Journal of Physician Assistant Education

Introduction 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. Methods 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. Results 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. Discussion 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.

Stacy Dawkins

Shannon Cooper

James Wilcox

Eryn Morrow

Hayley Mayall

Rebecca Rebman

The Journal of Physician Assistant Education

Using Four-Component Instructional Design to Create an Interactive Point-of-Care Ultrasound Curriculum for Physician Associate Students

使用四成分教学设计创建针对医师助理学生的互动式床旁超声课程

Introduction Point-of-care ultrasound (POCUS) inclusion in physician assistant (PA) program curricula is increasing. Research has shown that preceptors' readiness to teach POCUS on rotations is limited. The purpose of this research is to describe PA students' self-reported opportunity to practice POCUS on rotations, to quantify the number of POCUS examinations completed on rotations, and to analyze data to provide insights into which rotations might be most amendable to POCUS training for PA students. Methods Students were surveyed about their preceptors' willingness to allow the practice of POCUS on rotations. Students were required to complete POCUS examinations during rotations. The number of examinations performed was extracted from the Butterfly Network software and paired with the students' rotation information. Descriptive statistics were completed. Results A survey response rate of 71.4% was noted. The student reported opportunities to practice POCUS were the highest on Family Medicine, Cardiology, Hospital Internal Medicine (HIM), and Emergency Medicine (EM). Students completed 778 POCUS examinations on rotations. A higher objective number of examinations were completed on EM and HIM rotations. Discussion EM and HIM rotations afforded the most opportunity to convert the reported opportunity to practice POCUS to the objective act of obtaining POCUS images. Most rotations had proportionally similar number of POCUS examinations completed per organ system, however, Cardiology had a disproportionately higher number of cardiac examinations. This rotation and application-specific understanding of PA students' ability to obtain POCUS examinations on rotations should be used by PA programs while developing POCUS curriculum.

Michael Breunig

Ryan Kingsley

Shar Yanambaka

Thomas Kingsley

Point-of-Care Ultrasound on Clinical Rotations: Reported Opportunity and Objective Number of Examinations

临床轮转中的床旁超声：报告的机会与客观检查次数

Abstract Physician assistant (PA) educators are tasked with the challenging privilege of ensuring future PAs are knowledgeable and competent to practice medicine. Most enter academia without formal education in providing education. They learn as they go—a treacherous and steep learning curve. This study provides PA educators literature and skills to bolster the strength and validity of multiple-choice examination items to measure learner progress and identify knowledge gaps. Skills can be improved at the level of the individual educator and program or institution. Approaching item writing and item revision in a stepwise, evidence-based manner can improve the quality of the items, strengthening multiple-choice examinations. This process can yield improved assessments of students' medical knowledge and competence. This study aims to provide the PA educator with techniques to improve their item-writing skills.

Abigail Buterbaugh

Strengthening the Multiple-Choice Assessment: Improving Item-Writing Skills of Physician Assistant Educators

加强多项选择题评估：提升医师助理教育者的题目编写技能

Introduction The role of accreditation standards in fostering diversity and inclusion in academic programs remains poorly understood. Accreditation is one approach to increasing diversity through Standard A1.11. This study investigates the impact of the Accreditation Review Commission-Physician Assistant (ARC-PA) standards on diversity and inclusion in physician assistant (PA) programs and explores challenges faced by programs in achieving compliance. Methods This qualitative exploratory study first reviewed diversity standards in accreditation documents among selected health professions; second, data on the frequency of citations from ARC-PA related to diversity were gathered and analyzed; finally, opinions from 23 PA faculty and leaders were solicited through semistructured interviews. Two research team members analyzed the data to identify themes. Results Most institutions sponsoring PA programs had preexisting diversity policies before the inception of standard A1.11 of the ARC-PA. Between June 2020 and March 2023, seven programs received 16 citations related to Standard A1.11. Interviews with faculty revealed 4 major themes: (1) the importance of institutional support, (2) early pipeline development of applicants, (3) prioritizing faculty and/or student diversity as key program goals, and (4) local context, with institutional support and pipeline development being most prominent. Discussion The inclusion of Standard A1.11 in the ARC-PA Standards signifies the growing recognition of diversity, equity, and inclusion (DEI) in PA education. Institutions can advance DEI in the PA profession by leveraging accreditation-related activities through leadership, partnerships, and accountability measures consistent with the institution's mission and applicable laws. Institutional support emerged as an important factor in compliance with diversity-related accreditation standards.

Shani Fleming

Violet Kulo

Andrew Stakem

Karen L. Gordes

Hyun-Jin Jun

Emilie Ludeman

James F. Cawley

Gerald Kayingo

Compliance With Accreditation Standards on Diversity: Is Institutional Support the Missing Link?

遵守认证标准中的多样性：机构支持是否是缺失的一环？

Abstract Competency-based medical education has become a means in physician assistant (PA) education to ensure learner readiness for practice; align educational expectations; and assess knowledge, skills, and attitudes. Competency-based education may also serve to meet accreditation requirements. Creating program-defined competencies and associated milestones can help a PA program align with their mission and vision, developmentally guide learners through the curriculum, and ensure program assessments measure the tasks required of practice-ready graduates. This review provides an overview of a single program's process for developing program-defined competencies and associated milestones. Beginning with a literature search, the program was able to develop a working list of competencies that was then further refined into competencies with building block milestones that support the development of competency in various domains. Involving faculty in defining a program's competencies is an Accreditation Review Commission on Education for the Physician Assistant requirement that can be done from the ground up or by using previously published competencies that are refined and tailored for the program. The process of creating the competencies provides significant insight into a program's curriculum, goals and expectations for students, and assessment methods.

Tanya Fernandez

Kelsey Dougherty

Jacqueline Sivahop

Developing Competencies and Milestones: Putting the Pieces Together for Student Success

发展能力与里程碑：为学生成功拼凑要素

This study examines training, experience, and collaborative practices of physician assistants (PAs) with employment experience and their perspectives on practice act legislation.

Betty Hulse

William E. Schweinle

Katie Kassin

Nancy D. Trimble

Physician Assistant Training, Collaboration, and Practice Act Legislation: Perspectives From Practicing Physician Assistants

医师助理培训、协作与执业法立法：执业医师助理的视角

ISSN	1941-9430, 1941-9449
h-index	17

涉及主题	医学心理学医学教育政治学法学经济经济增长社会学数学家庭医学计算机科学教育学哲学生物
出版信息	出版商: Lippincott Williams and Wilkins Ltd.，出版周期: ，期刊类型: journal，开源期刊: 否
基本数据	创刊年份: 2009，原创研究文献占比: 0.00%，自引率:N.A.， Gold OA占比: 0.00%

Journal of Physician Assistant Education

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Using Four-Component Instructional Design to Create an Interactive Point-of-Care Ultrasound Curriculum for Physician Associate Students

Point-of-Care Ultrasound on Clinical Rotations: Reported Opportunity and Objective Number of Examinations

Strengthening the Multiple-Choice Assessment: Improving Item-Writing Skills of Physician Assistant Educators

Compliance With Accreditation Standards on Diversity: Is Institutional Support the Missing Link?

Developing Competencies and Milestones: Putting the Pieces Together for Student Success

Point-of-Care Ultrasound on Clinical Rotations: Reported Opportunity and Objective Number of Examinations

Using Four-Component Instructional Design to Create an Interactive Point-of-Care Ultrasound Curriculum for Physician Associate Students

Strengthening the Multiple-Choice Assessment: Improving Item-Writing Skills of Physician Assistant Educators

Physician Assistant Training, Collaboration, and Practice Act Legislation: Perspectives From Practicing Physician Assistants

Developing Competencies and Milestones: Putting the Pieces Together for Student Success