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Initial Impact of the COVID-19 Pandemic on Physician Assistant Education.
Valentin, Virginia; Najmabadi, Shahpar; Warner, Mary; White, Ryan; Dehn, Richard.
Afiliación
  • Valentin V; Virginia Valentin, DrPH, PA-C, is the chair and director of the Physician Assistant Studies department at the University of Kentucky, College of Health Sciences, in Lexington, Kentucky.
  • Najmabadi S; Shahpar Najmabadi, PhD, MPH, MS, is a research scientist at the University of Utah, Department of Family and Preventive Medicine, Division of Physician Assistant Studies, in Salt Lake City, Utah.
  • Warner M; Mary Warner, DBH, PA-C, is the chair for the Department of Physician Assistant Studies at George Washington University in Washington, DC.
  • White R; Ryan White, MPH, PA-C, is assistant director of Clinical Education and Practice for the Department of Physician Assistant Studies and Practice, Rutgers School of Health Professions, Rutgers University in Piscataway, New Jersey.
  • Dehn R; Richard Dehn, MPA, PA-C, is a professor in the College of Health and Human Services, Department of Physician Assistant Studies, at Northern Arizona University, and professor of practice in the Department of Biomedical Informatics at the University of Arizona College of Medicine in Phoenix, Arizona.
J Physician Assist Educ ; 33(2): 78-86, 2022 Jun 01.
Article en En | MEDLINE | ID: mdl-35616686
PURPOSE: The COVID-19 pandemic significantly impacted United States (US) health professions educational programs. Physician assistant (PA) programs were forced to respond to rapidly changing circumstances early in the pandemic. This study describes the impact that the early phase of the COVID-19 pandemic had on PA programs in the United States. METHODS: This cross-sectional study is based on data from the COVID-19 Rapid Response Report 1, conducted by the Physician Assistant Education Association in April 2020. The survey sample included 254 US PA program directors with a response rate of 64.2%. Our outcome measures included temporary changes to PA program operations and clinical training, and current and upcoming budget and tuition changes, as well as the impact of the pandemic on faculty and staff employment. We used descriptive statistics to summarize these outcomes, stratified by 4 categories characterizing features of PA programs, including geographical location, academic housing, funding model, and academic health center status. RESULTS: The COVID-19 pandemic impact on programs varied geographically. A majority of programs reported making numerous temporary changes to their operations. Most programs moved both didactic and clinical education to an online format. Clinical training was temporarily suspended at almost all programs. CONCLUSIONS: PA programs continued training despite the pandemic. The long-term impact of the pandemic may be the instability of the PA education workforce.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Asistentes Médicos / COVID-19 Tipo de estudio: Observational_studies / Prevalence_studies / Risk_factors_studies Límite: Humans País/Región como asunto: America do norte Idioma: En Revista: J Physician Assist Educ Asunto de la revista: EDUCACAO Año: 2022 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Asistentes Médicos / COVID-19 Tipo de estudio: Observational_studies / Prevalence_studies / Risk_factors_studies Límite: Humans País/Región como asunto: America do norte Idioma: En Revista: J Physician Assist Educ Asunto de la revista: EDUCACAO Año: 2022 Tipo del documento: Article Pais de publicación: Estados Unidos