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Noncognitive Attributes in Physician Assistant Education.

Anthony E Brenneman1, Constance Goldgar, Karen J Hills

  • 1Anthony E. Brenneman, MPAS, PA-C, is a clinical professor of Physician Assistant Studies at the University of Iowa Carver College of Medicine, Iowa City, Iowa. Constance Goldgar, PA-C, is an associate professor at the University of Utah Physician Assistant Program, Salt Lake City, Utah. Karen J. Hills, MS, PA-C, is chief of educational development for the Physician Assistant Education Association, Washington, DC. Jennifer H. Snyder, PhD, PA-C, is a professor and chair of the Department of Physician Assistant Studies in the College of Pharmacy and Health Sciences at Butler University, Indianapolis, Indiana. Stephane P. VanderMeulen, MPAS, PA-C, is an associate professor and the program director of the Creighton University Physician Assistant Program, Omaha, Nebraska. Steven Lane, MA, MPP, is strategic communications specialist for the Physician Assistant Education Association, Washington, DC.

The Journal of Physician Assistant Education : the Official Journal of the Physician Assistant Education Association
|February 21, 2018
PubMed
Summary
This summary is machine-generated.

Physician assistant (PA) programs should prioritize selecting for crucial noncognitive skills like empathy and professionalism. Evaluating these attributes during admissions is vital for patient care and clinical success.

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Area of Science:

  • Medical Education
  • Health Professions Admissions

Background:

  • Physician assistant (PA) admissions traditionally favor cognitive skills over noncognitive ones.
  • Noncognitive attributes (emotional intelligence, empathy, professionalism) are increasingly recognized as vital for clinical practice and patient care.
  • Holistic admissions, including noncognitive factors, may enhance diversity in PA programs.

Purpose of the Study:

  • To explore the importance of noncognitive attributes in physician assistant (PA) education and practice.
  • To propose strategies and tools for PA programs to effectively select for noncognitive attributes during admissions.
  • To address the need for enhanced evaluation of noncognitive skills in the context of evolving healthcare demands.

Main Methods:

  • Review of current literature and consensus on noncognitive attributes in healthcare.
  • Analysis of stakeholder feedback regarding desired qualities in new PA graduates.
  • Identification of existing tools and technologies for measuring noncognitive variables.

Main Results:

  • Growing consensus supports the significance of noncognitive attributes for PA success.
  • Employers of PAs identify a need for improved noncognitive qualities in graduates.
  • Existing tools can aid in the measurement of noncognitive variables, though evidence gaps remain.

Conclusions:

  • PA programs should focus resources on selecting for noncognitive attributes due to limited educational time.
  • Formalizing the assessment of noncognitive skills is crucial for PA admissions.
  • Prioritizing noncognitive attributes in admissions can lead to better patient outcomes and a more diverse PA workforce.