Journal of Physician Assistant Education最新文献_第9页

Motivation, Collaboration, and Logistics Facilitate Interprofessional Education in Physician Assistant Programs. 动机、协作和后勤促进医师助理项目的跨专业教育。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-10-15 DOI: 10.1097/JPA.0000000000000720

Wendy Hoon Langen

{"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":"Introduction: 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.Methods: 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.Results: 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.Discussion: 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.","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}

引用次数: 0

From Tinkering to Transformation: Lessons Learned From 10 Years of Curricular Reculturing. 从修修补补到转型：10年课程重组的经验教训。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-09-05 DOI: 10.1097/JPA.0000000000000704

Jacqueline Sivahop, Kirsten Broadfoot, Jonathan Bowser

{"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":"Abstract: 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.","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}

引用次数: 0

The Virtual Interview and Physician Assistant/Associate Program Diversity. 虚拟面试和医师助理/助理项目多样性。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-10-01 DOI: 10.1097/JPA.0000000000000711

Lynn Timko-Swaim, Carina Loscalzo, Gina Pontrelli, Shannan Ricoy, Hants Williams, Kindred Shulgin

{"title":"The Virtual Interview and Physician Assistant/Associate Program Diversity.","authors":"Lynn Timko-Swaim, Carina Loscalzo, Gina Pontrelli, Shannan Ricoy, Hants Williams, Kindred Shulgin","doi":"10.1097/JPA.0000000000000711","DOIUrl":"10.1097/JPA.0000000000000711","url":null,"abstract":"Introduction: Creating a diversified health care workforce can improve equity, patient experiences, and outcomes. Achieving this goal begins with the recruitment of diverse applicants to health professional education programs. The purpose of this study was to compare diversity characteristics of applicants interviewed either virtually or in-person for physician assistant/associate education programs.Methods: Descriptive and inferential analysis of admissions data from 3 New York-based programs that changed from an in-person interview format (interview cycles 2017, 2018, and 2019) to virtual format (interview cycles 2020, 2021, and 2022) were used in this study. Primary demographic data, focusing on race and ethnicity, were analyzed across several admission stages. Data were analyzed at each stage to explore differences in applicant success throughout the admission process (ie, verified applicants, interviewed, accepted, matriculated).Results: During the virtual interview period, the number of underrepresented in medicine (URiM), non-White, Black, Asian, and Hispanic applicants increased significantly while the number of White applicants decreased significantly. Significant increases were noted in the numbers of URiM, non-White, and Asian applicants interviewed as well as the number of non-White and Asians accepted. Among matriculated students, the total number of URiM, non-White, Asian, and Hispanic students showed an upward trend.Discussion: More research is needed to understand the potential relationships between the applicant pool diversity and interview format and interview stage.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"33-39"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214236","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

It Takes a Village: Developing a Summative Evaluation Process to Meet Programmatic Needs. 它需要一个村庄：开发一个总结性评估过程，以满足规划需求。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-09-24 DOI: 10.1097/JPA.0000000000000705

Michel Statler, Elizabeth Johnston, Jessica White, Temple Howell-Stampley

{"title":"It Takes a Village: Developing a Summative Evaluation Process to Meet Programmatic Needs.","authors":"Michel Statler, Elizabeth Johnston, Jessica White, Temple Howell-Stampley","doi":"10.1097/JPA.0000000000000705","DOIUrl":"10.1097/JPA.0000000000000705","url":null,"abstract":"Abstract: All physician assistant (PA) programs are required per accreditation Standard B4.03 to complete a summative evaluation to verify that their soon-to-be graduates have successfully met the program-defined competencies and are ready to transition into clinical practice. In 2019, the PA Program at the University of Texas Southwestern Medical Center updated the summative evaluation process to incorporate the PA Education Association End of Curriculum exam, to convert to online formatting for the Clinical Skills examination and situational judgement tests, and to introduce an eight station objective structure clinical examination component. All 4 components of the summative were mapped to the program-defined competencies, elements of Standard B4.03, and the Competencies for the PA Profession. Cut scores were defined for each component of the summative and remediation activities were designed to address knowledge deficiencies prior to retesting. To date, all students over the past 6 cohorts have successfully completed the objective structure clinical examination and situational judgement test components. There have been isolated failures of the end of curriculum and clinical skills exams which were successfully remediated on the first attempt. Administration of the summative evaluation requires planning and coordination throughout the academic cycle to develop materials for all components, schedule coordination with the simulation center, training of simulated patients, faculty development for consistency in grading, oversight of remediation activities, and triangulation of data to correlate the results of the summative evaluation with other programmatic outcomes.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"102-106"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145132071","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 an Integrated Multicomponent Wellness Curriculum With Perceived Stress Levels in Physician Assistant Students. 综合多成分健康课程与医师助理学生感知压力水平的评估。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-08-27 DOI: 10.1097/JPA.0000000000000703

Kelly Izsak, Emily Landis, Madison Katich, Vicki Riddick, Taylor Palma, Robin A Barry

{"title":"Evaluation of an Integrated Multicomponent Wellness Curriculum With Perceived Stress Levels in Physician Assistant Students.","authors":"Kelly Izsak, Emily Landis, Madison Katich, Vicki Riddick, Taylor Palma, Robin A Barry","doi":"10.1097/JPA.0000000000000703","DOIUrl":"10.1097/JPA.0000000000000703","url":null,"abstract":"Introduction: In response to an Accreditation Review Commission on Education for the Physician Assistant Standards, 5th edition requirement for instruction on provider personal wellness, evidence-based multicomponent wellness programming was integrated into didactic and clinical phases of a physician assistant (PA) education program. This study aimed to examine whether PA students' perceived stress declined from before to after their participation in each semester's wellness programming and to gauge students' perceptions of programming acceptability and success.Methods: Three cohorts of students enrolled in mandatory wellness programming were invited to complete pre- and post-programming assessments over 4 semesters. Linear mixed models were used to examine change in perceived stress from pre- to post-phase programming over time. Mean satisfaction ratings and thematic analysis of qualitative data were used to examine acceptability, success, and students' program improvement recommendations.Results: There were 121 pre- and 87 post-assessments completed with 110 (95%) of students completing at least one assessment; 43 students from 2 cohorts rated program satisfaction and 34 provided open-ended feedback. On average, perceived stress declined by about 5.7% from before to after programming. Decline in perceived stress did not differ based on gender, program phase, or cohort. Female students had higher perceived stress compared with male students on average over time. Students' average program satisfaction was \"neutral.\" They recommended more autonomy and personalized wellness programming.Discussion: This research suggests that multicomponent wellness programming is associated with a small decline in students' perceived stress. Increasing students' autonomy to select and engage in personally relevant programming may improve outcomes.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"78-86"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972988","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

Simulation-Based Mastery Learning for Cranial Nerve Physical Exam Skill Acquisition. 基于模拟的颅神经体格检查技能习得的掌握学习。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-09-24 DOI: 10.1097/JPA.0000000000000709

Monica M Herron, Elaine R Cohen, William C McGaghie

{"title":"Simulation-Based Mastery Learning for Cranial Nerve Physical Exam Skill Acquisition.","authors":"Monica M Herron, Elaine R Cohen, William C McGaghie","doi":"10.1097/JPA.0000000000000709","DOIUrl":"10.1097/JPA.0000000000000709","url":null,"abstract":"Introduction: Concern among medical educators about graduate variability in core clinical skills has existed for decades. Simulation-based mastery learning (SBML) is an alternative method of clinical instruction that ensures proficiency from every learner. This article reports a novel application of SBML in physician assistant (PA) education for instruction and assessment of cranial nerve physical examination skills and compares SBML with traditional training.Methods: The rigorous SBML education intervention included (1) a pretest, (2) clearly defined learning objectives, (3) deliberate practice with instructor feedback, (4) lecture, video, and peer feedback, (5) post-test, (6) continued training and retesting as needed to meet a minimum passing standard (MPS), and (7) retention testing. Student self-efficacy (S-E) was measured before and after the SBML intervention.Results: At pretest, 0/34 (0%) (mean = 54.55; standard deviation [SD] = 18.30) PA students in the SBML cohort met the MPS. Post intervention, 33/34 (97.1%) PA students passed the initial post-test. All (100%) students finally met the MPS with a mean score of 97.13% (SD = 3.33%). Retention testing was performed at 6 weeks; 31/34 (91%) PA students retained mastery-level skills. The SBML cohort significantly outperformed the historical cohort when their performance was evaluated against the MPS (96.15% vs. 75.54%; P < .001; Cohen's d = 2.20). Student S-E improved with SBML.Discussion: Students trained via SBML on the cranial nerve exam achieved high competence and confidence with minimal skill deterioration over time. Their scores exceeded those of students trained traditionally. Simulation-based mastery learning is an effective method of training clinical skills due to its high standard of proficiency, durable retention, and learner satisfaction.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"72-77"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145132067","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

Clearing the Pathway: Examining the Impact of Marginalized Identity Status on Stress and Well-Being Among Physician Assistant/Associate Student Learners. 清除路径：检验边缘化身份状态对医师助理/助理学生学习者的压力和幸福感的影响。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-08-21 DOI: 10.1097/JPA.0000000000000698

Sheena D Brown, Carl A Frizell

{"title":"Clearing the Pathway: Examining the Impact of Marginalized Identity Status on Stress and Well-Being Among Physician Assistant/Associate Student Learners.","authors":"Sheena D Brown, Carl A Frizell","doi":"10.1097/JPA.0000000000000698","DOIUrl":"10.1097/JPA.0000000000000698","url":null,"abstract":"Introduction: The current study examined the correlation between physician assistant/associate (PA) learner intersectional identities, stress, well-being, and PA program application data. We investigated how multiple marginalized identities (MIs) affect PA students' experiences, including their decision timing to enter the profession, stress levels, and overall well-being.Methods: Using data from the PA Education Association 2019 Matriculating Student Survey, multivariate logistic regression was used to examine the relationship between MIs, stage of life one decides to become a PA, age at graduation, and stress and well-being among PA students. The odds of increased stress and well-being among those with single or multiple marginalized identities were also assessed.Results: On average, nonmarginalized students were more likely to decide to become a PA at an earlier age ( P < 0.001). Marginalized students submitted fewer PA school applications and were less likely to receive acceptance letters ( P = 0.001). Compared with their nonmarginalized counterparts, both single and multiple MIs had increased stress levels. In addition, the prevalence of financial concerns was significantly higher among marginalized populations ( P < 0.001).Discussion: This study highlighted the significant impact of intersectionality and having multiple MIs on the health and well-being of PA students. Individuals who identify with multiple MIs, experience increased stress levels, increased financial concerns, and diminished overall well-being.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"9-18"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972876","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

Graduate Record Examination Removal From Admissions and Physician Assistant/Associate Student Diversity. 取消研究生入学考试和医师助理/助理学生多样性。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-08-21 DOI: 10.1097/JPA.0000000000000700

Bettie Coplan, Anthony Miller, Tamara Ritsema, Kirsten Bonnin, Morgan Luck, Jane McDaniel, Curt Bay, Angela Kiselyk, Jonathan Kilstrom, Michelle DiBaise

{"title":"Graduate Record Examination Removal From Admissions and Physician Assistant/Associate Student Diversity.","authors":"Bettie Coplan, Anthony Miller, Tamara Ritsema, Kirsten Bonnin, Morgan Luck, Jane McDaniel, Curt Bay, Angela Kiselyk, Jonathan Kilstrom, Michelle DiBaise","doi":"10.1097/JPA.0000000000000700","DOIUrl":"10.1097/JPA.0000000000000700","url":null,"abstract":"Introduction: This study examined demographic characteristics among physician assistant/associate (PA) program applicants who were offered admission and among matriculants at 5 PA programs that eliminated the Graduate Record Examination (GRE) admissions requirement.Methods: Collated admissions data for 4 cycles were categorized into 2 periods, one representing 2 cycles before GRE removal (GRE period) and one representing 2 cycles after GRE removal (no-GRE period). Chi-square analyses were used to compare percentages of applicants offered admission and percentages of matriculants who were from backgrounds underrepresented in medicine (URiM), were first-generation college students, and who reported economic disadvantage (ED) across the 2 periods.Results: Individual program outcomes varied. Some experienced statistically significant increases in various measures; others experienced increases or decreases that were insignificant. Collectively, compared with the GRE period, the proportion of applicants offered admission during the no-GRE period who were URiM was 6.2% higher ( P = .002, 95% confidence interval [CI] [2.3%, 10.1]); the proportion who were first-generation was 11.2% higher ( P < .001, 95% CI [7.3%, 15.0%]); and the proportion with ED was 9.4% higher ( P < 0.001, 95% CI [5.8%, 13.0%]). Among matriculants, the proportion who were URiM was 8.7% higher ( P = 0.001, 95% CI [3.7%, 13.6%]), the proportion who were first-generation was 8.6% higher ( P = 0.001, 95% CI [3.8%, 13.5%]); and the proportion with ED was 8.8% higher ( P < 0.001, 95% CI [4.2%, 13.3%]).Discussion: Study results suggest that for some PA programs, eliminating the GRE admissions requirement may positively contribute to various approaches to admitting more students from diverse backgrounds.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"19-26"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973004","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 Probe: Utilization of Case-Based Learning for Extended Focused Assessment With Sonography for Trauma Interpretation and Clinical Decision Making. 超越探针：利用案例为基础的学习扩展集中评估与超声创伤解释和临床决策。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-10-08 DOI: 10.1097/JPA.0000000000000715

Kirsten Ziegler, Elizabeth Randolph, Angelique Dueñas

{"title":"Beyond the Probe: Utilization of Case-Based Learning for Extended Focused Assessment With Sonography for Trauma Interpretation and Clinical Decision Making.","authors":"Kirsten Ziegler, Elizabeth Randolph, Angelique Dueñas","doi":"10.1097/JPA.0000000000000715","DOIUrl":"10.1097/JPA.0000000000000715","url":null,"abstract":"Introduction: Point-of-care ultrasound is increasingly essential across medical specialties, yet few studies assess students' ability to incorporate it into clinical decision making. This study aims to evaluate how a case-based extended Focused Assessment with Sonography for Trauma (eFAST) session improves physician assistant (PA) students' ability to interpret and integrate ultrasound into clinical decision making.Methods: First-year PA students (n = 36) watched an instructional eFAST video and completed a pretest aimed at capturing baseline knowledge. A 2-hour, case-based learning (CBL) session followed, after which 34 students completed a voluntary post-test and attitudinal survey. The session and assessments were designed using Bloom's Taxonomy and the Kirkpatrick model to evaluate engagement and learning outcomes. Pretest and post-test scores were analyzed by overall performance, item-level performance, and Bloom's level. Attitudinal responses underwent basic content analysis.Results: Students showed statistically significant improvement from pretest to post-test in average item performance (53% vs. 70%, P = .006) and overall scores (57% vs. 74%, P < .001). When stratified by Bloom's Taxonomy, only the \"apply\" and \"analyze\" levels demonstrated significant gains ( P = 0.007). Overall, feedback on the CBL session was positive, with 88% agreeing or strongly agreeing that the session enhanced their ability to make clinical decisions.Discussion: Demonstrated by overall score improvement, a CBL approach to eFAST image interpretation was shown to be an efficacious approach to improving PA students' ability to interpret and integrate ultrasound into clinical decision making. However, to use ultrasound exams for informed decision making, earlier and more frequent integration of case-based ultrasound learning into the PA curriculum is recommended.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"40-44"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145287171","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 Performance, Physical Activity, and Well-Being Among Physician Assistant Students: A Cross-Sectional Study. 医师助理学生的学业表现、身体活动与幸福感：一项横断面研究。

Journal of Physician Assistant Education Pub Date : 2026-03-01 Epub Date: 2025-09-05 DOI: 10.1097/JPA.0000000000000706

Rachel L Clark, Ashley T Ford, Kristen H Sickle, Kandi D Pitchford, Garret Faugot

{"title":"Academic Performance, Physical Activity, and Well-Being Among Physician Assistant Students: A Cross-Sectional Study.","authors":"Rachel L Clark, Ashley T Ford, Kristen H Sickle, Kandi D Pitchford, Garret Faugot","doi":"10.1097/JPA.0000000000000706","DOIUrl":"10.1097/JPA.0000000000000706","url":null,"abstract":"Introduction: Physical activity positively affects physical, mental, and emotional health and enhances academic performance. However, many students fail to meet recommended activity levels. Research indicates that graduate students' physical inactivity rates align with national averages, with sedentary behavior increasing due to academic demands. Similarly, physician assistant (PA) programs, characterized by intense didactic and clinical phases, often leave little time for physical activity, potentially affecting health and academic outcomes. The purpose of this study was to examine the relationship between physical activity, academic performance, and overall health in PA students.Methods: A 26-item survey collected self-reported data on demographics, physical activity habits, academic achievements, and perceptions of well-being. Outcome measures included a modified PA Education Association survey and World Health Organization (WHO) global physical activity questionnaire. The survey was distributed to 309 PA programs and social media platforms, reaching 5510 students.Results: Of 870 responses (16% response rate), 794 PA students (54.85% didactic, 45.15% clinical) were included. Moderate-intensity physical activity correlated with a higher grade point average (GPA), having associations with frequency ( P < .001) and duration ( P = .034). Vigorous activity had no significant relationship with GPA but was associated with body mass index ( P = .006). Physical activity also correlated with reduced stress ( P = .002) and increased social engagement ( P = .001).Discussion: Moderate-intensity activity correlated with better academic performance, physical and mental well-being, stress reduction, and social engagement. However, PA students' activity levels fall below WHO recommendations, mirroring broader trends in the United States and globally.","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145001570","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