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Violet Kulo1,2,3,4,5,6, James F Cawley1,2,3,4,5,6, Shani Fleming1,2,3,4,5,6

  • 1Violet 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.

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Summary

Faculty in physician assistant (PA) programs find ongoing self-assessment and accreditation challenging due to time constraints and unclear expectations. However, collaboration and faculty development can facilitate these crucial processes.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Accreditation Processes

Background:

  • Physician assistant (PA) programs benefit from self-assessment and accreditation.
  • Faculty often face challenges with accreditation procedures and standards.

Purpose of the Study:

  • To explore faculty perspectives on the processes of ongoing self-assessment and accreditation in PA programs.

Main Methods:

  • Qualitative research design utilizing semistructured interviews.
  • 26 participants including PA program directors, accreditation leaders, and deans.
  • Inductive thematic analysis of interview transcripts using NVivo software.

Main Results:

  • Six themes emerged: facilitators (collaboration, support, faculty development) and challenges (lack of knowledge/time, unclear expectations, inflexibility).
  • Facilitators enhance continuous programmatic review.
  • Challenges impede efficient self-assessment and accreditation.

Conclusions:

  • Factors facilitating ongoing self-assessment were identified.
  • Significant challenges were also highlighted.
  • Interventions are suggested at program, institution, and profession levels.