Why Hybrid Programs Are the Future of Physician Assistant Education

Anderson, Daniel  L

doi:10.1097/jpa.0000000000000390

Cited by 6 publications

(6 citation statements)

References 16 publications

(31 reference statements)

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“…Despite the majority of participants (69.31%, n = 271) preferring traditional courses, the survey nevertheless identified 23.79% (n = 93) who preferred online learning. Furthermore, as the sample population did not include students from programs that currently use online programming as a major component of their curriculum [ 2 ], the preference for online education of the entire PA student population may be slightly higher than reported here. The current study also provides insight into the type of student who may prefer learning online.…”

Section: Discussionmentioning

confidence: 98%

“…In the hybrid model, students complete the didactic year predominantly online, followed by traditional, in-person clinical training. Anderson summarized some of the benefits of online medical education [ 2 ]. These include fostering the development of self-directed learners [ 3 ], enhancing student engagement in the classroom [ 4 ], expanding opportunities for interprofessional education experiences [ 5 , 6 ], promoting digital literacy with medical technology [ 7 ], widening the instructor pool [ 7 , 8 ], removing barriers to attending PA school [ 9 ], repurposing time spent commuting [ 4 ], allowing students to live in and learn about the communities where they may one day practice, and helping to close the gap of clinician shortages in underserved areas [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

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Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study

Anderson¹,

Alexander²

2023

Cureus

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Purpose: This study describes physician assistant students' perception toward online didactic education and highlights relationships between student characteristics and their preference for online learning.Methods: A previously validated survey questionnaire was administered online to physician assistant students enrolled in traditional, in-person training programs across the United States. The survey consisted of five Likert-scale statements measuring perceptions of online learning and was rated on a seven-point Likert scale. Students also reported their age, gender, history of taking an online course, and preferred learning style. Mean scores were reported for agreement with each Likert-scale statement; Pearson correlation coefficients, one-way ANOVA with post hoc Tukey tests, and independent samples t-tests were used to determine relationships between student characteristics and their preference for online learning.Results: A total of 391 completed surveys met the inclusion criteria for the study and were used in data analysis. The average age of respondents was 25.98 years, 81.1% (n = 317) were female, 96.2%, (n = 376) reported taking an online course previously, and preferred learning styles were reported as 36.1% (n = 141) visual, 7.7% (n = 30) auditory, 15.6% (n = 61) reading/writing, and 40.7% (n = 159) kinesthetic. Nearly a quarter of respondents indicated they preferred online courses, particularly students with a preferred learning style of reading/writing. No relationships were observed between age, gender, or history of taking an online course and preference for online education.Conclusion: Most physician assistant students prefer in-person learning. However, a substantial number prefer online learning, and a significant number of these students reported a preferred learning style of reading/writing. More research is necessary to give educational institutions the ability to make data-driven, student-centered program development decisions. However, data in this study indicate a need for continued development of online/hybrid physician assistant programs to better align with current student preferences.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study

Anderson¹,

Alexander²

2023

Cureus

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“…A number of disruptive innovations such as hybrid medical education, 3year medical schools, and online PA programs are emerging at a rapid pace. 44,45 Failure to adopt some of these innovations will prevent the profession from positioning itself for the future and could hinder PAs from achieving a competitive edge in the health care marketplace.…”

Section: Other Considerationsmentioning

confidence: 99%

Thinking Outside the Box: Advancing Clinical Education in an Era of Preceptor Shortage

Kayingo

Gordes

Fleming

et al. 2023

J Physician Assist Educ

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The expansion of health professions educational programs has led to an acute shortage of available clinical training sites. Rapid growth in the number of medical schools, physician assistant (PA) programs, and advanced nurse practitioner (APRN) programs, all of which share a need for similar types of clinical training experiences, has increased competition for clinical training sites and placed new challenges on educational institutions. Solutions are urgently needed to increase the quantity and quality of supervised clinical practice experiences as well as to ensure diversity among preceptors and geographical clinical sites. This article identifies key barriers to securing sufficient clinical training sites, notes emerging trends, and presents potential innovations through stakeholder collaboration for enhancing clinical training across health professions.

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“…7 A few studies comparing outcomes to date have shown no significant differences for physician assistant (PA) programs that included distance learning education; however, these studies have focused primarily on Physician Assistant National Certifying Exam (PANCE) outcomes and included a diverse mixture of curricular delivery for the distance learning component. 8,9 It is relevant for PA educators to understand the landscape of hybrid PA education and how this educational design may shape the future of PA graduates. While hybrid education is a growing trend in health professions, little is known about characteristics, design, drivers, and outcomes in the PA profession.…”

Section: Introductionmentioning

confidence: 99%

Characteristics of Hybrid Learning Among Health Professions Programs: A Mixed-Methods Study

Gordes

Kulo

Cawley

et al. 2023

J Physician Assist Educ

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Purpose To characterize current trends in hybrid education within the physician assistant (PA) profession, specifically program design, drivers, and outcomes in comparison with physical therapy hybrid education. Methods This was a mixed-methods study involving secondary data analysis and focused interviews with stakeholders to triangulate the data. Results Compared with traditional PA programs, hybrid programs have similar admission requirements, higher cost of tuition, larger class size, and higher attrition rate than national mean. Physician Assistant National Certifying Exam outcome data are in line or slightly lower than national scores. Technological advancements and need for faculty/learner flexibility by time and location are frequently cited driving forces. Conclusions There is a growing trend toward hybrid education among health professions. Other than cost, attrition rate, and immersion experiences, characteristics of hybrids are similar to traditional programs. It is relevant for PA educators to understand how this educational design may shape the future of PA graduates. Long-term impact should be evaluated with future studies.

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Why Hybrid Programs Are the Future of Physician Assistant Education

Cited by 6 publications

References 16 publications

Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study

Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study

Thinking Outside the Box: Advancing Clinical Education in an Era of Preceptor Shortage

Characteristics of Hybrid Learning Among Health Professions Programs: A Mixed-Methods Study

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