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

Fragments of Community: Physician Assistant Student Perspectives on Experience of Community With Faculty. 社区的碎片：医师助理学生对社区与教师经验的看法。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2025-01-28 DOI: 10.1097/JPA.0000000000000651

Kaley Romero, Elissa Love, Sarah-Ann Keyes

{"title":"Fragments of Community: Physician Assistant Student Perspectives on Experience of Community With Faculty.","authors":"Kaley Romero, Elissa Love, Sarah-Ann Keyes","doi":"10.1097/JPA.0000000000000651","DOIUrl":"10.1097/JPA.0000000000000651","url":null,"abstract":"Introduction: Burnout is prevalent among both physician assistant (PA) students and faculty in the United States. Theories concerning the root cause of this burnout include a breakdown of community, which, in this context, serves as a framework comprising membership, influence, integration and fulfilment of needs, and shared emotional connection. A community framework has yet to be formally applied to the PA learning environment. The objective of this study was to explore the ways in which PA students experience community with faculty and how this perceived sense of community affects those students' perceived well-being.Methods: This was a qualitative study completed using semistructured, one-on-one virtual interviews with PA students of the graduating class of 2024 at one institution devised by using an interview guide created by the investigators based on a community framework. Interviews were recorded and transcribed by Microsoft Teams and analyzed using thematic analysis.Results: Three major themes were produced from four participant interviews: (1) Students felt interactions with faculty were uniquely positioned to affect their well-being as influenced by their level of vulnerability as a student in a rigorous program; (2) students observed a wide range of faculty actions, values, and personality qualities that promoted a sense of community with faculty; and (3) students perceived a fragmentation between faculty members and the class itself, as well as between the two entities, which impaired their sense of community.Discussion: PA students are vulnerable community members with a wide range of needs. Faculty interactions are crucial to meeting those needs. Future research can involve the recruitment of additional students, cohorts, or programs for diversified perspectives.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"155-161"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143060954","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

Resident-led Seminar and Workshop on Airway Management for Physician Assistant Students: Evaluating Efficacy and Memory Retention. 住院医师主导的医师助理学生气道管理研讨会及工作坊：评估疗效及记忆保留。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2025-01-21 DOI: 10.1097/JPA.0000000000000654

Juan M Salgado, Ross Harrington, Dean Flaten, Jason Williams, Evan Ohlman, William L Krogman

{"title":"Resident-led Seminar and Workshop on Airway Management for Physician Assistant Students: Evaluating Efficacy and Memory Retention.","authors":"Juan M Salgado, Ross Harrington, Dean Flaten, Jason Williams, Evan Ohlman, William L Krogman","doi":"10.1097/JPA.0000000000000654","DOIUrl":"10.1097/JPA.0000000000000654","url":null,"abstract":"Introduction: Physician assistants (PAs) should understand the implications and risks involved with airway management. Our study aimed to facilitate PA students' familiarity with airway management with instruction from anesthesiology residents. We assessed the students' knowledge of airway management both before and after a seminar to see if knowledge was retained.Methods: Physician assistant students participated in a seminar (didactic lecture and a hands-on workshop) on airway management led by anesthesiology residents. The students took a true-false pretest and repeated the test following the seminar. After four months, the students repeated the same true-false test to assess retention. We used Friedman test to analyze differences between the pretest, posttest, and retention tests, as well as performed an itemized analysis on the questions.Results: The students showed a significant difference between the pretest and posttest ( P < 0.001) and between the pretest and retention test ( P = 0.006). Students performed better per question on the retention test compared with the pretest, except for a question related to an indication for intubation (Z score = -2.757; P = 0.006).Discussion: Our results demonstrated that educating PA students in airway management with anesthesia resident direction resulted in a statistically significant increase in their knowledge on the topic four months after the training. Interactive learning seems beneficial for gaining knowledge on the basic principles of airway management.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"191-195"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013580","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

Implicit and Explicit Race and Weight Biases Among Physician Assistant Preceptors and Trainees. 医师助理导师和实习生的内隐和外显种族和体重偏见。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2025-01-28 DOI: 10.1097/JPA.0000000000000657

Janice Sabin, Pamela Nagasawa, Grace Guenther, Paula Kett, Bernadette Williams-York, Amee Naidu, Bianca K Frogner

{"title":"Implicit and Explicit Race and Weight Biases Among Physician Assistant Preceptors and Trainees.","authors":"Janice Sabin, Pamela Nagasawa, Grace Guenther, Paula Kett, Bernadette Williams-York, Amee Naidu, Bianca K Frogner","doi":"10.1097/JPA.0000000000000657","DOIUrl":"10.1097/JPA.0000000000000657","url":null,"abstract":"Introduction: As new equity, diversity, and inclusion programs emerge in physician assistant/associate (PA) education, there is a need to assess baseline levels of implicit and explicit biases among PA preceptors' and trainees. The objectives of this study were (1) to measure implicit and explicit race (Black/White) and weight (fat/thin) biases among PA preceptors and trainees and (2) to identify potential gaps in PA preceptor and trainee education.Methods: This is a cross-sectional study of PA preceptors and trainees from one program operating in several US states; implicit and explicit race and antifat biases and receipt of prior education were measured.Results: Preceptor response rate was 6.4% (N = 78) from an eligible population of 1222, and trainee response rate was 25.7% (n = 43) from an eligible population of 167. Sixty-eight preceptor participants (87.2%) and 23 trainees (53.5%) identified as White. Preceptors held strong (Cohen d = 0.81), and trainees held moderate (Cohen d = 0.43) pro-White implicit bias. Overall, preceptors and trainees held little and no explicit race bias (Cohen d = 0.18 and d = 0.0, respectively). Preceptors and trainees held strong implicit antifat bias (Cohen d = 1.24 and Cohen d = 0.76). Preceptors held moderate explicit antifat bias (Cohen d = 0.65); trainees held strong explicit antifat bias (Cohen d = 0.95). Trainees received significantly more education on working with diverse populations compared with preceptors (100% vs. 57.7%, P < 0.001) and working with patients who are overweight (74.4% vs. 41.0%, P < 0.001).Discussion: Implicit race and antifat bias exists among our sample of PA preceptors and trainees. A gap in education for preceptors on working with diverse populations and patients who are overweight was identified. Future research should address both.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"167-175"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143060979","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

Lessons Learned-A Case for Required Student Services 1:1 Orientation. 经验总结--要求学生服务部门进行 1:1 迎新的案例。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2024-05-16 DOI: 10.1097/JPA.0000000000000601

Chelsey Hoffmann, Stacy Griffey

{"title":"Lessons Learned-A Case for Required Student Services 1:1 Orientation.","authors":"Chelsey Hoffmann, Stacy Griffey","doi":"10.1097/JPA.0000000000000601","DOIUrl":"10.1097/JPA.0000000000000601","url":null,"abstract":"Introduction: Both faculty and student learners associated with physician assistant/associate (PA) programs continue to suffer from the effects of the ongoing mental health crisis. Furthermore, student learners may have other personal needs impacting their potential success in PA school (ie, financial, academic, or other). A proactive approach to supporting student learners early in their PA educational journey is warranted.Methods: Required 1:1 face-to-face orientations between incoming PA students and a representative from the Office of Wellness and Academic Support (OWAS) were implemented during the first week of PA program orientation. Students were allowed time and space to privately share their individual experiences and concerns as they entered PA school. In addition, the student services representative from OWAS was able to provide customized education on the variety of resources available for students.Results: The student services representative from OWAS established personal relationships with each of the incoming PA students. Multiple follow-up appointments and referrals were made to various service lines including tutoring, learner accommodations, and mental health counseling.Discussion: The implementation of required 1:1 face-to-face orientations between incoming PA students and student services during the first week of PA program orientation was highly effective. The primary lesson learned is that a simple, preventative, proactive approach can be extremely impactful if we are willing to view the challenges of student learners in PA education through a different lens.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"209-210"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140960105","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

Academic Service Partnerships: A 21st Century Business Strategy to Integrate Physician Assistant Learners Into a Value-Based Health Care Delivery Model. 学术服务伙伴关系：21 世纪的商业战略，将助理医师学员纳入以价值为基础的医疗保健服务模式。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2024-06-11 DOI: 10.1097/JPA.0000000000000605

Angelique Redmond

{"title":"Academic Service Partnerships: A 21st Century Business Strategy to Integrate Physician Assistant Learners Into a Value-Based Health Care Delivery Model.","authors":"Angelique Redmond","doi":"10.1097/JPA.0000000000000605","DOIUrl":"10.1097/JPA.0000000000000605","url":null,"abstract":"Abstract: Although there has been a surge in physician assistant (PA) programs in the United States, PA programs have concurrently experienced challenges with partnering with a sufficient pool of clinical training sites. During the long-lived fee-for-service era, many programs have relied on transactional relationships with individual clinicians, hospitals, community health centers, private practices, and other entities to provide the required clinical experiences for PA learners. These arrangements often involved bargaining a supervised clinical experience in exchange for continuing medical education credit or other incentives included in a clinician's benefits package. However, with the recent transformation of the US health care delivery system into a value-based care model, academic service partnerships have emerged as valuable solutions. Academic service partnerships uniquely integrate health professions learners into health systems by providing more sustainable, results-driven clinical experiences that benefit the program, the clinical training site, and the patients.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"181-185"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141318537","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 Survey of the Current UK Physician Associate Educator Workforce and Recommendations for Courses and Provider Organizations. 对当前英国医生助理教育工作者队伍的调查以及对课程和提供机构的建议。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2024-11-27 DOI: 10.1097/JPA.0000000000000645

Sarah Reeve, James Gray, Jeannie Watkins, Amy Donaldson-Perrott, Kate Straughton

{"title":"A Survey of the Current UK Physician Associate Educator Workforce and Recommendations for Courses and Provider Organizations.","authors":"Sarah Reeve, James Gray, Jeannie Watkins, Amy Donaldson-Perrott, Kate Straughton","doi":"10.1097/JPA.0000000000000645","DOIUrl":"10.1097/JPA.0000000000000645","url":null,"abstract":"Introduction: In the United Kingdom there are 37 physician associate (PA) training programs with limited knowledge of the educators involved, their training, and specific needs.Methods: An online questionnaire was sent to PA educators in all UK training programs requesting information on academic title and responsibilities, clinical and nonclinical background, education and qualifications before becoming a PA educator, formal and informal training received in the role, and insights into career progression.Results: The questionnaire highlighted 5 specific areas that should be specific recommendations for UK training programs to support PA educators, alongside existing guidance. These centered on academic and leadership development, clinical engagement, student support, and pedagogical research.Discussion: We believe that implementing these recommendations across training programs will improve the opportunities for all those delivering PA education and consequently improve the offering to the students undertaking PA studies programmes.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"198-203"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142733143","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

What If…The Impact of Institutional Accreditation on PA Programs Transitioning to an Entry-Level Professional Doctorate Degree. 如果……机构认证对私人助理项目过渡到入门级专业博士学位的影响。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2024-12-24 DOI: 10.1097/JPA.0000000000000646

Jennifer A Snyder, Anthony Miller

{"title":"What If…The Impact of Institutional Accreditation on PA Programs Transitioning to an Entry-Level Professional Doctorate Degree.","authors":"Jennifer A Snyder, Anthony Miller","doi":"10.1097/JPA.0000000000000646","DOIUrl":"10.1097/JPA.0000000000000646","url":null,"abstract":"Introduction: There are several ramifications of a potential degree transition to an entry-level doctoral degree for Physician Assistant (PA) programs. The purpose of this article is to investigate the impact on institutional accreditation and transitioning to an entry level doctoral degree. To understand the potential impact on racial diversity, a subset of programs was further reviewed.Methods: The Standards from the Accreditation Review Commission for PA Education (ARC-PA) and the six Institutional Accreditation commissions that recognize institutions were reviewed. The accreditation outcomes from all ARC-PA accredited programs' institutions were reviewed.Results: The majority of PA programs, including those that graduate the highest diverse populations of PAs, are already recognized as comprehensive or doctoral degree granting institutions. This means they would likely not encounter significant accreditation challenges in an application to transition. Most PA programs meet the requirements for credit hour, length of program, and expectations of 'substantial mastery' of the content in the curriculum to satisfy institutional accreditation requirements at the professional doctoral degree level. The faculty qualifications and level of scholarship required would need to be in compliance with the institutional accreditor's expectations.Discussion: This paper highlighted the general institutional accreditation requirements that would need to be met in order to establish a PA doctoral program. Fortunately, the standards tend to be broad and if the PA program can meet ARC-PA Standards, it is likely the institutional accreditor standards would be satisfied.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"149-154"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142898894","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 Scoping Review of Preceptor Training Programs for Physician Assistants: Curriculum and Design. 医师助理导师培训计划的范围检讨：课程与设计。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2024-12-24 DOI: 10.1097/JPA.0000000000000644

Erin S Schoenfuss

{"title":"A Scoping Review of Preceptor Training Programs for Physician Assistants: Curriculum and Design.","authors":"Erin S Schoenfuss","doi":"10.1097/JPA.0000000000000644","DOIUrl":"10.1097/JPA.0000000000000644","url":null,"abstract":"Introduction: Preceptors are crucial in the education of physician assistant (PA) students, yet many lack formal preceptor training. The aim of this scoping review was to describe the curriculum and design of existing preceptor training programs for physician assistants, nurse practitioners, and physicians.Methods: This scoping review was developed following the methodologic framework provided by the Joanna Briggs Institute. The literature search included a review of the electronic databases CINAHL and MEDLINE, a Web search, and an examination of article references. The search encompassed empirical, peer-reviewed studies written in English and published between January 1, 2019, and May 1, 2024.Results: Out of 1106 sources identified, 32 met the eligibility criteria, representing 31 preceptor training programs. Eighty-four percent of these programs were based in the United States. Fifty curricular topics were identified and organized into 10 domains. Feedback and teaching were addressed in 97% of the programs. Sixteen programs used an online format, which increased each year compared with other formats. Lectures were the most common teaching method. Program length varied. The majority of participants and article authors were physicians, with only 5 programs including PA participants.Discussion: The curricula and design of preceptor training programs varied but were generally well received by participants. There was limited involvement of PAs in both participation and authorship of preceptor training research. This review underscores the benefits of preceptor training while highlighting the need for increased PA engagement in both training and program development.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"139-148"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142898889","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

Have Large Language Models Already Mastered Clinical Reasoning? Recommendations for Physician Assistant/Associate Educators. 大型语言模型已经掌握了临床推理吗？对医师助理/助理教育者的建议。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2025-03-04 DOI: 10.1097/JPA.0000000000000664

Ryan W Hunton

引用次数: 0

Student Mentorship Pathways Within Physician Assistant/Associate Training Programs: A National Survey. 医师助理/助理培训项目中的学生指导途径：一项全国性调查。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2025-03-12 DOI: 10.1097/JPA.0000000000000660

Victoria S Louwagie, Brittany A Strelow, Sarah M Jenkins, Jeffrey Huang, Heather Billings, David A Cook

{"title":"Student Mentorship Pathways Within Physician Assistant/Associate Training Programs: A National Survey.","authors":"Victoria S Louwagie, Brittany A Strelow, Sarah M Jenkins, Jeffrey Huang, Heather Billings, David A Cook","doi":"10.1097/JPA.0000000000000660","DOIUrl":"10.1097/JPA.0000000000000660","url":null,"abstract":"Introduction: Early training and career mentorship has many notable benefits for health care professionals. Little is known about student mentorship pathways within physician assistant/associate (PA) training programs.Methods: Using an Internet-based questionnaire, the authors surveyed 332 PA programs from May 7 to June 10, 2024. Survey items addressed informal and formal student mentoring pathways.Results: The response rate was 96 of 322 (30%). Overall, 40 of 96 (42%) PA programs reported having formal student mentoring pathways. Taking into account for participant drop off, of programs completing the informal mentoring section of the survey, 36 of 74 (49%) had informal student mentoring pathways. A total of 8 programs reported having both student pathways. There were differences in the primary objectives for formal and informal student mentoring pathways. Both student mentoring pathways were designed to support established learning outcomes, followed by supporting formal PA program goals.Discussion: Less than half of PA programs report having student mentorship pathways. Even fewer PA programs have student mentorship pathways with formal structure, curriculum, or outcome measures.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"132-138"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626388","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