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Exploring the effect of PAs on physician trainee learning: An interview study.

Maura N Polansky1, Marjan J B Govaerts, Renée E Stalmeijer

  • 1Maura N. Polansky is department chair and an associate professor in the PA program at George Washington University in Washington, D.C., and a PhD candidate in the School of Health Professions Education at Maastricht University in Maastricht, Netherlands. In the School of Health Professions Education at Maastricht University, Marjan J.B. Govaerts is an associate professor and Renée E. Stalmeijer is an educational scientist and assistant professor. At the University of Texas MD Anderson Cancer Center in Houston, Texas, Ahmed Eid was an associate professor in the Department of General Oncology at the time of this study and Diane C. Bodurka is vice president of education and a professor in the Department of Gynecologic Oncology and Reproductive Medicine. Diana H.J.M. Dolmans is a professor in the School of Health Professions Education at Maastricht University. The authors have disclosed no potential conflicts of interest, financial or otherwise.

JAAPA : Official Journal of the American Academy of Physician Assistants
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Summary
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Physician assistants (PAs) can enhance or hinder trainee learning in academic medical centers. Their roles as clinicians, teammates, and teachers offer opportunities for optimized learning but can also create challenges if not managed effectively.

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Area of Science:

  • Medical Education
  • Physician Assistant Studies
  • Healthcare Workforce Dynamics

Background:

  • Physician assistants (PAs) are integrated into academic medical centers to support patient care and resident work-hour compliance.
  • Limited research exists on the impact of PAs on trainee learning experiences.
  • This study qualitatively explores PA influence on trainee learning from faculty and PA perspectives.

Purpose of the Study:

  • To explore how physician assistants (PAs) in clinical learning environments affect trainee learning.
  • To identify factors that enhance or hinder physician assistant-influenced trainee education.

Main Methods:

  • Qualitative study employing semistructured interviews with 12 physician assistants (PAs) and 12 physician faculty members.
  • Purposive sampling was used at a single US teaching hospital.
  • Conventional content analysis guided the iterative data collection and analysis process.

Main Results:

  • PAs influence trainee learning through their roles as clinicians, teammates, and clinical teachers.
  • Enhanced learning occurs when PAs optimize learning time, facilitate collaboration, and provide clinical instruction.
  • Hindered learning may result from PAs taking learning opportunities, trainee intimidation by experienced PAs, or over-dependence on PAs.

Conclusions:

  • Physician assistants' roles in academic medical centers present both enhancements and hindrances to trainee learning.
  • Findings can guide the integration of PAs into teaching services to optimize educational outcomes.
  • Further research is needed to understand how PAs can balance roles for effective collaborative practice and learning.