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Prerequisite Delivery Method and Academic Outcomes in a Physician Assistant Education Program.

Robyn L Chalupa1,2,3,4, Torrance L Nevels1,2,3,4, Margaret M Kucia1,2,3,4

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Online or in-person prerequisite courses show no difference in academic performance for Interservice Physician Assistant Program (IPAP) students. This finding suggests prerequisite source is not a reliable predictor of academic success.

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Area of Science:

  • Medical Education
  • Physician Assistant Training

Background:

  • The Interservice Physician Assistant Program (IPAP) trains up to 169 students annually.
  • Each military branch establishes unique admission prerequisites for applicants.
  • A hypothesis exists that online/virtual prerequisites are less rigorous than in-person coursework.

Purpose of the Study:

  • To investigate if online/virtual prerequisite courses correlate with academic deceleration or attrition in IPAP students.
  • To evaluate the academic impact of prerequisite course delivery format.

Main Methods:

  • Retrospective analysis of student self-reported data.
  • Comparison of program scores between students who completed prerequisites online/virtual versus in-person.

Main Results:

  • No statistically significant differences in foundational course performance were observed between online/virtual and in-person prerequisites.
  • Students completing anatomy coursework online demonstrated slightly better performance than those who took it in-person (P = .05).

Conclusions:

  • The source of prerequisite coursework (online vs. in-person) is unlikely to be a valid predictor of academic difficulty for IPAP students.
  • IPAP faculty must identify alternative methods for predicting academic challenges.