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DeVaul N, Carroll MA, Brown KM. Creative Solutions for a Condensed Anatomy Course. J Physician Assist Educ 2024:01367895-990000000-00151. [PMID: 38833302 DOI: 10.1097/jpa.0000000000000604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/06/2024]
Abstract
ABSTRACT There are many variations of anatomy courses taught in accredited physician assistant (PA) programs in the United States. Course directors and program leadership must choose how to effectively deliver content within their program constraints. Our anatomy course has faced challenges related to instructional time for didactic and laboratory sessions, course length, curricular placement and alignment, assessments, and faculty availability. These challenges are not specific to anatomy courses in PA curricula but exist in anatomy courses in various health care programs. In this article, we present major solutions to challenges in didactic delivery, laboratory sessions, course content, and assessments over a 5-year period. Through modifications and problem-solving, we identified the following 4 lessons learned during this process: course alignment to clinical relevance, intentional content delivery for different pedagogical approaches, structured laboratory sessions with appropriate staffing, and an appropriate weighting for assessments. These lessons and solutions will be useful to other anatomy and disciplines-based course directors facing similar challenges.
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Affiliation(s)
- Nicole DeVaul
- Nicole DeVaul, PhD, MA, is an associate professor of School of Medicine and Health Sciences at The George Washington University, Washington, District of Columbia
- Melissa A. Carroll, PhD, MS, is an associate professor of School of Medicine and Health Sciences at The George Washington University, Washington, District of Columbia
- Kirsten M. Brown, PhD, MA, is an associate professor of School of Medicine and Health Sciences at The George Washington University, Washington, District of Columbia
| | - Melissa A Carroll
- Nicole DeVaul, PhD, MA, is an associate professor of School of Medicine and Health Sciences at The George Washington University, Washington, District of Columbia
- Melissa A. Carroll, PhD, MS, is an associate professor of School of Medicine and Health Sciences at The George Washington University, Washington, District of Columbia
- Kirsten M. Brown, PhD, MA, is an associate professor of School of Medicine and Health Sciences at The George Washington University, Washington, District of Columbia
| | - Kirsten M Brown
- Nicole DeVaul, PhD, MA, is an associate professor of School of Medicine and Health Sciences at The George Washington University, Washington, District of Columbia
- Melissa A. Carroll, PhD, MS, is an associate professor of School of Medicine and Health Sciences at The George Washington University, Washington, District of Columbia
- Kirsten M. Brown, PhD, MA, is an associate professor of School of Medicine and Health Sciences at The George Washington University, Washington, District of Columbia
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Gordes KL, Kulo V, Cawley JF, Kayingo G. Characteristics of Hybrid Learning Among Health Professions Programs: A Mixed-Methods Study. J Physician Assist Educ 2023; 34:235-240. [PMID: 37498766 DOI: 10.1097/jpa.0000000000000529] [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: 07/29/2023]
Abstract
PURPOSE To characterize current trends in hybrid education within the physician assistant (PA) profession, specifically program design, drivers, and outcomes in comparison with physical therapy hybrid education. METHODS This was a mixed-methods study involving secondary data analysis and focused interviews with stakeholders to triangulate the data. RESULTS Compared with traditional PA programs, hybrid programs have similar admission requirements, higher cost of tuition, larger class size, and higher attrition rate than national mean. Physician Assistant National Certifying Exam outcome data are in line or slightly lower than national scores. Technological advancements and need for faculty/learner flexibility by time and location are frequently cited driving forces. CONCLUSIONS There is a growing trend toward hybrid education among health professions. Other than cost, attrition rate, and immersion experiences, characteristics of hybrids are similar to traditional programs. It is relevant for PA educators to understand how this educational design may shape the future of PA graduates. Long-term impact should be evaluated with future studies.
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Affiliation(s)
- Karen L Gordes
- Karen L. Gordes, PhD, PT, DSc, is a chief learning officer, associate professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Violet Kulo, EdD, MS, MA, is an associate professor, Health Professions Education, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- James F. Cawley, MPH, PA-C, DHL(hon), is a scholar-in-residence and visiting professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Gerald Kayingo, PhD, MBA, PA-C, is an assistant dean, executive director, and professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
| | - Violet Kulo
- Karen L. Gordes, PhD, PT, DSc, is a chief learning officer, associate professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Violet Kulo, EdD, MS, MA, is an associate professor, Health Professions Education, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- James F. Cawley, MPH, PA-C, DHL(hon), is a scholar-in-residence and visiting professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Gerald Kayingo, PhD, MBA, PA-C, is an assistant dean, executive director, and professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
| | - James F Cawley
- Karen L. Gordes, PhD, PT, DSc, is a chief learning officer, associate professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Violet Kulo, EdD, MS, MA, is an associate professor, Health Professions Education, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- James F. Cawley, MPH, PA-C, DHL(hon), is a scholar-in-residence and visiting professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Gerald Kayingo, PhD, MBA, PA-C, is an assistant dean, executive director, and professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
| | - Gerald Kayingo
- Karen L. Gordes, PhD, PT, DSc, is a chief learning officer, associate professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Violet Kulo, EdD, MS, MA, is an associate professor, Health Professions Education, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- James F. Cawley, MPH, PA-C, DHL(hon), is a scholar-in-residence and visiting professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Gerald Kayingo, PhD, MBA, PA-C, is an assistant dean, executive director, and professor, Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
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Kayingo G, Gordes KL, Fleming S, Cawley JF. Thinking Outside the Box: Advancing Clinical Education in an Era of Preceptor Shortage. J Physician Assist Educ 2023; 34:135-141. [PMID: 37126204 DOI: 10.1097/jpa.0000000000000500] [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: 05/02/2023]
Abstract
ABSTRACT The expansion of health professions educational programs has led to an acute shortage of available clinical training sites. Rapid growth in the number of medical schools, physician assistant (PA) programs, and advanced nurse practitioner (APRN) programs, all of which share a need for similar types of clinical training experiences, has increased competition for clinical training sites and placed new challenges on educational institutions. Solutions are urgently needed to increase the quantity and quality of supervised clinical practice experiences as well as to ensure diversity among preceptors and geographical clinical sites. This article identifies key barriers to securing sufficient clinical training sites, notes emerging trends, and presents potential innovations through stakeholder collaboration for enhancing clinical training across health professions.
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Affiliation(s)
- Gerald Kayingo
- Gerald Kayingo, PhD, MBA, PA-C, is assistant dean, executive director, and professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Karen L. Gordes, PhD, PT, DSc, is chief learning officer and associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Shani Fleming, MPH, PA-C, is chief equity, diversity and inclusion officer and associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
| | - Karen L Gordes
- Gerald Kayingo, PhD, MBA, PA-C, is assistant dean, executive director, and professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Karen L. Gordes, PhD, PT, DSc, is chief learning officer and associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Shani Fleming, MPH, PA-C, is chief equity, diversity and inclusion officer and associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
| | - Shani Fleming
- Gerald Kayingo, PhD, MBA, PA-C, is assistant dean, executive director, and professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Karen L. Gordes, PhD, PT, DSc, is chief learning officer and associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Shani Fleming, MPH, PA-C, is chief equity, diversity and inclusion officer and associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
| | - James F Cawley
- Gerald Kayingo, PhD, MBA, PA-C, is assistant dean, executive director, and professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Karen L. Gordes, PhD, PT, DSc, is chief learning officer and associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- Shani Fleming, MPH, PA-C, is chief equity, diversity and inclusion officer and associate professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
- James F. Cawley, MPH, PA-C, is a scholar in residence and visiting professor for the Physician Assistant Leadership and Learning Academy, Graduate School, University of Maryland Baltimore, Baltimore, Maryland
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Muacevic A, Adler JR. Physician Assistant Students' Perception of Online Didactic Education: A Cross-Sectional Study. Cureus 2023; 15:e33833. [PMID: 36819434 PMCID: PMC9931029 DOI: 10.7759/cureus.33833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/13/2023] [Indexed: 01/18/2023] Open
Abstract
PURPOSE This study describes physician assistant students' perception toward online didactic education and highlights relationships between student characteristics and their preference for online learning. METHODS A previously validated survey questionnaire was administered online to physician assistant students enrolled in traditional, in-person training programs across the United States. The survey consisted of five Likert-scale statements measuring perceptions of online learning and was rated on a seven-point Likert scale. Students also reported their age, gender, history of taking an online course, and preferred learning style. Mean scores were reported for agreement with each Likert-scale statement; Pearson correlation coefficients, one-way ANOVA with post hoc Tukey tests, and independent samples t-tests were used to determine relationships between student characteristics and their preference for online learning. RESULTS A total of 391 completed surveys met the inclusion criteria for the study and were used in data analysis. The average age of respondents was 25.98 years, 81.1% (n = 317) were female, 96.2%, (n = 376) reported taking an online course previously, and preferred learning styles were reported as 36.1% (n = 141) visual, 7.7% (n = 30) auditory, 15.6% (n = 61) reading/writing, and 40.7% (n = 159) kinesthetic. Nearly a quarter of respondents indicated they preferred online courses, particularly students with a preferred learning style of reading/writing. No relationships were observed between age, gender, or history of taking an online course and preference for online education. CONCLUSION Most physician assistant students prefer in-person learning. However, a substantial number prefer online learning, and a significant number of these students reported a preferred learning style of reading/writing. More research is necessary to give educational institutions the ability to make data-driven, student-centered program development decisions. However, data in this study indicate a need for continued development of online/hybrid physician assistant programs to better align with current student preferences.
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Gordes K, Kayingo G, Kulo V, Fleming S, Cawley JF. Broadening the Discussion Beyond the Impact of Hybrid Learning. J Physician Assist Educ 2022; 33:1-2. [PMID: 35170562 DOI: 10.1097/jpa.0000000000000403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Affiliation(s)
- Karen Gordes
- Chief Learning Officer, Associate Professor, Physician Assistant Leadership and Learning Academy, Graduate School at the University of Maryland, Baltimore, Maryland
| | - Gerald Kayingo
- Assistant Dean, Executive Director, and Professor, Physician Assistant Leadership and Learning Academy, Graduate School at the University of Maryland, Baltimore, Maryland
| | - Violet Kulo
- Associate Professor, Health Professions Education, Physician Assistant Leadership and Learning Academy, Graduate School at the University of Maryland, Baltimore, Maryland
| | - Shani Fleming
- Associate Professor, Physician Assistant Leadership and Learning Academy, Graduate School at the University of Maryland, Baltimore, Maryland
| | - James F Cawley
- Scholar in Residence and Visiting Professor, Physician Assistant Leadership and Learning Academy, Graduate School at the University of Maryland, Baltimore, Maryland
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