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Clinical teaching in physician's assistant training programs.

J Westberg, D Lefever, H Jason

    Journal of Medical Education
    |March 1, 1980
    PubMed
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    Physician assistant (PA) programs are evolving, with graduates increasingly teaching. Faculty desire enhanced skills in teaching evaluation and development to improve clinical education quality.

    Area of Science:

    • Medical Education
    • Physician Assistant Studies

    Background:

    • Physician assistant (PA) programs traditionally follow a medical education model with physicians as primary clinical instructors.
    • The role of PA graduates as educators and leaders in PA programs is expanding.

    Purpose of the Study:

    • To report on the clinical component of physician assistant (PA) training programs.
    • To identify faculty development needs in PA education.

    Main Methods:

    • Survey of PA faculty members regarding their teaching roles and needs.
    • Analysis of current trends in PA clinical education.

    Main Results:

    • PA faculty, like medical school faculty, report inadequate preparation for teaching.
    • PA faculty express a strong desire for skill enhancement in teaching and faculty development.

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  • Specific needs identified include support in evaluation methods and faculty development strategies.

    • Conclusions:

    • PA programs are transitioning, with increasing involvement of PA graduates as clinical instructors.
    • Targeted faculty development in evaluation and teaching skills is crucial for advancing PA education quality.