A Comparison of Research Teaching Models In Physician Assistant Education: Theory vs. Application via Cooperative Learning

Abstract

2006 Vol 17 No 3 | The Journal of Physician Assistant Education BACKGROUND Since the first physician assistant (PA) training program was founded by Eugene Stead, MD, at Duke University in 1965, PA education has undergone many changes.1 What began as primarily certificate or bachelor’s degree programs 40 years ago have now transitioned to predominantly master’s degree programs. Of the 144 PA programs or program tracks listed in the Physician Assistant Education Association’s (previously the Association of Physician Assistant Programs) Physician Assistant Programs Directory, 121 currently offer a master’s degree.2 With this transition to the master’s degree has come the need to integrate a research curriculum into the already rigorous PA curriculum. This challenge has been met by different strategies ranging from online research courses to a required thesis. Since there is currently no consensus on the ideal research curriculum for PA master’s programs, the authors attempted to evaluate two different research curricula—one theory-based model and one application-based cooperative learning model—to see if the cooperative learning model produced improved learning outcomes. Cooperative learning is defined as the instructional use of small groups to facilitate students working together to maximize their own as well as each other’s learning.3 Many benefits of cooperative learning are associated with learner-to-learner interactions that are structured by interdependence and encouraged by accountability.4 According to Johnson, Johnson, and Smith, “the research results consistently indicate that cooperative learning will promote higher achievement, more positive interpersonal relationships, and higher self-esteem than will competitive or individualisA Comparison of Research Teaching Models In Physician Assistant Education: Theory vs. Application via Cooperative Learning