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The Journal of Physician Assistant Education
Number of Followers: 7  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1941-9430 - ISSN (Online) 1941-9449
Published by LWW Wolters Kluwer Homepage  [297 journals]
  • Considering Competencies

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      Authors: Hanifin; Christopher
      Abstract: No abstract available
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • The Commoditization of Clinical Rotations

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      Authors: Fankhanel; Courtney; Brissette, David; Garino, Alexandria
      Abstract: No abstract available
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Initial Impact of the COVID-19 Pandemic on Physician Assistant Education

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      Authors: Valentin; Virginia; Najmabadi, Shahpar; Warner, Mary; White, Ryan; Dehn, Richard
      Abstract: imagePurpose: The COVID-19 pandemic significantly impacted United States (US) health professions educational programs. Physician assistant (PA) programs were forced to respond to rapidly changing circumstances early in the pandemic. This study describes the impact that the early phase of the COVID-19 pandemic had on PA programs in the United States.Methods: This cross-sectional study is based on data from the COVID-19 Rapid Response Report 1, conducted by the Physician Assistant Education Association in April 2020. The survey sample included 254 US PA program directors with a response rate of 64.2%. Our outcome measures included temporary changes to PA program operations and clinical training, and current and upcoming budget and tuition changes, as well as the impact of the pandemic on faculty and staff employment. We used descriptive statistics to summarize these outcomes, stratified by 4 categories characterizing features of PA programs, including geographical location, academic housing, funding model, and academic health center status.Results: The COVID-19 pandemic impact on programs varied geographically. A majority of programs reported making numerous temporary changes to their operations. Most programs moved both didactic and clinical education to an online format. Clinical training was temporarily suspended at almost all programs.Conclusions: PA programs continued training despite the pandemic. The long-term impact of the pandemic may be the instability of the PA education workforce.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Publish or Perish: A Cross-Sectional, Bibliometric Analysis of Physician
           Assistant Faculty Publications

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      Authors: Garino; Alexandria; Wang, Lei; Min, Elana A.
      Abstract: imagePurpose: Little is known about physician assistant (PA) educators' publishing practices and the collective impact of their published works. The goal of this study was to describe the scholarly output of the PA professoriate in a way that is useful to both promotion committees and individual educators who are planning careers.Methods: A cross-sectional study was performed to demonstrate publishing patterns. The name of each PA-credentialed educator in academic health centers was searched in Scopus. Citations of peer-reviewed articles published through 2019 were retrieved and de-duplicated. The number of publications, h-indices, journal names, and keywords were collected between May 2019 and January 2020. Differences among academic ranks were explored, and keywords were analyzed. Frequently used journals were determined and their impact factors retrieved.Results: A total of 364 faculty met inclusion criteria. Between 1972 and 2019, 895 peer-reviewed articles were published; 603 were published in the last 10 years. Approximately half the study cohort (n = 172) published at least one peer-reviewed article that met inclusion criteria (range 1-89; median = 2). Overall, productivity remained steady over the last 10 years (range 0-59; median = 2). Faculty at the professor and associate level had a median h-index of 2.00 and assistants had a median h-index of 1.00. PhD-prepared faculty published more articles and had higher h-indices than faculty with other types of degrees.Conclusions: The results provide benchmarking data that can be used for promotion and professional development. More faculty must publish and increase the citation rate of their publications if we are to improve the reputation of the PA educator literature.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Do Physician Assistant Training Programs Adequately Prepare PAs to Address
           Nutritional Issues in Clinical Practice'

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      Authors: Wolf; Corri; Mandel, Ellen; Peniuta, Morgan; Lazure, Patrice; Smith, Noël E.; Peterson, Eric D.; Péloquin, Sophie
      Abstract: imagePurpose The purpose of this study was to determine physician assistants' (PAs') current level of confidence to engage in nutrition-related tasks and their satisfaction with the nutrition education they received in PA school.Methods To achieve this goal, a mixed-methods approach that consisted of 3 data collection phases (qualitative online discussions, quantitative survey, and qualitative interviews) was used to explore and measure PAs' perceptions of the education they received in PA school and through other sources and how confident they felt addressing nutrition-related issues in clinical practice.Results While 80% of PAs endorse the idea that PAs should be more involved in providing nutritional care to patients, the majority reported basic or no knowledge of the nutritional implications of chronic conditions (69%), inflammatory bowel disease (69%), nutritional needs over the lifespan (67%), and food allergies and intolerances (64%). Barriers to patient care included knowledge-related challenges when selecting lab tests based on patient profile (46%) and identifying needs based on various gastrointestinal diseases (67%) and when using diagnostic data to identify deficiencies (74%). Overall, 59% of PAs reported being slightly or very dissatisfied with the nutrition-related content in the curricula used to formally train PAs.Conclusions The primary goal of every PA program is to prepare its graduates to be competent to enter clinical practice. Regarding nutrition, these data indicate that programs are failing to do so. PAs lack the confidence and ability to provide optimal nutritional care, which is staggering considering that nutrition is the first line of treatment in the prevention and management of numerous chronic diseases.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Association of Preadmission Factors With Physician Assistant Student
           Diversity

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      Authors: Luck; Morgan
      Abstract: imagePurpose A new physician assistant (PA) program accreditation standard requires institutional support for PA student diversity. Therefore, preadmission factors associated with diversity should be identified to inform decision-making. The purpose of this study was to explore associations between preadmission factors of interest and percentages of underrepresented minority (URM) students in PA programs.Methods Physician Assistant Education Association (PAEA) survey responses from 169 PA programs were analyzed by using simultaneous multiple regression. The variables included the standardized testing requirement of the Graduate Record Examinations (GRE), undergraduate preprofessional phase, public or private institution, writing sample requirement, mission statement inclusive of care for underserved populations, and local racial or ethnic demographics.Results GRE score requirements were found to be negatively associated with percentages of African American and total non-White, non-Asian students (p < .05). Local URM racial and ethnic population demographics were shown to be positively associated with African American, Hispanic, and total non-White, non-Asian students (p < .05). Undergraduate preprofessional phase, type of institution, writing sample requirement, and mission statement supportive of underserved populations did not show significant associations with URM diversity.Conclusions Faculty and administration members who are involved in decision-making in PA admissions processes should consider the potentially negative impact of a GRE requirement as it relates to the percentages of African American and total non-White, non-Asian matriculants. Educational institutions might also consider exploring new PA program development in geographic areas with supportive local demographics as an approach to achieving more student diversity.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Wellness in Physician Assistant Education: Exploring Mindfulness,
           Well-Being, and Stress

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      Authors: Hoover; Eve B.; Butaney, Bhupin; LeLacheur, Susan; Straker, Howard; Bernard, Kari; Coplan, Bettie; Carr, Candra; Blesse-Hampton, Laura; Naidu, Amee
      Abstract: imagePurpose The current study examined stress reduction activities most commonly used by matriculating physician assistant (PA) students to better understand how students are approaching self-care and management of stress. In particular, the study examined levels of mindfulness and well-being to understand how these relate to various stress reduction approaches at the time of matriculation.Methods Newly matriculated students at 9 PA programs located across the nation were surveyed (n = 294). Validated survey instruments assessed levels of mindfulness and general well-being. Stress reduction activities were also assessed. Univariate and multivariate analyses were used to examine levels of mindfulness and levels of well-being to see how these relate to various stress reduction approaches.Results The survey response rate was 72%. Nearly one-third of respondents (32%) identified meditation as one of their stress reduction activities, and more than half (53%) reported having participated in mindfulness practice at least once in the past year. Sixty-four percent of students reported awareness of mindfulness practices, while only 16% reported frequent practice within the year prior to matriculation. When looking at variables of interest, decentering and psychological flexibility were significant in accounting for student-reported perceived stress and life satisfaction.Conclusion PA students are likely receptive to mindfulness-based interventions that have the potential to improve well-being and reduce stress. There is opportunity for programs to incorporate reliable and structured training within curricula that effectively increases levels of mindfulness and, in doing so, can lead to improvement in perceived stress and life satisfaction. Further research may assist educators in the development of strategies to promote student and clinician wellness.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Evaluation of Interprofessional Education on Effective Communication
           Between Pharmacy and Physician Assistant Students

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      Authors: Volino; Lucio R.; Brust-Sisti, Lindsay A.; Patel, Sarah; Yeh, Dipali; Liu, Mei T.; Cogan-Drew, Thea; Parrott, J. Scott
      Abstract: imagePurpose The purpose of this study was to assess the effect of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) on student self-perceived competencies and perceptions of interprofessional (IP) communication and teamwork in a clinical case review activity. TeamSTEPPS is an evidence-based curriculum that is used to enhance and support IP healthcare communication.Methods A repeated-measures, pretest/posttest study evaluated physician assistant students' and student pharmacists' perceptions of TeamSTEPPS. Students completed Performance Assessment for Communication and Teamwork (PACT) surveys, evaluating teamwork, knowledge, attitudes, and skills perceptions before and after a TeamSTEPPS lecture and associated activity with peer feedback.Results Overall, 87.4% (n = 429) completed pre- and post-PACT surveys. Apart from the Mutual Support domain (p = .898), all changes were significantly positive (p < .004), with the greatest improvements occurring in the Attitudes and Perceived Skills domains.Conclusion TeamSTEPPS IP education, application, and peer feedback improved students' perceptions of multiple domains, including effective communication. Using TeamSTEPPS tools in IP formats enabled the students to safely practice and collaborate in preparation for clinical practice.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Understanding Early Admission Processes: Implications for Physician
           Assistant Workforce Diversity and Healthcare Equity

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      Authors: Ackerman-Barger; Kupiri; London, Maya; Yi, Amanda; Wilson, Machelle; Fine, Jeffrey; Kayingo, Gerald
      Abstract: imagePurpose: Increasing diversity in the physician assistant (PA) workforce has been identified as a key priority by national PA organizations and PA programs alike. This study aimed to understand why certain applicants did not progress in PA program admissions by exploring common reasons for nonprogression and identifying any demographic trends.Methods: We conducted a retrospective review of applicants over the last 5 consecutive admission cycles at the University of California Davis Physician Assistant program.Results: The most common reasons for denial, starting with the most prevalent, were low application score, bachelor's GPA
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Addressing the Opioid Crisis: Medication-Assisted Therapy Waiver Training
           for Students

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      Authors: Ma; Sae Byul; Feldman, Corinne T.; D'Aquila, Mitzi; Lowe, Enya; Lie, Désirée
      Abstract: imagePurpose Physician assistant (PA) graduates should be prepared to care for patients with substance use disorders. Medication-assisted therapy (MAT) allows PA graduates to provide that care by becoming licensed to prescribe buprenorphine. However, it is unclear how feasible and effective it is to implement online MAT waiver training during PA school. This study examined student knowledge and attitudes after training to assess its impact and perceived value.Methods We conducted a 15-question survey after one class of students completed training during clinical rotations. Students self-reported pre/post change in awareness, knowledge, interest, comfort and confidence, perceived usefulness to practice, and assessed quality using 5-point Likert scale (higher scores = more positive) and narrative responses. Data analysis was performed using the Wilcoxon signed rank test and descriptive statistics. Free text comments were analyzed for themes using constant comparison.Results Fifty-five (100%) students completed training within 6 weeks. The survey response rate was 49/55 (89%). Pre-to-post score changes were significant (p < .05) from +0.39 to +1.35 with the greatest changes seen in knowledge (+1.35), comfort (+1.14), awareness (+1.06), and confidence (+1.08); the lowest change was in interest (score change +0.39). Students reported being satisfied with content organization and quality (mean 3.82) and recommended training to colleagues (3.98); 82% reported they would have preferred 3 months to complete training; 46% would have preferred training prior to the start of clinical rotations. Major themes indicated a desire for better preparation and flexibility of platform, with ambivalence about relevance to practice.Conclusion Online MAT waiver training is feasible and effective. However, students may not be convinced of its relevance to future practice. Faculty should offer adequate preparation and optimize integration into existing curricula.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Dual Process Clinical Reasoning Assessment: Quantifying the Qualitative

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      Authors: Sisson; Caroline B.; Waynick, Joshua; Gillette, Chris
      Abstract: imagePurpose The objectives of this study were to: (1) describe a standardized clinical reasoning (CR) assessment process for preclinical physician assistant (PA) students; (2) describe student grades on a checklist by comparing clinical faculty members' judgment on a global rating scale (GRS) with judgments made by a faculty panel; and (3) evaluate interrater reliability between individual faculty members' grading and faculty panel grading.Methods Three clinical faculty members created a checklist to assess preclinical PA students' CR on a standardized patient assessment. Individual faculty graders and a panel of faculty graders evaluated student performance. Interrater reliability between individual faculty members and the faculty panel was assessed with Cohen's kappa.Results The study participants included 88 PA students (n = 88) and 12 faculty evaluators (n = 12). The faculty panel changed 11 grades (12.5%) from individual faculty members. Cohen's kappa indicated substantial agreement (k = 0.698, [95% CI: 0.54-0.85]) between the individual faculty members' grades and the faculty panel's grades.Conclusions The process of conducting a comparison of a checklist, the GRS, and a panel review improves the standardization of assessment and reduces grade inflation.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Student Ultrasound Interest Group: A Novel Method of Introducing
           Ultrasound to Physician Assistant Students

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      Authors: Lolar; Sara
      Abstract: imagePurpose: This study describes a student ultrasound interest group (SUIG) in a resource-limited physician assistant (PA) program. The benefits of PA student attitudes and knowledge of ultrasound (US) are described.Methods: Participation in the SUIG was voluntary. Didactics included free online access medical education (FOAMed) materials. Initial scanning sessions focused on the Focused Assessment with Sonography in Trauma (FAST) exam and were led by a faculty champion with limited US experience. A survey on attitudes and a basic US knowledge test were administered before and after the first session and again 2 months later.Results: Thirty-seven students (76% female, mean age 26.4) participated in the initial FAST scanning sessions. All participants agreed that the SUIG session was useful. There was a slight increase in confidence after SUIG sessions (1.27 vs 2.92 on a 5-point scale), and 94% reported increased motivation to seek out ultrasound opportunities on clinical rotations. The average score on the knowledge test increased from 37% to 90% after the scanning sessions; the average score waned over time to 80% after 2 months.Conclusion: SUIGs are a valuable way to introduce US to PA students using limited resources. Even minimal exposure can increase PA student confidence and knowledge.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • COVID-19 and Physician Assistant Faculty Burnout: A Year into the Pandemic

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      Authors: Garvick; Sarah; Peacock, Brian; Gillette, Chris
      Abstract: imagePurpose: The psychological effects of COVID-19 have been extensive and have affected health care workers and educators alike. The aims of this study were to evaluate how the COVID-19 pandemic has impacted PA faculty and their attitudes toward work.Methods: Two quantitative, pre/post surveys were offered to 21 PA faculty at one institution prior to and then one year into the COVID-19 pandemic. PA faculty perceptions of workplace culture and burnout were included in the online surveys.Results: Data were collected on 17 PA faculty (81% response rate). There was a statistically nonsignificant decrease in faculty disengagement (2.1 v 2.1, p = 0.87) and a statistically significant increase in faculty exhaustion (2.2 v 2.5, p = 0.005). There were statistically significant increases in communication, value, job satisfaction, and wellbeing workplace items.Conclusion: As many workplace protocols remain changed as a result of COVID-19, institutions should monitor and adjust processes to reduce the risk of burnout for faculty.
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Using Evidence-Based Education to Guide Better Practice

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      Authors: Lynch; Shaun
      Abstract: No abstract available
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Clinical Medicine for Physician Assistants

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      Authors: Cawley; James F.; Burwell, Nicole B.; Asprey, David
      Abstract: imageNo abstract available
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Understanding How We Learn: A Visual Guide

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      Authors: Sivahop; Jacqueline
      Abstract: imageNo abstract available
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Fostering Awareness of Implicit Bias Using an Adapted Visual Thinking
           Strategy and Reflection

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      Authors: Collier; N. Beth; Taylor, Leslie
      Abstract: imageNo abstract available
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Symposium on Program Accreditation in Physician Assistant Education:
           Lessons Learned

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      Authors: Kulo; Violet; Kayingo, Gerald; Ermer, Elsa; Hagar, Erin; Gordes, Karen L.; Fleming, Shani; Jun, Hyun-Jin; Cawley, James F.
      Abstract: imageNo abstract available
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • The Predictive Strength of the End of Curriculum Exam: Erratum

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      Abstract: No abstract available
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
  • Virtual OSCEs for the Pandemic and Beyond

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      Authors: Kanofsky; Sharona; Tzakas, Peter
      Abstract: imageNo abstract available
      PubDate: Wed, 01 Jun 2022 00:00:00 GMT-
       
 
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