, and support staff.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e102-e106"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139673192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Strengthening the Multiple-Choice Assessment: Improving Item-Writing Skills of Physician Assistant Educators. 加强多项选择评估：提高助理医师教育工作者的项目编写技能。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-10-31 DOI: 10.1097/JPA.0000000000000636

Abigail Buterbaugh

引用次数: 0

Evaluation of Skin of Color Curricular Content for Physician Assistant Education. 评估助理医师教育的有色皮肤课程内容。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-09-18 DOI: 10.1097/JPA.0000000000000626

Namrata V Chintalapati, Sneha Poondru, Roopal V Kundu, Marissa O Liveris, Julia M Riley

{"title":"Evaluation of Skin of Color Curricular Content for Physician Assistant Education.","authors":"Namrata V Chintalapati, Sneha Poondru, Roopal V Kundu, Marissa O Liveris, Julia M Riley","doi":"10.1097/JPA.0000000000000626","DOIUrl":"10.1097/JPA.0000000000000626","url":null,"abstract":"Introduction: Physician assistants (PAs) are often members of dermatologic care teams. Adequate knowledge of dermatologic conditions in skin of color (SOC) is crucial to proper diagnosis, treatment, and patient satisfaction. The objective of this study was to increase PA students' objective knowledge of and comfort level with evaluating dermatologic conditions in SOC.Methods: Eligible participants included 36 PA students at a major metropolitan medical center during the 2022 to 2023 academic year. A preintervention survey, immediate postintervention survey, and 7-month follow-up postintervention survey were administered before and after a SOC lecture. The surveys concluded with a 10-question, image-based, multiple-choice examination.Results: There was a significant increase in accurate diagnoses of acne scarring, eczema, psoriasis, rosacea, and seborrheic dermatitis in SOC (59.4% preintervention to 76.9% postintervention, P = .029). Student confidence, as rated on a scale of 1 (minimally confident) to 5 (extremely confident), in diagnosing these conditions increased from 2.97 to 3.52 ( P = .036).Discussion: Implementation of a SOC-specific dermatology lecture significantly increased the accuracy and confidence with which PA students diagnosed dermatologic conditions.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e85-e88"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Curricular Review of Radiology Education in a Master of Physician Assistant Studies Program. 医生助理研究硕士课程中的放射学教育课程回顾。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-10-10 DOI: 10.1097/JPA.0000000000000632

Rachel Herzog, Terry Li, Alexa Hryniuk

{"title":"A Curricular Review of Radiology Education in a Master of Physician Assistant Studies Program.","authors":"Rachel Herzog, Terry Li, Alexa Hryniuk","doi":"10.1097/JPA.0000000000000632","DOIUrl":"10.1097/JPA.0000000000000632","url":null,"abstract":"Introduction: Physician assistants/associates (PAs) are expected to be competent in ordering and interpreting diagnostic imaging. However, there are no further details outlining the educational expectations of PAs as it relates to radiology upon graduation. This can result in significant variability in the radiology curricula that PA students are taught and, consequently, hinder PAs' ability to work within their full scope of practice. Therefore, the purpose of this study was to map the radiology curriculum in a Master of Physician Assistant Studies (MPAS) program to elucidate radiological educational training before graduation.Methods: Quantitative curricular mapping was used to assess the 2021 to 2022 MPAS program for radiological involvement. Relevant course and session objectives related to radiology education were identified. In addition, educational learning material was reviewed for diagnostic imaging content.Results: Formal radiological training was observed in 8 of 27 courses in the preclinical curriculum, with 4.35% of the total session objectives directed to radiological education. This formal exposure comprises 18.9 hours (1.71%) of curricular time. Informal diagnostic imaging exposure increased radiology education to approximately 29.5 hours (2.67%) of curricular time. One course (Diagnostic Imaging) focuses exclusively on radiology teaching and accounts for approximately 50% of the total radiologic teaching. X-ray ordering and interpretation received the greatest emphasis throughout the curriculum, while ultrasound received the least attention.Discussion: Further integration of formal radiological education into PA programs should be considered with specific attention directed toward point-of-care ultrasound exposure and ordering/interpretation skills.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e96-e101"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Qualitative Study of Physician Assistant Student Reflections in a Service-Learning Community Clinic and the Influence on Professional Identity Formation. 关于助理医师学生在服务学习型社区诊所中的反思及其对职业身份形成的影响的定性研究。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-11-27 DOI: 10.1097/JPA.0000000000000643

Frank R Giannelli, Thea Cogan-Drew, Angelica Aceti, Elizabeth Di Prospero, Jennifer Joseph, Alyssa M Carbajal, Jessica Gomes, Claire O'Connell, Pamela Rothpletz-Puglia

{"title":"A Qualitative Study of Physician Assistant Student Reflections in a Service-Learning Community Clinic and the Influence on Professional Identity Formation.","authors":"Frank R Giannelli, Thea Cogan-Drew, Angelica Aceti, Elizabeth Di Prospero, Jennifer Joseph, Alyssa M Carbajal, Jessica Gomes, Claire O'Connell, Pamela Rothpletz-Puglia","doi":"10.1097/JPA.0000000000000643","DOIUrl":"10.1097/JPA.0000000000000643","url":null,"abstract":"Introduction: Service learning is a commonly used teaching modality in physician assistant (PA) programs; however, the literature analyzing the written reflections of PA students who participate in these experiences is limited. The purpose of this study was to describe the experiences of PA students who participated in a service-learning clinic through analysis of their written reflections.Methods: An exploratory qualitative research design, using conventional content analysis, was used to examine the reflections of both didactic and clinical-phase PA students who participated in a service-learning clinic between 2016 and 2020.Results: The results demonstrate that these experiences contribute to the professional identity formation (PIF) of PA students, with faculty role modeling being an important facilitator in the process. Our analysis shows that students, regardless of their role in the clinic, reported a positive experience, and the reflections showed elements of PIF.Discussion: Service-learning clinics play an important role in the PIF for PA students, with role modeling by faculty clinicians being an important facilitator in this process.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e42-e48"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142733137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Point-of-Care Ultrasound on Clinical Rotations: Reported Opportunity and Objective Number of Examinations.

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-11-07 DOI: 10.1097/JPA.0000000000000639

Michael Breunig, Ryan Kingsley, Shar Yanambaka, Thomas Kingsley

{"title":"Point-of-Care Ultrasound on Clinical Rotations: Reported Opportunity and Objective Number of Examinations.","authors":"Michael Breunig, Ryan Kingsley, Shar Yanambaka, Thomas Kingsley","doi":"10.1097/JPA.0000000000000639","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000639","url":null,"abstract":"Introduction: Point-of-care ultrasound (POCUS) inclusion in physician assistant (PA) program curricula is increasing. Research has shown that preceptors' readiness to teach POCUS on rotations is limited. The purpose of this research is to describe PA students' self-reported opportunity to practice POCUS on rotations, to quantify the number of POCUS examinations completed on rotations, and to analyze data to provide insights into which rotations might be most amendable to POCUS training for PA students.Methods: Students were surveyed about their preceptors' willingness to allow the practice of POCUS on rotations. Students were required to complete POCUS examinations during rotations. The number of examinations performed was extracted from the Butterfly Network software and paired with the students' rotation information. Descriptive statistics were completed.Results: A survey response rate of 71.4% was noted. The student reported opportunities to practice POCUS were the highest on Family Medicine, Cardiology, Hospital Internal Medicine (HIM), and Emergency Medicine (EM). Students completed 778 POCUS examinations on rotations. A higher objective number of examinations were completed on EM and HIM rotations.Discussion: EM and HIM rotations afforded the most opportunity to convert the reported opportunity to practice POCUS to the objective act of obtaining POCUS images. Most rotations had proportionally similar number of POCUS examinations completed per organ system, however, Cardiology had a disproportionately higher number of cardiac examinations. This rotation and application-specific understanding of PA students' ability to obtain POCUS examinations on rotations should be used by PA programs while developing POCUS curriculum.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"36 1","pages":"e69-e73"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143459108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

International Physician Assistant Exchange: Facilitating Kinship in Education and Patient Care.

Journal of Physician Assistant Education Pub Date : 2025-02-11 DOI: 10.1097/JPA.0000000000000649

Aislinn Hopkins, Christopher Chillura, Isabell Durham, Madelyn Fowler, Kaitlin Merritt, Taylor Schilling

{"title":"International Physician Assistant Exchange: Facilitating Kinship in Education and Patient Care.","authors":"Aislinn Hopkins, Christopher Chillura, Isabell Durham, Madelyn Fowler, Kaitlin Merritt, Taylor Schilling","doi":"10.1097/JPA.0000000000000649","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000649","url":null,"abstract":"Abstract: The international exchange of physician assistant (PA) education between the Medical University of South Carolina (MUSC) in the United States and Inholland University in the Netherlands, established in 2013, aims to enhance global awareness, cultural sensitivity, and professional development among PA students. This exchange program, which transitioned to a virtual format during the COVID-19 pandemic and resumed in-person exchanges in 2023, allows participants to explore similarities and differences in medical education, healthcare systems, and professional practices between the two countries. Despite varying educational pathways and healthcare models, the role of PAs in both countries shows remarkable similarities, including shared responsibilities in patient care and clinical practice flexibility. The program, which includes lectures, clinical shadowing, and cultural immersion, fosters a deeper understanding of global healthcare and promotes introspection among participants regarding their own healthcare systems. Student reflections highlight the transformative impact of the exchange on their cultural humility and global perspective. Future plans for the program include enhanced virtual interactions to strengthen cross-cultural connections and further explore healthcare topics. This exchange serves as a model for fostering international collaboration and broadening the global PA community.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0