Journal of Physician Assistant Education最新文献

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A Qualitative Study of Physician Assistant Student Reflections in a Service-Learning Community Clinic and the Influence on Professional Identity Formation. 关于助理医师学生在服务学习型社区诊所中的反思及其对职业身份形成的影响的定性研究。
Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-11-27 DOI: 10.1097/JPA.0000000000000643
Frank R Giannelli, Thea Cogan-Drew, Angelica Aceti, Elizabeth Di Prospero, Jennifer Joseph, Alyssa M Carbajal, Jessica Gomes, Claire O'Connell, Pamela Rothpletz-Puglia
{"title":"A Qualitative Study of Physician Assistant Student Reflections in a Service-Learning Community Clinic and the Influence on Professional Identity Formation.","authors":"Frank R Giannelli, Thea Cogan-Drew, Angelica Aceti, Elizabeth Di Prospero, Jennifer Joseph, Alyssa M Carbajal, Jessica Gomes, Claire O'Connell, Pamela Rothpletz-Puglia","doi":"10.1097/JPA.0000000000000643","DOIUrl":"10.1097/JPA.0000000000000643","url":null,"abstract":"<p><strong>Introduction: </strong>Service learning is a commonly used teaching modality in physician assistant (PA) programs; however, the literature analyzing the written reflections of PA students who participate in these experiences is limited. The purpose of this study was to describe the experiences of PA students who participated in a service-learning clinic through analysis of their written reflections.</p><p><strong>Methods: </strong>An exploratory qualitative research design, using conventional content analysis, was used to examine the reflections of both didactic and clinical-phase PA students who participated in a service-learning clinic between 2016 and 2020.</p><p><strong>Results: </strong>The results demonstrate that these experiences contribute to the professional identity formation (PIF) of PA students, with faculty role modeling being an important facilitator in the process. Our analysis shows that students, regardless of their role in the clinic, reported a positive experience, and the reflections showed elements of PIF.</p><p><strong>Discussion: </strong>Service-learning clinics play an important role in the PIF for PA students, with role modeling by faculty clinicians being an important facilitator in this process.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e42-e48"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142733137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Curricular Review of Radiology Education in a Master of Physician Assistant Studies Program. 医生助理研究硕士课程中的放射学教育课程回顾。
Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-10-10 DOI: 10.1097/JPA.0000000000000632
Rachel Herzog, Terry Li, Alexa Hryniuk
{"title":"A Curricular Review of Radiology Education in a Master of Physician Assistant Studies Program.","authors":"Rachel Herzog, Terry Li, Alexa Hryniuk","doi":"10.1097/JPA.0000000000000632","DOIUrl":"10.1097/JPA.0000000000000632","url":null,"abstract":"<p><strong>Introduction: </strong>Physician assistants/associates (PAs) are expected to be competent in ordering and interpreting diagnostic imaging. However, there are no further details outlining the educational expectations of PAs as it relates to radiology upon graduation. This can result in significant variability in the radiology curricula that PA students are taught and, consequently, hinder PAs' ability to work within their full scope of practice. Therefore, the purpose of this study was to map the radiology curriculum in a Master of Physician Assistant Studies (MPAS) program to elucidate radiological educational training before graduation.</p><p><strong>Methods: </strong>Quantitative curricular mapping was used to assess the 2021 to 2022 MPAS program for radiological involvement. Relevant course and session objectives related to radiology education were identified. In addition, educational learning material was reviewed for diagnostic imaging content.</p><p><strong>Results: </strong>Formal radiological training was observed in 8 of 27 courses in the preclinical curriculum, with 4.35% of the total session objectives directed to radiological education. This formal exposure comprises 18.9 hours (1.71%) of curricular time. Informal diagnostic imaging exposure increased radiology education to approximately 29.5 hours (2.67%) of curricular time. One course (Diagnostic Imaging) focuses exclusively on radiology teaching and accounts for approximately 50% of the total radiologic teaching. X-ray ordering and interpretation received the greatest emphasis throughout the curriculum, while ultrasound received the least attention.</p><p><strong>Discussion: </strong>Further integration of formal radiological education into PA programs should be considered with specific attention directed toward point-of-care ultrasound exposure and ordering/interpretation skills.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e96-e101"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407007","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
Strengthening the Multiple-Choice Assessment: Improving Item-Writing Skills of Physician Assistant Educators. 加强多项选择评估:提高助理医师教育工作者的项目编写技能。
Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-10-31 DOI: 10.1097/JPA.0000000000000636
Abigail Buterbaugh
{"title":"Strengthening the Multiple-Choice Assessment: Improving Item-Writing Skills of Physician Assistant Educators.","authors":"Abigail Buterbaugh","doi":"10.1097/JPA.0000000000000636","DOIUrl":"10.1097/JPA.0000000000000636","url":null,"abstract":"<p><strong>Abstract: </strong>Physician assistant (PA) educators are tasked with the challenging privilege of ensuring future PAs are knowledgeable and competent to practice medicine. Most enter academia without formal education in providing education. They learn as they go-a treacherous and steep learning curve. This study provides PA educators literature and skills to bolster the strength and validity of multiple-choice examination items to measure learner progress and identify knowledge gaps. Skills can be improved at the level of the individual educator and program or institution. Approaching item writing and item revision in a stepwise, evidence-based manner can improve the quality of the items, strengthening multiple-choice examinations. This process can yield improved assessments of students' medical knowledge and competence. This study aims to provide the PA educator with techniques to improve their item-writing skills.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e49-e53"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559032","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
Evaluation of Skin of Color Curricular Content for Physician Assistant Education. 评估助理医师教育的有色皮肤课程内容。
Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-09-18 DOI: 10.1097/JPA.0000000000000626
Namrata V Chintalapati, Sneha Poondru, Roopal V Kundu, Marissa O Liveris, Julia M Riley
{"title":"Evaluation of Skin of Color Curricular Content for Physician Assistant Education.","authors":"Namrata V Chintalapati, Sneha Poondru, Roopal V Kundu, Marissa O Liveris, Julia M Riley","doi":"10.1097/JPA.0000000000000626","DOIUrl":"10.1097/JPA.0000000000000626","url":null,"abstract":"<p><strong>Introduction: </strong>Physician assistants (PAs) are often members of dermatologic care teams. Adequate knowledge of dermatologic conditions in skin of color (SOC) is crucial to proper diagnosis, treatment, and patient satisfaction. The objective of this study was to increase PA students' objective knowledge of and comfort level with evaluating dermatologic conditions in SOC.</p><p><strong>Methods: </strong>Eligible participants included 36 PA students at a major metropolitan medical center during the 2022 to 2023 academic year. A preintervention survey, immediate postintervention survey, and 7-month follow-up postintervention survey were administered before and after a SOC lecture. The surveys concluded with a 10-question, image-based, multiple-choice examination.</p><p><strong>Results: </strong>There was a significant increase in accurate diagnoses of acne scarring, eczema, psoriasis, rosacea, and seborrheic dermatitis in SOC (59.4% preintervention to 76.9% postintervention, P = .029). Student confidence, as rated on a scale of 1 (minimally confident) to 5 (extremely confident), in diagnosing these conditions increased from 2.97 to 3.52 ( P = .036).</p><p><strong>Discussion: </strong>Implementation of a SOC-specific dermatology lecture significantly increased the accuracy and confidence with which PA students diagnosed dermatologic conditions.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"e85-e88"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297600","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
Point-of-Care Ultrasound on Clinical Rotations: Reported Opportunity and Objective Number of Examinations. 临床轮转的护理点超声:报告的检查机会和客观数量。
Journal of Physician Assistant Education Pub Date : 2025-03-01 Epub Date: 2024-11-07 DOI: 10.1097/JPA.0000000000000639
Michael Breunig, Ryan Kingsley, Shar Yanambaka, Thomas Kingsley
{"title":"Point-of-Care Ultrasound on Clinical Rotations: Reported Opportunity and Objective Number of Examinations.","authors":"Michael Breunig, Ryan Kingsley, Shar Yanambaka, Thomas Kingsley","doi":"10.1097/JPA.0000000000000639","DOIUrl":"10.1097/JPA.0000000000000639","url":null,"abstract":"<p><strong>Introduction: </strong>Point-of-care ultrasound (POCUS) inclusion in physician assistant (PA) program curricula is increasing. Research has shown that preceptors' readiness to teach POCUS on rotations is limited. The purpose of this research is to describe PA students' self-reported opportunity to practice POCUS on rotations, to quantify the number of POCUS examinations completed on rotations, and to analyze data to provide insights into which rotations might be most amendable to POCUS training for PA students.</p><p><strong>Methods: </strong>Students were surveyed about their preceptors' willingness to allow the practice of POCUS on rotations. Students were required to complete POCUS examinations during rotations. The number of examinations performed was extracted from the Butterfly Network software and paired with the students' rotation information. Descriptive statistics were completed.</p><p><strong>Results: </strong>A survey response rate of 71.4% was noted. The student reported opportunities to practice POCUS were the highest on Family Medicine, Cardiology, Hospital Internal Medicine (HIM), and Emergency Medicine (EM). Students completed 778 POCUS examinations on rotations. A higher objective number of examinations were completed on EM and HIM rotations.</p><p><strong>Discussion: </strong>EM and HIM rotations afforded the most opportunity to convert the reported opportunity to practice POCUS to the objective act of obtaining POCUS images. Most rotations had proportionally similar number of POCUS examinations completed per organ system, however, Cardiology had a disproportionately higher number of cardiac examinations. This rotation and application-specific understanding of PA students' ability to obtain POCUS examinations on rotations should be used by PA programs while developing POCUS curriculum.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"36 1","pages":"e69-e73"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143459108","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
Team-Based Learning in Physician Assistant/Associate Education: A Mixed Scoping Review. 以团队为基础的医师助理/副医师教育:一项混合范围审查。
Journal of Physician Assistant Education Pub Date : 2025-01-21 DOI: 10.1097/JPA.0000000000000650
Kirby Cranford, Annette Rauch, Rozalynd McConnaughy, Lawrence Herman
{"title":"Team-Based Learning in Physician Assistant/Associate Education: A Mixed Scoping Review.","authors":"Kirby Cranford, Annette Rauch, Rozalynd McConnaughy, Lawrence Herman","doi":"10.1097/JPA.0000000000000650","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000650","url":null,"abstract":"<p><strong>Introduction: </strong>Team-based learning (TBL) is a type of active learning. While TBL was first used in medical instruction at the start of the 2000s, its efficacy within the physician assistant (PA) education has yet to be demonstrated. The objective of this study was to determine existing information about TBL in PA education and to demonstrate the need for further study.</p><p><strong>Methods: </strong>A mixed scoping review was undertaken. Articles were identified across the search engines CINAHL Complete, Embase, ERIC, and PubMed. Findings were then evaluated using Rayyan and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Forty-nine articles were identified across all databases, with 2 independent reviewers screening records. Ultimately, 6 studies were included. Four studies were original articles, and the other 2 were conference abstracts.</p><p><strong>Results: </strong>Based on the limited data available, TBL was generally beneficial in all available studies; however, results should be interpreted with caution given the paucity of available data. Studies included both hybrid curriculum and TBL alone. Studies demonstrated significant findings when evaluating TBL course outcomes, examination grades, and student confidence. All articles evaluated different outcomes, so comparison between results is challenging. The strength of research from conference abstracts was limited. Further study is necessary to determine if TBL is effective in other programs.</p><p><strong>Discussion: </strong>If demonstrated to be effective in PA education, TBL may be used to improve outcomes such as examination performance, course grades, long-term retention of knowledge, or student confidence.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143013581","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
Lessons Learned: Preventing Faculty Burnout. 经验教训:防止教师倦怠。
Journal of Physician Assistant Education Pub Date : 2024-12-24 DOI: 10.1097/JPA.0000000000000648
Chelsey Hoffmann
{"title":"Lessons Learned: Preventing Faculty Burnout.","authors":"Chelsey Hoffmann","doi":"10.1097/JPA.0000000000000648","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000648","url":null,"abstract":"<p><strong>Introduction: </strong>Physician Assistant/Associate (PA) clinicians face a major learning curve when transitioning from patient provider to PA educator. Furthermore, PA educators juggle multiple responsibilities including teaching, grading, advising, mentoring, interviewing, researching, writing, and more. Recently published research has indicated that 52.4% of PA educators thought about leaving their faculty roles within the past year. To assist in the effort to prioritize faculty retention, a personal story of faculty burnout and lessons learned is shared.</p><p><strong>Methods: </strong>Burnout and its three associated subscales are defined, while symptoms of burnout are outlined in a manner specific to the role of a PA faculty member.</p><p><strong>Results: </strong>Drawing from the existing evidence base, suggestions are made to improve the well-being of PA educators and prevent faculty burnout or turnover.</p><p><strong>Discussion: </strong>While being a PA faculty member is extremely rewarding, it can also be challenging, particularly for early-career PAs or those transitioning from clinical practice with no prior work experience as an educator. Strategic implementation of good habits may aid faculty members in preventing burnout and improving work-life balance.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142898890","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
Assessing Student-Reported Perceptions of Prerequisite Usefulness in Preparation for Didactic Physician Assistant Education. 评估学生对助理医师教学准备过程中先决条件有用性的看法。
Journal of Physician Assistant Education Pub Date : 2024-12-01 Epub Date: 2024-04-30 DOI: 10.1097/JPA.0000000000000589
Lauren T Souza, Casey P Geiser, Shiann N Ryan, Kandi D Pitchford, Mark A Azel, Paul Miller
{"title":"Assessing Student-Reported Perceptions of Prerequisite Usefulness in Preparation for Didactic Physician Assistant Education.","authors":"Lauren T Souza, Casey P Geiser, Shiann N Ryan, Kandi D Pitchford, Mark A Azel, Paul Miller","doi":"10.1097/JPA.0000000000000589","DOIUrl":"10.1097/JPA.0000000000000589","url":null,"abstract":"<p><strong>Introduction: </strong>To gain admittance to a physician assistant (PA) school, applicants must complete program-specific prerequisite courses and experiences. The lack of standardization contributes to complexity, expense, and limits diversity. This research assessed current didactic PA students' perceptions of prerequisite courses, course delivery methods, and direct patient care (DPC) experiences to determine which were perceived as the most useful in preparation for didactic PA education.</p><p><strong>Methods: </strong>An online cross-sectional survey was sent to eligible PA students across the United States. The survey collected opinions on the usefulness of commonly required prerequisite courses, course delivery methods, and DPC experiences. Collected data underwent statistical analysis and qualitative analysis for open-response questions.</p><p><strong>Results: </strong>A total of 527 students completed the survey. Greater than 50% reported prerequisite courses in science and psychology as well as speech, ethics, cardiopulmonary resuscitation (CPR), medical ethics, medical terminology, and nutrition \"prepared them well\" or \"extremely well.\" The most frequently recommended educational delivery method was \"in person.\" The DPC experiences reported to best prepare students were Medical Assistant, Certified Nursing Assistant, and Scribe. The reported recommended number of DPC hours was 1000 to 1499. Chi-square tests for courses that prepared students \"well\" and \"extremely well\" revealed that in-person delivery had a statistically significant association with anatomy, physiology, ethics, CPR, medical ethics, and Spanish.</p><p><strong>Discussion: </strong>These significant findings should be considered by PA programs when evaluating their requirements for admission. Furthermore, PA education associations should consider universal requirements to reduce applicant barriers, complexity, and expense, which may lead to improved diversity.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"338-345"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140860874","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
Viewing Medical Education Through the Lens of Second Language Acquisition. 从第二语言习得的角度看医学教育。
Journal of Physician Assistant Education Pub Date : 2024-12-01 Epub Date: 2024-10-10 DOI: 10.1097/JPA.0000000000000633
Rayne Loder
{"title":"Viewing Medical Education Through the Lens of Second Language Acquisition.","authors":"Rayne Loder","doi":"10.1097/JPA.0000000000000633","DOIUrl":"10.1097/JPA.0000000000000633","url":null,"abstract":"<p><strong>Abstract: </strong>The domains of second language learning and medical learning, although different in many ways, share several commonalities. In both, there is an element of declarative learning, such as memorizing terms and rules and understanding schema. However, both domains also classically include immersive learning in authentic environments with experts (fluent speakers in language, experienced clinicians in medicine) as a means to achieve mastery. Physician assistant (PA) educators may benefit from considering these commonalities and how they may apply to their own educational practices. Several hypotheses from Stephen Krashen's monitor model of second language acquisition (acquisition-learning distinction, the monitor hypothesis, affective filter) are presented with parallels to PA education. As the study of a second language is a common experience within the United States, explicit discussion of the similarities between language and medical learning may be a tool that PA educators can use particularly to help learners as they transition from didactic to clinical learning.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"416-418"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142406920","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
Developing Competencies and Milestones: Putting the Pieces Together for Student Success. 发展能力和里程碑:为学生的成功把碎片放在一起。
Journal of Physician Assistant Education Pub Date : 2024-12-01 Epub Date: 2024-10-23 DOI: 10.1097/JPA.0000000000000634
Tanya Fernandez, Kelsey Dougherty, Jacqueline Sivahop
{"title":"Developing Competencies and Milestones: Putting the Pieces Together for Student Success.","authors":"Tanya Fernandez, Kelsey Dougherty, Jacqueline Sivahop","doi":"10.1097/JPA.0000000000000634","DOIUrl":"10.1097/JPA.0000000000000634","url":null,"abstract":"<p><strong>Abstract: </strong>Competency-based medical education has become a means in physician assistant (PA) education to ensure learner readiness for practice; align educational expectations; and assess knowledge, skills, and attitudes. Competency-based education may also serve to meet accreditation requirements. Creating program-defined competencies and associated milestones can help a PA program align with their mission and vision, developmentally guide learners through the curriculum, and ensure program assessments measure the tasks required of practice-ready graduates. This review provides an overview of a single program's process for developing program-defined competencies and associated milestones. Beginning with a literature search, the program was able to develop a working list of competencies that was then further refined into competencies with building block milestones that support the development of competency in various domains. Involving faculty in defining a program's competencies is an Accreditation Review Commission on Education for the Physician Assistant requirement that can be done from the ground up or by using previously published competencies that are refined and tailored for the program. The process of creating the competencies provides significant insight into a program's curriculum, goals and expectations for students, and assessment methods.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"401-405"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956353","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
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