Journal of Physician Assistant Education最新文献

{"title":"Using Four-Component Instructional Design to Create an Interactive Point-of-Care Ultrasound Curriculum for Physician Associate Students.","authors":"Stacy Dawkins, Shannon Cooper, James Wilcox, Eryn Morrow, Hayley Mayall, Rebecca Rebman","doi":"10.1097/JPA.0000000000000635","DOIUrl":"10.1097/JPA.0000000000000635","url":null,"abstract":"<p><strong>Introduction: </strong>Many physician assistant/associate (PA) programs lack point-of-care ultrasound (POCUS) education in the PA curricula and a standardized approach to ultrasound training. The four-component instructional design (4C/ID) model merges 4 concepts for developing effective instructional design content for complex content delivery, such as ultrasound. This research study created an interactive, 2-part ultrasound curriculum with an instructional designer for PA students using the 4C/ID model.</p><p><strong>Methods: </strong>Two interactive ultrasound curriculum models were created from the 4C/ID model using a knowledge-based precurriculum quiz, learning tasks with online modules and recordings, part-task practice with ultrasound experts, skills checkoffs, and a postcurriculum quiz including questions on students' perspectives of ultrasound. Two-tailed paired t -test analysis assessed the effectiveness of training.</p><p><strong>Results: </strong>Evaluation of prelearning and postlearning quizzes demonstrated multiple statistically significant assessments supporting the use of instructional design technology for a PA program's ultrasound curriculum.</p><p><strong>Discussion: </strong>This small study demonstrated that the 4C/ID model may be beneficial for PA POCUS training. The 2-part interactive curriculum improved PA student competency of ultrasound principles and applications and increased confidence for future clinical use of ultrasound.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"430-436"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584082","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 Student Perceptions of the Benefits of and Barriers to a Doctor of Medical Science Degree.","authors":"Cody Sasek, Brenda Quincy","doi":"10.1097/JPA.0000000000000603","DOIUrl":"https://doi.org/10.1097/JPA.0000000000000603","url":null,"abstract":"<p><strong>Introduction: </strong>This study explored physician assistant (PA) student perceptions of benefits of and barriers to the Doctor of Medical Science (DMS) degree.</p><p><strong>Methods: </strong>Program leaders from 30 purposively selected PA programs were asked to forward an email invitation to their students to complete a cross-sectional survey of student perceptions of the benefits and barriers of a DMS degree, their thoughts on timing of enrollment, and personal characteristics. Sponsoring institution characteristics were obtained from program websites. Student perception of benefits and barriers and their interest in enrollment in a DMS programs were compared across subgroups of personal and institutional characteristics.</p><p><strong>Results: </strong>Respondents to the study's electronic survey included 312 PA students from 15 PA programs. Mean PA student interest in pursuing a DMS degree centers around neutral, with 51.3% of respondents indicating an interest in pursuing a DMS degree, with varied desired timing for entering a doctoral program. Benefits of a DMS degree identified most strongly included skills regarding scholarly activity such as presentations and research and remaining competitive in an evolving professional landscape. Barriers identified included cost, competing priorities, and burnout from PA school. Several significant relationships were found between the number of a respondent's PA faculty with a doctoral degree and student interest in a DMS degree. Gender differences were also identified.</p><p><strong>Discussion: </strong>The current study offers perspective on PA student views of the DMS degree. Noted barriers and benefits should continue to be explored to better understand PA student understanding and perceptions of the DMS degree.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":"35 4","pages":"328-337"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143875","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":"Predictors of Physician Assistant Student Mistreatment Reporting.","authors":"Nicholas M Hudak, Duane Akroyd","doi":"10.1097/JPA.0000000000000597","DOIUrl":"10.1097/JPA.0000000000000597","url":null,"abstract":"<p><strong>Introduction: </strong>Many physician assistant (PA) students experience mistreatment by preceptors in clinical settings though most do not report it to their institution. Nonreporting limits an institution's ability to address mistreatment and provide student support. Several reasons for nonreporting have been described in national surveys. The purpose of this study was to identify factors predictive of student reporting behavior.</p><p><strong>Methods: </strong>This study used a nonexperimental, cross-sectional, predictive research design with quantitative analytic methods. Data were from 2 national surveys administered to PA students and programs in 2019. The sample was PA students who experienced mistreatment performed by preceptors. Logistic regression was used to identify which independent variables were predictors of student mistreatment reporting to their institution.</p><p><strong>Results: </strong>Students were twice as likely to report mistreatment involving physical or sexual behavior compared with other types. Older students were more likely to report mistreatment than younger students. Policy factors were not significant predictors of student reporting behavior.</p><p><strong>Discussion: </strong>Student likelihood to reporting severe forms of mistreatment indicate they recognize those behaviors as mistreatment and believe they are important enough to report. Greater likelihood of reporting by older students indicates the influence of student demographics and life experience. Policy factors and institution characteristics were not significant predictors of student reporting behavior, which suggest the limits of policy as a facilitator of mistreatment reporting. These findings have implications for educational program policy design, implementation, and evaluation, as well as underscore the need for further research to understand factors influencing students' decision to report mistreatment.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"346-351"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141318538","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":"The Value of International Exchange Programs for Physician Assistants: Surveying a US-Netherlands Advanced Practice Provider Exchange Program.","authors":"Sara Lynne Wright, Chen Der Low, Caroline Scribner, Angela Chong, Adam Seligman","doi":"10.1097/JPA.0000000000000607","DOIUrl":"10.1097/JPA.0000000000000607","url":null,"abstract":"<p><strong>Introduction: </strong>International exchange programs between physician assistants (PAs) and other advanced practice providers (APPs) from different countries can facilitate opportunities for global health training and experiences. This article examines a survey of 5 PAs, 4 nurse practitioners, and 1 certified nursing specialist working in the United States (US) about their experience collaborating in an international exchange program with APPs in the Netherlands.</p><p><strong>Methods: </strong>Ten APPs in the United States anonymously answered an 8-item survey on their experience in an international exchange program with APPs in the Netherlands with a 100% response rate. The survey contained questions regarding the impact of the program on cultural competence, professional development, and perception of health care systems.</p><p><strong>Results: </strong>All respondents agree or strongly agree that the program contributed to APP growth in cultural competence and professional development. Eighty percent of respondents found APP practices in the United States compared with the Netherlands to be somewhat or extremely similar, with differences noted in training and education, patterns of utilization, and roles in procedures. Free responses indicate APPs are used similarly in the Netherlands and the United States, while APP training models and health care infrastructure in the 2 countries have notable differences.</p><p><strong>Discussion: </strong>Survey results examined in this article underscore how an international exchange program can not only enrich individual professional paths but also positively contribute to the broader global health care landscape. The lessons learned, shared experiences, and insights gained have the potential to shape health care practices on an international scale, fostering a collaborative and interconnected future for health care providers worldwide.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"419-424"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141318539","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":"Advocacy in Physician Associate/Assistant Education.","authors":"Jason Prevelige","doi":"10.1097/JPA.0000000000000615","DOIUrl":"10.1097/JPA.0000000000000615","url":null,"abstract":"","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"323-324"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141767615","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":"Describing the Physician Associate Clinical Training Site Compensation Market.","authors":"Ryan D White","doi":"10.1097/JPA.0000000000000619","DOIUrl":"10.1097/JPA.0000000000000619","url":null,"abstract":"<p><strong>Introduction: </strong>Inadequate clinical training site availability may inhibit physician assistant/associate (PA), advanced practice nursing (APN), and physician workforce growth. Educational institutions increasingly incentivize clinical training sites with financial compensation, with potential implications for educational costs and enrollment. This study investigated compensation trends among PA programs.</p><p><strong>Methods: </strong>Data from the 2013 to 2019 PA Education Association Program Reports were examined. Multivariate logistic and linear regressions were estimated to identify the influence of PA program characteristics on clinical training site compensation. The effect of compensation on program enrollment was determined with a difference-in-differences estimator.</p><p><strong>Results: </strong>Physician assistant/associate programs collectively paid nearly $19 million to clinical training sites in 2019. The percentage of programs that offer financial incentives increased from 22.2% in 2013 to 52.3% in 2019. Over this time, public institutions affiliated with academic health centers (AHCs) were least likely to offer compensation. Higher compensation rates were observed in Census divisions with greater number of programs, and programs located in New England were the most likely to offer compensation. Offering compensation did not influence growth in programs' enrollment.</p><p><strong>Discussion: </strong>Compensation trends highlight increasing demand for PA clinical training sites, especially in areas with greater regional competition. Compensation is primarily driven by private institutions unaffiliated with AHCs. Programs likely offer compensation to maintain, rather than grow, enrollment. Additional investigation should incorporate medical school and APN program data to more fully examine the impact of these costs on learners, institutions, and the health care workforce.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"361-369"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141976905","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":"Incorporating the Pillars of Lifestyle Medicine into Physician Assistant/Associate Education: A Benefit for Patients, Physician Assistants/Associate Education, and Physician Assistants/Associates.","authors":"Karen A Shehade, Adam Broughton","doi":"10.1097/JPA.0000000000000622","DOIUrl":"10.1097/JPA.0000000000000622","url":null,"abstract":"<p><strong>Introduction: </strong>The value of using lifestyle medicine (LM) to prevent disease is well established, yet medical education about LM is inconsistent, for both physicians and physician assistants/associates (PAs). As medical providers, PAs are uniquely positioned, with careers in a variety of disciplines from primary care to intensive care, as well as an ability to move across disciplines throughout their career lifespan. Therefore, the addition of LM principles in PA education can affect patients across the lifespan and in a wide variety of clinical settings. In addition, with burnout prevalent among PA students, the addition of LM to PA education may be able to give these future clinicians the tools they need to manage stress and improve overall wellness. The purpose of this study was to share with PA educators the valuable lessons learned when introducing LM into PA curriculum in hopes of broader adoption.</p><p><strong>Methods: </strong>The American College of Lifestyle Medicine (ACLM) provides modules for teaching LM to medical providers which was adopted into the Northeastern University PA Program's didactic curriculum in the summer of 2023. An online survey was administered to first-year PA students in July 2023 to evaluate the PA students' perspectives on the value of adding a LM curriculum as part of their education to care for patients and the content provided through ACLM and to determine their perceived value in using the information for themselves as part of preventing future provider burnout.</p><p><strong>Results: </strong>Most respondents (91%) indicated that they were either \"likely\" or \"very likely\" to use the information learned in the LM modules as part of their future patient care, and 86.4% indicated that they would use the information as part of their own self-care.</p><p><strong>Discussion: </strong>Most PA student respondents (88.6%) thought that the components of LM complemented the existing PA curriculum in primary care and (86.4%) indicated that they will use the information as part of their own self-care. However, given the intense volume of information provided to PA students for their general primary care education, it was suggested to pare down the volume of materials to streamline the curriculum. Overall, these PA students believe that LM should comprise a portion of their PA medical education curricula for their patients and for themselves.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"406-410"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407008","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":"Mock Board Exam Writing Groups in Physician Assistant Education: A Method to Enhance Curriculum and Mentor Junior Faculty.","authors":"India Loyd, Mary B Moon, Tim Braun, Jennifer Boyett, Kenneth Foster, Darlla Duniphin, Chad Douglas, Frederick C Miller","doi":"10.1097/JPA.0000000000000613","DOIUrl":"10.1097/JPA.0000000000000613","url":null,"abstract":"<p><strong>Abstract: </strong>Ensuring students are prepared for the Physician Assistant National Certification Exam (PANCE) is an institutional priority for all physician assistant programs. While many factors predicting PANCE performance have been investigated, exploration and discussions of interventions to improve PANCE performance are limited. Repeated exposure to board-style questions has been shown to improve board scores in similar populations. Currently, existing question banks cannot be used to generate secure summative examinations, and commercial question banks may perpetuate inequitable access among physician assistant (PA) students. To address this issue, the University of Oklahoma Physician Assistant program used a community of practice model to create a mock board exam writing group. The group was created to facilitate the development of 9 PANCE-style exams to bolster students' clinical preparedness and PANCE performance. These writing groups also provided a platform for junior faculty to receive feedback and guidance from senior colleagues, thus facilitating and promoting mentorship. This article highlights the potential benefits of mock board exam writing groups in PA education and provides insight into their development and implementation.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"270-275"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761541","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":"Lesbian, Gay, Bisexual, Transgender, Queer, Plus Curriculum in Physician Assistants/Associate Education: A Call to Action.","authors":"Nathan M Lechien, Shea A Dempsey","doi":"10.1097/JPA.0000000000000576","DOIUrl":"10.1097/JPA.0000000000000576","url":null,"abstract":"<p><strong>Abstract: </strong>Healthcare avoidance of the LGBTQIA+ community is growing, in part, due to a knowledge gap in medical learners on LGBTQIA+-related topics. Barriers of including LGBTQIA+ topics in medical education include perceived lack of applicability and preceptor knowledge gaps. Advocating for a weave-like integration approach, topics such as personal biases, hormone replacement therapy, STI prevention, and health inequities should be included. It is imperative that PA educators use this call to action to avoid perpetuating the cultural incompetence of new graduate PAs.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"310-313"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139913703","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":"Burnout, Personal, and Occupational Factors as Predictors of Physician Assistant Faculty Intent to Leave After the COVID-19 Pandemic.","authors":"April Stouder, Candace L Ayars","doi":"10.1097/JPA.0000000000000579","DOIUrl":"10.1097/JPA.0000000000000579","url":null,"abstract":"<p><strong>Introduction: </strong>This study addressed whether burnout, personal, or occupational factors predicted physician assistant (PA) faculty intent to leave and established a new postpandemic national benchmark for PA faculty burnout and intent to leave.</p><p><strong>Methods: </strong>In spring 2023, a nonexperimental, cross-sectional survey was emailed to 2031 PA faculty drawn from program faculty listings and the PA Education Association member database. Descriptive statistics were used to describe the sample, and a multiple regression analysis was conducted to analyze the predictive ability of the independent variables on intent to leave.</p><p><strong>Results: </strong>The response rate was 30% (609 of 2031), with 496 responses (24.4%) included in the analysis. The sample reflected the population of PA faculty. The regression model significantly predicted intent leave ( P < .001). The adjusted R2 was 0.46, indicating the combination of independent variables predicted 46% of the variance in PA faculty intent to leave. Significant predictors included emotional exhaustion and identifying as multiracial ( P < .001), control and values ( P < .01), and depersonalization, fairness, rewards, and clinical year faculty role ( P < .05). The sample had moderate levels of burnout and experienced burnout at higher rates than in prepandemic studies. Physician assistant faculty in administrative leadership roles had the highest levels of burnout and intent to leave. Despite this, PA faculty intent to leave measures were similar to prepandemic levels.</p><p><strong>Discussion: </strong>Several of the predictive variables were related to well-being and social-emotional aspects of the workplace. These findings have implications for institutional policies and practices that support faculty well-being and workplace culture to enhance retention.</p>","PeriodicalId":39231,"journal":{"name":"Journal of Physician Assistant Education","volume":" ","pages":"228-236"},"PeriodicalIF":0.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140862254","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}