Abstract
INTRODUCTION As the physician assistant (PA) profession has evolved since the first PAs graduated in 1967, PA educational research has also evolved to address a changing set of questions. Early educational research focused on addressing big questions that were fundamental to whether the new profession could produce competent clinicians whom the medical establishment and the public would accept. In contrast, current educational research efforts are more likely to address questions concerning adjustments to the educational process, such as curriculum changes, admission processes, preparation of graduates for national certification, and aggregate descriptions of various aspects of PA education in the United States. The challenges awaiting PA educators in the profession’s early years in regard to studying their own program’s efforts and the resulting outcomes are vividly described in an essay by E. Harvey Estes Jr. published in 1993. This essay is worth quoting at some length:
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