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Physician Assistant Educator Competencies.

Joseph Zaweski1, Betsy Quick Melcher, Mona Sedrak

  • 1Joseph Zaweski, MPAS, PA-C, is an associate professor and the assistant dean and program director for the Physician Assistant Program at Valparaiso University, Valparaiso, Indiana. Betsy Quick Melcher, MHS, PA-C, is an assistant professor in the Department of Community and Family Medicine and the academic coordinator for the Physician Assistant Program at the Duke University School of Medicine, Durham, North Carolina. Mona Sedrak, PhD, PA-C, is a professor and the associate dean of academic affairs at the University of Cincinnati-Clermont College, Batavia, Ohio. Mary Von, DHEd, MS, PA-C, is the director of the School of Physician Assistant Studies and associate dean of faculty affairs at Pacific University, Hillsboro, Oregon. Sara Fletcher, PhD, is vice president and chief learning officer for the Physician Assistant Education Association, Washington, DC.

The Journal of Physician Assistant Education : the Official Journal of the Physician Assistant Education Association
|February 26, 2019
PubMed
Summary
This summary is machine-generated.

A shortage of experienced physician assistant (PA) faculty necessitates faculty development. This study outlines essential competencies for PA educators, bridging the gap between clinical practice and academia for improved health professions education.

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Area of Science:

  • Health Professions Education
  • Physician Assistant Education

Background:

  • The rapid growth of physician assistant (PA) programs has created a demand for experienced PA faculty.
  • Many PA educators transition from clinical roles, requiring specific skills for academic success.
  • Existing faculty development research in health professions education has not adequately addressed the unique needs of PA educators.

Purpose of the Study:

  • To address the need for structured faculty development in PA education.
  • To evaluate existing literature on health professions faculty competencies.
  • To develop a comprehensive framework of competencies for PA educators.

Main Methods:

  • Convened a task force of experienced PA educators.
  • Conducted an extensive review of relevant literature on faculty competencies.
  • Developed a competency framework and proposed competencies.
  • Solicited and incorporated feedback from a diverse panel of PA education experts.

Main Results:

  • A framework detailing essential knowledge, skills, attitudes, and behaviors for PA educators was developed.
  • The framework was refined based on expert panel recommendations.
  • This document presents the finalized PA educator competencies.

Conclusions:

  • The established PA educator competencies provide a foundation for faculty development initiatives.
  • This framework will help standardize expectations and support the success of PA faculty.
  • Implementing these competencies can enhance the quality of PA education programs.