The Effect of the Coronavirus Pandemic on Physician Assistant Educators

Abstract

Purpose The coronavirus (COVID-19) pandemic has presented physician assistant (PA) educators with unprecedented challenges in delivering content remotely with minimal time to develop new pedagogical strategies. We surveyed faculty about their experience during the early weeks of adapting to these new instructional techniques. Methods An anonymous quantitative and qualitative survey was distributed to all individuals registered by programs as Physician Assistant Education Association members. Results The survey response rate was 22.3% (667/2991) with 32% of program directors (PD), and 23.7% of faculty reporting they had taught online synchronous content prior to COVID-19 adaptations. Prior experience with technology was associated with significantly lower levels of faculty stress during the pivot to online instruction. A majority of the respondents felt educational quality had remained consistent despite the transition to online teaching, and a majority of both faculty and program directors anticipate only minor changes to program structure once they are able to return to traditional classroom learning. Concerns about technology were most commonly cited as stressors and as causes of decreased quality of instruction. Conclusion Educational challenges and stress during the pandemic were most prominently associated with unfamiliar technology. It remains to be seen what changes persist when the pandemic subsides.

Teaching Online during the COVID-19 Pandemic: A Phenomenological Study of Physical Therapist Faculty in Brazil, Cyprus, and The United States

“…Despite the faculty workload and new technology skills required for this transition to online learning, research in higher education during the pandemic has focused primarily on the student experience [17,19,20,22,23] and the effectiveness of virtual formats for student learning [16,18,21]. Faculty experience has been less thoroughly investigated [40][41][42]. This study describes the experiences of an international group of physical therapist faculty whose work-life shifted significantly during this global crisis.…”

The COVID-19 Pandemic: a Year Lost, or a Year Found?

“…For those who had to continue to work while dealing with their own stresses, healthcare concerns, or isolation from family and friends, or while taking care of loved ones, juggling family day care centers, or at-home schools, IAMSE salutes you and thanks you [4,[16][17][18][19][20][21][22].…”

Initial Impact of the COVID-19 Pandemic on Physician Assistant Education

“…The sudden pivot to remote didactic instruction was a source of significant stress among PA educators. 4 Near the beginning of the pandemic, concerns for student safety led the Association of American Medical Colleges (AAMC) to recommend that medical student clinical rotations be suspended; subsequently, many PA students were also removed from the clinical setting. 5 Suspension of PA student clinical training created uncertainty as to whether students would meet the clinical educational requirements to graduate on time, which increased pressure on student and faculty alike.…”