Clinical Physician Assistant Students' Perceptions of Evidence-Based Medicine Resources: A Cross-Sectional Examination.

Evidence-based medicine (EBM) instruction is required for physician assistant (PA) students. As a follow-up to an initial didactic year survey, this study seeks to understand which attributes of EBM resources clinical PA students find most and least useful, their self-efficacy utilizing medical literature, and their usage of EBM tools in the clinic. Results indicate that students preferred UpToDate and PubMed. PA students valued ease of use, which can inform instructors and librarians. Respondents utilized EBM tools daily or a few days a week, underscoring the importance of EBM tools in real-world scenarios. After their clinical year, students felt moderately confident utilizing the medical literature, emphasizing EBM training.

Didactic Physician Assistant Students' Perceptions of Evidence-Based Medicine Resources: A Preliminary Investigation.

Evidence-Based Medicine (EBM) instruction is required for physician Assistant (PA) students. This pilot study surveyed didactic PA students at three geographically diverse PA programs at the end of their didactic EBM course to understand which attributes of EBM resources they find most and least useful, and their self-efficacy in searching and appraising medical literature. Thematic analysis identified the most important student-reported attributes of a resource. PA students in this sample preferred UpToDate and PubMed as their top EBM tools based on attribute ratings. However, each database included in this pilot study received positive feedback, despite a low usage rate across institutions. The most important attributes were ease of use/search, information presentation, and conclusion/critical appraisal skill. After one EBM course, on average, students rated their self-efficacy searching the literature and appraising the literature as "moderately confident." This suggests that instructors and librarians have an opportunity to expose students to more tools as well as encourage "the right tool for the right job."

Caring for patients with melanoma in the primary care setting.

The incidence of melanoma is steadily rising and mortality continues to increase. This article describes types of melanoma and the role of primary care providers in the long-term management and follow-up of patients diagnosed with melanoma.

The Influence of Patient Care, Shadowing, and Volunteer Experience on Diverse Applicant Matriculation Into Physician Assistant/Associate Programs.

PURPOSE: To better understand factors contributing to low matriculation rates for health professions students from backgrounds underrepresented in medicine (URiM), this study examined the influence of healthcare-releated preadmission experiences on physician assistant/associate (PA) program matriculation. METHODS: We analyzed data from the Centralized Application Service for PAs 2018 to 2019 admissions cycle to compare characteristics of non-URiM and URiM PA program applicants and matriculants. The primary focus was on preadmission healthcare-releated experiences. To control for the strong influence of grade point average (GPA) on the likelihood of matriculation, we divided applicants into 2 groups: those with GPA < 3.6 (the median GPA for matriculants) and those with GPA ≥ 3.6. Analyses consisted of descriptive statistics and logistic regressions. RESULTS: Our sample consisted of 25,880 PA program applicants. Higher proportions of URiM compared with non-URiM applicants identified as first-generation college students (39.3% vs. 19.9%) or indicated economic disadvantage (32.3% vs. 12.5%). Overall, higher proportions of URiM compared with non-URiM applicants reported no patient care experience (24.3% vs. 17.9%), no shadowing (31.7% vs. 21.7%), or no volunteering (32.2% vs. 26.9%). Among all applicants with GPA < 3.6, reporting any type of experience was associated with increased odds of matriculation. Among URiM applicants with GPA ≥ 3.6, patient care experience did not influence odds of matriculation (odds ratio [OR] = 1.22, P = .23), whereas shadowing was associated with twice the odds (OR = 2.01, P < .001). CONCLUSIONS: Although academic metrics are known to predict PA program matriculation, we found that preadmission experiences also play a role. The study findings suggest that lack of experience hours may hinder URiM student access to PA education.

Central Application Service for Physician Assistants Fifteen-Year Data Report 2002-2016.

PURPOSE: This study highlights trends in available physician assistant (PA) applicant and matriculant data over the first 15 years of the Central Application Service for Physician Assistants (CASPA) service (2002-2016). This study expands knowledge identified in the CASPA 10-year data report. METHODS: This was a retrospective analysis of CASPA data from all CASPA-participating PA programs between 2002 and 2016. Central Application Service for Physician Assistants staff verified all applicant academic information. In addition, beginning in 2007, the online CASPA admissions portal linked matriculant data with applicant data. RESULTS: During the first 15 years of the CASPA service, there was a 194% increase in the number of CASPA-participating programs (from 68 to 200) and a 409% increase in the number of total applicants. Several trends identified in the CASPA 10-year report persisted, including increasing grade point averages among applicants and matriculants and lower matriculation rates among underrepresented minority applicants and applicants who reported economic disadvantage. CONCLUSION: This 15-year comprehensive analysis of the CASPA data will benefit the profession by providing historical information that faculty and policymakers can use as a basis for developing and evaluating future admissions policies and practices.

New Advances in Physician Assistant Admissions: The History of Situational Judgement Tests and the Development of CASPer.

ABSTRACT: During the first 50 years of the physician assistant (PA) profession, admission to PA programs was based primarily on cognitive domains such as academic performance and standardized test scores. Many programs also considered other measurable factors, including patient care experience, community service, and extracurricular activities. While interviews were frequently conducted by the programs, it was not until the applicants had been "pre-screened" for the previously identified qualifications. As the PA profession continued to expand, PA programs began to realize that potentially strong applicants were being excluded from the admissions process because of this emphasis on mostly cognitive factors. In an attempt to reduce this disparity, PA programs have begun to expand their assessment of applicants to include assessment of noncognitive characteristics. This article outlines the history surrounding this change in the approach to admissions in medical education, reviews the development of situational judgement tests and other tools used to assess these noncognitive characteristics, and explores the relationship of these noncognitive characteristics to the development of program-defined competencies.

Charting the Course for Online Physician Assistant Education.

The move to online learning has become one of the most challenging events in physician assistant (PA) education; however, new advances in online technology now make it possible to deliver an entire PA didactic curriculum online. The blending of the latest innovations in online technology with a problem-based learning (PBL) curriculum enables programs to engage students using the Socratic method online while providing feedback in real time. While this novel approach to learning is still being evaluated as data is continually collected, preliminary results indicate online technology can be successfully implemented in a blended PA education curriculum.

Innovative Strategies for Clinical Microscopy Instruction: Virtual Versus Light Microscopy.

PURPOSE: The purpose of the study was to compare virtual microscopy with light microscopy to determine differences in learning outcomes and learner attitudes in teaching clinical microscopy to physician assistant (PA) students. METHODS: A prospective, randomized, crossover design study was conducted with a convenience sample of 67 first-year PA students randomized to 2 groups. One group used light microscopes to find microscopic structures, whereas the other group used instructor-directed video streaming of microscopic elements. At the midpoint of the study, the groups switched instructional strategies. Learning outcomes were assessed via posttest after each section of the study, with comparison of final practical examination results to previous cohorts. Attitudes about the 2 educational strategies were assessed through a postcourse questionnaire with a Likert scale. RESULTS: Analysis of the first posttest demonstrated that students in the video-streamed group had significantly better learning outcomes than those in the light microscopy group (P = .004; Cohen's d = 0.74). Analysis of the posttest after crossover showed no differences between the 2 groups (P = .48). Between the 2 posttests, students first assigned to the light microscopy group scored a 6.6 mean point increase (±10.4 SD; p = .0011), whereas students first assigned to the virtual microscopy group scored a 1.3 mean point increase (±7.1 SD; p = .29). The light microscopy group improved more than the virtual microscopy group (P = .019). Analysis of practical examination data revealed higher scores for the study group compared with 5 previous cohorts of first-year students (P < .0001; Cohen's d = 0.66). Students preferred virtual microscopy to traditional light microscopy. CONCLUSION: Virtual microscopy is an effective educational strategy, and students prefer this method when learning to interpret images of clinical specimens.

Physician Assistant Applicant Pool: The First 50 Years.

The physician assistant (PA) profession's first attempt to characterize the applicant pool for PA education began with publication of the first Annual Report on Physician Assistant Educational Programs in the United States in 1985. The methodology used in the report was limited, however, in identifying the number of unique applicants to PA programs. Collecting accurate and reliable data on the profession's applicant pool was the primary motivator leading to initiation of the Central Application Service for Physician Assistants (CASPA) in 2001. In the past 15 years, CASPA has provided increasingly valuable data on the profession's applicant pool, allowing for accurate tracking and analysis of trends in the growth and changing demographics of those applying to PA educational programs. This special report presents a unique analysis of CASPA data that relates the competitiveness of entry into PA programs with that experienced by our colleagues in medicine, for both Doctor of Medicine (MD) and Doctor or Osteopathic Medicine (DO) schools. We present data reflecting the most notable changing demographics of the profession's applicant and matriculant pools in sex, age, grade point average, and health care experience. We use aggregate data of self-identified race descriptors to compare the contributions of PA, medical, and osteopathic medicine schools to the improvement of diversity within the health professions. To date, the applicant pool of PA programs seems to have kept pace with the expansion of existing programs and the development of new programs. This article poses serious questions for the profession to ponder, as the demographics of those entering PA education change and the number of PA graduates continues to grow.

Central Application Service for Physician Assistants Ten-Year Data Report, 2002 to 2011.

PURPOSE: This study highlights the trends and data points of interest in physician assistant (PA) applicant data over the first 10 years of the Central Application Service for Physician Assistants (CASPA) (2002-2011) and PA matriculant data over the last 5 years of that 10-year period (2007-2011). METHODS: A retrospective study of data provided by applicants to all CASPA-participating PA programs between 2002 and 2011 was conducted. Applicant data analyzed over the 10-year period were provided by applicants and collected through an online CASPA applicant portal. Academic information was verified by CASPA staff through official transcript review. Matriculant data were obtained from CASPA-participating programs through the online CASPA admissions portal, which linked to applicant data in the CASPA applicant portal. RESULTS: During the first 10 years of the CASPA service, the Physician Assistant Education Association experienced a 93% increase in the number of CASPA-participating programs and a 255% increase in the number of unique applicants identified through CASPA. Relatively constant trends were identified in the major demographic features (age, gender, ethnic composition, and disadvantaged status) and the academic data of applicants. Major demographic features of matriculants (2007-2011) also remained relatively constant, whereas trends in academic data of matriculants revealed an increasing total grade point average. CONCLUSION: This 10-year comprehensive analysis of the CASPA data will benefit the profession by establishing a baseline of applicant characteristics. Ultimately, these data will help redefine recruitment strategies at program, state, and national levels by providing programs and national organizations with data needed to target applicants not previously included in recruitment activities.

The use of noncognitive factors in physician assistant admissions.

PURPOSE: To identify the most influential noncognitive factors valued in admissions processes by physician assistant (PA) programs throughout the United States, as well as the motivators for and barriers to using these factors. METHODS: A literature search was performed using PubMed and the Journal of Physician Assistant Education to identify noncognitive factors that were reported to have an effect on admissions in various health professions. A survey was developed incorporating the most frequently identified factors and was electronically distributed to all program directors of the Physician Assistant Education Association (PAEA). Respondents were asked to rank the noncognitive factors that were most valued by their program's admissions process as well as to rate motivators and barriers for the use of these noncognitive factors in admissions. Survey responses were anonymous but respondents reported program location by geographic region as defined by PAEA. RESULTS: There were 94 respondents from 154 programs surveyed (61% response rate). The five most influential noncognitive factors were faculty/staff/interviewer interactions, career motivation, knowledge of profession, maturity, and professionalism. The most important motivators for using noncognitive factors were identified as academic success and career success. All aforementioned factors and motivators did not vary based on PA program region (P > .05). The factors identified with the highest level of regional variance were leadership experience (P = .014), self-awareness (P = .034), cultural sensitivity (P = .022), undergraduate institution (P = .010), and peer interaction (P = .035). CONCLUSION: These study results will assist PA applicants in becoming more competitive and provide programs with additional factors for consideration in current admissions practices. Further considerations for research include correlating results to academic success as well as success on the Physician Assistant National Certifying Exam (PANCE).