Empathy Between Physician Assistant Students and Standardized Patients

Floyd, Kory; Generous, Mark A.; Clark, Lou; Simon, Albert; McLeod, Ian

doi:10.1097/jpa.0000000000000016

Cited by 22 publications

(8 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…20 However, little research exists regarding the use of SA educational practices in PA education 21 or the accuracy of PA students' SAs. [22][23][24] The few PA studies available are consistent with current SA literature regarding competence miscalibration. 22,23 In contrast to the competency expectations defined for PAs, the Accreditation Review Commission for Physician Assistant Education (ARC-PA) does not include SA instruction in the accreditation standards.…”

Section: Introductionsupporting

confidence: 74%

“…[22][23][24] The few PA studies available are consistent with current SA literature regarding competence miscalibration. 22,23 In contrast to the competency expectations defined for PAs, the Accreditation Review Commission for Physician Assistant Education (ARC-PA) does not include SA instruction in the accreditation standards. 25 Despite the expectation defined in the new PA graduate competency framework 19 for PA graduates to exhibit SA competence, PA programs may not include SA instructional practices given the volume of curricular content otherwise required.…”

Section: Introductionsupporting

confidence: 74%

“…20 However, little research exists regarding the use of SA educational practices in PA education 21 or the accuracy of PA students' SAs. 22-24 The few PA studies available are consistent with current SA literature regarding competence miscalibration. 22,23…”

Section: Introductionsupporting

confidence: 65%

“…12,34,35 Students' SA of noncognitive skills demonstrated poor correlations with comparative evaluations. 12,13,22,23,34,36,37 The purpose of this study was to contribute to PA education research by providing a baseline for understanding the extent and manner in which PA programs incorporate SA within their curricula and PA educators' perceptions about students' SA accuracy. The researchers sought to address the following research questions:…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician Assistant Training

Ditoro,

Bernstein

2023

J Physician Assist Educ

View full text Add to dashboard Cite

Purpose The purpose of this study was to examine relationships between physician assistant (PA) educators' perspectives on students' self-assessment (SA) accuracy and students' use of SA education practices and types of abilities assessed. Methods Using correlation analysis and a novel, online survey, PA educators were asked about their perceptions of students' SA accuracy in relation to SA educational activities and assessed abilities. Results A total of 308 educators responded. Most respondents used at least one type of SA activity, with feedback and practice being the most common types and comparative assessment, the least common type. Most respondents indicated that students self-assess noncognitive abilities more than cognitive abilities, with SA of communication skills occurring most. Spearman's correlation coefficient was used for correlation analysis with a significant, small correlation noted between the frequency of activities and educators' overall perceptions of students' SA accuracy (r = 0.15, P = .02) and SA accuracy of cognitive abilities (r = 0.17, P = .02). Educators' perceptions of students' SA accuracy were positively skewed, regardless of student training level (ie, didactic and clinical training phases). A mild predictive relationship exists between overall perception of students' SA accuracy and how frequently educators use SA activities (r = 0.29, P = .05). Conclusion Although respondents indicated they used practice and feedback activities, providing instruction on how to self-assess and using comparative evaluations to calibrate SAs will improve accuracy. Further research is needed to understand why educators perceive PA students' SA abilities as more accurate, regardless of training level.

show abstract

Section: Introductionsupporting

confidence: 74%

Section: Introductionsupporting

confidence: 74%

Section: Introductionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician Assistant Training

Ditoro,

Bernstein

2023

J Physician Assist Educ

View full text Add to dashboard Cite

show abstract

“…The procedure was approved by the university's bioscience institutional review board. Some aspects of the method are also reported in Floyd, Generous, Clark, Simon, and McLeod (2015), a paper that compared the reports of the PA students' empathic communication but did not include any of the genetic data reported herein.…”

Section: Methodsmentioning

confidence: 99%

Cumulative Risk on the Oxytocin Receptor Gene (OXTR) Predicts Empathic Communication by Physician Assistant Students

Floyd

Generous

Clark

et al. 2016

Health Communication

Self Cite

View full text Add to dashboard Cite

In the relationship between patients and health care providers, few communicative features are as significant as the providers' ability to express empathy. A robust empirical literature describes the importance of physician communication skills-particularly those that convey empathy-yet few studies have examined empathic communication by physician assistants, who provide primary care for an increasing number of Americans. The present study examines the empathic communication of physician assistant students in interactions with standardized patients. Over a 6-month period, each student conducted three clinical interviews, each of which was evaluated for empathic communication by the patients, the students' clinical instructors, and third-party observers. Students also provided saliva samples for genotyping six single-nucleotide polymorphisms on the oxytocin receptor gene (OXTR) that are linked empirically to empathic behavior. Consistent with recent research, this study adopted a cumulative risk approach wherein students were scored for their number of risky alleles on the single-nucleotide polymorphisms. Results indicated that cumulative risk on OXTR receptor gene predicted lower patient empathy scores as rated by instructors and observers, but not by standardized patients.

show abstract

Success Bias and Inflation Bias After Planning and Communicating Emotional Support

et al. 2019

View full text Add to dashboard Cite

Empathy Between Physician Assistant Students and Standardized Patients

Cited by 22 publications

References 20 publications

Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician Assistant Training

Student Self-assessment: Reflecting on Physician Assistant Educator's Perceptions and Current Practices in Physician Assistant Training

Cumulative Risk on the Oxytocin Receptor Gene (OXTR) Predicts Empathic Communication by Physician Assistant Students

Success Bias and Inflation Bias After Planning and Communicating Emotional Support

Contact Info

Product

Resources

About