Research performed on soldiers in the military far exceeds that of research performed on military health care providers. The focus of this study was to explore the prevalence of burnout among the health care providers of the 101 st Airborne Division in relation to deployments. A cross-sectional survey was electronically dispersed to 158 health care professionals including combat medics, physician assistants, and physicians. Over one-third of these professionals completed the online anonymous survey successfully. Results revealed that the majority of those surveyed were, in fact, burnt out. The study showed no correlation between burnout and deployment, though it did demonstrate correlation to the number of leave days accrued. More in-depth research and analysis is needed to further explain this correlation of health care providers in the military, the amount of leave days they have accrued, and burnout. Further research is also needed to see if this high level of burnout is present among military providers of other services, in different locations, and between different professions.
Graduating an average of 169 graduates per year, the Interservice Physician Assistant Program (IPAP) is the largest physician assistant training program in the world. The IPAP orthopedics course is a 4-credit hour course that started as approximately 60 hours of lecture, 9 hours of laboratory practice to prepare for an Objective Structured Clinical Examination, and 4 hours of splinting laboratory. After several cohorts performed poorly on the second block exam and student critiques voiced the need for course revision, the curriculum committee formed a sub-committee to review the course content and structure. The primary course instructor was familiar with Kern's 6-step approach to curriculum development and proposed using the Kern’s approach for the curriculum review and revision. This article aims to demonstrate the use of Kern's 6-step approach for review and revision of an introductory orthopedic course curriculum. This article shows how an IPAP curriculum sub-committee executed the 6 steps of the Kern’s process: (1) problem identification and general needs assessment, (2) targeted needs assessment, (3) development of goals and objectives, (4) development of educational strategies, (5) implementation, and (6) evaluation and feedback. To our knowledge, this is the first example of a physician assistant program using Kern's 6-step process to revise a curriculum. Thus far, the revisions show a positive change, indicating that other physician assistant programs could conduct similar reviews using the Kern’s 6-step approach.
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