Journal of Physician Assistant Education最新文献

{"title":"Understanding Changes in Resistance to Arts and Humanities Content in Physician Assistant Education.","authors":"Pamela Dickey, Shaun Horak, Samantha K Ammons, T Lynne Barone, Beth Culross, Melissa Berke, Adrian Duran, Daniel N Hawkins, Steve Langan, Amy Morris","doi":"10.1097/JPA.0000000000000686","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000686","url":null,"abstract":"<p><strong>Introduction: </strong>This paper examines student resistance to arts and humanities (A&H) educational content and whether it is durable over time among physician assistant (PA) students.</p><p><strong>Methods: </strong>A cohort of PA students from a Midwest university medical center (N = 64) participated in ten A&H modules as part of their didactic curriculum. Focus groups assessed student responses to the modules at 2 time points: after completion of all modules and again after their clinical rotations. We coded and analyzed the data using a grounded theory approach.</p><p><strong>Results: </strong>We found that cohort resistance to A&H changed over time. During the didactic curriculum, students attributed their struggles to an impression that they performed module tasks poorly or to a lack of interest in particular A&H activities. They reported feelings of vulnerability or anxiety, which they did not appreciate. In contrast, after clinical rotations, we heard no A&H resistance. Instead, PA students spoke of seeing greater value in A&H after its use in patient encounters, preceptor discussions/modeling, and their own increased participation in A&H due to the easing of time constraints.</p><p><strong>Discussion: </strong>While PA students were initially resistant to the A&H activities when they were first presented during their didactic education, their perceived value of the activities became more positive over time following experience in the clinical setting during clerkships. Assessing resistance at 2 different points in the educational trajectory leads us to conclude that initial resistance to A&H education diminishes as the content connects to clinical practice through experience.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592574","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 in Higher Education: Legal Accountability and Best Practices for Upholding Student Privacy and Nondiscrimination Rights.","authors":"Diana T Noller, Amy E Thimesch","doi":"10.1097/JPA.0000000000000688","DOIUrl":"10.1097/JPA.0000000000000688","url":null,"abstract":"<p><strong>Abstract: </strong>Artificial intelligence (AI) is increasingly being used across a broad spectrum of careers and institutions, with its adoption in the setting of higher education expected to exponentially increase in the coming years. As its relevance and use increases, the incorporation of AI must be done responsibly and ethically, upholding the laws and regulations under which educational institutions operate to protect student privacy and nondiscrimination rights. Ensuring responsible use requires collaboration among various institutional departments and educators. By fostering such relationships and understanding ethical considerations regarding the use of AI, higher education institutions can make use of the advantages of AI while protecting students' rights.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e308-e311"},"PeriodicalIF":0.0,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592570","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":"Impact of Professional Development Workshops on PA Faculty Retention and Career Advancement.","authors":"Karen Hills, Robert Furter, David Coniglio","doi":"10.1097/JPA.0000000000000691","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000691","url":null,"abstract":"<p><strong>Introduction: </strong>Physician assistant (PA) programs have seen unprecedented growth in the past 10 years with over 300 accredited PA programs currently. With this growth comes the need for qualified faculty.</p><p><strong>Methods: </strong>This retrospective quantitative data analysis examined the relationship between participation in the PA Education Association (PAEA) workshops and retention in PA education and/or career advancement post workshop attendance. All PA faculty attendees of PAEA workshops using existing data from the workshop rosters and membership profiles from 2017 to 2021 (n = 1600) were analyzed. The 2019 workshop participants (n = 274) served as a subset of the workshop attendees to compare to nonworkshop attendee PA faculty employed in PA education in 2019 (n= 2857). There were 1320 individuals who attended at least one of the PAEA workshops and met inclusion requirements.</p><p><strong>Results: </strong>Analysis revealed a significant relationship between attending a workshop and remaining in PA education. An odds ratio of 2.2 indicated that individuals who attended a workshop were more than twice as likely currently to be in PA education than those who did not. For the PA faculty who attended a workshop, the number of workshops attended was not found to be a significant predictor (P-value > .05) of attaining a promotion in the time frame observed. For workshop attendees, the number of workshops attended was found to be a significant predictor of staying in PA education (P-value < .05).</p><p><strong>Discussion: </strong>This study has provided information about the value of professional development programming in helping to retain PA educators in their faculty roles.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592572","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":"Defining Differential Diagnosis Skill Progression in Physician Assistant/Associate Students, A Cross-Sectional Comparative Analysis.","authors":"Ryan W Hunton, Daniel Potter, Kevin M Schuer","doi":"10.1097/JPA.0000000000000690","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000690","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to measure benchmarks for the competency \"generating a prioritized differential diagnosis\" in physician assistant/associate (PA) students as they progress through training and compare these benchmarks to experienced clinicians.</p><p><strong>Methods: </strong>This cross-sectional study used a survey with 3 clinical vignettes of 50 words or less. Each participant was instructed to provide a prioritized list of up to 10 diagnoses for each vignette. The study group included 3 cohorts of PA students-first-year (PAS-1), second-year (PAS-2), and third-year (PAS-3)-and a reference group of experienced clinicians. Outcomes included top slot diagnosis, differential concordance index, emergent diagnoses, organ systems, list length, and time to completion.</p><p><strong>Results: </strong>Fifty-five students and 9 clinicians participated. PAS-2 and PAS-3 had a greater number of concordant responses and higher accuracy in top slot diagnosis based on agreement with the reference group. With experience, student lists included more emergent diagnoses and more organ system considerations. Clinicians and PAS-1 took significantly less time (340 seconds [SD 141.5, interquartile range (IQR) 226.7-445.8]) to complete all vignettes compared with PAS-2 and PAS-3 (663 seconds [402.5, 310.6-850.1]). Mean list length was progressively greater from PAS-1 (2.9 [1.8, 2-4]) to PAS-3 (6.4 [2.6, 4-8]) with clinicians having the greatest mean list length (6.8 [2.7, 5-9.5]).</p><p><strong>Discussion: </strong>Differential diagnosis ability among PA students appears to develop in both breadth and concordance with experienced clinicians. Targeted feedback to students might include increasing list length and considering more organ systems and emergent though less prevalent diagnoses.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592571","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":"The Impact of Postbaccalaureate Programs on Matriculation to Physician Assistant School.","authors":"J Barton Gillum, Jennifer Beauchamp, Shiyao Liu, Dominique Frias-Sarmiento, Mary Warner","doi":"10.1097/JPA.0000000000000689","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000689","url":null,"abstract":"<p><strong>Introduction: </strong>Postbaccalaureate (postbac) programs have been widely studied in medical education but remain understudied in physician assistant (PA) education. Given the accelerated nature of PA education, postbac programs may provide valuable academic preparation. This study examines the association between postbac attendance and PA program matriculation.</p><p><strong>Methods: </strong>A retrospective analysis was conducted using deidentified data from 12,075 applicants to 8 geographically diverse PA programs during the 2021 to 2022 Centralized Application Service for Physician Assistants cycle. Formal postbac participation was defined as the completion of 30 to 60 credits through a structured postbac program. Descriptive statistics, t-tests, chi-square tests, and logistic regression were used to assess factors associated with matriculation.</p><p><strong>Results: </strong>Only 1.48% of applicants completed a formal postbac program. These applicants had significantly lower cumulative undergraduate grade point averages (GPAs) (3.275 vs. 3.425, P < .001) but comparable science GPAs (3.187 vs. 3.247, P = .0745) compared with nonpostbac applicants. Matriculation rates were similar between groups (48.6% vs. 46.5%). Among matriculants, postbac students had lower cumulative GPAs but similar biology, chemistry, and physics (BCP) GPAs. Logistic regression showed that cumulative GPA, BCP GPA, underrepresented minority status, and number of applications were positively associated with matriculation. Postbac credit hours and patient care experience had minimal predictive value.</p><p><strong>Discussion: </strong>Although postbac attendance did not significantly increase matriculation rates, comparable BCP GPAs despite lower cumulative GPAs suggest academic benefit. These findings support further exploration of postbac pathways as tools for strengthening science readiness among diverse applicants.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144592573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Multivariate Model to Predict Student Physician Assistant National Certification Exam Performance.","authors":"Aracelis M Spindt, Kelly Miller, Kristin Johnson, Kerri Murphy, James Brandes","doi":"10.1097/JPA.0000000000000687","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000687","url":null,"abstract":"<p><strong>Introduction: </strong>The Physician Assistant National Certification Exam (PANCE) is the standard for assessing the medical knowledge of the Physician Assistant graduate. Performance on this high-stakes examination is often the culmination of countless hours of preparation. A tool to predict PANCE scores empowers faculty to identify and prepare students who may be at risk.</p><p><strong>Methods: </strong>This retrospective, single-institution study examined scores from 10 standardized PA Education Association examinations for their combined accuracy in predicting student first-time numeric PANCE scores. Individual scores from 4 consecutive Physician Assistant program cohorts (n = 91) were analyzed using a multiple regression model to obtain a coefficient of multiple correlation (R) with ANOVA (analysis of variance) statistical testing for significance. A predictive equation was then developed to predict first-time PANCE scores of the fifth cohort (n = 31). A simple linear regression was used to correlate the predicted PANCE score from the model with the actual PANCE score.</p><p><strong>Results: </strong>The multiple regression model was statistically significant, evidenced by the ANOVA results (F = 22.53, P < 0.0005). The multiple regression model shows a strong multiple correlation (R = 0.86), demonstrating the effectiveness of this combination of standardized exams in predicting PANCE results.</p><p><strong>Discussion: </strong>The multiple regression model reliably predicts first-time PANCE scores, thus providing validity evidence for the use of these standardized PA Education Association examinations in assessing content/task areas. Applying this model can identify students in our program at risk for PANCE failure and improve success as evidenced by a first-time pass rate in the most recent graduating cohort of 100%.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144508764","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":"Physician Assistant Student Simulation Training in Ultrasound-Guided Procedures Using Synthetic Cysts and Formalin-Embalmed Cadavers.","authors":"Betsy Piburn, Alden Harring, Kristi Collins, Isain Zapata, Andrew Thomson, Nena Lundgreen Mason","doi":"10.1097/JPA.0000000000000681","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000681","url":null,"abstract":"<p><strong>Introduction: </strong>Traditionally, if ultrasound needle-guidance training is included in physician assistant (PA) education it occurs during the clinical year and uses live patients at the bedside. This practice requires learning a highly tactile skill in a high-stress learning environment where mistakes during the learning process will likely result directly in patient discomfort or complication-related injury. Simulation training with formalin-embalmed cadavers can provide realistic training opportunities with no risk to patients. This study examines the effectiveness of integrating simulation training in ultrasound-guided percutaneous cyst drainage into PA education.</p><p><strong>Methods: </strong>Thirty-seven PA student participants engaged in training activities to learn to use ultrasound to access and drain synthetic cysts embedded within cadaver tissue. Participants were assessed using pre-training and post-training self-confidence questionnaires and objective skills examinations administered by an instructor.</p><p><strong>Results: </strong>Participant self-confidence related to all assessed aspects of performing the procedure significantly increased after training (P < 0.0001). Only 2 participants were unable to successfully pass the skills assessment. Participants required 1.9 needle sticks on average to complete the procedure successfully in an average time of 143 seconds.</p><p><strong>Discussion: </strong>Simulation training using synthetic cysts and formalin-embalmed cadavers provides PA students with a realistic and low-stress learning environment in which to develop the complex tactile skills needed to successfully guide a needle with ultrasound while performing a clinical procedure. Training sessions like this should be integrated into PA education to allow students to safely develop the skills and confidence they need to perform ultrasound-guided procedures on live patients and minimize risk of adverse outcomes.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486404","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":"Building a Structured, Evidence-Based Remediation Program for Today's Learners.","authors":"Alexander V Kendall, Maha B Lund, Miranda A Moore, Susana A Alfonso","doi":"10.1097/JPA.0000000000000685","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000685","url":null,"abstract":"<p><strong>Introduction: </strong>Medical learners face challenges affecting educational success. Unsuccessful application of didactic content can result in poor performance in the clinical phase of learning. Efforts which target standardized remediation and application of adult learning theory are effective.</p><p><strong>Methods: </strong>In 2020, a physician assistant remediation curriculum was designed to improve clinical knowledge and performance on standardized examinations using evidence-based techniques. The program developed practical and professional skills reinforcing a core set of national examination topics. We surveyed participants to assess program acceptability. To demonstrate efficacy, we determined the pass rate of the Physician Assistant National Certifying Examination (PANCE).</p><p><strong>Results: </strong>The 12 learners participating in the program passed the PANCE. Participants agreed the program was well organized and well paced and provided high-quality content, the faculty were organized and demonstrated solid medical knowledge, and their advice was helpful.</p><p><strong>Discussion: </strong>Providing an evidence-based remediation program embracing adult learning methods is imperative to address the complexity of today's learners.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486403","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":"Does Social Media Have a Role in the Decision to Matriculate Into a Physician Assistant Program?","authors":"Patrick Heagey, Shannon Jackson, Anuradha Anu Mathur, Joy Moverley, Pauline Papapietro, Kathryn P Bell, Amanda Lois","doi":"10.1097/JPA.0000000000000684","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000684","url":null,"abstract":"<p><strong>Introduction: </strong>This study examined how social media content from physician assistant (PA) programs influences students' attitudes and decisions regarding matriculation.</p><p><strong>Methods: </strong>A 16-question anonymous survey was distributed via email to PA programs across the United States. Contact information from PA program Web sites was used to email faculty, encouraging distribution to PA students and recent graduates who matriculated between January 2021 and January 2024. The survey aimed to understand PA student demographics, social media usage patterns, and their influence on program matriculation decisions.</p><p><strong>Results: </strong>A total of 374 PA students from 28 programs (11% of all programs) completed the survey, with an average age of 25.7 years. Social media played a minor role in students' enrollment decisions. Top factors were accreditation status, location and cost of living, and first-time Physician Assistant National Certifying Examination pass rate. While 51% were aware of their program's social media presence, over 75% reported it was \"not at all important\" in their decision. However, 366 students used social media at least 3 times a week, with Instagram, Facebook, and TikTok being the most visited platforms. The most impactful posts were \"Day in the Life of a PA student\" videos, clinical year curriculum, and classroom technology, while posts about preceptors and faculty were least impactful.</p><p><strong>Discussion: </strong>Despite frequent social media use, 78% of respondents indicated social media presence had little to no impact on their program choice. However, targeted social media posts, such as \"A Day in the Life of a PA Student\" could impact their decision-making process.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327110","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":"Three Proven Strategies to Supercharge Digital Note-Taking in Physician Assistant/Associate Education.","authors":"Chelsey Hoffmann","doi":"10.1097/JPA.0000000000000682","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000682","url":null,"abstract":"<p><strong>Introduction: </strong>Research on note-taking strategies in the higher education setting has been in existence since the 1920s. While both pros and cons exist for handwritten and digital note-taking techniques, recent research has focused on novel ways to optimize digital note-taking. With more students using laptops or tablets with a stylus, educators need to be equipped to coach students on evidenced-based ways to improve their digital note-taking.</p><p><strong>Methods: </strong>PubMed, ERIC, and CINAHL databases were searched on January 6, 2025, using combinations of the following key words: digital, technology, analogue, note-taking, cognition, memory, laptop, stylus, and tablet. Studies were included if they were performed with adult learners in the higher education setting with a primary focus on note-taking.</p><p><strong>Results: </strong>Three hundred thirty records were screened with 25 included in final review. Thematic analysis identified three emerging themes: (1) collaborative/group note-taking, (2) outlines, and (3) mind mapping, concept maps, or matrixes.</p><p><strong>Discussion: </strong>Physician assistant/associate faculty can educate students on ways to conduct collaborative or group note-taking, create outlines, and generate mind maps, concept maps, or matrixes. These evidence-based digital note-taking strategies can be conducted independently or as a group. By supplementing these strategies with basic retrieval practices outside of the classroom, students will increase their likelihood of academic success.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144327111","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}