Journal of Physician Assistant Education最新文献

{"title":"Impact of CASPer Cut Score on Diversity in Physician Assistant Program Admissions.","authors":"Sara Lolar, Bindiya Nandwana, Mary Jo Pilat","doi":"10.1097/JPA.0000000000000770","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000770","url":null,"abstract":"<p><strong>Introduction: </strong>Physician assistant (PA) programs increasingly use holistic admission strategies to evaluate noncognitive attributes not assessed by traditional academic metrics. Computer-Based Assessment for Sampling Personal Characteristics (CASPer), a situational judgment test, was developed to assess qualities such as professionalism, ethics, and decision making. Limited data exist regarding the impact of CASPer on applicant diversity in PA education.</p><p><strong>Methods: </strong>This retrospective observational study examined applicants to a single public PA program across 5 application cycles (2021-2025). Computer-Based Assessment for Sampling Personal Characteristics scores were standardized within cohort, and a hypothetical cut score set at one standard deviation below the mean was applied. Applicants were categorized by scores greater than or less than the cut score. Gender, race/ethnicity, and underrepresented minority (URM) status were compared using chi-square tests, t tests, and logistic regression.</p><p><strong>Results: </strong>Applying a CASPer cut score would have removed 16.5% of applicants. Modeling the interview pool demonstrated a 12.1% relative decrease in men and 12.5% relative decrease in URM applicants after replacement of those with less than the cut score. Computer-Based Assessment for Sampling Personal Characteristics scores did not differ significantly by race/ethnicity or gender. Logistic regression showed that male gender and lower prerequisite grade point averages were associated with higher odds of falling below the cut score.</p><p><strong>Discussion: </strong>Although CASPer is intended to assess noncognitive attributes, applying a cut score was associated with reductions in male and URM applicants. These findings suggest that CASPer may influence applicant diversity through how scores are applied rather than through group differences in overall performance. Programs should consider using CASPer as one component of holistic review rather than as a rigid screening threshold.</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":"148370225","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":"Federal Borrowing Limits and Physician Associate/Assistant Education: A National Survey of Pre-Physician Associate/Assistant Students, Physician Associate/Assistant Students, and Practicing Physician Associates/Assistants.","authors":"Jennifer A Snyder, Stephen Lewia, Sean Kolhoff, Dominique Frias-Sarmiento, Tyler Smith","doi":"10.1097/JPA.0000000000000773","DOIUrl":"10.1097/JPA.0000000000000773","url":null,"abstract":"<p><strong>Introduction: </strong>The One Big Beautiful Bill Act eliminates the Grad PLUS program and establishes annual and aggregate federal student loan caps beginning July 1, 2026. Physician associate/assistant (PA) programs are currently classified as graduate-level for federal aid purposes, potentially subjecting PA students to lower borrowing limits than other health professions. This study examined perceptions of federal loan caps and anticipated impacts on PA education and workforce.</p><p><strong>Methods: </strong>A cross-sectional, anonymous, web-based survey was administered in January 2026 to pre-PAs, PA students, and practicing PAs across the United States. Items assessed demographics, borrowing patterns, perceived affordability, and anticipated behavioral responses under a proposed $20,500 annual federal loan cap. Descriptive statistics, chi-square analyses, independent samples t -tests, and multivariate logistic regression were performed.</p><p><strong>Results: </strong>Among 4,000+ respondents, concern regarding restrictions was high; 72% of PA students and practicing PAs reported being very or extremely concerned. Overall, 90.8% anticipated decreased applicant volume and 89.6% predicted reduced diversity under a $20,500 annual cap. Logistic regression (N = 3,106) indicated that each additional economic disadvantage factor increased odds of reporting discouragement from pursuing PA education by 20% (odds ratio = 1.20; 95% confidence interval: 1.12-1.29). Underrepresented in medicine respondents were disproportionately represented in the highest educational cost and borrowing categories ( p < 0.001).</p><p><strong>Discussion: </strong>Respondents anticipate negative implications of federal borrowing caps for PA applicant volume, diversity, and service to underserved areas. Financial vulnerability appears central to perceived feasibility of PA education under proposed loan limits, raising equity and workforce sustainability concerns.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148302941","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":"Leveraging Technology for Continuous Programmatic Self-Assessment.","authors":"Holland Taylor","doi":"10.1097/JPA.0000000000000768","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000768","url":null,"abstract":"<p><strong>Introduction: </strong>The Accreditation Review Commission on Education for the Physician Assistant requires programs to implement ongoing self-assessment processes using numerous measures to evaluate their effectiveness, entailing data collection, critical analysis, application of results, and the formulation of conclusions. Developing, implementing, and maintaining a robust ongoing self-assessment process is challenging for physician assistant/associate educators due to competing complexities, time limitations, overwhelming amounts of data, and a lack of training and/or adequate resources, which impact program success and faculty and staff stress. Recent technological advances, such as business intelligence (BI) software, may influence faculty and staff experiences in programmatic self-assessment.</p><p><strong>Methods: </strong>A survey was used to quantitatively and qualitatively gauge faculty and staff experiences and perceptions of using BI technology in the study program's self-assessment process. Survey items focused on data management, usability, task management, faculty and staff stress, and overall satisfaction.</p><p><strong>Results: </strong>Faculty and staff reported positive perceptions overall. Favorable narratives emerged related to their experiences using BI tools for self-assessment activities within the study program. Respondents recommend these tools to other programs and offer valuable insight to ensure successful implementation.</p><p><strong>Discussion: </strong>The findings of this single-program study suggest that the use of BI technology may contribute favorably to faculty and staff experiences in programmatic self-assessment. However, further studies are needed to correlate a relationship and explore generalizability.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148228611","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":"Leveraging Doctoral Education to Advance Physician Associate Leadership in Clinical Research and Expand Trial Access in Underserved Communities.","authors":"Charles Venable, Clay W Walker","doi":"10.1097/JPA.0000000000000769","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000769","url":null,"abstract":"<p><p>Recent federal initiatives, including the Food and Drug Omnibus Reform Act, have emphasized improving diversity in clinical trial enrollment and expanding research into community and underserved settings. However, investigator shortages and administrative burden continue to limit clinical trial capacity and site availability. Physician associates (PAs) typically serve as sub-investigators (sub-Is) with responsibilities focused on clinical care for enrolled participants. National survey data demonstrate limited advanced practice provider (APP) involvement in trial leadership: Among 271 practices surveyed, only 15% reported APP participation in trial selection, 5% had an APP serving as a primary investigator, and 3% reported APP involvement in protocol development. These findings highlight underutilization of PAs in research leadership roles. Postprofessional PA doctoral programs provide advanced training in research design, biostatistics, evidence-based practice, leadership, and scholarly communication. These competencies are directly applicable to clinical trial oversight, regulatory coordination, and site-level operations. Doctoral-educated PAs may continue serving as sub-Is while assuming expanded responsibilities in study management and protocol development within established collaborative practice frameworks. Integrating clinical trial-focused tracks into PA doctoral curricula may strengthen research workforce capacity, reduce physician administrative burden, and expand trial access in community settings. Creating structured leadership pathways for doctoral-educated PAs aligns with federal goals to improve equitable trial representation and offers a practical strategy to enhance clinical research infrastructure.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148228613","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/Associate School Interviews: Here, There, or Elsewhere?","authors":"Caroline Chang, Kali Veness, Richard Gilbert, Genevieve DelRosario, Raymond Eifel, Anthony Miller, Brenda Quincy","doi":"10.1097/JPA.0000000000000725","DOIUrl":"10.1097/JPA.0000000000000725","url":null,"abstract":"<p><strong>Introduction: </strong>The shift toward virtual interviews in physician assistant/associate (PA) admissions accelerated during the COVID-19 pandemic, yet little is known about applicants' modality preferences. This study aimed to determine whether personal characteristics were associated with applicants' choice of interview format and to assess whether interview type was associated with admission outcomes and first-semester academic performance.</p><p><strong>Methods: </strong>This multicenter retrospective study included 405 interviewees to 3 private PA programs during the 2023 to 2024 admission cycle. Applicants chose either in-person or virtual interviews. Data were extracted from Centralized Application Service for Physician Assistants and institutional records and included demographics, academic metrics, and interview outcomes. Bivariable analyses and logistic regression were used to explore associations between interview type, admission status, matriculation, and grade point average (GPA).</p><p><strong>Results: </strong>Of 405 interviewees, 270 chose in-person and 135 virtually. Those who chose virtual interviews were older, more likely to be male, lived farther from campus, had more patient care experience, and were more likely to identify as underrepresented in medicine (URiM). Among matriculants, those who interviewed virtually were more likely to report economic and environmental disadvantage. The proportion of interviewees offered admission and the proportion that matriculated were higher for those who chose in-person interviews than for those who chose to interview virtually. Interview type was not associated with first-semester GPA. Logistic regression identified URiM status and geographic distance as significant predictors of virtual interview choice.</p><p><strong>Discussion: </strong>Offering virtual interviews may promote greater access and diversity without compromising academic outcomes. Applicants with URiM backgrounds or greater geographic/economic constraints were more likely to choose virtual formats. These findings support continued offering of virtual interviews as a strategy to reduce barriers in PA admissions.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"123-129"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145410384","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":"Dermoscopy Education: Association With Skin Lesion Evaluation Confidence Among Physician Associate/Assistant Students.","authors":"Hayden T Middleton, Peter A Young, Sean Kolhoff, Holly M Warren, Amanda L Tapia, Danielle J O'Laughlin, David L Swanson, Julio C Sartori-Valinotti, Renee M Weatherly, Christopher L Boswell","doi":"10.1097/JPA.0000000000000730","DOIUrl":"10.1097/JPA.0000000000000730","url":null,"abstract":"<p><strong>Introduction: </strong>Dermoscopy is a proven technique that improves diagnostic acumen in skin lesion evaluation. However, data are scarce on dermoscopy knowledge among physician associate or assistant (PA) students. The aim of this study was to ascertain US PA student's confidence in evaluating skin lesions, current dermoscopy knowledge, and current dermoscopy curriculum.</p><p><strong>Methods: </strong>An anonymous, optional survey was included in the 2024 Academy of Physician Associates (AAPA) (American AAPA) student survey.</p><p><strong>Results: </strong>A total of 613 (35.7%) PA students responded to the optional survey. Although most (78%) respondents were aware of the terms \"dermatoscope\" or \"dermoscopy,\" nearly two-thirds (65%) had not yet received dermoscopy training in their PA education and 78% indicated desire to use dermoscopy in their future practice. Respondents were slightly (27%) or somewhat confident (44%) in their ability to differentiate benign and malignant skin lesions, and those with an anticipated dermatology specialty were more confident than their peers seeking other specialties. Respondents who did not recognize the term \"dermoscopy\" (odds ratios [ORs] = 0.2, 95% CI 0.1, 0.6) and those who did not have prior dermoscopy training (OR = 0.6, 95% CI 0.3, 1.0) were also less likely to be confident.</p><p><strong>Discussion: </strong>Physician assistant students are interested in dermoscopy training, but training is lacking in PA programs. Physician assistant programs should incorporate dermoscopy into their curriculums to ensure trained PAs have the skill to confidently evaluate skin lesions across a range of medical specialties.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"142-149"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716265","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":"Exploring the Relationship Between Accreditation Review Commission on Education for the Physician Assistant Administration Standards and Sponsoring Institution Attributes in Physician Assistant Programs.","authors":"Kevin M Schuer, Leslie N Woltenberg, Daniel Potter, Kimberly Cavanagh, David Asprey","doi":"10.1097/JPA.0000000000000727","DOIUrl":"10.1097/JPA.0000000000000727","url":null,"abstract":"<p><strong>Introduction: </strong>This study investigates the relationship between Accreditation Review Commission on Education for the Physician Assistant Standard A (Administration) citations and the attributes of sponsoring institutions for physician assistant (PA) programs. It also explores the association between initial program accreditation date and Standard A citations. The hypothesis suggests that resource levels, infrastructure, and clinical enterprise relationships of different institution types influence compliance with Standard A requirements.</p><p><strong>Methods: </strong>Data on accreditation citations were obtained from publicly available sources on arc-pa.org , while sponsoring institution attributes were retrieved from Physician Assistant Education Association Data on Demand. The study included 309 PA programs with citations recorded from September 2020 through September 2023. Descriptive statistics summarized key characteristics, and chi-square tests examined relationships between categorical variables and Standard A citations. Analysis of variance assessed associations between initial accreditation year and Standard A citations, with significant results analyzed using the Tukey Honest Significant Difference test ( P < .05).</p><p><strong>Results: </strong>Of the 309 programs analyzed, 63 received Standard A citations, primarily for \"Fair Practices and Admissions\" (31), \"Institution Responsibilities\" (27), and \"Program Director\" (30). Programs housed in nonacademic health centers were more likely to receive citations (23.1%) compared with those in Academic Health Centers (AHCs) (7.4%). Significant associations were found between AHC status and both Institution Responsibilities (Χ2(4) = 4.098, P = .043) and overall A Standard citations (Χ2(4) = 8.167, P = .004).</p><p><strong>Discussion: </strong>Findings suggest that PA programs in nonacademic health centers are over 3 times as likely to receive Standard A citations. Although causation cannot be inferred, AHCs may inherently provide greater resources that enhance compliance with Administrative Standards.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"130-135"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145514459","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 Associate Student Use of Large Language Models to Support Learning: A Phenomenological Study.","authors":"David J Bunnell, Stephanie L Neary, Christopher Roman","doi":"10.1097/JPA.0000000000000733","DOIUrl":"10.1097/JPA.0000000000000733","url":null,"abstract":"<p><strong>Introduction: </strong>As generative artificial intelligence (AI) tools become increasingly prevalent in higher education, their integration into physician associate (PA) education remains underexplored. The existing literature primarily focuses on short-term outcomes, with limited attention to learner engagement, critical thinking, or institutional support.</p><p><strong>Methods: </strong>This qualitative study employed semistructured interviews with 8 self-identified AI-using didactic PA students from one private and one public institution. Interpretative phenomenological analysis and constructivist learning theory guided the analysis. Transcripts were thematically coded using an a priori codebook and refined iteratively.</p><p><strong>Results: </strong>Three key themes emerged: (1) AI integration in learning practices: students used AI for generating practice questions, clarifying content, and rehearsing for clinical assessments; (2) student perceptions and attitudes: AI was seen as efficient and supportive, though caution was exercised due to inaccuracies and perceived limitations; (3) institutional context and support: formal guidance was minimal, with most students navigating AI use independently in permissive but understructured environments.</p><p><strong>Discussion: </strong>Didactic PA students interviewed for this study actively incorporate generative AI into their learning through trial, reflection, and adaptation. Despite limited institutional direction, participants demonstrated emerging digital literacy and critical engagement. These findings underscore the need for AI-integrated curricular frameworks and faculty development to support the ethical and pedagogically sound use of AI by students. Programs that partner with learners in this evolving landscape may better prepare future clinicians for technology-enhanced practice.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"155-161"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial Intelligence in Medical Education: Promoting Active Learning With a Customized Chatbot Tool.","authors":"Kevin Bogenschutz, Jaclyn Demeter, Chad A Knoderer","doi":"10.1097/JPA.0000000000000742","DOIUrl":"10.1097/JPA.0000000000000742","url":null,"abstract":"<p><strong>Introduction: </strong>Artificial intelligence (AI) tools, such as customized chatbots, present an opportunity to enhance active learning in physician assistant (PA) education. This study evaluated student perceptions and outcomes associated with incorporating an AI chatbot designed to promote self-directed learning, retrieval practice, and individualized feedback within a didactic clinical medicine course.</p><p><strong>Methods: </strong>Faculty developed a course-specific chatbot (GPT-4o, OpenAI) integrated with lecture materials, open-access medical texts, and sample PANCE-style questions. The chatbot generated customized multiple-choice questions and provided tutoring functions for targeted remediation. Utilization data (\"impressions\") were collected across modules, and students completed an anonymous Qualtrics survey assessing perceptions of usefulness and engagement. Quantitative data were analyzed descriptively, and qualitative responses underwent thematic analysis.</p><p><strong>Results: </strong>Sixty-three of 70 eligible students (90%) completed at least one survey item. Nearly all respondents (95%) used the chatbot, and 95% agreed or strongly agreed that it improved examination preparation and information retention. Most students identified practice questions and individualized feedback as the most beneficial features of the chatbot. Student use of AI increased significantly over the course, and qualitative analysis revealed themes of enhanced active recall, self-assessment, and confidence. Faculty noted reduced time demands for tutoring and quiz creation following initial tool development.</p><p><strong>Discussion: </strong>Integration of a customized AI chatbot within PA education promoted active learning, self-efficacy, and AI literacy while ultimately reducing faculty workload. Early exposure to AI-based tools may not only enhance student readiness for didactic and summative assessments but also cultivate the skills necessary to use similar technologies effectively and responsibly in clinical practice.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"216-220"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146067585","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":"Optimizing Clinical Education Through a Regional Coordinating Center: Lessons Learned From a State-Wide Initiative.","authors":"Shani Fleming, Karen L Gordes, Violet A Kulo, Róisín Donegan, Gerald Kayingo","doi":"10.1097/JPA.0000000000000722","DOIUrl":"10.1097/JPA.0000000000000722","url":null,"abstract":"<p><strong>Abstract: </strong>The shortage of clinical training sites and preceptors has become a major barrier in the development of health workforce across North America. Innovation will be essential to ensure equitable access to preceptors and quality supervised clinical practice experiences. Success will require a collaborative framework between various stakeholders. In this paper, we discuss approaches and lessons learned in optimizing clinical education through a regional coordinating center for physician assistant/associate (PA) programs in the state of Maryland. The specific aims of our regional collaborative center were to (1) build a clinical coordinator consortium, (2) host a web-based clinical education hub, (3) offer a preceptor development academy fellowship, (4) build a state-wide clinical site and preceptor database, (5) enhance telehealth education within the PA programs and (6) provide simulation training and leverage emerging technologies such as virtual reality and artificial intelligence for clinical teaching. Despite challenges in stakeholder engagement, the collaborative has produced significant positive outcomes, including expanded clinical training capacity, reduced workload for clinical coordinators, shared resources, improved communication, and standardized approaches to preceptor incentives. This model has the potential to be replicated on a national scale. Key ingredients for success include building trust, effective leadership, financial resources, identifying champions, and ease to pool and invest resources. Preliminary observations have been used in securing additional state and federal funding to scale up the initiative and further optimize clinical education in Maryland.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"162-168"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402416","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}