The Evolution of Physician Assistant Faculty

Abstract

INTRODUCTION As described by Hammond, the first educators of future physician assistants (PAs) emerged from the established medical education community and demonstrated a wide variety of backgrounds.1 Their noted determination to succeed, boundless energy, creativity, and commitment to respond to the needs of society proved to be the key to early success for the profession. In this issue, Cawley provides an abbreviated history of PA education, including a more detailed description of those early educators and leaders among PA program faculty, so this will not be repeated here. By the 1980s, acceptance of the PA profession by the medical community had grown, and a shift within the PA education community was emerging as more clinical PAs joined its ranks. The culture of PA programs began to move toward a student-centered approach and the embodiment of the service values upon which the profession was founded.1 This change from virtually no “PA” PA educators during the first decade of program existence to many was demonstrated in the Association of Physician Assistant Programs’ First Annual Report on Physician Assistant Educational Programs in the United States, 1984-85. The report noted that approximately one half of all program positions were then (in 1985) occupied by PAs.2 The increase in the number of PA programs during the 1990s resulted in the PA education community numbering over 1,000 as of 2007. These 21st century PA educators continue to exhibit the same characteristics valued in the original educators: determination, commitment, and innovation. Traversing the expectations of traditional academic life while maintaining their service orientation continues to challenge those who have chosen to enter the ranks of PA faculty. Before these challenges are considered, a profile of this community of educators is in order.