Journal of Physician Assistant Education最新文献_第7页

Rules of Engagement: Five Considerations for Physician Assistants Participating in Scholarly Work. 参与规则：医师助理参与学术工作的五个考虑因素。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2026-01-22 DOI: 10.1097/JPA.0000000000000741

Chelsey Hoffmann, Karen Graham-Burnet

{"title":"Rules of Engagement: Five Considerations for Physician Assistants Participating in Scholarly Work.","authors":"Chelsey Hoffmann, Karen Graham-Burnet","doi":"10.1097/JPA.0000000000000741","DOIUrl":"10.1097/JPA.0000000000000741","url":null,"abstract":"Introduction: With the rapid increase in the number of Physician Assistant/Associate (PA) programs, more clinically trained PAs are entering into the world of academia as PA educators. These individuals may not have received formal education on research and scholarship. Given that scholarly activities have both written and unwritten rules, understanding these nuances before embarking on scholarly pursuits is incredibly important for early career or novice researchers.Methods: This article aimed to identify the top considerations for PAs engaging in scholarly activities. These considerations were identified through a literature review and from the collective lived experience of former/current PA faculty.Results: Five considerations were identified for PAs who wish to engage in scholarly pursuits. The first consideration is mentor identification. The second is collaboration and the formation of a study team. The third is establishing authorship and the order of authors. The fourth is clear communication and reasonable deadlines. Finally, the fifth is identifying a target journal and determining a plan for payment of journal publication fees.Discussion: Early career faculty or novice researchers must navigate the nuances of not only academia, but pursuit and participation in scholarly activities. For many, this is an entirely new world, and mistakes are made along the way. This article aims to equip the reader with a thorough understanding of the top considerations for engaging in scholarly activity in the hopes that this knowledge will smooth the transition for those who wish to embark upon the journey of scholarship.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"207-209"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146019899","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 Escape Rooms: Gamification of Ultrasound Education in Physician Assistant Students. 护理点超声逃生室：医师助理学生超声教育的游戏化。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2025-10-31 DOI: 10.1097/JPA.0000000000000724

Koy Ecton, Aaron Inouye, Rachel Weinzimmer, Keneka Newton

{"title":"Point-of-Care Ultrasound Escape Rooms: Gamification of Ultrasound Education in Physician Assistant Students.","authors":"Koy Ecton, Aaron Inouye, Rachel Weinzimmer, Keneka Newton","doi":"10.1097/JPA.0000000000000724","DOIUrl":"10.1097/JPA.0000000000000724","url":null,"abstract":"Introduction: Gamification can augment the quality of medical training. Escape rooms have been used to achieve positive outcomes in similar scenarios. This study assessed the efficacy of escape rooms on knowledge acquisition, confidence, motivation to learn, and perceived value of point-of-care ultrasound (POCUS) with physician assistant (PA) students with or without previous experience.Methods: Physician assistant students at a single institution participated in one of 2 escape room formats (single escape room or series escape room) based on their time and exposure to ultrasound in their education. Participants completed presurvey and postsurvey to assess motivation to learn and confidence with ultrasound.Results: Single escape room: Confidence with (median difference of 1.0 [W = 162, exact 2-tailed P = 0.0005]) and motivation to learn (median difference of 0.0 [W = 124, exact 2-tailed P = 0.0078]) ultrasound significantly increased. Series escape room: There was an increase in confidence with ultrasound (χ2(3) = 47.58; P < 0.0001). There was significantly higher confidence following the second (P = 0.0008) and third escape room (P < 0.0001) compared with the first escape room. There was no change in motivation to learn ultrasound (χ2(3) = 5.53, P = 0.14) or value of ultrasound (χ2(3) = 3.00, P = 0.39). In both formats, 100% of participants stated escape rooms would be a way they would want to learn ultrasound.Discussion: Regardless of previous education, escape rooms increase participant confidence with POCUS topics. In experienced participants, motivation to learn POCUS increased. Escape rooms are a creative, viable format for POCUS education specifically in PA students.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"37 2","pages":"202-206"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976152","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

Student Evaluations of Teaching: Impact of Faculty Race, Ethnicity, and Accent. 学生教学评价：教师种族、民族和口音的影响。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2025-11-20 DOI: 10.1097/JPA.0000000000000717

Elizabeth H Schmidt, Jennifer A Snyder, Darin C Ramsey, Oscar Beltran Perez

{"title":"Student Evaluations of Teaching: Impact of Faculty Race, Ethnicity, and Accent.","authors":"Elizabeth H Schmidt, Jennifer A Snyder, Darin C Ramsey, Oscar Beltran Perez","doi":"10.1097/JPA.0000000000000717","DOIUrl":"10.1097/JPA.0000000000000717","url":null,"abstract":"Introduction: Student evaluations of teaching (SETs) are often biased, particularly with regard to differences in race, ethnicity, and accent. This study examines how unconscious biases in SETs impact teaching evaluations.Methods: This study employed a mixed-methods approach, combining qualitative thematic and critical discourse analysis with quantitative statistical analysis. Student evaluations of teaching from medical learners were analyzed for biases related to race/ethnicity and accent. Iterative coding was used to identify themes, ensuring inter-rater reliability. Quantitative data were analyzed with chi-squared and t -tests to assess differences in instructor ratings based on faculty characteristics.Results: An analysis of 26,659 student comments from 852 health professions courses revealed that faculty with racial, ethnic, and accent differences received more critical feedback compared with their White, General American accented counterparts. While positive attributes like enthusiasm and clear communication were noted for both groups, faculty with accents or non-White were less likely to receive praise and more likely to face negative feedback. No grossly discriminatory comments were found in the dataset.Discussion: This study highlights the pervasive bias in SETs, where faculty with accents or who are non-White receive more negative feedback and fewer positive comments than their White, native-accented counterparts. Disparities in qualitative evaluations contribute to additional stress and inequity for marginalized faculty. Given the emotional toll and potential impact on career advancement, SETs should be critically reconsidered, with feedback triangulated alongside other objective measures to ensure fairer evaluations of teaching effectiveness.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"195-201"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565731","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

Beyond the Surface: Mixed Reality in Procedural Skill Development in Physician Assistant Education. 表面之外：医师助理教育中程序技能发展的混合现实。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2025-10-08 DOI: 10.1097/JPA.0000000000000719

Brittney Hulsey, Anna King, Curt Bay, Anna Campbell

{"title":"Beyond the Surface: Mixed Reality in Procedural Skill Development in Physician Assistant Education.","authors":"Brittney Hulsey, Anna King, Curt Bay, Anna Campbell","doi":"10.1097/JPA.0000000000000719","DOIUrl":"10.1097/JPA.0000000000000719","url":null,"abstract":"Introduction: Mixed reality (MR) technology has the potential to enhance medical education by overlaying digital anatomical models onto physical trainers, potentially addressing some limitations of traditional teaching tools. This study evaluated the feasibility and value of MR in a physician assistant (PA) clinical skills course to improve understanding of anatomy and confidence in procedural skills.Methods: The study involved 96 first-year PA students at a health professions university in the southwestern United States that were randomly assigned to an experimental group using MR headsets or a control group using physical trainers alone for a glenohumeral joint injection procedure. Presurveys and postsurveys measured confidence and preparedness in anatomy and in performing procedural skills. The experimental group also completed a system usability scale (SUS) and provided qualitative feedback.Results: The experimental group demonstrated a significant increase in confidence in regional anatomy knowledge (pre: 3.4 ± 1.0; post: 4.8 ± 0.4, P < .001) compared with the control group (pre: 3.5 ± 0.7; post: 4.5 ± 0.5, P < .001). Preparedness and procedural confidence improved similarly in both groups, though MR showed greater engagement and perceived learning benefits. The SUS score of 82.44 indicated excellent usability, placing it between the 90th and 95th percentiles based on normative data. Qualitative feedback highlighted enhanced and detailed anatomy visualization and appreciation of the use of innovative technology in procedural skills.Discussion: Mixed reality technology has a potential to complement traditional teaching, improving anatomy comprehension and procedural confidence in PA education. Its alignment with adult learning principles in providing immediate feedback and realistic simulations and high usability supports its integration into PA curriculum.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"210-215"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145287144","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

Academic and Demographic Predictors of Physician Assistant National Certifying Examination Achievement in Physician Assistant Education. 医师助理国家资格考试成绩在医师助理教育中的学术和人口预测。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2025-12-08 DOI: 10.1097/JPA.0000000000000731

Khaled M Hasan, Nicole K Wooten, Tamarah T Thompson, Kamil J Alzayady

{"title":"Academic and Demographic Predictors of Physician Assistant National Certifying Examination Achievement in Physician Assistant Education.","authors":"Khaled M Hasan, Nicole K Wooten, Tamarah T Thompson, Kamil J Alzayady","doi":"10.1097/JPA.0000000000000731","DOIUrl":"10.1097/JPA.0000000000000731","url":null,"abstract":"Introduction: Identifying predictors of success on the Physician Assistant National Certifying Examination (PANCE) is critical for physician assistant (PA) programs aiming to improve student outcomes. While preadmission metrics are often emphasized, the influence of academic performance during the PA program remains a focus of ongoing investigation. This study examines the relative contributions of preadmission variables, selected demographic factors, and didactic and clinical academic performance in predicting PANCE outcomes.Methods: This is a retrospective cohort study of 3 cohorts of PA students (2022-2024), assessing preadmission metrics and performance during the didactic phase and clinical year for associations with PANCE scores using linear regression, Mann-Whitney U, and Kruskal-Wallis tests, with significance set at P < .05.Results: No statistically significant associations were observed between PANCE scores and preadmission factors, including prematriculation course grades, undergraduate cumulative and science GPAs, patient care hours, or demographic variables such as gender, age, and geographic background. In contrast, didactic and clinical year GPAs, as well as performance on summative I and II exams and the end of curriculum exams, were all strongly and positively correlated with PANCE outcomes ( P < .0001).Discussion: The findings suggest that both the didactic and clinical phases, along with summative assessments, are the strongest predictors of first-time PANCE success. These results underscore the importance of a rigorous curriculum and comprehensive internal assessments to prepare students for certification. Ongoing academic monitoring helps PA programs proactively identify and support students at risk of underperformance on the PANCE.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"178-183"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624001","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

Forecasting the Future: The Relationship Between Pre-matriculant Casper Scores and Student Professionalism Infractions During Physician Assistant School. 预测未来：医师助理学校入学前Casper分数与学生专业违规的关系。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2025-11-14 DOI: 10.1097/JPA.0000000000000728

Jacqueline Sivahop, Amy Akerman

{"title":"Forecasting the Future: The Relationship Between Pre-matriculant Casper Scores and Student Professionalism Infractions During Physician Assistant School.","authors":"Jacqueline Sivahop, Amy Akerman","doi":"10.1097/JPA.0000000000000728","DOIUrl":"10.1097/JPA.0000000000000728","url":null,"abstract":"Introduction: Tools for assessing noncognitive attributes like professionalism have been added into physician assistant/associate (PA) programs admission practices. Situational judgment tests (SJTs) like Casper are gradually being adopted into holistic processes to meet this need. The study explores whether a relationship exists between a student's Casper z score and receipt of a professionalism infraction during PA school.Methods: This quantitative study used a cross-sectional, nonexperimental design. Purposive sampling of 3 cohorts of PA students (N = 131) who completed the curriculum were included. The Pearson chi-square and Fisher exact test were used for assessing aggregate data. Statistical significance was predetermined at P < .05.Results: Chi-square testing showed a statistically significant difference between the observed and expected variables (Χ 2 (1, N = 131) = 7.230, P = .007). The Fisher exact test showed a statistically significant association between the variables P = .016 with the results unlikely because of chance. Thus, there is a statistically significant relationship between a negative Casper z score and receipt of a professionalism infraction and a positive Casper z score and not receiving a professionalism infraction.Discussion: Situational judgment tests like Casper can serve as a data point in holistic admission processes to prepare faculty for students who may need additional support in meeting professionalism competence. Personal biases and program expectations around professionalism standards must be acknowledged when assessing prospective and current students. Additional research is needed on SJTs and admission processes, student promotion practices, and implications for future clinical practice.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"173-177"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145514515","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

Short-Term Training, Lifelong Impact: Behavioral Medicine's Role in Elevating First-Year Physician Assistant Students' Cultural IQ. 短期训练，终身影响：行为医学在提高一年级医师助理学生文化智商中的作用。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2025-10-08 DOI: 10.1097/JPA.0000000000000721

Kathleen M Garcia, Kristine Prazak-Davoli

{"title":"Short-Term Training, Lifelong Impact: Behavioral Medicine's Role in Elevating First-Year Physician Assistant Students' Cultural IQ.","authors":"Kathleen M Garcia, Kristine Prazak-Davoli","doi":"10.1097/JPA.0000000000000721","DOIUrl":"10.1097/JPA.0000000000000721","url":null,"abstract":"Introduction: Cultural competence is essential in delivering high-quality, patient-centered care, especially in increasingly diverse clinical environments. Despite its importance, cultural competency training in health professions education remains inconsistent and often inadequate. This quantitative study examined the impact of a 3-month behavioral medicine course on first-year physician assistant (PA) students' cultural intelligence and preparedness to provide culturally competent care.Methods: A presurvey and postsurvey design was used to assess changes in cultural sensitivity using a validated assessment tool, the Cultural Sensitivity Questionnaire. 6 A priori power analysis (effect size = 0.5, power = 0.8) determined a minimum sample size of 34. Paired samples t -test analyzed differences between precourse (group A) and postcourse (group B) scores.Results: A total of 44 participants completed both surveys. Postintervention scores showed a statistically significant improvement in cultural sensitivity awareness (group A: M = 4.863, standard deviation [SD] = 0.732; group B: M = 5.548, SD = 0.794; t (39) = 4.279, P < .001).Discussion: Findings support the integration of structured behavioral medicine curricula that incorporate cultural competency tools in PA education. Enhancing cultural intelligence among PA students may improve clinical communication and mitigate health disparities across diverse populations.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"169-172"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245505","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

Cognitive Apprenticeship in Physician Assistant Education-A Model for Faculty Onboarding. 医师助理教育中的认知学徒制——一种教师入职模式。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2026-01-22 DOI: 10.1097/JPA.0000000000000739

Chelsey Hoffmann, Stephanie McFarland

{"title":"Cognitive Apprenticeship in Physician Assistant Education-A Model for Faculty Onboarding.","authors":"Chelsey Hoffmann, Stephanie McFarland","doi":"10.1097/JPA.0000000000000739","DOIUrl":"10.1097/JPA.0000000000000739","url":null,"abstract":"Introduction: Internal and external to physician assistant/associate (PA) education, research highlights inadequate orientation or onboarding programs as a key reason for employee turnover and job dissatisfaction. Given the significant growth of the PA profession and the need for high-quality PA program faculty, stronger onboarding programs are required to contribute toward improved faculty job satisfaction and retainment. This paper focuses on the application of a cognitive apprenticeship model to PA education to strengthen faculty onboarding.Methods: PubMed, ERIC, CINAHL, Business Source Premier, and APA PsycInfo databases were searched on September 4, 2025, using combinations of the following key words: faculty, onboarding, orientation, development, and cognitive apprenticeship.Results: Eighty records were screened with 6 included in final review. The cognitive apprenticeship model has been effectively used in the educational setting with early-career women faculty, instructional faculty, clinical educators including emergency department educators, and doctoral students entering academia. All applications of the cognitive apprenticeship model include variations of the 6 key methods: modeling, coaching, scaffolding, articulation, reflection, and exploration.Discussion: Numerous successful applications of the cognitive apprenticeship model enhance faculty development and onboarding in educational settings. Applying this model to PA education may improve the onboarding experience for novice faculty. In turn, stronger onboarding may lead to greater job satisfaction and reduced faculty attrition.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"189-194"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145991311","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

Coming to "TERMS" with Learner Professionalism Remediation: Guiding Steps for Physician Assistant Educators. 用学习者专业素养补习来理解“术语”：医师助理教育者的指导步骤。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2025-12-03 DOI: 10.1097/JPA.0000000000000726

Jenny Robinson, Anne Schempp

{"title":"Coming to \"TERMS\" with Learner Professionalism Remediation: Guiding Steps for Physician Assistant Educators.","authors":"Jenny Robinson, Anne Schempp","doi":"10.1097/JPA.0000000000000726","DOIUrl":"10.1097/JPA.0000000000000726","url":null,"abstract":"Abstract: Professionalism is a fundamental principle of medicine affirmed as a student and applied as a health care provider. During graduate educational training, physician assistant (PA) students may fail to excel in professionalism standards, demanding an obligation for remediation. Physician assistant educators are charged with the construction and execution of effective professionalism remediation strategies for students to help ensure competent healthcare delivery upon graduation. The aim of this article is to provide clear, applicable professionalism remediation strategies to novice and experienced PA educators to be efficiently implemented with PA students through discovery of findings within published literature to be grouped into connecting themes. The article encompasses several identified themes linked to successful PA student remediation, such as remediation training for PA faculty, early remediation interventions, consideration of confounding factors upon remediation plans, PA student remediation reflections, as well as professionalism modeling within PA educators. Physician assistant faculty can impact the construction and execution of effective remediation strategies for PA students to help ensure competent health care delivery upon graduation.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"184-188"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145670232","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 Physician Assistant Student Attitudes and Confidence: The Results of a Substance Use Disorder Curriculum Module Pilot Project. 评估医师助理学生的态度和信心：物质使用障碍课程模块试点项目的结果。

Journal of Physician Assistant Education Pub Date : 2026-06-01 Epub Date: 2025-12-24 DOI: 10.1097/JPA.0000000000000729

Cheryl Vanderford, Kristi Collins, Jennifer Zorn, Priscilla Marsicovetere, Richard Dehn

{"title":"Assessing Physician Assistant Student Attitudes and Confidence: The Results of a Substance Use Disorder Curriculum Module Pilot Project.","authors":"Cheryl Vanderford, Kristi Collins, Jennifer Zorn, Priscilla Marsicovetere, Richard Dehn","doi":"10.1097/JPA.0000000000000729","DOIUrl":"10.1097/JPA.0000000000000729","url":null,"abstract":"Introduction: Delivery of physician assistant (PA) substance use disorder (SUD) curricula varies across educational programs. This study aims to examine the effectiveness of a standardized SUD curriculum and to explore PA student attitudes toward and confidence in treating patients with SUD.Methods: PA Education Association developed and implemented an 8-hour online SUD module for PA students. Curriculum was designed by a faculty consortium and piloted by students from 20 pilot PA programs (N = 1280, across 2 cohorts). Surveys were administered to all students before starting the curriculum and after completion to collect demographic information, measure attitudes toward SUD, and assess curriculum quality.Results: A total of 1280 PA students completed the precurriculum survey and 819 completed the postcurriculum survey. Attitudes toward diagnosis and treatment of SUD and toward patients with SUD improved after module completion on 9 of 12 Likert survey questions. Three Likert questions that infer a reluctance to treat SUD patients decreased slightly in score from precurriculum to postcurriculum surveys.Discussion: Physician assistant student attitudes and confidence improved regarding diagnosis, treatment, and perception of those with SUD. The pilot modular curriculum was well received by students and supports distribution of curriculum to a larger population of PA students, and additional data will improve generalizability. Additional studies may include the types of SUD curricula currently offered and impact of curriculum sequencing on effectiveness and attitudinal change.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"150-154"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821261","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