RESUMEN
PURPOSE: The goal of this study was to compare the Physician Assistant National Certifying Examination (PANCE) pass rate of graduates from physician assistant (PA) programs utilizing distance education to the national average of PANCE pass rates. METHODS: The Physician Assistant Education Association online PA program directory was used to obtain the name and number of physician assistant (PA) programs that offered distance education in their curriculum. The National Commission on Certification of Physician Assistants PANCE Exam Performance Summary Report was reviewed for each PA program that offered distance education. The 5-year first-time taker mean pass rate for all PA programs offering distance education was calculated and compared to the 5-year national first-time taker average for all PA programs in the United States over the same 5-year period. RESULTS: The mean 5-year first-time taker pass rate for PA programs offering distance education was 96.9%. The 5-year national first-time taker average pass rate for all PA programs was 96.0%. CONCLUSION: The results of this study show that graduates from PA programs utilizing distance education are effectively prepared to pass the PANCE and do so at a rate that is higher than the national mean for all PA programs.
Asunto(s)
Educación a Distancia , Asistentes Médicos , Certificación , Curriculum , Evaluación Educacional , Humanos , Asistentes Médicos/educación , Estados UnidosRESUMEN
BACKGROUND AND OBJECTIVES: The purpose of this study was to determine the effectiveness of the Society of Teachers of Family Medicine's Smiles for Life: A National Oral Health Curriculum on the knowledge and attitudes of physician assistant students regarding oral health. METHODS: Seventy-two didactic year physician assistant students from one physician assistant program were surveyed to assess their knowledge and attitudes regarding oral health prior to starting the Smiles for Life oral health curriculum. The students were electronically surveyed a second time 1 week after completing all online modules in the Smiles for Life oral health curriculum. RESULTS: Precourse and postcourse survey response rates were 57% and 36%, respectively. The mean of the attitude statements increased from 3.20 on the precourse survey to 3.87 on the postcourse survey (P=.0012). The mean number of correct responses on the knowledge questions increased from 6.83 on the precourse survey to 9.85 on the postcourse survey (P<.0001). CONCLUSIONS: Statistically significant improvements in the attitudes toward oral health and oral health knowledge of physician assistant students after completion of the Smiles for Life curriculum were observed. This study illustrates the effectiveness of the Smiles for Life curriculum as an interprofessional educational experience. This curriculum can be completed online and does not require faculty expertise in oral health, thus removing previously cited barriers to incorporating oral health into the physician assistant curriculum.