Student Mentorship Pathways Within Physician Assistant/Associate Training Programs: A National Survey.

Q2 Health Professions Journal of Physician Assistant Education Pub Date : 2025-03-12 DOI:10.1097/JPA.0000000000000660

Victoria S Louwagie, Brittany A Strelow, Sarah M Jenkins, Jeffrey Huang, Heather Billings, David A Cook

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Abstract

Introduction: Early training and career mentorship has many notable benefits for health care professionals. Little is known about student mentorship pathways within physician assistant/associate (PA) training programs.

Methods: Using an Internet-based questionnaire, the authors surveyed 332 PA programs from May 7 to June 10, 2024. Survey items addressed informal and formal student mentoring pathways.

Results: The response rate was 96 of 322 (30%). Overall, 40 of 96 (42%) PA programs reported having formal student mentoring pathways. Taking into account for participant drop off, of programs completing the informal mentoring section of the survey, 36 of 74 (49%) had informal student mentoring pathways. A total of 8 programs reported having both student pathways. There were differences in the primary objectives for formal and informal student mentoring pathways. Both student mentoring pathways were designed to support established learning outcomes, followed by supporting formal PA program goals.

Discussion: Less than half of PA programs report having student mentorship pathways. Even fewer PA programs have student mentorship pathways with formal structure, curriculum, or outcome measures.

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导言：早期培训和职业导师制对医疗保健专业人员有许多显著的好处。但人们对医生助理/助理医师（PA）培训项目中的学生导师制途径知之甚少：作者在 2024 年 5 月 7 日至 6 月 10 日期间通过互联网问卷调查了 332 个助理医师培训项目。调查项目涉及非正式和正式的学生指导途径：结果：322 个项目中有 96 个项目（30%）做出了回复。总体而言，在 96 个专业中，有 40 个（42%）专业报告拥有正式的学生指导途径。考虑到参与者的退出，在完成调查非正式指导部分的项目中，74 个项目中有 36 个（49%）拥有非正式的学生指导途径。共有 8 个项目报告同时拥有两种学生指导途径。正式和非正式学生指导途径的主要目标有所不同。两种学生指导途径都是为了支持既定的学习成果，其次是支持正式的 PA 课程目标：讨论：只有不到一半的 PA 项目报告有学生指导途径。有正式结构、课程或成果衡量标准的学生指导途径的专业更少。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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