Journal of Physician Assistant Education最新文献

Introduction: The shift toward virtual interviews in physician assistant/associate (PA) admissions accelerated during the COVID-19 pandemic, yet little is known about applicants' modality preferences. This study aimed to determine whether personal characteristics were associated with applicants' choice of interview format and to assess whether interview type was associated with admission outcomes and first-semester academic performance.

Methods: This multicenter retrospective study included 405 interviewees to 3 private PA programs during the 2023 to 2024 admission cycle. Applicants chose either in-person or virtual interviews. Data were extracted from Centralized Application Service for Physician Assistants and institutional records and included demographics, academic metrics, and interview outcomes. Bivariable analyses and logistic regression were used to explore associations between interview type, admission status, matriculation, and grade point average (GPA).

Results: Of 405 interviewees, 270 chose in-person and 135 virtually. Those who chose virtual interviews were older, more likely to be male, lived farther from campus, had more patient care experience, and were more likely to identify as underrepresented in medicine (URiM). Among matriculants, those who interviewed virtually were more likely to report economic and environmental disadvantage. The proportion of interviewees offered admission and the proportion that matriculated were higher for those who chose in-person interviews than for those who chose to interview virtually. Interview type was not associated with first-semester GPA. Logistic regression identified URiM status and geographic distance as significant predictors of virtual interview choice.

Discussion: Offering virtual interviews may promote greater access and diversity without compromising academic outcomes. Applicants with URiM backgrounds or greater geographic/economic constraints were more likely to choose virtual formats. These findings support continued offering of virtual interviews as a strategy to reduce barriers in PA admissions.

Introduction: 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.

Methods: 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.

Results: 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.

Discussion: 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.

Abstract: The shortage of clinical training sites and preceptors has become a major barrier in the development of health workforce across North America. Innovation will be essential to ensure equitable access to preceptors and quality supervised clinical practice experiences. Success will require a collaborative framework between various stakeholders. In this paper, we discuss approaches and lessons learned in optimizing clinical education through a regional coordinating center for physician assistant/associate (PA) programs in the state of Maryland. The specific aims of our regional collaborative center were to (1) build a clinical coordinator consortium, (2) host a web-based clinical education hub, (3) offer a preceptor development academy fellowship, (4) build a state-wide clinical site and preceptor database, (5) enhance telehealth education within the PA programs and (6) provide simulation training and leverage emerging technologies such as virtual reality and artificial intelligence for clinical teaching. Despite challenges in stakeholder engagement, the collaborative has produced significant positive outcomes, including expanded clinical training capacity, reduced workload for clinical coordinators, shared resources, improved communication, and standardized approaches to preceptor incentives. This model has the potential to be replicated on a national scale. Key ingredients for success include building trust, effective leadership, financial resources, identifying champions, and ease to pool and invest resources. Preliminary observations have been used in securing additional state and federal funding to scale up the initiative and further optimize clinical education in Maryland.

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.

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.

Introduction: 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.

Methods: 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.

Results: 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.

Discussion: 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.

Abstract: According to the National Commission on Certifications of Physician Assistants, approximately 1.8% of physician assistants (PAs) work in general pediatrics. In addition, PAs work in varying pediatric subspecialties, such as cardiology, neonatology, and emergency medicine. Each of these subspecialties accounts for less than 0.1% to 0.4% of practicing PAs. Currently, 0.3% of PAs work in pediatric emergency medicine (PEM). Given the specialization of PEM, as well as other pediatric subspecialities, additional postgraduate education is essential to support PA competency and self-efficacy. Educational approaches may range from self-directed learning, case-based discussions, lectures, workshops, and other strategies. At Children's National Hospital in Washington, DC, our Advanced Practice Provider education team implemented discussion-based sessions tailored to the interests and needs of recently hired and newly certified PAs.

Abstract: Artificial intelligence (AI) is increasingly being used across a broad spectrum of careers and institutions, with its adoption in the setting of higher education expected to exponentially increase in the coming years. As its relevance and use increases, the incorporation of AI must be done responsibly and ethically, upholding the laws and regulations under which educational institutions operate to protect student privacy and nondiscrimination rights. Ensuring responsible use requires collaboration among various institutional departments and educators. By fostering such relationships and understanding ethical considerations regarding the use of AI, higher education institutions can make use of the advantages of AI while protecting students' rights.

Introduction: There are two aims to this study: does ageism exist in health care students and if so, is a clinical simulation featuring interprofessional education with standardized patients an effective mitigator?

Methods: This was a nonequivalent, mixed methods, multiple group pretest-post-test, one site design. Ninety-one subjects were included. The outcome measures included 3 ageism instruments, discharge recommendations and rationale, and debriefing assessment.

Results: Data indicate ageism is common among health care students. Nearly 80% of students tested pre-intervention were found to favor younger over older people. Pre and post results found a difference ( P < .001) indicated the effectiveness of the mitigating intervention. Before the intervention, age was the primary factor for discharge decisions. For postintervention, the rationale changed to clinical and patient variables. Discharge locations similarly changed. The debriefing analysis revealed 5 student themes: lack of awareness, mitigation need, guilt, building interprofessional connections, and the beneficial nature of the experience.

Discussion: Our results indicate a prevalence of implicit ageism in entry-level physician assistant and PT students which impacted clinical decision-making related to discharge plans. An interprofessional education with clinical simulation and standardized patients proved to be an effective bias mitigator within this group.

Abstract: Artificial intelligence (AI) is rapidly transforming various areas, including health care and education. This article explores the role of AI in physician assistant (PA) education, examining its current uses, potential benefits, and ethical considerations. Artificial intelligence, particularly through tools like ChatGPT and other large language models, offers significant promise in PA education. These models can understand, summarize, translate, predict, and generate text, providing clear and simple responses to complex questions. The potential for AI to enhance PA education is immeasurable, ranging from administrative assistance to clinical decision support and personalized learning experiences.