Journal of Physician Assistant Education最新文献

{"title":"Exploring People With Serious Mental Illness Recommendations for Physician Assistant Education.","authors":"Michelle R Zechner, Matthew McQuillan, Elizabeth DiProspero, Meredith Cimmino, Ann Murphy, Sean Karyczak, Matthew Wright","doi":"10.1097/JPA.0000000000000783","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000783","url":null,"abstract":"<p><strong>Introduction: </strong>People with serious mental illness (SMI) are a vulnerable population with poor health outcomes who also experience challenges interacting with health providers. This study aimed to explore the perceptions and recommendations of people with SMI for the development of physician assistant (PA) curriculum using the Socio-Ecological Model of Health framework (SEM). No known previous studies have explored the attitudes of people with SMI about their mental illness care to inform curriculum.</p><p><strong>Methods: </strong>People with SMI (n = 7) were recruited from a state chapter of a mental health advocacy organization to explore experiences with health care providers and recommendations for PA education. The focus group lasted 90 minutes and was facilitated by a PA and mental health provider using an interview guide.</p><p><strong>Results: </strong>Four themes were identified and coded using the SEM framework. These included (1) individual attributes of health, (2) interpersonal relationships contributing to health, (3) community features contributing to health, and (4) educational aspects needed for positive health encounters.</p><p><strong>Discussion: </strong>People with SMI noted difficulties in interactions with medical professionals and systems. They perceived that medical providers need more education and skills to engage with people with complex health and mental health conditions. Results of this study may suggest that PA education can be improved by considering the SEM levels of interaction and listening to patients to incorporate feedback into service provision.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686217","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":"Investigating Preadmission Metrics and Early Academic Performance in Master of Physician Assistant Studies Students.","authors":"Katie Pletz, Lauren Gilliam, Gary Marshall Long","doi":"10.1097/JPA.0000000000000777","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000777","url":null,"abstract":"<p><strong>Introduction: </strong>A growing number of student applications to graduate physician assistant (PA) programs has highlighted the need for effective selection of candidates. Much of the work in this area has focused on connecting student course grades and performance in the national board certification Physician Assistant National Certifying Examination (PANCE) examination; however, this is of limited value in identifying those students who struggle academically before certification.</p><p><strong>Methods: </strong>Four cohorts of PA students (n = 176) were retrospectively analyzed to determine if differences exist in preadmission metrics and early PA course scores between those students who required academic remediation (REM, n = 57) during PA school vs. those who did not (non-remediators [NREM], n = 119).</p><p><strong>Results: </strong>Students requiring remediation had significantly reduced undergraduate science (REM: 3.67 ± 0.2 vs. NREM: 3.79 ± 0.2, P ≤ .001) and organic chemistry grade point averages (REM: 3.35 ± 0.6 vs. NREM: 3.6 ± 0.5, P = .004), as well as significantly poorer scores in multiple early courses including Gross Anatomy (REM: 85.6% ± 5.4% vs. NREM: 89.9% ± 4.7%, P ≤ .0001), Pathophysiology (REM: 86.6% ± 5.2% vs. NREM: 90.9% ± 4.4%, P ≤ .0001), and Clinical Medicine (REM: 84.9% ± 4% vs. NREM: 90.2% ± 3.6%, P ≤ .0001) during their PA training. REM also had significantly reduced Physician Assistant Clinical Knowledge Rating and Assessment Tool I, Physician Assistant Clinical Knowledge Rating and Assessment Tool II, and PANCE scores compared with NREM (P ≤ .0001).</p><p><strong>Discussion: </strong>Specific preadmission metrics and early academic performance indicators may identify students who require learning interventions during their graduate coursework.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148670269","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":"Putting POCUS into Focus: Rediscovering Ultrasound Through Physician Assistant Education.","authors":"Keri Harlow, Brian Terzian","doi":"10.1097/JPA.0000000000000781","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000781","url":null,"abstract":"<p><strong>Abstract: </strong>This student perspective highlights the impact of point-of-care ultrasound (POCUS) in physician assistant (PA) education beyond skilled image acquisition and its potential to influence career interest during the didactic phase. The narrative describes an unexpected detour of a first year PA student rediscovering a passion for POCUS after her program's pilot initiative to include this technology within its curriculum. Through the student lens, this account illustrates the opportunity POCUS serves to reinforce clinical medicine knowledge and bedside decision making in acute care settings. The educational value of POCUS in augmenting PA core curriculum offers the opportunities for programs to consider implementing this up-and-coming technology.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632227","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":"Beyond the Syllabus: Creating Opportunities for Professional Exploration in PA Education.","authors":"Riya Chaudhari, Brian Terzian","doi":"10.1097/JPA.0000000000000780","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000780","url":null,"abstract":"<p><strong>Abstract: </strong>Physician assistant (PA) education focuses heavily on developing the medical knowledge and clinical skills necessary for competent practice. However, qualities such as empathy, leadership, teamwork, and patient-centered care are often cultivated through experiences beyond the formal curriculum. This reflective article describes the development of advanced professional exploration (APEX), a student-led initiative created to complement traditional PA education through experiential learning, professional exploration, and meaningful engagement with patients and health care topics. Developed with faculty mentorship, APEX provides opportunities for students to broaden their understanding of health care through patient and family storytelling sessions, discussions on health equity and disparities, hands-on clinical skills workshops, and simulation-based teamwork exercises. These experiences encourage reflection, curiosity, and a deeper appreciation of the human dimensions of medicine. Drawing from personal experiences as an immigrant, military veteran, and parent, the author reflects on how service, communication, and cultural awareness shape professional identity and patient care.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632221","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":"Assessing Change in Interprofessional Collaborative Competency of Physician Assistant Students After Observing an Occupational or Physical Therapy Session.","authors":"Tania Shearon, Lori Weber, Annette Bettridge, Benjamin Gross, Thomas Hartman","doi":"10.1097/JPA.0000000000000778","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000778","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to measure the change in interprofessional competency of physician assistant (PA) students through observation of occupational therapy (OT) and physical therapy (PT) in a university, student-run pro bono therapy clinic. The study aimed to expand knowledge of rehabilitation interventions to PA students for improved collaborative practice.</p><p><strong>Methods: </strong>Using a retrospective pretest-posttest design, 75 PA students observed an OT or PT treatment session at a student-run pro bono clinic. The modified Interprofessional Collaborative Competency Attainment Survey measured self-perceived skills across 6 competency domains. It asked participants to reflect on their competencies before and then after the observation. Open-ended survey questions were used to identify qualitative themes regarding the learning experience.</p><p><strong>Results: </strong>Mean total competency scores increased significantly from 3.73 (SD 0.94) before the observation to 4.31 (SD 0.65), P < .001. Significant increases were found across all 6 subscales (P < .001). Qualitative analysis identified 5 themes: knowledge of colleagues, collaboration maximizing care, recognizing when to refer, active listening, and functional training provided by OT and PT.</p><p><strong>Discussion: </strong>Results suggest the observation broadened student understanding of interprofessional roles and enhanced confidence in collaborative teamwork. Students experienced a meaningful shift in awareness regarding OT and PT scopes of practice. They expressed enhanced understanding of patient-centered care that incorporates functional goals. This knowledge change highlighted the value of interprofessional educational experiences to foster collaborative care.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632239","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":"Adapting the Tolerance of Ambiguity in Medical Students and Doctors (TAMSAD) Scale for Physician Assistant/Associate Education.","authors":"Madeline Kruper, Michelle Gruver","doi":"10.1097/JPA.0000000000000782","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000782","url":null,"abstract":"<p><strong>Introduction: </strong>Tolerance of ambiguity influences learner wellbeing, decision making, and clinical performance. Existing measures, including the Tolerance of Ambiguity in Medical Students and Doctors (TAMSAD) scale developed by Hancock et al, do not reflect the unique training context of physician assistant/associate (PA) students. This pilot study adapted the TAMSAD scale for PA education and evaluated feasibility and preliminary reliability.</p><p><strong>Methods: </strong>Physician assistant/associate educators, practicing PAs, and an assessment expert reviewed original TAMSAD scale items to revise or remove items referencing medical student or physician-specific contexts. Physician assistant/associate students from both didactic and clinical phases assessed item clarity and relevance. The final 30-item PA-adapted instrument was distributed electronically to students at 1 PA program. Descriptive statistics were calculated and internal consistency was assessed using Cronbach's alpha. Independent t-tests and one-way ANVOA explored subgroup differences.</p><p><strong>Results: </strong>Thirty students participated; 23 provided complete item responses. Internal consistency for the total scale was α = 0.62. No significant differences were observed between didactic and clinical students (P = .44) or across levels of prior health care experience (P = .39). No students completed the planned retest.</p><p><strong>Discussion: </strong>This pilot demonstrates feasibility of adapting and administering a PA-specific ambiguity tolerance instrument and provides initial reliability evidence. Findings will guide refinement of item wording and support next-phase, multi-institution validation. A validated PA-specific scale may help programs identify learners who would benefit from targeted support and inform curricular strategies to strengthen students' ability to manage clinical ambiguity.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148608323","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 Physician Assistant/Physician Associate Students for the Unthinkable: Implementing Mass Casualty Incident Training.","authors":"Kelly Fisher, Ron Contreras, Jillian Murphy, Gary M Long, Brittany LaBonte","doi":"10.1097/JPA.0000000000000775","DOIUrl":"10.1097/JPA.0000000000000775","url":null,"abstract":"<p><strong>Introduction: </strong>Mass casualty incidents (MCIs) are community threats prompting recommendations for formal MCI training among health care professionals, including physician assistant/associate (PA) students. In response, two accredited PA graduate programs collaborated on an immersive MCI training day aimed at improving student preparedness and confidence in responding to an MCI in the community.</p><p><strong>Methods: </strong>In this prospective cohort study, didactic-year PA students (n = 45) participated in a novel MCI curriculum that involved practical skills stations and large-scale simulations. Preliminary data on program effectiveness were assessed pretraining and post-training via surveys assessing knowledge and self-reported preparedness and confidence in responding to an MCI. Paired samples t -tests were used to determine if differences were seen between pre and post assessments.</p><p><strong>Results: </strong>We describe the development and implementation of MCI training in detail, including curricular design, personnel, set-up, and administration. Initial analyses showed statistically significant improvements in knowledge gained (42.4 ± 14 vs. 86 ± 12, P ≤ .0001), perceived preparedness (1.8 ± 0.8 vs. 4.3 ± 0.5, P ≤ .0001), and perceived confidence (2.9 ± 1.3 vs. 4.3 ± 0.6, P ≤ .0001) after implementation of the MCI curriculum.</p><p><strong>Conclusions: </strong>The development and execution of an MCI curriculum is described and can be used as a template for PA educators wishing to incorporate this training into the curriculum. Training significantly enhanced PA students' knowledge, preparedness, and confidence in community-based disaster response. These findings support the integration of formal MCI training in PA education to prepare future providers for real-world disaster response.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449881","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":"Recognizing Advanced Expertise in Physician Assistant/Associate Education: A Proposal for an Education Certificate of Added Qualifications.","authors":"Nathan M Rothchild, Lauren Gilliam, Kelly Fisher","doi":"10.1097/JPA.0000000000000776","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000776","url":null,"abstract":"<p><strong>Introduction: </strong>The physician assistant/associate (PA) profession formally recognizes advanced clinical expertise through Certificates of Added Qualifications (CAQs). However, no analogous national mechanism exists to recognize advanced expertise in PA education. As PA programs expand and faculty roles grow in complexity, structured recognition of experienced PA educators warrants scholarly examination and consideration of a dedicated CAQ.</p><p><strong>Methods: </strong>A structured conceptual analysis was conducted through review of existing National Commission on Certification of Physician Assistants (NCCPA) CAQ eligibility criteria, literature on PA faculty workforce trends, scholarly productivity, professional development outcomes, and the PA Education Association (PAEA) Educator Competencies framework. A comparative model was developed to examine distinctions between clinical specialty certification and educational expertise recognition.</p><p><strong>Results: </strong>Educational expertise differs from clinical specialty practice in that competence is demonstrated longitudinally through teaching performance, curriculum design, leadership, mentorship, and scholarship rather than examination alone. It is proposed that an Education CAQ could be similarly structured with the current NCCPA CAQ framework to include documented educational practice hours, focused continuing medical education, and formal attestation aligned with established PA educator competencies.</p><p><strong>Discussion: </strong>An Education CAQ may provide structured recognition of advanced educator expertise without altering entry-level educational requirements or restricting professional mobility. Development within existing certification infrastructure, in collaboration with PAEA, could align professional recognition structures with evolving workforce realities in PA education and promote advancement within higher education.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449915","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":"Training Physician Assistant Students in Ultrasound-Guided Knee Arthrocentesis Using Formalin-Embalmed Cadavers.","authors":"Nena Lundgreen Mason, Kyra Lee, Owen Molind, Andrew Thomson, Isain Zapata, Cassandra R Nelson, Besty Piburn","doi":"10.1097/JPA.0000000000000774","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000774","url":null,"abstract":"<p><strong>Introduction: </strong>The quantity of ultrasound-guided procedures performed by physician assistants and other advanced practice providers has increased substantially in recent years. Simulation models that balance anatomical realism, cost, and accessibility are needed to allow physician assistant (PA) students to develop the critical tactile skills necessary to perform procedures under ultrasound guidance in a safe and stress-free learning environment.</p><p><strong>Methods: </strong>Twenty-four PA student participants watched a brief orientation training video and then received 20 minutes of one-on-one instruction on performing ultrasound-guided knee arthrocentesis using a formalin-embalmed cadaver. Participants were given pretraining and post-training self-confidence surveys and were objectively evaluated with a procedural skills assessment following cadaveric simulation training.</p><p><strong>Results: </strong>Twenty-one of the 24 participants passed the skills assessment by successfully using ultrasound guidance to aspirate 1 mL of fluid from an artificial effusion in a cadaveric knee within the 5-minute time limit. Successful participants needed an average of 2.25 attempts (needle sticks) and 121.8 seconds to successfully complete the procedure. Participant self-confidence increased significantly following training across all surveyed items.</p><p><strong>Discussion: </strong>Artificial knee effusions can be easily created in formalin-embalmed cadavers. These make excellent simulation training models to teach PA students to perform ultrasound-guided knee arthrocentesis. Following brief simulation training with formalin-embalmed cadaver knees, PA students can significantly increase their self-confidence in their procedure-related abilities, and they can objectively perform the procedure quickly and accurately.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148406237","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":"Central Application Service for Physician Assistants 20-Year Data Report 2002 to 2021.","authors":"Sobia Shariff Hussaini, Bettie Coplan, Chris Gillette, Gregory B Russell, M Jane McDaniel","doi":"10.1097/JPA.0000000000000772","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000772","url":null,"abstract":"<p><strong>Introduction: </strong>This study provides a 20-year analysis (2002-2021) of the Central Application Service for Physician Assistants, extending earlier reports to assess long-term trends in PA admissions. Central Application Service for Physician Assistants participation rose from 51% of programs in 2002 to nearly universal adoption by 2021. Applicant numbers increased 5-fold, reaching 28,445 in 2021, while matriculants grew from 3715 in 2007 to 11,178 in 2021. Despite growth in available seats, matriculation rates declined, fluctuating between 31% and 41%.</p><p><strong>Methods: </strong>Central Application Service for Physician Assistants data from 2002 to 2021 were used to examine trends in applicant behavior, academic metrics, demographics, and experience. Outcomes included program participation, applicant and matriculant counts, and matriculation rates. Explanatory factors included program designations, mean overall and science grade point averages (GPAs), age, gender, race/ethnicity, first-generation and economically disadvantaged status, and shadowing and patient care experience.</p><p><strong>Results: </strong>Applicant behavior and academic metrics shifted. Average program designations increased and each additional designation up to 13 improved matriculation odds. Mean overall and science GPAs rose steadily. Asian and Hispanic/Latino(a) representation increased, while proportions of Black/African American, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander applicants and matriculants remained low; White applicants continued to matriculate at disproportionately higher rates. First-generation and economically disadvantaged applicants increased but were less likely to matriculate. Most applicants reported shadowing and patient care experience, associated with higher matriculation.</p><p><strong>Discussion: </strong>Findings demonstrate sustained growth in PA education but slow advancement toward racial, ethnic, and economic diversity, underscoring the need for more equitable admissions strategies.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148370166","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}