Journal of Physician Assistant Education最新文献_第4页

Remediation Education for the Medical Educator. 医学教育工作者的补救教育

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2024-10-01 DOI: 10.1097/JPA.0000000000000630

Mary Ann Nogaki Stahovich

引用次数: 0

Introducing Medical Educators to Interpersonal Theory: Its Application to Emotional Intelligence. 向医学教育者介绍人际关系理论及其在情商中的应用。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2025-01-28 DOI: 10.1097/JPA.0000000000000652

Kevin D Jordan, Emily Thimling, Andrew J Lampkins

{"title":"Introducing Medical Educators to Interpersonal Theory: Its Application to Emotional Intelligence.","authors":"Kevin D Jordan, Emily Thimling, Andrew J Lampkins","doi":"10.1097/JPA.0000000000000652","DOIUrl":"10.1097/JPA.0000000000000652","url":null,"abstract":"Introduction: Interpersonal theory can be used to better understand the personal and social manifestations of individual difference variables in physician assistant (PA) students. Emotional intelligence (EI) is characterized by self and social awareness that facilitates effective communication. While EI has been examined in PA students, a theoretical framework for describing why and how EI has beneficial effects has not been articulated. Interpersonal theory can be used to generate hypotheses about EI and expected correlates.Methods: One hundred nine PA students completed questionnaires assessing EI, social behavior (ie, dominance and affiliation), interpersonal efficacy, social support, loneliness, and negative social experiences. Regression analysis was used to determine interpersonal style and efficacy associated with EI. Correlation analyses were used to determine bivariate associations.Results: Emotional intelligence was associated with a friendly interpersonal style and confidence in one's ability to establish relationships. As expected, EI was positively correlated with social support and negatively correlated with loneliness. While in the expected direction, EI was not associated with fewer negative social experiences.Discussion: Emotional intelligence is a potentially valuable personal resource in the lives of PA students, and there may be implications related to EI and its impact on the medical encounter. Results are discussed in terms of curriculum in PA programs and how cultivating EI could be of benefit for students. Additional research is proposed to determine which aspects of EI facilitate an effective medical encounter.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"162-166"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12087971/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143060969","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

International Physician Assistant Exchange: Facilitating Kinship in Education and Patient Care. 国际医师助理交流：促进教育和病人护理中的亲属关系。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub 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":"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":"196-197"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","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

Perceived Confidence Levels of Cultural Humility Skills and Knowledge of Physician Assistant Students Who Have or Have Not Participated in Program-Sponsored Community Service Events. 有或没有参加过项目赞助的社区服务活动的医师助理学生的文化谦逊技能和知识的感知信心水平。

Journal of Physician Assistant Education Pub Date : 2025-06-01 Epub Date: 2025-03-04 DOI: 10.1097/JPA.0000000000000661

Eunice J Goetz, Lauren Reid

{"title":"Perceived Confidence Levels of Cultural Humility Skills and Knowledge of Physician Assistant Students Who Have or Have Not Participated in Program-Sponsored Community Service Events.","authors":"Eunice J Goetz, Lauren Reid","doi":"10.1097/JPA.0000000000000661","DOIUrl":"10.1097/JPA.0000000000000661","url":null,"abstract":"Introduction: While reducing health disparities is widely acknowledged as a crucial component in medical education, there is not a standard curriculum for teaching physician assistant (PA) students how to deliver patient care with cultural humility. Instead, PA programs use various methods. This study took place at a PA program that sponsored several community service events that targeted underserved populations. Student participation in events was voluntary. The purpose of the study was to explore PA students' confidence levels in providing patient care with cultural humility.Methods: A cross-sectional observational study was conducted in November 2023 and participants were PA students enrolled at a single program with 2 campuses. All enrolled students were sent an anonymous online survey that collected demographic data and self-perceived skills and confidence levels in delivering patient care with cultural humility. Survey responses were compared between participants and nonparticipants of program-sponsored community service events using Welch-Satterthwaite t tests.Results: Survey response rate was 43.8% (n = 213). Physician assistant students who participated in program-sponsored community service events rated their knowledge and skills to practice cultural humility as significantly greater than their counterparts who did not participate ( P < 0.05).Discussion: Physician assistant students who participated in service projects that provided firsthand experience serving diverse populations rated their skills and knowledge in providing care with cultural humility as higher than students who had not participated.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"176-180"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143568280","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

Nonresponse Bias Confounds Self-Reported Mistreatment by Diverse Physician Associate Students. 非反应偏倚混淆了不同医师助理学生自我报告的虐待。

Journal of Physician Assistant Education Pub Date : 2025-05-22 DOI: 10.1097/JPA.0000000000000678

Marcia Bouton, Charlotte Bolch, Nicholas Hudak, Dominique Frias-Sarmiento, Bettie Coplan

{"title":"Nonresponse Bias Confounds Self-Reported Mistreatment by Diverse Physician Associate Students.","authors":"Marcia Bouton, Charlotte Bolch, Nicholas Hudak, Dominique Frias-Sarmiento, Bettie Coplan","doi":"10.1097/JPA.0000000000000678","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000678","url":null,"abstract":"Introduction: This study aimed to evaluate whether physician assistant/associate (PA) students' sociodemographic factors were predictors of risk for mistreatment. A secondary analysis aimed to evaluate whether sociodemographic features were evenly distributed among respondents who answered mistreatment items.Methods: Data originated from the PA Education Association End of Program Surveys (2018, 2019, 2021, and 2022). Independent variables were gender, race, ethnicity, and sexual orientation. Using logistic regression, odds ratios were calculated for 2 separate dependent variables: whether respondents experienced mistreatment and whether respondents completed mistreatment items.Results: Surveys included 11,461 respondents, 3218 (28.1%) of whom experienced mistreatment; however, 3258 (28.4%) of respondents did not answer any mistreatment items. Analysis showed statistically significant sociodemographic factors for risk for mistreatment, but the model had poor fit (P-value = 0; receiver operating characteristic [ROC] 0.553), possibly related to partial nonresponse bias. Completing mistreatment items was statistically significantly more likely for respondents who indicated they were gay or lesbian (odds ratio [OR] 1.52) or bisexual (OR 1.82) and less likely for respondents who indicated they were male (OR 0.68), sexual orientation \"I don't know/prefer not to answer\" (OR 0.65), Hispanic (OR 0.79), or not White (OR 0.49).Discussion: The sociodemographic factors evaluated were inadequate to predict mistreatment of PA students, but sociodemographic factors were associated with willingness to complete mistreatment questions. Qualitative research is needed to determine why respondents who are male, Hispanic, or not White are reluctant to complete mistreatment questions. Findings could inform survey improvements to more accurately measure health professions student mistreatment.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128881","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

Healing Hands: Art Therapy Meets Medical Education. 治愈之手：艺术疗法与医学教育。

Journal of Physician Assistant Education Pub Date : 2025-05-22 DOI: 10.1097/JPA.0000000000000679

Arika VanBrunt, Brandon Beattie, Susan LeLacheur

引用次数: 0

Exploring the Landscape of Physician Assistant/Associate-Specific Doctoral Education in the United States: A National Program Survey. 探索美国医师助理/专科博士教育的前景：一项国家项目调查。

Journal of Physician Assistant Education Pub Date : 2025-05-09 DOI: 10.1097/JPA.0000000000000675

Aisha N Hussein, Cody A Sasek, Randy D Danielsen, Shaun Horak, Linda Sekhon, Shea A Dempsey, Andrew Stakem, Gerald Kayingo

{"title":"Exploring the Landscape of Physician Assistant/Associate-Specific Doctoral Education in the United States: A National Program Survey.","authors":"Aisha N Hussein, Cody A Sasek, Randy D Danielsen, Shaun Horak, Linda Sekhon, Shea A Dempsey, Andrew Stakem, Gerald Kayingo","doi":"10.1097/JPA.0000000000000675","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000675","url":null,"abstract":"Introduction: The researchers aimed to examine the characteristics and current state of physician assistant/associate (PA) doctoral programs in the United States through the first comprehensive national survey of such programs.Methods: The survey instrument was developed among PA doctoral education consortium members and was piloted with 4 doctoral program directors. Following institutional review board approval, program directors from all identified PA doctoral programs were invited to participate. The survey collected data on program characteristics, organizational structure, curriculum, faculty and student demographics, and attitudes toward potential specialized accreditation.Results: Eighty-four percent (n = 21) of PA doctoral programs responded. Most programs offered a Doctor of Medical Science degree title (90.5%). Key program goals included developing PA leaders (100%), elevating PA educator faculty skills (71.4%), and enhancing clinical acumen (42.9%). The implementation of these goals varied significantly. Program characteristics demonstrated considerable diversity, including length, structure, concentrations, tuition, and student demographics. The majority of programs (61.9%) expressed reluctance toward participation in national accreditation.Discussion: This study reveals a rapidly growing field characterized by diverse program structures but emerging consistency in degree nomenclature. The findings highlight critical decisions facing PA doctoral education regarding standardization and quality assurance, while demonstrating strong institutional interest in advanced PA education. These results provide a foundation for future research and development in PA doctoral education.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040638","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 Novel Flipped Nutrition Curriculum in Physician Assistant Education. 医师助理教育中一种新颖的翻转营养课程。

Journal of Physician Assistant Education Pub Date : 2025-05-09 DOI: 10.1097/JPA.0000000000000676

Matthew Wright, Claire Babcock O'Connell, Dipali Yeh, Jennifer Tomesko, Thea Cogan-Drew, Erich Vidal, Yuane Jia

{"title":"A Novel Flipped Nutrition Curriculum in Physician Assistant Education.","authors":"Matthew Wright, Claire Babcock O'Connell, Dipali Yeh, Jennifer Tomesko, Thea Cogan-Drew, Erich Vidal, Yuane Jia","doi":"10.1097/JPA.0000000000000676","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000676","url":null,"abstract":"Introduction: Nutrition is essential in patient management. Physician assistant (PA) and PA students have reported low confidence in providing nutrition education. This study was designed to compare a novel flipped curriculum.Methods: This was a quasi-experimental cohort comparison of examination question performance between 2 student cohorts taught in a nutrition flipped curriculum (graduation years 2023, 2024) and one cohort (graduation year 2022) taught with traditional lecture within the didactic phase of a single Mid-Atlantic PA program. Exam scores between cohorts were compared using analysis of variance (ANOVA), and potential confounding student variables were assessed with multiple regression.Results: Examination performance was similar between traditional and flipped cohorts (traditional: 2022 = 82.25 ± 7.13; flipped: 2023 = 83.33 ± 9.26; 2024 = 83.15 ± 8.76; P = .63). The only significant covariate to predict nutrition exam question scores was PA school grade point average (β = 10.56, P <.001).Discussion: Scores on nutrition examination questions were similar between flipped and traditional teaching methods, and the only predictive student factor was PA school grade point average. Future studies should explore a flipped classroom approach in developing students' nutrition assessment skills, such as taking a nutrition history and evaluating the appropriateness of a patient's diet. Future evaluations can also explore the student learning experience in a flipped classroom.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052605","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

Reframing Student Burnout in Physician Assistant Education: A Qualitative Exploration Into Conceptual Models. 重塑医师助理教育中的学生倦怠：概念模型的质性探索。

Journal of Physician Assistant Education Pub Date : 2025-05-06 DOI: 10.1097/JPA.0000000000000674

Jacqueline Sivahop, Kirsten Broadfoot

{"title":"Reframing Student Burnout in Physician Assistant Education: A Qualitative Exploration Into Conceptual Models.","authors":"Jacqueline Sivahop, Kirsten Broadfoot","doi":"10.1097/JPA.0000000000000674","DOIUrl":"10.1097/JPA.0000000000000674","url":null,"abstract":"Introduction: The number of negative life events experienced during medical training correlates with student burnout, suggesting both curricular and extracurricular factors affect student well-being. This study explores physician assistant (PA) student definitions and experiences with burnout and well-being, burnout prevention strategies, and suggested resources.Methods: This qualitative, phenomenological study used structured, focus group interviews of a total of 7 first-year PA students at 2 time points. Thematic analysis used a literature-derived codebook and emergent codes were identified empirically. Codes that were found across interview groups with a frequency of ≥3 unique responses were considered significant.Results: Prior conceptual models of burnout provided analytical domains and categories for burnout and well-being: outcome, negative source, positive effect, definitions, experiences, contributions, and prevention strategies. Nineteen significant codes (13 a priori and 6 emergent codes) were identified empirically. Participants described prior definitions of burnout, factors contributing to burnout, and prevention strategies. Emergent codes specifically described the impact of burnout outside the classroom. Experiences of well-being focused on balance and holistic support including the importance of diverse resources and faculty/staff support.Conclusions: A comparison of participant responses with prior literature suggests PA students experience an alternative understanding of burnout and well-being. Looking through the lens of different conceptual models, tensions in professional identity formation may contribute to student burnout. Incorporating and revisiting curricular activities to promote self-assessment and self-reflection can aid well-being, emphasize faculty/staff support, and allow for individual modifications throughout the professional journey.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144000764","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

GPA and Physician Assistant National Certifying Examination Performance Among Physician Assistant Students With Disability Accommodations. 有残疾住宿的医师助理学生的GPA和医师助理国家认证考试成绩。

Journal of Physician Assistant Education Pub Date : 2025-04-23 DOI: 10.1097/JPA.0000000000000672

Shelby Edwards, Hannah Anderson, Nicole M Curry, Renee Andreeff

{"title":"GPA and Physician Assistant National Certifying Examination Performance Among Physician Assistant Students With Disability Accommodations.","authors":"Shelby Edwards, Hannah Anderson, Nicole M Curry, Renee Andreeff","doi":"10.1097/JPA.0000000000000672","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000672","url":null,"abstract":"Introduction: Many college students in the United States use disability accommodations, and their use has been shown to increase retention and college success. However, even with disability accommodations, these students have lower Grade Point Averages (GPAs) than their nonaccommodated peers and score lower on standardized tests. What has not been reported is the use of disability accommodations by physician assistant (PA) students, their GPAs, and Physician Assistant National Certifying Examination (PANCE) performance compared with their nonaccommodated peers.Methods: Data were collected from five cohorts of PA students from four institutions for the years 2019 to 2023 (N = 1128). Deidentified data included GPA at the time of graduation, first-time PANCE score, and whether an academic accommodation was used during PA education (yes/no). Descriptive statistics, Pearson correlation, and hierarchical regression models were analyzed with statistical significance set at P < .05.Results: Physician assistant students with disability accommodations had statistically significant lower GPAs at time of graduation and had lower first-time PANCE scores than those without. Physician Assistant National Certifying Examination failure rates among those with accommodations was 25.58% (22/86) and among those without accommodations was 6.37% (66/1036).Discussion: These results echo national data from undergraduate students, and medical students, namely that PA students with disability accommodations have lower GPAs and lower scores on the PANCE compared with their nonaccommodated peers. Recognizing this trend is an essential step in identifying areas for improvement as the academic community strives to support the success of diverse students, while ensuring excellent training and preparation for the workforce.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039066","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