Journal of Physician Assistant Education最新文献_第6页

Assessing Professional Behaviors of Physician Assistant Students in Objective Structured Clinical Examinations: A Scoping Review. 评估医师助理学生在客观结构化临床检查中的专业行为：一项范围综述。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-12-03 DOI: 10.1097/JPA.0000000000000638

Erika R Francis, Kimberly Sapre

{"title":"Assessing Professional Behaviors of Physician Assistant Students in Objective Structured Clinical Examinations: A Scoping Review.","authors":"Erika R Francis, Kimberly Sapre","doi":"10.1097/JPA.0000000000000638","DOIUrl":"10.1097/JPA.0000000000000638","url":null,"abstract":"Introduction: Professionalism in physician assistant (PA) students is an essential behavior to assess during formative medical education. Objective structured clinical examinations (OSCEs) provide an opportunity to evaluate PA students performing professional behaviors within simulated clinical settings. This scoping review aims to explore insights the existing literature offers regarding evaluating the professional behaviors of PA students using an OSCE. A secondary objective is to identify gaps in the literature to clarify future research.Methods: This scoping review was conducted in March 2024. From January 2018 until March 2024, CINAHL, MEDLINE Ultimate, Health Source-Nursing/Education, and PubMed online databases were searched for publications in English. Records included research studying PA or medical students evaluated on professional behaviors using an OSCE or performance-based assessment instrument. Allied health profession students were excluded from the primary search because of their heterogeneous curriculum models outside the population of interest.Results: This review includes 5 papers. All papers reported communication as a professional behavior measured in an OSCE or performance-based assessment. A consensus or formal definition of professional behavior is a notable absence in this scoping review.Discussion: More definitive homogenous evidence is needed to assess the professional behaviors of PA students using an OSCE. This limits the guidance and educational standards for future health profession educators. Comprehensive research into professional behaviors among PA students is essential. Scholars must publish their findings on professionalism curriculum design and outcomes to facilitate a broader understanding and improvement in educating future PA professionals.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e62-e68"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11841713/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142773292","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

Implications of Requiring the Physician Assistant College Admissions Test on Physician Assistant Program Applicant Pool: Lessons Learned. 要求参加助理医师学院入学考试对助理医师项目申请人库的影响：经验教训。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-08-13 DOI: 10.1097/JPA.0000000000000617

Lauren Fogelgren

{"title":"Implications of Requiring the Physician Assistant College Admissions Test on Physician Assistant Program Applicant Pool: Lessons Learned.","authors":"Lauren Fogelgren","doi":"10.1097/JPA.0000000000000617","DOIUrl":"10.1097/JPA.0000000000000617","url":null,"abstract":"Introduction: To present a physician assistant (PA) program's experience and lessons learned by requiring a new standardized test as an admissions requirement. A state academic PA program changed an admission requirement by requiring the Physician Assistant College Admissions Test (PA-CAT) instead of the Graduate Record Examination. The admissions requirement change correlated with a 72% drop in the applicant pool.Methods: Data from previous literature present background information on standardized testing and predictors of student success. The program-specific data retrospectively evaluate changes in application numbers.Results: Several studies have evaluated various preadmission metrics and their correlation to student success. However, the PA-CAT and its predictor of student success in the program and passing the Physician Assistant National Certifying Exam still need to be evaluated.Discussion: Requiring standardized testing increases the barrier to applicant PA school admissions. Despite its potential, the PA-CAT has yet to be extensively studied to predict success in matriculated PA students and should be used cautiously. The implications of using the PA-CAT as an admissions requirement are a potential decrease in the strength of applicants, the number of total applicants, and the overall decline in the quality of graduating PAs. This cautionary note is crucial for maintaining the quality and integrity of our PA programs.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e107-e109"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141976906","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

The Drivers and Barriers of Clinical Health Professions Student Flourishing: An Integrative Review. 临床卫生专业学生发展的驱动因素和障碍：一项综合综述。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2025-01-08 DOI: 10.1097/JPA.0000000000000637

Stephanie Neary, Benjamin Doolittle, Michelle Nichols

{"title":"The Drivers and Barriers of Clinical Health Professions Student Flourishing: An Integrative Review.","authors":"Stephanie Neary, Benjamin Doolittle, Michelle Nichols","doi":"10.1097/JPA.0000000000000637","DOIUrl":"10.1097/JPA.0000000000000637","url":null,"abstract":"Introduction: To determine the drivers and barriers to flourishing for clinical health professions students through a review of peer-reviewed literature.Methods: Articles were analyzed in Scopus, PubMed, and EBSCOHost and hand-searched education journals through May 2024 describing flourishing among clinical health professions students. Whittemore and Knafl's integrative approach was used, and quality was assessed by the Mixed Methods Appraisal Tool.Results: The 26 articles included medical (14/26, 53.8%), pharmacy (8/26, 30.8%), physician assistant (3/26, 11.5%), and nurse anesthetist (1/26%, 3.8%) students. Results were framed by the Social Ecological Model. Individual drivers included meaningful work, feeling valued, and pride in overcoming challenges, while barriers included feelings of self-sacrifice to achieve success. Intrinsic factors were both drivers and barriers (eg, positive affect was positively correlated with flourishing). Interpersonal drivers included feelings of belonging, social relationships, and mentorship, while scheduling conflicts was a barrier. Organizational drivers included integrated wellness efforts and faculty buy-in, while barriers included inadequate recovery time between demanding tasks, required participation in activities perceived to have individual low-value, and resource inaccessibility/insufficiency. There was a deficit in the exploration of the impact of communities, public policy, and race and/or ethnicity on flourishing.Discussion: Limitations include possible exclusion of relevant articles due to search term and database selection. Students, faculty, and programs are cocreators of environments that promote or thwart flourishing. Educators can intentionally create learning environments that promote flourishing through increasing student autonomy, implementing community-building activities, and developing individual values in the context of training.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e54-e61"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956355","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

Physician Assistant Training, Collaboration, and Practice Act Legislation: Perspectives From Practicing Physician Assistants. 医生助理培训、合作和执业法案立法：执业助理医师的观点。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-10-25 DOI: 10.1097/JPA.0000000000000628

Betty Hulse, William E Schweinle, Katie Kassin, Nancy D Trimble

{"title":"Physician Assistant Training, Collaboration, and Practice Act Legislation: Perspectives From Practicing Physician Assistants.","authors":"Betty Hulse, William E Schweinle, Katie Kassin, Nancy D Trimble","doi":"10.1097/JPA.0000000000000628","DOIUrl":"10.1097/JPA.0000000000000628","url":null,"abstract":"Introduction: This study examines training, experience, and collaborative practices of physician assistants (PAs) with employment experience and their perspectives on practice act legislation.Methods: Mixed method study with quantitative and qualitative data.Results: One hundred eighty participants completed the survey. During clinical employment, 81.05% of respondents reported physicians participated in training. However, supervising physicians trained only 43.46%; 56.54% reported being trained by nurse practitioners (NPs), PAs, and/or other physicians. Onsite collaboration with physicians was reported by 87.2%. Supervising physician involvement was reported by 67.3%, and of these, 59% collaborated with PAs, NPs, and/or other physicians as well. One-third collaborated only with NPs, PAs, and/or other physicians. Daily/weekly collaboration with a supervising physician was reported by 78.89% in their first position and 54.87% in their current/most recent position; 77.22% collaborated with NPs, PAs, and/or other physicians in their first position and 71.68% in their current/most recent position. Most (64.44%) felt PAs should not be legally required to have physician supervision. Most (76.12%) felt care quality would not decrease if supervision were lifted. Most (74.44%) agreed that PAs are hired less frequently than NPs in states where physician supervision is required for PA but not NPs.Discussion: Findings suggest that team-based practice is already the current structure of PA clinical training and collaboration with PAs receiving significant support from physicians who are not supervising physicians and other nonphysician practitioners. Establishing oversight at the practice level is supported by this practice structure. Determining effects of practice act legislation on employment training, collaboration, and hiring practices warrants further research.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e25-e33"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509869","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

Navigating Copyright Law and Fair Use in the Age of Digital Education. 数字教育时代的版权法与合理使用导航。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2025-01-21 DOI: 10.1097/JPA.0000000000000653

Diana T Noller

引用次数: 0

In Pain. 在痛苦中。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-10-10 DOI: 10.1097/JPA.0000000000000631

Abby Zalucki

引用次数: 0

Do Physician Assistant Professional Doctorate Missions and Learning Outcomes Align With the Physician Assistant Professional Competencies? 医师助理专业博士任务和学习成果与医师助理专业能力一致吗？

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-11-19 DOI: 10.1097/JPA.0000000000000642

Matthew A McQuillan, David Asprey, Darwin Brown, Brenda Quincy, Jennifer A Snyder, Jacqueline Sivahop

{"title":"Do Physician Assistant Professional Doctorate Missions and Learning Outcomes Align With the Physician Assistant Professional Competencies?","authors":"Matthew A McQuillan, David Asprey, Darwin Brown, Brenda Quincy, Jennifer A Snyder, Jacqueline Sivahop","doi":"10.1097/JPA.0000000000000642","DOIUrl":"10.1097/JPA.0000000000000642","url":null,"abstract":"Introduction: There are little published data about curricula of physician assistant (PA) postprofessional doctoral programs. This study examined current mission statements and learning outcomes for common and emerging themes aligned with the PA professional competencies.Methods: This qualitative study examined postprofessional doctoral programs that matriculated PAs as of December 2023. Program web sites were analyzed for mission or purpose statements and learning outcomes. Open coding of the PA professional competencies generated a final code list. Mission and purpose statements and learning outcomes were uploaded into ATLAS.ti and compared with the code list for common and emerging themes. Investigator triangulation confirmed themes.Results: Twenty-two programs had mission statements on their websites. The most identified competency theme was the development of leadership skills (64%). Sixteen programs had learning outcomes for 30 concentrations. The most common competency themes in the concentrations' learning outcomes included knowledge/evidence (50%), leadership (40%), and communication (37%). Emerging themes comprised engaging in scholarly activity (29%) and performing research (37%).Discussion: Because leadership was the most common theme in mission or purpose statements and learning outcomes, additional leadership training appears to be an area of focus for postprofessional PA programs. Despite common themes across the programs, there appears to be diversity in the areas of content focused on meeting the program's prospective students' needs more than alignment with the competencies. Including research and scholarly activity within postprofessional doctoral programs raises the question of whether this is an emerging area of focus that should be included in the PA professional competencies.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"36 1","pages":"e34-e41"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143459984","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

Embracing Change: Expanding the Retention, Outreach, Alignment, and Diversity Framework to Address Neurotypical Ableism in Physician Assistant/Associate Education. 拥抱变化：扩大留用、外联、调整和多样性框架，以解决助理医师/助理教育中的神经典型能力主义问题。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-10-01 DOI: 10.1097/JPA.0000000000000627

Carl A Frizell

引用次数: 0

Does Student and Staff Gender Affect Physician Associate Student Experience on Clinical Rotations? 学生和教职员工的性别是否会影响副医师学生的临床轮转体验？

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-11-27 DOI: 10.1097/JPA.0000000000000640

Brogan Guest, Katie Aichison, Kate Bascombe, Tripti Chakraborty, Vasa Gnanapragasam, Ban Haider, Beck Hickman, Chandran Louis, Lauren McCann

{"title":"Does Student and Staff Gender Affect Physician Associate Student Experience on Clinical Rotations?","authors":"Brogan Guest, Katie Aichison, Kate Bascombe, Tripti Chakraborty, Vasa Gnanapragasam, Ban Haider, Beck Hickman, Chandran Louis, Lauren McCann","doi":"10.1097/JPA.0000000000000640","DOIUrl":"10.1097/JPA.0000000000000640","url":null,"abstract":"Introduction: Physician assistant/associate (PA) courses rely heavily on hands-on experience during clinical placement, and higher education institutes aim to provide students with an equitable experience. This article aims to understand how student gender and supervisor gender affect student experience on clinical placement at 2 PA courses in the United Kingdom, where PAs are known as physician associates. We found no evidence of pedagogical literature that focused on the gender differences in PA experience, so we aim to be the first to provide this research.Methods: To assess student experience, student feedback was collected through online qualitative surveys and stratified by student and supervisor gender. 95% confidence intervals were calculated for scaled questions.Results: Qualitative feedback from students shows a clear difference in their clinical placement experiences. Male students report fewer opportunities to observe and assess female patients, while female students report fewer opportunities observe and assess male patients. The most significant difference is seen when male students are seeing female patients. The discrepancy becomes more pronounced when male students are supervised by male supervisors and when female students are supervised by female supervisors.Discussion: In planning clinical placements for students, programs must understand and recognize the potential for differences in experience based on student and supervisor gender and should take action to ensure a more equitable experience for all students.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e89-e95"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11841715/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142740815","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

Embracing Neuro-Inclusivity Within Physician Assistant/Associate Education: Challenging Organizational Cultural Norms and Navigating Communication Challenges. 在医生助理/助理教育中拥抱神经包容性：挑战组织文化规范，应对沟通挑战。

Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-02-02 DOI: 10.1097/JPA.0000000000000575

Carl A Frizell, Devin Graham, Amber DuVentre, Sheena D Brown

{"title":"Embracing Neuro-Inclusivity Within Physician Assistant/Associate Education: Challenging Organizational Cultural Norms and Navigating Communication Challenges.","authors":"Carl A Frizell, Devin Graham, Amber DuVentre, Sheena D Brown","doi":"10.1097/JPA.0000000000000575","DOIUrl":"10.1097/JPA.0000000000000575","url":null,"abstract":"Abstract: Effective communication in health care education is essential for creating an inclusive learning environment. This manuscript examines the crucial role of communication in physician assistant/associate (PA) education, particularly in the context of neurodiverse individuals, who constitute approximately 20% of the global population. A groundbreaking study by Nouri et al reveals a 3.1% overall disability prevalence among US practicing physicians, emphasizing the necessity for a comprehensive understanding of diversity in the health care profession. Considering the intersectionality of marginalized identities, this research sheds light on potential challenges health care providers face, underscoring the importance of promoting inclusivity and support for neurodiverse individuals in the PA profession. The increasing presence of neurodivergent students in postsecondary institutions, despite academic strengths, holds relevance for PA education. Recognizing the barriers and stigmas associated with neurodiversity is crucial for fostering inclusive environments within PA programs and sponsoring institutions. This manuscript explores the challenges faced by neurodiverse individuals in PA education and proposes strategies for cultivating a neuroinclusive culture through effective communication. With a focus on celebrating and using the strengths of all learners, regardless of neurodiversity, the overarching goal is to contribute to a paradigm shift in PA education, enriching the educational experience for students, educators, and support staff.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e102-e106"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139673192","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