Journal of Physician Assistant Education最新文献

{"title":"Generativity in Physician Assistants: Insights Amid a Preceptor Shortage.","authors":"Karlyssa Chung","doi":"10.1097/JPA.0000000000000751","DOIUrl":"10.1097/JPA.0000000000000751","url":null,"abstract":"<p><strong>Introduction: </strong>Amid a preceptor shortage, this pilot study examined the relationship between generativity, a psychosocial construct reflecting concern for guiding the next generation, and demographic characteristics among physician assistants (PAs), gaining insights for PA programs about intrinsic factors motivating preceptorship.</p><p><strong>Methods: </strong>This descriptive correlational study analyzed survey data from 45 nationally certified PAs. Participants completed a one-time questionnaire assessing demographics, precepting status, and generativity using the validated Loyola Generativity Scale. Nonparametric analyses, correlations, and multiple regression were performed.</p><p><strong>Results: </strong>Generativity scores did not differ significantly by precepting status ( P = .88). Years of practice and full-time employment were associated with higher generativity scores, though differences were not statistically significant. Correlations between generativity and age, employment status, and practice setting were weak.</p><p><strong>Discussion: </strong>Although statistically nonsignificant, observed trends suggest generativity may warrant further investigation as an intrinsic factor related to precepting. Findings are hypothesis-generating and may inform future research and preceptor recruitment strategies.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"279-283"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515471","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 Development of Brief Educational Modules for Social Determinants of Health.","authors":"Austin M Bacong, James D Stoehr","doi":"10.1097/JPA.0000000000000744","DOIUrl":"10.1097/JPA.0000000000000744","url":null,"abstract":"<p><strong>Introduction: </strong>Social determinants of health (SDOH), the nonmedical factors influencing patients across individual and systematic levels, are essential to comprehensive healthcare. However, there is varied guidance in exactly how it should be taught or assessed in physician assistant (PA) programs, as well as what methodologies are effective or preferred by students.</p><p><strong>Methods: </strong>A between-and-within groups study was designed for first-year PA students to evaluate their opinions, confidence levels, and comfort regarding SDOH delivered by 2 brief educational modules (one using an expert panel and the other a gamified approach).</p><p><strong>Results: </strong>A total of 48 students participated in the study. Results found that students appreciated the importance of SDOH to patient care and valued the application of clinical and public health resources. Students' confidence and comfort levels regarding SDOH improved following each educational module ( P < .05 pre vs. post comparisons). Students valued modular approaches to learning SDOH and equally prefer the panel and game formats. Students ranked direct clinical care as their highest preference in how they would prefer SDOH principles to be taught, followed by case-based learning, panel-based, and gamified-based approaches. Online learning was the least preferred teaching method.</p><p><strong>Discussion: </strong>These results suggest (1) modular approaches may be an effective means to teach SDOH, (2) SDOH could be taught longitudinally across the curriculum to reinforce understanding, and (3) delivery of SDOH curricula in PA education could consider nontraditional formats that promote interactive learning.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"274-278"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147349186","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":"Preparing for the Future: A Call to Examine Specialization in Physician Assistant Education.","authors":"Malwina A Huzarska, Sarah Marsan","doi":"10.1097/JPA.0000000000000734","DOIUrl":"10.1097/JPA.0000000000000734","url":null,"abstract":"<p><strong>Abstract: </strong>The physician assistant (PA) profession, historically grounded in a generalist educational model, is experiencing growing pressure to adapt to a workforce increasingly dominated by specialty practice. Questions have emerged regarding whether PA education should incorporate earlier opportunities for specialization. These questions are especially important now, given the potential transition of PA programs from master's to doctoral degrees. This article examines the historical foundations of the generalist model, current workforce and employer trends, the potential benefits and risks of early specialization, and possible middle-ground approaches to such a shift. This narrative is a call for a structured, profession-wide dialogue involving educators, policymakers, and clinicians to evaluate the implications of early specialization and guide the evolution of PA education in alignment with workforce needs and professional values.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"249-253"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716267","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":"Additional Evidence Supporting Standardized Assessments in Predicting Physician Assistant National Certifying Exam Performance.","authors":"Jennifer Forbes","doi":"10.1097/JPA.0000000000000748","DOIUrl":"10.1097/JPA.0000000000000748","url":null,"abstract":"","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"221"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147445150","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":"When Effort Feels Vulnerable.","authors":"Nichole Geist, Thea Cogan-Drew","doi":"10.1097/JPA.0000000000000753","DOIUrl":"10.1097/JPA.0000000000000753","url":null,"abstract":"","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"332"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515476","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":"Exercise Frequency and Intensity Do Not Predict Anxiety or Depression Symptoms in Physician Assistant Students.","authors":"Matthew Wright, Kathleen Fritch, Steve Song, Virginia L Valentin","doi":"10.1097/JPA.0000000000000754","DOIUrl":"10.1097/JPA.0000000000000754","url":null,"abstract":"<p><strong>Introduction: </strong>Physician assistant (PA) students face a heightened risk of anxiety and depression, yet no research has examined the relationship between exercise and mental health in this population.</p><p><strong>Methods: </strong>This cross-sectional survey study examined exercise frequency, intensity, and associations with symptoms of anxiety and depression among students across the United States. Participants completed surveys for depression and anxiety symptoms and physical activity. Multiple regression was used to examine associations.</p><p><strong>Results: </strong>One hundred and forty PA students were included in the study. Neither exercise frequency nor intensity was associated with anxiety or depression symptoms. A prior behavioral health diagnosis was the only variable significant associated with depression and anxiety symptoms.</p><p><strong>Discussion: </strong>Physician assistant students are at high risk for anxiety and depression. Further research is needed to explore potential protective factors, and PA educators should ensure mental health resources are accessible.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"284-289"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147640236","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 Point-of-Care Ultrasound Examinations: Rates of Pathology and Accuracy of Interpretation.","authors":"Michael Breunig, Ryan Kingsley, Sean Curran, Deanne Kashiwagi","doi":"10.1097/JPA.0000000000000758","DOIUrl":"10.1097/JPA.0000000000000758","url":null,"abstract":"<p><strong>Introduction: </strong>Point-of-care ultrasound (POCUS) is becoming an increasingly important skillset for practicing clinicians. Various methods of successful incorporation of POCUS into physician assistant (PA) program curricula have been described, but little is known about the accuracy of PA students' interpretation of POCUS examinations.</p><p><strong>Methods: </strong>Retrospective, observational quantitative research was conducted on previously collected POCUS data from one PA program. Physician assistant students were required to complete a minimum of 25 POCUS examinations for each of the aorta, bladder, heart, lungs, and kidney. Examinations were completed on nonpatients and patients. All examinations included an interpretation by the PA student and were reviewed by faculty for quality and accuracy. Descriptive statistics were completed, and accuracies were calculated.</p><p><strong>Results: </strong>A total of 8936 POCUS examinations were included in the study obtained by 70 students; 6600 (73.86%) on nonpatients and 2336 (26.14%) on patients. Pathologic findings were noted on 5.75% of all examinations. Most examinations with pathologic findings were completed on patients, but pathologic findings were noted on a small amount of nonpatient examinations. Physician assistant students had a sensitivity of 92.02%, specificity of 99.88%, positive likelihood ratio of 766.83, and negative likelihood ratio of 0.08 on all POCUS examinations.</p><p><strong>Discussion: </strong>Physician assistant students are highly accurate at interpreting POCUS images of the aorta, bladder, heart, lungs, and kidneys. Physician assistant students were more accurate on patient examinations than nonpatient examinations, likely related to curricular sequencing. This study demonstrates that identification of pathology does occur on nonpatient models but overall is very uncommon.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"290-294"},"PeriodicalIF":0.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784421","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":"Motivators and Barriers to Physician Assistant Preceptorship in North Carolina (CME).","authors":"Kimberly Stabingas, Laura R Gerstner, Stefanie Rachis","doi":"10.1097/JPA.0000000000000786","DOIUrl":"10.1097/JPA.0000000000000786","url":null,"abstract":"<p><strong>Introduction: </strong>Physician assistant (PA) programs face persistent challenges in recruiting and retaining clinical preceptors due to time constraints, administrative burden, lack of compensation, and limited training. Additional pressures, such as health care consolidation, program expansion, clinician burnout, and financial implications of paid clinical sites, further strain preceptorship capacity. This study examines motivators and barriers influencing clinicians' willingness to precept PA students.</p><p><strong>Methods: </strong>This mixed-methods study used snowball sampling to recruit current, former, and nonprecepting PAs across North Carolina. Participants completed surveys with Likert-scale and open-ended items adapted from the 2011 National Survey of Physician Assistants. Four virtual focus groups, selected from survey respondents, underwent semistructured interviews informed by Self-Determination Theory (SDT). Quantitative data were analyzed using descriptive statistics and ordinal logistic regression; qualitative data underwent thematic analysis with deductive SDT coding and inductive refinement. Triangulation then integrated these findings.</p><p><strong>Results: </strong>Respondents (N = 158) represented diverse clinical experience. Top motivators included student quality (66%), program support (53%), and financial compensation (51%). Key barriers were student quality (61.29%), burnout (53.23%), and lack of compensation (46.77%). From the focused group discussion, four themes emerged: Student Quality, Financial Compensation, Non-Financial Incentives, and Administrative Support. Student preparedness acted as both motivator and barrier; compensation concerns focused on fairness.</p><p><strong>Discussion: </strong>Preceptorship relies on relational and professional factors, student quality, recognition, and institutional alignment, rather than financial incentives alone. System inefficiencies, inadequate preparation, and misaligned compensation hinder engagement. Improving student readiness, enhancing institutional support, and implementing transparent, layered incentives may strengthen recruitment and retention.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148726184","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":"PAEA Special Interest Group Consensus Statement on the Application of Artificial Intelligence in Physician Associate Education.","authors":"Ram Srinivasan, Faith Deanne Mari Caube, Cassidy Punt, Sarah Bolander, Brennan Bowker, Liz Brownlee, Christopher P Forest, Laura Juarez, Angela Kenney, Mary R King, Sarah Maddux, Jessica Gomes, Ewen Nicol, Stephanie Painter, Diana Soran","doi":"10.1097/JPA.0000000000000784","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000784","url":null,"abstract":"<p><strong>Abstract: </strong>Artificial intelligence (AI) is rapidly reshaping health care and higher education, yet physician associate (PA) education lacks a unified framework for its integration. This consensus statement from the PA Education Association (PAEA) AI Special Interest Group (SIG) offers guidance for PA programs navigating the challenges and opportunities presented by AI technologies.The PAEA AI SIG used a modified Delphi method following the RAND/UCLA Appropriateness Method framework. Following a twelve-month qualitative phase of iterative discussion and collaborative document development, 13 expert panelists rated 20 consensus position items on a 9-point Likert scale. Consensus was defined a priori as a median rating of 7 to 9 without disagreement (per the interpercentile range method for a 13-member panel).All 20 position items achieved consensus endorsement in round 1 (median range: 7-9; overall mean 8.3). The SIG achieved consensus across 5 domains: assessment and academic integrity, AI as a learning tool, admissions processes, faculty workflow, and AI competencies. Items with the greatest variation related to lifting AI prohibitions in application preparation (item 9, median 7) and restricting general-purpose AI in admissions review (item 10, median 8).This consensus statement provides a foundation for PA programs to transition from reactive policies toward proactive, evidence-informed AI integration strategies. The recommendations emphasize rigorous competency validation, equitable access considerations, and the primacy of human judgment in clinical education.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148713970","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":"Cultivating Empathy Through Dialogue: Using Panel Discussions to Teach About Suicide in Medical Education.","authors":"Malwina Huzarska, Shiyao Liu","doi":"10.1097/JPA.0000000000000785","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000785","url":null,"abstract":"<p><strong>Introduction: </strong>Suicide is a leading cause of preventable death worldwide, with many individuals interacting with health care providers shortly before their attempt. Medical trainees often report anxiety when managing patients with suicidal ideation. Effective care requires not only clinical knowledge but also empathic understanding. Despite its importance, evidence-based strategies for teaching empathy remain limited. This study draws on Experiential Learning Theory, Transformative Learning Theory, and applies the Jefferson Scale of Empathy as a framework.</p><p><strong>Methods: </strong>Two cohorts of 131 physician assistant students participated in a panel discussion on suicide, followed by a reflective essay writing activity. The panel consisted of patient survivors of suicide and a psychiatric clinician. Retrospective, qualitative analysis of the reflective essays was conducted to answer 2 research questions: (1) What are the overall student takeaways from the suicide panel discussion? (2) How does experiential learning about suicidality, in the form of a panel discussion, affect the student's ability to develop empathic understanding?</p><p><strong>Results: </strong>Students reported increased preparedness to care for suicidal patients, recognized limitations of lecture-based empathy instruction, and expressed interest in additional training. Jefferson Scale of Empathy-guided analysis demonstrated activation of empathy across all domains, including perspective taking, compassionate care, and understanding patients' lived experiences.</p><p><strong>Discussion: </strong>Experiential panel discussions appear to be an effective approach to fostering empathy in health professions education. Although this intervention enhanced multiple dimensions of empathy, some subdomains were not addressed, highlighting the need for complementary educational strategies.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148713987","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}