Journal of Physician Assistant Education最新文献

{"title":"Entrustable Professional Activities for Newly Graduated Physician Associates: Validation Through a Modified Delphi Study.","authors":"David J Bunnell","doi":"10.1097/JPA.0000000000000738","DOIUrl":"10.1097/JPA.0000000000000738","url":null,"abstract":"<p><strong>Introduction: </strong>Entrustable Professional Activities (EPAs) operationalize Competency-Based Medical Education (CBME) by defining observable clinical tasks that learners should be trusted to perform. Although EPA frameworks have been developed for physician training, a validated EPA framework tailored to newly graduated physician associates (PAs) has not been established.</p><p><strong>Methods: </strong>A modified Delphi study was conducted with 35 experts from PA education and clinical practice. An initial list of 21 EPAs was created through adaptation of existing EPA frameworks and original development aligned with the 2020 PA Competencies. Each EPA was evaluated using the Queen's EPA Quality rubric. Three iterative survey rounds were conducted using Qualtrics. EPAs reaching ≥75% expert consensus were retained. Qualitative feedback was used to refine EPA language between rounds.</p><p><strong>Results: </strong>Twelve EPAs met the consensus threshold, with all ultimately reaching \"Strongly Agree\" levels. These were categorized into 5 domains: Establishing Core Clinical Skills, Developing Critical Thinking with Reflective Practice, Developing Interconnected Clinical Skills, Proactive Patient Care Skills, and Enhancing Communication and Cultural Awareness. Participants represented a diverse range of roles, specialties, and geographic regions.</p><p><strong>Discussion: </strong>This study provides a validated, profession-specific EPA framework for PA graduates. The 12 EPAs align with CBME principles, accreditation standards, and national PA competencies. They offer a structured approach to readiness-to-practice assessment, curriculum development, and faculty training. Future research should evaluate implementation, impact on clinical outcomes, and implications for certification and licensure.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"231-238"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146019809","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":"Lessons Learned From Building More Effective Remediation in Physician Assistant Education.","authors":"Jerica N Derr","doi":"10.1097/JPA.0000000000000749","DOIUrl":"10.1097/JPA.0000000000000749","url":null,"abstract":"<p><strong>Abstract: </strong>Remediation is a critical component of physician assistant (PA) education, yet its implementation often varies between programs. In overseeing remediation across multiple areas of the curriculum, I repeatedly encountered a common tension: students were identified as needing support, but remediation approaches differed based on timing, faculty availability, and individual interpretation. Despite strong faculty commitment, remediation efforts frequently felt reactive, fragmented, and burdensome. This Lessons Learned article draws on longitudinal experience supporting struggling learners across both the didactic and clinical phases of PA education. Through sustained engagement with students and faculty, my understanding of remediation shifted from viewing challenges as isolated student deficits to recognizing remediation as a program-level system requiring intentional design. Three core lessons emerged. First, waiting for high-stakes failure often delays meaningful intervention; existing program data can be leveraged to identify and support learners earlier in a less stigmatizing manner. Second, feedback is most effective when it is structured, consistent, and shared as a collaborative process rather than delivered episodically or punitively. Third, inconsistency in remediation reflects system-level gaps rather than individual student shortcomings, underscoring the need for intentional faculty support, shared resources, and standardized processes. By emphasizing early identification, structured feedback, and faculty development, these lessons offer practical, low-cost strategies that PA programs can implement within existing infrastructures to strengthen remediation while reducing faculty burden.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"323-326"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147366850","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":"Web-Based Survey Fraud: Pitfalls and Pearls.","authors":"Aaron Henry","doi":"10.1097/JPA.0000000000000755","DOIUrl":"10.1097/JPA.0000000000000755","url":null,"abstract":"","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"222-223"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147610157","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":"Barriers to Equity in Physician Assistant Education: A Review Grounded in Retention and Leadership Theory.","authors":"Molly Kankanala","doi":"10.1097/JPA.0000000000000746","DOIUrl":"10.1097/JPA.0000000000000746","url":null,"abstract":"<p><strong>Abstract: </strong>The persistent underrepresentation of Black, Hispanic, and socioeconomically disadvantaged students in physician assistant (PA) education threatens the diversity of the healthcare workforce and contributes to ongoing health inequities in underserved communities. Although national commitments to inclusion have increased, representation among PA graduates has not kept pace with national demographic trends. Advancing equity in PA education requires strategies that expand access and support student success through holistic admissions practices, supportive learning environments, culturally responsive instructional approaches, and leadership approaches that promote equitable educational outcomes.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"311-314"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515503","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":"Changes in Transgender Health Curricula in Physician Assistant Programs Following the Implementation of Accreditation Standards in the United States.","authors":"Quinnette B Jones, Heather R Batchelder, Joanne Rolls","doi":"10.1097/JPA.0000000000000732","DOIUrl":"10.1097/JPA.0000000000000732","url":null,"abstract":"<p><strong>Introduction: </strong>The Accreditation Review Commission on the Education of the Physician Assistant, which accredits all US Physician Assistant (PA) programs, published standards in 2019 which specifically required programs to include instruction on medical care with respect to gender identity. The purpose of this study was to compare trends in the delivery of transgender content in US PA programs pre- and post-accreditation standard implementation.</p><p><strong>Methods: </strong>Data were drawn from 2 separate national surveys of PA programs. The first was administered in 2018 (n = 236, response rate 100%) and the second in 2021 (n = 286, response rate 71.8%). Both included questions on hours spent and courses in which transgender health content was included. Chi-square tests were conducted to compare results between 2018 and 2021.</p><p><strong>Results: </strong>There were statistically significant differences in PA programs reporting inclusion of transgender content between 2018 and 2021, with all courses reporting percent increases between the 2 timepoints. The largest percentage changes were in medical interviewing (43.6% in 2018, 75.5% in 2021) and infectious diseases (6.4% in 2018, 38.7% in 2021). The number of PA programs reporting <1 hour of transgender content decreased from 14.5% in 2018 to 1.6% in 2021.</p><p><strong>Discussion: </strong>While accreditation standards are not the only contributing factor to the increases in transgender health curricular content in this study, the increases in curricula and delivery methods are pronounced. Findings suggest that accreditation standards may be a powerful strategy in ensuring health professionals receive the content necessary to care for people who are transgender.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"239-243"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716220","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":"Effectiveness of Telehealth-Enabled Standardized Patient Encounters in Behavioral Health Training for PA Students.","authors":"Shani Fleming, Violet A Kulo, Karen L Gordes, Róisín Donegan, Colleen Ohm, Dixie Pennington, Jeanine Gargiulo, Gerald Kayingo","doi":"10.1097/JPA.0000000000000760","DOIUrl":"10.1097/JPA.0000000000000760","url":null,"abstract":"<p><strong>Introduction: </strong>With telehealth training now mandated in physician assistant (PA) education, little is known about the effectiveness of telehealth training modules in fostering the desired competencies. This study examined whether behavioral health competencies differ between telehealth and in-person standardized patient (SP) encounters.</p><p><strong>Methods: </strong>A nonrandomized educational intervention was conducted with first-year PA students. After completing an online asynchronous telehealth certificate, students engaged in a telehealth-enabled behavioral health SP encounter. Later in the semester, students completed a similar case in person. Performance was evaluated by faculty, SPs, and student self-assessments, focusing on SP performance, treatment planning, diagnostic accuracy, and communication skills.</p><p><strong>Results: </strong>Faculty SP evaluations were higher for in-person (M = 82.77, SD = 8.44) versus telehealth (M = 79.04, SD = 9.45), t (51) = 2.983, P = .004. Treatment planning also favored in-person training, t (54) = 2.263, P = .028, while diagnostic accuracy showed no significant difference ( P = .399). Standardized patient assessments of communication were significantly higher in person (M = 91.73, SD = 9.07) than telehealth (M = 85.56, SD = 13.04), t (54) = 3.089, P = .003. Students demonstrated core behavioral health competencies across both modalities, but telehealth encounters scored lower in rapport building, patient assessment, and treatment planning.</p><p><strong>Discussion: </strong>Telehealth training developed foundational behavioral health skills but was less robust in fostering communication and nuanced decision-making. Findings highlight the need for telehealth-specific strategies, including enhanced SP training and targeted communication development. Future research should explore best practices for integrating telehealth into clinical training to optimize both technical and interpersonal skills.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"333-336"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147943048","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":"Barriers to Student Mentorship Pathways Within Physician Assistant/Associate Training Programs: A National Survey.","authors":"Brittany A Strelow, Victoria S Louwagie, Sarah M Jenkins, Jeffrey Huang, David A Cook","doi":"10.1097/JPA.0000000000000735","DOIUrl":"10.1097/JPA.0000000000000735","url":null,"abstract":"<p><strong>Introduction: </strong>Mentorship is vital for professional development in health care, but barriers limit its potential, such as time constraints, lack of training, and lack of mentors. The objective of this study was to identify and analyze the key barriers to implementing and maintaining student mentoring pathways in physician assistant/associate (PA) training programs.</p><p><strong>Methods: </strong>Using an internet-based questionnaire, the authors surveyed 332 PA Programs from May 7 to June 10, 2024. Survey items addressed topics to implementing and maintaining formal and informal student mentoring pathways. Respondents were then asked to rank potential barriers to mentoring pathways.</p><p><strong>Results: </strong>The response rate was 96 of 322 (29.8%). Overall, barriers to implementing formal and informal student mentoring pathways were the faculty's lack of time, securing adequate mentors, and a lack of \"mentoring\" being well-defined. Barriers to maintaining formal and informal student mentoring pathways were similar to barriers to pathway implementation.</p><p><strong>Discussion: </strong>The most important barriers to implementing and maintaining PA student mentoring pathways are a lack of time and program support.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"224-230"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145971262","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":"Artificial Intelligence-Enhanced Remediation: Improving Process and Accreditation Compliance.","authors":"Jaclyn M Demeter, Elizabeth H Schmidt","doi":"10.1097/JPA.0000000000000747","DOIUrl":"10.1097/JPA.0000000000000747","url":null,"abstract":"<p><strong>Introduction: </strong>Physician assistant programs must provide effective remediation to support struggling students within the constraints of limited faculty time and resources while simultaneously meeting Accreditation Review Commission on Education for the Physician Assistant compliance standards. Traditional approaches can be time-intensive, subjective, and difficult to scale. Leveraging artificial intelligence (AI) and machine learning tools offers an innovative approach for addressing critical gaps in remediation practices.</p><p><strong>Methods: </strong>Using large language models with targeted prompt engineering, each component of the remediation workflow-data-driven deficiency identification, contract generation, creation of personalized study maps, and feedback loops-was explored through the lens of accreditation compliance.</p><p><strong>Results: </strong>Key outcomes included enhanced personalization and reduced faculty time burden. Comprehensive student performance and cohort-wide data analysis for personal and scalable programmatic improvements can be undertaken in AI in a fraction of the time of traditional analysis. Artificial intelligence effectively tailored study plans, resource curation, active learning exercises, and formative feedback for data-driven interventions. Systematic documentation of remediation artifacts and evidence of student outcomes were also effectively streamlined using AI.</p><p><strong>Discussion: </strong>Artificial intelligence-enhanced remediation provided dual benefits of improved remediation processes and regulatory compliance. Effective implementation of AI as part of the remediation cycle requires faculty training, Family Educational Rights and Privacy Act compliance, and human oversight. While AI is an effective tool to support remediation efforts and accreditation needs, it ultimately enhances, not replaces, faculty-led remediation efforts.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"297-301"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147349172","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":"Unseen Influences in Physician Assistant Education: Exploring Latent Factors in Supervised Clinical Practice Experiences.","authors":"Hannah R Wright, Jaclyn Demeter, Mitchell Barnett, Eric Ip, Kevin Bogenschutz, Michael Sulewski, Elena Dvoiris, Susan Jameson","doi":"10.1097/JPA.0000000000000743","DOIUrl":"10.1097/JPA.0000000000000743","url":null,"abstract":"<p><strong>Introduction: </strong>Physician assistant/associate (PA) programs assess student clinical competence using both standardized exams and preceptor evaluations from supervised clinical practice experiences. However, it remains unclear to what extent the clinical environment influences preceptor evaluations and what specific constructs these evaluations capture. This study explores the relationship between the latent factors underlying standardized exams and preceptor evaluations.</p><p><strong>Methods: </strong>A retrospective, cross-sectional analysis of student-level data from 3 PA programs across diverse regions of the country (2020-2024; n = 782) was performed. Measures included PA National Certification Exam (PANCE) task scores; end of rotation (EOR) exam task scores for internal medicine (IM), family medicine (FM), and emergency medicine (EM); and preceptor evaluations for the corresponding clinical rotations. Exploratory factor analysis (EFA) (least-squares estimation, Promax rotation; eigenvalue >1 criterion) identified latent factors.</p><p><strong>Results: </strong>A 4-factor solution explained 54.3% of variance. Standardized assessments (PANCE and EOR task scores) loaded together on a single factor, whereas preceptor evaluations formed 3 distinct factors corresponding to FM, EM, and IM. Each factor contributed comparably equal to the variance, with minimal cross-loading between standardized exams and preceptor ratings.</p><p><strong>Discussion: </strong>Findings indicate that standardized exams assess a common knowledge or clinical reasoning construct, while preceptor evaluations capture rotation-specific dimensions. This may be due to context-dependent performance and interpersonal/professional behaviors, distinct from test-based knowledge. These findings have implications for programs and stakeholders. Future work should examine environmental and evaluator influences and incorporate additional noncognitive domains.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"269-273"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147349121","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":"Concerns About Bias in the Physician Associate Admissions Process: A Prephysician Associate Perspective.","authors":"Darren T Ngo, Mitchell J Barnett, Eric J Ip","doi":"10.1097/JPA.0000000000000745","DOIUrl":"10.1097/JPA.0000000000000745","url":null,"abstract":"<p><strong>Introduction: </strong>Increasing diversity in the physician associate (PA) profession is important for enhancing patient care. Recognizing barriers such as bias in the PA program admissions process is essential for programs seeking to enroll more diverse students. This study investigates whether pre-PA students are concerned about bias in the admissions process and whether underrepresented minorities in medicine (URM-Med), sexual or gender minority (SGM), or low socioeconomic status (SES) groups express greater concern. It also explores the impact of various support types on perceptions of bias.</p><p><strong>Methods: </strong>Between February and March 2023, pre-PA students and PA students completed a 55-item online survey, the \"2023 AAPA Student Survey,\" which included demographic questions and concerns about bias in the admissions process measured on a 5-point Likert scale.</p><p><strong>Results: </strong>Out of 675 pre-PA students, 606 completed the survey. A majority (61.1%) expressed concern about bias, with a mean score of 3.65 ± 1.05. URM-Med (67.0% vs. 58.1%, P = .04), SGM (77.8% vs. 59.4%, P = .01), and low SES students (75.2% vs. 57.4%, P < .01) were more concerned than their counterparts. SGM (OR 2.37, 95% CI 1.18-4.73) and low SES (OR 1.68, 95% CI 1.04-2.73) students were more likely to be concerned about bias. Having an academic mentor was a protective factor against concern about bias (OR 0.64, 95% CI 0.41-0.99).</p><p><strong>Discussion: </strong>The majority of pre-PA students are concerned about admissions bias, particularly SGM and low SES students. Academic mentorship appears to reduce these concerns, suggesting PA programs should enhance mentorship to support diverse applicants and mitigate bias.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"244-248"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147445081","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}