Journal of Physician Assistant Education最新文献

Abstract: Art therapy has the potential to enrich physician assistant/associate education by integrating knowledge of social-emotional needs into existing curricula. Using the window of tolerance as a framework, a workshop series was presented in which art therapists explored stressors and coping strategies for medical professionals to reduce burnout and enhance social emotional awareness in patient care. The hypotheses studied focused on more in-depth education and practiced awareness of provider social-emotional needs through art therapy, with anticipated outcomes including identification of healthy coping mechanisms, decreased stress, and increased awareness of patient mental health needs. While quantitative results were affected by external variables, qualitative data showcased positive impacts on social-emotional awareness and coping, emphasizing the need for continued integration of experiential opportunities provided by trained mental health professionals for provider self-care to foster resilience and patient attunement in medical education.

Introduction: The researchers aimed to examine the characteristics and current state of physician assistant/associate (PA) doctoral programs in the United States through the first comprehensive national survey of such programs.

Methods: The survey instrument was developed among PA doctoral education consortium members and was piloted with 4 doctoral program directors. Following institutional review board approval, program directors from all identified PA doctoral programs were invited to participate. The survey collected data on program characteristics, organizational structure, curriculum, faculty and student demographics, and attitudes toward potential specialized accreditation.

Results: Eighty-four percent (n = 21) of PA doctoral programs responded. Most programs offered a Doctor of Medical Science degree title (90.5%). Key program goals included developing PA leaders (100%), elevating PA educator faculty skills (71.4%), and enhancing clinical acumen (42.9%). The implementation of these goals varied significantly. Program characteristics demonstrated considerable diversity, including length, structure, concentrations, tuition, and student demographics. The majority of programs (61.9%) expressed reluctance toward participation in national accreditation.

Discussion: This study reveals a rapidly growing field characterized by diverse program structures but emerging consistency in degree nomenclature. The findings highlight critical decisions facing PA doctoral education regarding standardization and quality assurance, while demonstrating strong institutional interest in advanced PA education. These results provide a foundation for future research and development in PA doctoral education.

Introduction: Nutrition is essential in patient management. Physician assistant (PA) and PA students have reported low confidence in providing nutrition education. This study was designed to compare a novel flipped curriculum.

Methods: This was a quasi-experimental cohort comparison of examination question performance between 2 student cohorts taught in a nutrition flipped curriculum (graduation years 2023, 2024) and one cohort (graduation year 2022) taught with traditional lecture within the didactic phase of a single Mid-Atlantic PA program. Exam scores between cohorts were compared using analysis of variance (ANOVA), and potential confounding student variables were assessed with multiple regression.

Results: Examination performance was similar between traditional and flipped cohorts (traditional: 2022 = 82.25 ± 7.13; flipped: 2023 = 83.33 ± 9.26; 2024 = 83.15 ± 8.76; P = .63). The only significant covariate to predict nutrition exam question scores was PA school grade point average (β = 10.56, P <.001).

Discussion: Scores on nutrition examination questions were similar between flipped and traditional teaching methods, and the only predictive student factor was PA school grade point average. Future studies should explore a flipped classroom approach in developing students' nutrition assessment skills, such as taking a nutrition history and evaluating the appropriateness of a patient's diet. Future evaluations can also explore the student learning experience in a flipped classroom.

Introduction: The number of negative life events experienced during medical training correlates with student burnout, suggesting both curricular and extracurricular factors affect student well-being. This study explores physician assistant (PA) student definitions and experiences with burnout and well-being, burnout prevention strategies, and suggested resources.

Methods: This qualitative, phenomenological study used structured, focus group interviews of a total of 7 first-year PA students at 2 time points. Thematic analysis used a literature-derived codebook and emergent codes were identified empirically. Codes that were found across interview groups with a frequency of ≥3 unique responses were considered significant.

Results: Prior conceptual models of burnout provided analytical domains and categories for burnout and well-being: outcome, negative source, positive effect, definitions, experiences, contributions, and prevention strategies. Nineteen significant codes (13 a priori and 6 emergent codes) were identified empirically. Participants described prior definitions of burnout, factors contributing to burnout, and prevention strategies. Emergent codes specifically described the impact of burnout outside the classroom. Experiences of well-being focused on balance and holistic support including the importance of diverse resources and faculty/staff support.

Discussion: A comparison of participant responses with prior literature suggests PA students experience an alternative understanding of burnout and well-being. Looking through the lens of different conceptual models, tensions in professional identity formation may contribute to student burnout. Incorporating and revisiting curricular activities to promote self-assessment and self-reflection can aid well-being, emphasize faculty/staff support, and allow for individual modifications throughout the professional journey.

Introduction: Many college students in the United States use disability accommodations, and their use has been shown to increase retention and college success. However, even with disability accommodations, these students have lower Grade Point Averages (GPAs) than their nonaccommodated peers and score lower on standardized tests. What has not been reported is the use of disability accommodations by physician assistant (PA) students, their GPAs, and Physician Assistant National Certifying Examination (PANCE) performance compared with their nonaccommodated peers.

Methods: Data were collected from five cohorts of PA students from four institutions for the years 2019 to 2023 (N = 1128). Deidentified data included GPA at the time of graduation, first-time PANCE score, and whether an academic accommodation was used during PA education (yes/no). Descriptive statistics, Pearson correlation, and hierarchical regression models were analyzed with statistical significance set at P < .05.

Results: Physician assistant students with disability accommodations had statistically significant lower GPAs at time of graduation and had lower first-time PANCE scores than those without. Physician Assistant National Certifying Examination failure rates among those with accommodations was 25.58% (22/86) and among those without accommodations was 6.37% (66/1036).

Discussion: These results echo national data from undergraduate students, and medical students, namely that PA students with disability accommodations have lower GPAs and lower scores on the PANCE compared with their nonaccommodated peers. Recognizing this trend is an essential step in identifying areas for improvement as the academic community strives to support the success of diverse students, while ensuring excellent training and preparation for the workforce.

Introduction: Diversity within the health professions workforce can improve patient satisfaction and enhance team productivity. As the physician assistant (PA) profession grows, PA educational programs have struggled to achieve greater diversity. Recent literature identified top performing PA programs in achieving diverse student cohorts. This study examined the associations between PA program characteristics and successful recruitment and graduation of students from underrepresented minority (URM) groups.

Methods: Program characteristics from the 2019 PA Education Association Program Survey and Faculty Survey were obtained (n = 141 programs). Programs were categorized as exemplary or nonexemplary in recruiting and graduating diverse student cohorts according to prior literature. Univariate and multivariate logit regression specifications identified program characteristics associated with exemplary status.

Results: Programs of longer duration and those with a greater percentage of URM faculty were more likely to be exemplary (2.2 and 2.5 percentage point increase in likelihood, respectively). Positive but not statistically significant associations were also observed between exemplary status and programs that did not require an admissions test and those with greater percentages of the faculty who identified as Asian, Hispanic, or underrepresented in medicine.

Discussion: Having faculty from URM backgrounds may influence PA programs' success in improving student cohort diversity. Other program characteristics, including absence of admissions testing requirements, may also shape student diversity. These findings can inform PA and other health professions programs as they develop approaches to increase racial and ethnic diversity among their students.

Abstract: The rapid evolution of technology offers the health industry advancement of organizational operations that directly impact clinical practice. Physician assistant (PA) educational settings have an added responsibility to set a foundation for students where they can develop comprehensive digital skills necessary for professional growth in the workforce. The challenges for PA educators of behavioral medicine fundamentals include personalizing pedagogy to all learners to equip students with the soft skills they will need in clinical practice. It is far too often that patients are unwilling to communicate their concerns or collaborate in their care plans when rapport is not well established between health care providers and their patients. Artificial intelligence applications broaden the opportunities for PA educators to create learning environments that are conducive for students with various learning styles. Physician assistant leaders in education and clinical practice have the opportunity to influence the inclusiveness of digital tools in their clinical settings and communities to better meet the needs of their patients and enhance patient outcomes. The skills developed as a result of digital integration among PA education prepares learners for all medical disciplines where adaptability is valued. Digital leadership begins in PA education and enhances the clinical practice of PAs.

Abstract: This paper focuses on the impact of artificial intelligence (AI) in physician assistant/associate (PA) education based upon results from a national survey of PA faculty conducted by the PA Education Association in early 2024. This is the first survey of its kind to assess PA faculty perspectives on the topic. It adds to the growing body of knowledge related to AI across all contemporary business, social, and educational activities. A survey containing Likert ranking questions and open-ended comments was sent to all faculty listed in the PA Education Association database (n = 4338). A response rate of 14.8% was established after removing incomplete survey responses from the data set. The knowledge, attitudes, and confidence among faculty were analyzed, along with open-ended comments that explored concerns and current utilization of digital technology among participating respondents. While knowledge of AI technology was measured as average to good by 60.9% of faculty, confidence in using it was low. Group differences in self-reported knowledge of AI was only significant by participants' primary role in in their institution (χ 2 (10) = 53.6, P ≤ 0.001). Participation in formal or informal continuing education programs focused on AI appears to increase confidence levels among participants, although only 35% of respondents indicated participating in these activities. Most respondents (64.9%) expressed a positive view of AI technology in PA education, but did express concerns, particularly on student's development of critical thinking skills and academic integrity. The paper concludes by recommending training and support for faculty to harness AI's potential and enhance PA education, ensuring that AI complements rather than replaces the critical human elements in teaching and learning.

Introduction: Individuals with higher social and economic needs are less likely to complete higher education, including medical and graduate nursing training. The purpose of this study was to explore the relationship between social determinants of health (SDOH) and perceptions of flourishing among medical (MD), physician assistant/associate (PA), and nurse practitioner (NP) students.

Methods: This study consisted of a single online survey using a cross-sectional design. Current MD, PA, and NP students from 2 academic medical centers in the United States were recruited between August 6 and October 9, 2023. Survey questions included demographics and multiple validated instruments including the Secure Flourish Index (SFI; flourishing) and WellRx (SDOH). Students were categorized into 3 groups based on SDOH needs determined by the WellRx score. Descriptive statistics, chi-square, and ANOVA testing were performed (alpha = 0.05).

Results: A total of 301 of 1820 (16.5%) eligible students participated. Students had an average of at least 1 unmet SDOH need (M 1.1, standard deviation [SD] 1.2). Over 35% of students (n = 111/301, 36.9%) needed to work, 14.0% (n = 42/301) reported difficulty paying for utilities, and 9.3% (n = 28/301) reported food insecurity. Some students (15.3%, n = 45/294) had seriously considered leaving training in the prior 6 months, citing personal mental health (66.7%, n = 30/45) and financial stress (55.6%, n = 25/45) as contributing factors. Total SFI scores were almost 16 points higher among low SDOH risk group students (M 88.2, SD 14.0) than high-risk group students (M 72.7, SD 13.5; P < .001).

Discussion: Students' social and economic needs are intertwined with their ability to flourish and their considerations for leaving training.

Introduction: The use of educational technology has changed the landscape of higher education. Lecture capture, a method of recording in-person lectures for viewing outside of class, has been used extensively in health professions education. However, little is known about how lecture capture is used in physician assistant/associate (PA) education or to what degree, if any, does offering recorded lectures affect attendance policies.

Methods: A link to a four-question online survey was emailed to all PA program directors listed on the PA Education Association online member directory, and the survey response rate was 41%.

Results: There is an even distribution of programs that provide recorded lectures (49.6%) vs. those that do not (50.4%). The most common rationale for providing recordings was to offer an additional resource, while the highest ranked reason for not offering recordings was the concern for passive learning. Most PA programs (93.4%) require attendance for in-person didactic lectures. The primary reason for doing so is out of concern for academic performance. Of those programs that provide recorded lectures, 90.2% require attendance (55/61). Of those programs that do not provide recordings, 96.8% also mandate didactic lecture attendance (61/63).

Discussion: These results suggest (1) only half of the PA programs offer recorded in-person didactic lectures, (2) most PA programs require attendance at in-person didactic lectures, and (3) providing students with lecture recordings does not increase the likelihood of mandatory attendance.