Journal of Physician Assistant Education最新文献

{"title":"Discrepancies in Faculty Hiring Policies and Practices in Physician Assistant/Associate Education: Implications for Transition to Entry-Level Doctoral Degrees.","authors":"Allison Ermol, Adrian Banning, Jennifer Snyder","doi":"10.1097/JPA.0000000000000723","DOIUrl":"10.1097/JPA.0000000000000723","url":null,"abstract":"<p><strong>Introduction: </strong>Advancing to an entry-level doctoral degree in physician assistant/associate (PA) education has raised concerns about potential faculty shortages. This cross-sectional, descriptive study examined hiring practices for PA faculty in PA programs and faculty qualifications required by the sponsoring institutions. The purpose of this study was to examine whether faculty qualification requirements differ between PA programs and institutions.</p><p><strong>Methods: </strong>Two separately distributed surveys assessed faculty hiring policies across 310 accredited PA programs and 273 sponsoring institutions. Piloted for content validity, surveys were distributed via email from March-May 2025 to PA program directors and chief academic officers. Respondents reported on policies for hiring principal (ie, full-time), didactic instructional (ie, part time), and preceptor faculty, including degree requirements, relevant qualifications, and minimum experience expectations. Data were summarized descriptively.</p><p><strong>Results: </strong>Among responding PA program directors, 78% required full time principal faculty to hold a master's degree. For preceptor roles, programs required an average of 1.8 years of professional experience, with only 19% mandating a master's degree. Regarding sponsoring institutions, 73% of those responding indicated that full-time faculty hiring decisions were based on either an earned terminal degree or consideration of additional expertise or qualifications.</p><p><strong>Discussion: </strong>Although neither institutional nor accreditation standards universally mandate policies that exclusively consider academic credentials, 78% of responding PA programs appear to apply degree expectations for full-time principal faculty. Experience remains a primary qualification for preceptors, with formal degree requirements less common. These findings offer insight into current hiring practices and faculty qualification requirements amid ongoing discussions about doctoral-level entry into the profession.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"136-141"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145393897","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 Students' Perceptions of Academic Advising.","authors":"Marianne E Vail, Shiyao Liu, Katherine Spaulding, Karen A Wright, Mary L Warner","doi":"10.1097/JPA.0000000000000712","DOIUrl":"10.1097/JPA.0000000000000712","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to assess PA students' perceptions of academic advising during training, identify characteristics of an effective academic advisor, and determine positive influences on the PA advisor-advisee relationship.</p><p><strong>Methods: </strong>An anonymous, predominantly quantitative, exploratory, descriptive survey was distributed electronically by a faculty contact at nine US PA programs to 934 pre-clinical/didactic and clinical-year PA students. The survey was available from April to July 2024. Descriptive and nonparametric statistics were used to analyze the data.</p><p><strong>Results: </strong>A total of 144 PA students submitted the survey for a 15% response rate. The majority (97.92%) reported being assigned to an academic advisor. Required academic advising sessions occurred during both the pre-clinical/didactic phase (95.74%) and the clinical phase of training (82.86%). Individual and in-person advising sessions were the preferred type and format. The most common reasons/purposes for advising sessions included routine check-ins without specific concerns (92.91%), initial introductions (71.63%), and academic performance (58.87%). Positive characteristics of advisors included being respectful, approachable, responsive, understanding of student concerns, and knowledgeable. Advisors were identified as being the most knowledgeable about PA program policies and procedures. Overall, respondents were satisfied with their advising experience, had a good relationship with their advisor, and identified their PA advisor as effective.</p><p><strong>Discussion: </strong>Consistent with other graduate-level research, this study demonstrated the value of the advisor-advisee relationship. Physician assistant students reported favorable academic advising experiences with effective PA advisors. Advising, coaching, and mentoring were all features exhibited by effective PA advisors and contributed to positive PA advisor-advisee relationships.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"117-122"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145132089","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":"Pathway to Health Care Leadership: An Education Innovation for Physician Associate Students in Leadership Development.","authors":"Jessica L Wright, Bryanna De Lima, Elizabeth Eckstrom","doi":"10.1097/JPA.0000000000000766","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000766","url":null,"abstract":"<p><strong>Introduction: </strong>Physician associates (PAs) are increasingly stepping into leadership positions across all health care settings, yet formal leadership training is not consistently included in PA school curricula. We designed a leadership curriculum aimed to prepare PA students to be future health care leaders.</p><p><strong>Methods: </strong>The curriculum was developed by an experienced PA who recognized gaps in their own leadership development. The curriculum was administered to second-year (PY-2) PA students. Group didactics were paired with facilitated small group exercises and a leadership panel discussion. Presurveys and postsurveys were collected to assess curriculum effectiveness. Data from three years of implementation were analyzed using Wilcoxon signed rank tests.</p><p><strong>Results: </strong>Sixty-two presurveys and postsurveys were collected from PY-2 students from 3 cohorts. Following the curriculum, students reported a higher likelihood of taking on a leadership role (P < .01) and felt they had the tools to bring about health care change (P < .01). Their comfort with engaging in difficult conversations with a power differential and explaining how to be an effective listener to a peer significantly improved (P < .01). They found the leadership training valuable and agreed that it should be incorporated in all PA programs (P < .01).</p><p><strong>Discussion: </strong>Physician associate students are highly interested in pursuing leadership roles in their careers. Our leadership curriculum led to an increased level of comfort navigating difficult conversations and provided PA students with tools for future leadership roles. The leadership curriculum was feasible, easy to adopt, and well-received. Future iterations should include long-term follow-up on roles after graduation and inclusion of a leadership mentoring component.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148057500","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":"Effectiveness of a Simulated Interprofessional Education Experiences on Reducing Implicit Racial Bias in Health Care Students.","authors":"Melissa Gilroy, Stephen Carp, Kevin Nadolski, Kathleen Ehrhardt, Melissa Brown, Rebecca Stein, Nicholas Chinn, Bridget Kowalski, Emily Scranton, Murad Uzzell","doi":"10.1097/JPA.0000000000000764","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000764","url":null,"abstract":"<p><strong>Introduction: </strong>Emerging research indicates that implicit biases impact clinical decision making. The aims of this mixed-methods study were to determine if implicit racial bias exists in physician assistant (PA) and physical therapy (PT) students and, if so, is interprofessional education (IPE) using a clinical simulation (CS) model with standardized patients (SPs) an effective mitigator.</p><p><strong>Methods: </strong>Parallel cases were developed for a simulated critical-care arena. Cases were identical related to medical and social history, medications, demographics, and hospital courses. The only variable was race. Outcome measures included pre/post Harvard Implicit Test-Racism (HIAT-R), discharge location and rationale for the location, and qualitative data obtained from debriefings.</p><p><strong>Results: </strong>The preintervention HIAT-R indicated that 80% of students in the PA and PT programs scored as having some level of implicit racial bias favoring people White people over Black people. The intervention appeared effective in altering student bias as measured by the postintervention HIAT-R (P < .001), discharge recommendation, and rationale for discharge recommendation. The qualitative analysis from the debriefing of the SPs revealed a greater sensitivity to perceived microaggressions in the Black SPs than White SPs. Student debriefing revealed several themes centering on guilt, lack sensitivity to persons of color, and the need to obtain additional educational content related to implicit bias. The multimodal intervention using the HIAT-R, IPE, CS, and SPs has an effect on implicit bias.</p><p><strong>Discussion: </strong>Implicit racial bias is common in health care students and impacts clinical decision making associated with discharge planning. An intervention using IPE, CS, and SPs appears to mitigate the implicit bias.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148036132","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":"International Presenter: A Student's Perspective.","authors":"Zoe Star, Camilla Hollen, Richard Gilbert","doi":"10.1097/JPA.0000000000000762","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000762","url":null,"abstract":"<p><strong>Abstract: </strong>Prior to PA school, my identity was closely tied to my athletic career. Throughout my time, I have gained an interest in research along with my pursuits of excelling in the classroom. As a result, this has pushed me to pursue goals that I did not think were possible. This manuscript highlights my journey from starting PA school to presenting at an international conference and beyond.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147989298","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":"Undergraduate Grade Point Average Mediates the Relationship Between Childhood Socioeconomic Indicators and Likelihood of Physician Assistant/Associate Matriculation.","authors":"Rayne Loder, Shahpar Najmabadi, Joanne Rolls, Leigh Elrod, Carey Barry, Haili Dunbar, Jennifer Coombs, José E Rodriguez, Trenton Honda","doi":"10.1097/JPA.0000000000000765","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000765","url":null,"abstract":"<p><strong>Introduction: </strong>Socioeconomic status (SES) is a complex construct that includes social factors that influence one's access to economic, environmental, and educational resources. Physician assistant/associate (PA) programs often use undergraduate grade point average (GPA), one measure of academic achievement, to assess applicants for admission, but the extent to which SES impacts undergraduate academic achievement remains unexplored. This study examines the relationship between SES and matriculation into PA programs and the extent to which undergraduate academic achievement mediates that relationship.</p><p><strong>Methods: </strong>Using data from 3 application cycles of the Centralized Application Service for Physician Assistants, ten self-reported indicators of environmental and economic disadvantage (EED) were analyzed. Mediation analyses assessed whether and to what extent undergraduate academic achievement mediates the association between EED indicators and odds of PA program matriculation.</p><p><strong>Results: </strong>In unadjusted logistic regression models, applicants who reported EED indicators had lower odds of matriculation than those who did not. In adjusted models, many EED indicators that initially appeared disadvantageous became nonsignificant or advantageous. Grade point average was a significant mediator of the relationship between SES and matriculation likelihood for most (80%) EED indicators and substantially mediated the relationship between the first-generation college student indicator and decrements in odds of matriculation.</p><p><strong>Discussion: </strong>Our study is the first to examine the relationship between multiple markers of SES and PA program matriculation and, notably, identifies undergraduate GPA as a significant mediator of this relationship. Our findings highlight how childhood EED detrimentally impacts opportunity later in life and identifies intervention targets to improve equity in access to PA education.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976011","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":"Stories as Medicine: Reviving Reading to Foster Empathy and Growth in Physician Assistant Students.","authors":"Diana Pruitt","doi":"10.1097/JPA.0000000000000763","DOIUrl":"10.1097/JPA.0000000000000763","url":null,"abstract":"<p><p>Leisure reading has long shaped the moral imagination and professional identity of healers. This manuscript explores how sustained engagement with literature can cultivate empathy, reflective capacity, and clinical reasoning in physician assistant (PA) students. In an era of digital distraction and declining reading for pleasure, immersive reading may serve as a counterbalance that strengthens relational and cognitive skills essential to patient care. Emerging evidence suggests that empathy may decline during PA training, particularly during the didactic phase, when psychological stress is greatest. National surveys report high rates of anxiety, depression, and burnout among PA students, with many considering program withdrawal due to mental health challenges. These trends raise concern about preserving empathy and resilience within rigorous training environments. Interdisciplinary research indicates that leisure reading, especially literary fiction, supports stress reduction and perspective taking. Fiction functions as social simulation, strengthening both cognitive and emotional empathy. Emerging evidence also links narrative engagement to enhanced clinical reasoning, including broader differential diagnoses and deeper interpretive insight. Physician assistant programs can incorporate leisure reading through student-led book clubs, reflective writing, humanities electives, and digital communities. Even brief, intentional encounters with literature may foster empathy, resilience, and professional identity formation. Integrating reading into PA education offers a practical, low-cost strategy to support student well-being while cultivating compassionate, reflective clinicians.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147843883","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":"Enhancing Clinical Reasoning in Physician Assistant Education: Reflections From Implementing the Differential Diagnosis, Investigations, and Clinical Examination Assessment.","authors":"Akisha Keval Dave, Jerrod Tynes","doi":"10.1097/JPA.0000000000000759","DOIUrl":"10.1097/JPA.0000000000000759","url":null,"abstract":"<p><strong>Introduction: </strong>Developing critical thinking and clinical reasoning, particularly in differential diagnosis, remains a significant challenge for PA students and is often overlooked by traditional curricula. To directly address this educational gap, our program implemented the Differential Diagnosis, Investigations, and Clinical Exam (DICE) assessment tool, designed to immerse students in authentic clinical encounters and reinforce real-time decision-making skills through structured faculty feedback.</p><p><strong>Methods: </strong>Students from the 2025 and 2026 cohorts participated in DICE assessments in Patient Assessment and Counseling III labs. DICE involved case-based, real-time stations where students rotated as both provider and simulated patient, performing focused physical examinations, formulating and justifying differential diagnoses, selecting diagnostic tests, developing treatment plans, and receiving immediate faculty feedback. Student perceptions of preparedness and confidence were quantified via surveys and benchmarking tools.</p><p><strong>Results: </strong>Following DICE implementation, both cohorts demonstrated high confidence and robust preparedness in core domains of clinical reasoning (average Likert scores ≥4.0), with notable strengths in differential diagnosis formulation and critical thinking. Most compelling, first-time physician assistant national certifying examination pass rates improved dramatically from 53% (2023, pre-DICE) and 82% (2024, pre-DICE) to 100% for the 2025 graduating cohort.</p><p><strong>Discussion: </strong>The DICE assessment proved effective in bridging the gap between didactic instruction and clinical application, supporting the growth of PA students into confident practitioners. While variations in performance emerged between cohorts, ongoing data collection and analysis are guiding curricular improvements. The DICE model demonstrates that explicit, structured clinical reasoning education is not a luxury, but a necessity in promoting safer care, professional confidence, and excellent patient outcomes.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147784409","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":"Motivation, Collaboration, and Logistics Facilitate Interprofessional Education in Physician Assistant Programs.","authors":"Wendy Hoon Langen","doi":"10.1097/JPA.0000000000000720","DOIUrl":"10.1097/JPA.0000000000000720","url":null,"abstract":"<p><strong>Introduction: </strong>The purpose of this study was to identify physician assistant (PA) program characteristics that predict interprofessional education (IPE) practice and contribute to the development of synergistic relationships across different health care education programs.</p><p><strong>Methods: </strong>This concurrent explanatory mixed methods study was designed to elucidate relationships between IPE and PA program characteristics. Quantitative data provided by the PA Education Association from the 2019 Didactic Survey were explored for correlations between program characteristics and IPE. Concurrently, a purposeful sample of 7 PA educators contributed qualitative data via semistructured interviews, which were analyzed from a phenomenological perspective.</p><p><strong>Results: </strong>Although no statistically significant predictive relationships were found among IPE ratio of the curriculum and program characteristics, qualitative data revealed themes of logistics, motivation, and collaboration.</p><p><strong>Discussion: </strong>Study findings illuminate strategies for creating synergies that support successful IPE. Programs and institutions may increase IPE practice experiences for their students through the motivation of educators and leaders. Considering the diversity of PA programs, sharing ways to facilitate more collaboration among health care educators can increase IPE practice in PA education.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"93-97"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145293988","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":"From Tinkering to Transformation: Lessons Learned From 10 Years of Curricular Reculturing.","authors":"Jacqueline Sivahop, Kirsten Broadfoot, Jonathan Bowser","doi":"10.1097/JPA.0000000000000704","DOIUrl":"10.1097/JPA.0000000000000704","url":null,"abstract":"<p><strong>Abstract: </strong>Over the past decade, there has been a robust increase in the number of Physician Assistant/Associate (PA) Programs operating in the United States. Curriculum design and construction remains a major activity and strategic priority for our profession as PA education faculty. However, our curriculum design, redesign, and renewal initiatives are often focused on unique and idiosyncratic changes or \"tinkering\" that can lead to curriculum dilution and drift. An alternative approach to curriculum design is to view the curriculum as a culture. Through this lens, curriculum design becomes a reculturing that provides programs with opportunities to embed curricular values into the learning environment, curricular decision making, and learner-centered educational experiences. This article reflects on a decade of curricular reculturing in our program including how we designed and built the Colorado Curriculum using a curricular culture approach, the pressures it encountered, and the intersections at which we find ourselves as we identify current opportunities for re-engagement. Most importantly we identify and share our major lessons learned including the profound cultural shift activated by such a cultural approach; the substantial time investment required; and the critical commitments to conscious and consistent communication and onboarding needed to hold the program and change initiative together.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"107-110"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001546","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}