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Kibe LW, Kayingo G, Schrode KM, Klein A. Academic leadership in physician assistant/associate medical education: a cross-sectional analysis of the association with doctoral degree, gender, and minority status. BMC MEDICAL EDUCATION 2022; 22:808. [PMID: 36419030 PMCID: PMC9684828 DOI: 10.1186/s12909-022-03817-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/24/2022] [Revised: 10/12/2022] [Accepted: 10/19/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND There is a critical need for a diverse pool of academic leaders to increase the number and diversity of the medical workforce. Physician Assistant/Associate (PA) is a growing medical profession. Although the master's degree is the terminal degree for PAs, a growing number of PAs obtain a variety of doctoral degrees. However, there is no standardized training for academic PA leaders. The purpose of this study was to identify factors associated with PA academic leadership. Specifically, this study explored the following factors: doctoral degree credentials, gender and underrepresented minority status. METHODS Using the 2019 Physician Assistant Education Association Faculty and Directors survey, we assessed the relationship between academic leadership groups [Program Director (PD), Academic Director (AD), and Clinical Director (CD)] doctoral degree, gender, and underrepresented minority in medicine (URIM) status. Multivariable logistic regression models were used to determine the predictors of being in a leadership role. Results with p < 0.05 were considered statistically significant. RESULTS Of the 956 participants, 71% were female, 4% Hispanic, 86% White, 4% Black, 2% Asian, and 1% Native Hawaiian/Pacific Islander/American Indian/Alaska Native. Overall, 9% were URIM. Mean age was 45.6 (SD = 10.2) years. Average time in PA education was 2.9 years (SD = 1.4). Approximately 50% (n = 472) had a leadership role (PD-24%, AD-10%, CD-16%). Of all leaders, 68% were female, 9% were URIM, and 19% had a doctoral degree. Having a doctoral degree increased the odds of being a PD [AOR 2.38, CI [1.57-3.59], p = < 0.0001, AD and CD = non-significant]. More time in PA education increased the odds of being a PD [AOR 1.10, CI [1.07-1.12, p = < 0.0001] and AD [AOR 1.06, CI [1.03-1.09], p = < 0.0001], but not a CD. Gender and URIM status were not significantly associated with leadership roles. URIMs had doctorate degrees at higher rates than non-URIMs. CONCLUSION PA academic leaders differ by doctoral degree attainment but not by gender and URIM status. URIM faculty are grossly underrepresented in the PA professorate, but disproportionately have doctoral degrees. Academic training opportunities for all PA academic leaders and strategies to increase URIM faculty are needed.
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Affiliation(s)
- Lucy W Kibe
- Charles R. Drew University of Medicine and Science, Los Angeles, CA, USA.
| | | | - Katrina M Schrode
- Charles R. Drew University of Medicine and Science, Los Angeles, CA, USA
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Kayingo G, Bradley-Guidry C, Burwell N, Suzuki S, Dorough R, Bester V. Assessing and benchmarking equity, diversity, and inclusion in healthcare professions. JAAPA 2022; 35:51-54. [PMID: 36282578 DOI: 10.1097/01.jaa.0000885184.50730.94] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
ABSTRACT Healthcare professions are among the fastest growing careers in the United States, but the issues of equity, diversity, and inclusion remain a challenge. The percentage of underrepresented minority groups is disproportionately small despite many efforts to increase workforce diversity over the past several decades. As the demographics in our nation are rapidly changing, increasing racial, ethnic, and cognitive diversity is crucial to achieving a workforce with the capacity to provide accessible and equitable healthcare. Given the growing evidence that a diverse workforce improves healthcare outcomes, fosters unique perspectives (cognitive diversity), and helps to reduce health disparities, there is an urgent need to address perennial barriers such as structural racism, biases, and stereotypes. Educational institutions should be held accountable to integrate equity, diversity, and inclusion in all aspects of healthcare professions education and practice. This article discusses potential areas for innovation and opportunities that can be leveraged in assessing and benchmarking equity, diversity, and inclusion in healthcare professions. The ability to thoroughly assess the PA profession's culture in relationship to diversity, equity, and inclusion provides an opportunity to determine how well the profession is performing, and to strategically plan for what else need to be done.
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Affiliation(s)
- Gerald Kayingo
- Gerald Kayingo is assistant dean, executive director, and a professor in the Physician Assistant Leadership and Learning Academy at the University of Maryland Baltimore. Carolyn Bradley-Guidry is interim associate dean for student affairs and diversity, inclusion, and equity in the School of Health Professions and an associate professor in the PA program at the University of Texas Southwestern Medical Center in Dallas, Tex. Nicole Burwell is director of preclerkship education and a clinical associate professor of medicine at the Stanford (Calif.) University School of Medicine. Sumihiro Suzuki is a professor in the Department of Family and Preventive Medicine and director of the Section of Biostatistics and Epidemiology and the data management center at Rush University Medical Center in Chicago, Ill. Ramona Dorough is an assistant professor at the University of Texas Southwestern Medical Center and interim associate dean of academic affairs and faculty development for the School of Health Professions. Vanessa Bester is an assistant professor and program director of the PA program at Augsburg University in Minneapolis, Minn. The authors have disclosed no potential conflicts of interest, financial or otherwise
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Bradley-Guidry C, Burwell N, Dorough R, Bester V, Kayingo G, Suzuki S. An assessment of physician assistant student diversity in the United States: a snapshot for the healthcare workforce. BMC MEDICAL EDUCATION 2022; 22:680. [PMID: 36109728 PMCID: PMC9479258 DOI: 10.1186/s12909-022-03717-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Accepted: 08/24/2022] [Indexed: 06/13/2023]
Abstract
BACKGROUND The Physician Assistant (PA) workforce falls short of mirroring national demographics mainly due to a lack of diversity in student enrollment. Few studies have systematically examined diversity across PA programs at the national level, and little is known about best practices for consistently graduating a diverse group of students. We descriptively characterized the extent to which PA programs are graduating a diverse group of students and identified top performing PA programs. METHODS Data from the Integrated Postsecondary Education Data System (IPEDS) were used to calculate the number and proportion of racial or ethnically diverse graduates. The study sample included 139 accredited PA programs that had graduated a minimum of five cohorts from 2014-2018. Within each of the United States Census Divisions, programs were ranked according to the number and proportion of graduates who were underrepresented minority (URM) race, Hispanic ethnicity, and of non-white (URM race, Hispanic, and Asian). RESULTS Amongst PA programs in the United States, a large disparity in the number and proportion of racial and ethnic graduates was observed. Of 34,625 PA graduates, only 2,207 (6.4%) were Hispanic ethnicity and 1,220 (3.5%) were URM race. Furthermore, a large number of diverse graduates came from a small number of top performing programs. CONCLUSION Despite the abundance of evidence for the need to diversify the healthcare workforce, PA programs have had difficulty recruiting and graduating a diverse group of students. This study provides empirical evidence that PA programs have not been able to attain the level of diversity necessary to shift the lack of diversity in the PA workforce. Based upon this study's findings, the top performing PA programs can be used as role models to establish benchmarks for other programs. The results of this descriptive study are currently being used to guide a qualitative study to identify the top performers' strategies for success.
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Affiliation(s)
- Carolyn Bradley-Guidry
- Department of Physician Assistant Studies, School of Health Professions, University of Texas Southwestern Medical Center, Dallas, TX, USA.
| | | | - Ramona Dorough
- University of Texas Southwestern Medical Center, Dallas, TX, USA
| | | | - Gerald Kayingo
- Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, MD, USA
| | - Sumihiro Suzuki
- Section of Biostatistics and Epidemiology, Department of Family and Preventive Medicine, Rush University Medical Center, Chicago, IL, USA
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Bester VS, Bradley-Guidry C. Assessing Harmful Bias and Celebrating Strength Through the Narratives of Black/African American Physician Assistant Students. J Physician Assist Educ 2022; 33:157-163. [PMID: 35998046 DOI: 10.1097/jpa.0000000000000435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Two national crises, the COVID-19 pandemic and systemic racism, have drawn nationwide attention to the disparities that exist in our society today. The American healthcare system, including physician assistant (PA) education, is not exempt from the impact of harmful bias and discrimination. The purpose of this study was to explore narratives recounting the experiences of Black/African Americans who have successfully completed their PA education in an attempt to understand how PA educators can better support students of color. METHODS Qualitative, semi-structured interviews, guided by a critical race theory framework, were conducted with 6 Black/African American PAs who had graduated within the last 5 years. Trustworthiness was ensured through member checking, triangulation, peer debriefing during the coding and analysis process, and autoethnographic reflection. RESULTS Themes of mentorship and cultural capital, including aspirations, family, social support, and resistance to an oppressive system, highlight the strengths present in Black/African American students. Additional themes surrounding stress related to race, including a pressure to prove, isolation and anxiety, and imposter phenomenon, all pointed toward the need for honest and safe dialogue among individuals with racial differences. DISCUSSION This research article presents key findings and opportunities for PA educators to emphasize cultural capital to enable Black/African American PA students to thrive. Communicating across racial differences and intentional engagement are imperative for PA educators to successfully support Black/African American students.
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Affiliation(s)
- Vanessa S Bester
- Vanessa Bester, EdD, MPAS, PA-C, is an assistant professor and associate program director for the Augsburg University Physician Assistant Program in Minneapolis, Minnesota
- Carolyn Bradley-Guidry, DrPH, MPAS, PA-C, is an associate professor and assistant dean for Diversity, Inclusion, and Equity Affairs at the University of Texas Southwestern School of Health Professions in Dallas, Texas
| | - Carolyn Bradley-Guidry
- Vanessa Bester, EdD, MPAS, PA-C, is an assistant professor and associate program director for the Augsburg University Physician Assistant Program in Minneapolis, Minnesota
- Carolyn Bradley-Guidry, DrPH, MPAS, PA-C, is an associate professor and assistant dean for Diversity, Inclusion, and Equity Affairs at the University of Texas Southwestern School of Health Professions in Dallas, Texas
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Ackerman-Barger K, London M, Yi A, Wilson M, Fine J, Kayingo G. Understanding Early Admission Processes: Implications for Physician Assistant Workforce Diversity and Healthcare Equity. J Physician Assist Educ 2022; 33:119-121. [PMID: 35511468 DOI: 10.1097/jpa.0000000000000424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE 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 <3.0, missing prerequisite(s), late application, and science GPA <2.7. Several associations between demographic groups and reasons for nonprogression were identified. CONCLUSIONS The findings from a multicohort study might help programs consider these issues in their own programs and identify interventions to support underrepresented applicants.
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Affiliation(s)
- Kupiri Ackerman-Barger
- Kupiri Ackerman-Barger, PhD, RN , is an associate dean for Health Equity, Diversity, and Inclusion at the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Maya London, BS , is a junior specialist at the Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California
- Amanda Yi, BA , is admissions coordinator for the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Machelle Wilson, PhD , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Jeffrey Fine, MPH , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Gerald Kayingo, PhD, PA-C , is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore in Baltimore, Maryland
| | - Maya London
- Kupiri Ackerman-Barger, PhD, RN , is an associate dean for Health Equity, Diversity, and Inclusion at the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Maya London, BS , is a junior specialist at the Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California
- Amanda Yi, BA , is admissions coordinator for the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Machelle Wilson, PhD , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Jeffrey Fine, MPH , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Gerald Kayingo, PhD, PA-C , is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore in Baltimore, Maryland
| | - Amanda Yi
- Kupiri Ackerman-Barger, PhD, RN , is an associate dean for Health Equity, Diversity, and Inclusion at the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Maya London, BS , is a junior specialist at the Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California
- Amanda Yi, BA , is admissions coordinator for the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Machelle Wilson, PhD , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Jeffrey Fine, MPH , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Gerald Kayingo, PhD, PA-C , is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore in Baltimore, Maryland
| | - Machelle Wilson
- Kupiri Ackerman-Barger, PhD, RN , is an associate dean for Health Equity, Diversity, and Inclusion at the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Maya London, BS , is a junior specialist at the Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California
- Amanda Yi, BA , is admissions coordinator for the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Machelle Wilson, PhD , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Jeffrey Fine, MPH , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Gerald Kayingo, PhD, PA-C , is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore in Baltimore, Maryland
| | - Jeffrey Fine
- Kupiri Ackerman-Barger, PhD, RN , is an associate dean for Health Equity, Diversity, and Inclusion at the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Maya London, BS , is a junior specialist at the Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California
- Amanda Yi, BA , is admissions coordinator for the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Machelle Wilson, PhD , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Jeffrey Fine, MPH , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Gerald Kayingo, PhD, PA-C , is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore in Baltimore, Maryland
| | - Gerald Kayingo
- Kupiri Ackerman-Barger, PhD, RN , is an associate dean for Health Equity, Diversity, and Inclusion at the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Maya London, BS , is a junior specialist at the Center for a Diverse Healthcare Workforce, University of California Davis School of Medicine, Sacramento, California
- Amanda Yi, BA , is admissions coordinator for the Betty Irene Moore School of Nursing, University of California Davis, Sacramento, California
- Machelle Wilson, PhD , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Jeffrey Fine, MPH , is a senior biostatistician for the Clinical and Translational Science Center, University of California Davis, Sacramento, California
- Gerald Kayingo, PhD, PA-C , is assistant dean, executive director, and a professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore in Baltimore, Maryland
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Luo Q, Erikson CE, Chitwood R, Yuen CX. Does Community College Attendance Affect Matriculation to a Physician Assistant Program? A Pathway to Increase Diversity in the Health Professions. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:121-128. [PMID: 33239534 DOI: 10.1097/acm.0000000000003860] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE To explore whether community college (CC) applicants were a significant contributor to the diversity of matriculants to physician assistant (PA) programs and whether CC applicants were less likely to matriculate to PA programs than non-CC applicants. METHOD The authors used national data from the 2016-2017 application cycle. They categorized applicants to PA programs into 5 pathways: HS-CC (applicant attended CC while in high school), first-CC (applicant attended CC before a 4-year university), 4Y-CC (applicant attended CC while at a 4-year university), post-CC (applicant attended CC after graduating from a 4-year university), and no-CC (applicant never attended CC). The authors used Pearson chi-square and Kruskal-Wallis H tests and the appropriate post hoc tests to assess whether applicants in the 4 CC pathways were more diverse in terms of their race, ethnicity, gender, rurality, and socioeconomic status than those in the no-CC pathway. They used logistic regressions to assess associations between the CC pathways and matriculation to a PA program. RESULTS Among the 8,577 matriculants in the 2016-2017 application cycle, more than 75% attended a CC at some point. First-CC and post-CC matriculants were more likely to be Black (P < .001) or Hispanic (P < .001) and come from a disadvantaged background (P < .001) than no-CC matriculants. After adjusting for applicant demographics, academic performance, rurality and socioeconomic status, and application strategy, first-CC applicants had 17% lower odds of matriculating to a PA program than no-CC applicants (P < .001). CONCLUSIONS CCs are an important pathway to the PA profession, with 3 of 4 matriculants having a CC background. However, lower matriculation rates among similarly qualified applicants who transferred from a CC to a 4-year university than among applicants with no-CC background suggest that PA programs are missing important opportunities for increasing student diversity and thereby the profession.
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Affiliation(s)
- Qian Luo
- Q. Luo is assistant research professor, Fitzhugh Mullan Institute for Health Workforce Equity, George Washington University, Washington, DC; ORCID: https://orcid.org/0000-0002-3413-9727
| | - Clese E Erikson
- C.E. Erikson is deputy director, Health Workforce Research Center, Fitzhugh Mullan Institute for Health Workforce Equity, George Washington University, Washington, DC
| | - Ryan Chitwood
- R. Chitwood is research & data analyst, Physician Assistant Education Association, Washington, DC
| | - Cynthia X Yuen
- C.X. Yuen is director of research & data analysis, Physician Assistant Education Association, Washington, DC
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