Physician Assistant School Research Articles

Implications of Requiring the Physician Assistant College Admissions Test on Physician Assistant Program Applicant Pool: Lessons Learned.

To present a physician assistant (PA) program's experience and lessons learned by requiring a new standardized test as an admissions requirement. A state academic PA program changed an admission requirement by requiring the Physician Assistant College Admissions Test (PA-CAT) instead of the Graduate Record Examination. The admissions requirement change correlated with a 72% drop in the applicant pool. Data from previous literature present background information on standardized testing and predictors of student success. The program-specific data retrospectively evaluate changes in application numbers. Several studies have evaluated various preadmission metrics and their correlation to student success. However, the PA-CAT and its predictor of student success in the program and passing the Physician Assistant National Certifying Exam still need to be evaluated. Requiring standardized testing increases the barrier to applicant PA school admissions. Despite its potential, the PA-CAT has yet to be extensively studied to predict success in matriculated PA students and should be used cautiously. The implications of using the PA-CAT as an admissions requirement are a potential decrease in the strength of applicants, the number of total applicants, and the overall decline in the quality of graduating PAs. This cautionary note is crucial for maintaining the quality and integrity of our PA programs.

The Perceived Intersection of Parenting and Physician Assistant Training Among Current Physician Assistant Students.

Despite recent advancements in policies supporting pregnancy and parenting-related resources for physician assistant (PA) students, there remains a paucity of data on the perceptions of family planning or available resources during training. The purpose of this study was to explore the perceptions of support for, and impact on, family planning and parenting, including lactation, among PA students. This cross-sectional study used data collected from the American Academy of Physician Associates Student Survey between January and March 2023. Descriptive and inferential statistics were performed. A total of 557 students (557/1353; 41.2%) completed the survey. Less than 15% of students (14.4%) believed their program provides resources to support parental leave, and many students (52.1%) remained unsure whether resources exist(ed). There was a significant difference for PA students ( P = .005) by gender in whether family planning affected the decision to pursue PA training over another profession, with female students proportionately affected more than male students. Medical school was the most often considered aside from PA training. Most PA students (311/548; 56.8%) also felt pressure to wait until after training to have children. In addition, multiple students (26/554; 4.7%) admitted to being asked questions they believed were biased or inappropriate regarding pregnancy or parenting during the interview process for, or after beginning, PA school. Programs should seek opportunities to support students through all stages of family planning. Support will require both cultural and structural shifts beginning with peer stigma and extending through admissions interview question audits, faculty training, university policies, and accreditation requirements.

Stressed and Depressed: Prevalence of Anxiety and/or Depression in Physician Assistant Students.

This research highlights the prevalence of anxiety and/or depression among physician assistant (PA) students compared with the general population. It is believed that the results of this study will encourage graduate programs to place a stronger emphasis on the mental health of students and create a more positive learning environment. An original survey was created using questions from Patient Health Questionnaire-9, Generalized Anxiety Disorder-7, and several original questions. The survey was distributed using a SurveyMonkey link to directors of all accredited US PA programs. Program directors were asked to distribute the survey to their students. The survey remained open for 6 weeks, after which a cross-sectional statistical analysis was performed to compare the results with national anxiety and depression data in the United States. There is a statistically significant increase in the rate of occurrence of anxiety and/or depression among PA students compared with the general population. According to survey results, 84.4% of respondents experienced feelings of anxiety and 80.9% experienced feelings of depression while enrolled in PA school. Physician assistant students found the greatest need for anxiety and depression treatment during the didactic portion of their program. When compared with the national population, the level of anxiety in PA students was found to be 65.3% higher and the levels of depression in PA students to be 72.5% higher. These results should encourage PA programs and health care providers to take action regarding the mental health of future providers.

Professionalism in Physician Assistant Education as a Predictor of Future Licensing Board Disciplinary Actions.

The purpose of this study was to evaluate associations between postgraduate disciplinary actions (PGDA) by state licensing boards and physician assistant (PA) school documented professionalism violations (DPV) and academic probation. This was a retrospective cohort study comprising PA graduates from 2001 to 2011 at 3 institutions (n = 1364) who were evaluated for the main outcome of PGDA and independent variable of DPV and academic probation. Random-effects multiple logistic regression and accelerated failure time parametric survival analysis were used to investigate the association of PGDA with DPV and academic probation. Postgraduate disciplinary action was statistically significant and positively associated with DPV when unadjusted (odds ratio [OR] = 5.15; 95% CI: 1.62-16.31; P = .01) and when adjusting for age, sex, overall PA program GPA (GPA), and Physician Assistant National Certifying Exam Score (OR = 5.39; 95% CI: 1.54-18.85; P = .01) (fully adjusted). Academic probation increased odds to 8.43 times (95% CI: 2.85-24.92; P < .001) and 9.52 times (95% CI: 2.38-38.01; P < .001) when fully adjusted. Students with professionalism violation or academic probation while in the PA school had significant higher odds of receiving licensing board disciplinary action compared with those who did not. Academic probation had a greater magnitude of effect and could represent an intersection of professionalism and academic performance.

A Qualitative Study of Participant Perceptions of a Cancer Research Education Program.

Kentucky ranks first in the nation in cancer incidence and mortality rates, with the greatest burden of disease being in the Appalachian region. The cancer disparities in the Appalachian region of the state are tied to high poverty rates, low education attainment, low health care access, and high rates of poor health behaviors, such as tobacco use. The University of Kentucky (UK) Markey Cancer Center (MCC) developed the Appalachian Career Training in Oncology (ACTION) program to address the cancer and education disparities in the region. ACTION is a two-year program that focuses on cancer education and training for high school and undergraduate students from Appalachian Kentucky and features a variety of cancer-focused training activities, including faculty-mentored cancer research, clinical shadowing opportunities, cancer education activities, career development support, and community outreach projects. ACTION has been funded by the National Cancer Institute as a Youth Enjoy Science R25 research education program since 2018. The qualitative study herein used a semi-structured interview approach to identify participants' perceptions of the program including the influential aspects that have helped students pursue their desired academic career paths. Ten ACTION alumni were chosen to participate in the study, including students currently in medical school, graduate school, physician assistant school, and pharmacy school. Thematic analysis generated five themes: motivation for participation, career development, mentorship and future opportunities, knowledge gained, and program improvements. Overall, this study demonstrates that the ACTION program is having a significant impact on students' career preparation.

PA applicant U.S. citizenship status and likelihood of program matriculation

BackgroundBarriers to matriculation into Physician Assistant (PA) programs and entry into the PA profession have disproportionate impact on historically marginalized groups. This study evaluates if U.S. citizenship status is associated with likelihood of matriculation in PA Programs.MethodsData from five Centralized Applicant Services for Physician Assistants (CASPA) admissions cycles (2012-2021) was evaluated cross-sectionally for the primary outcome of binary matriculation status (yes/no). Bivariate and multivariate logistic regression was utilized to investigate associations between self-identified U.S. citizenship status and likelihood of PA program matriculation. Models controlled for important potential confounders, including age, gender, race/ethnicity, non-native English speaker, patient care experience hours, total undergraduate grade point average (GPA), and number of applications submitted to various programs.ResultsNon-U.S. citizen status was statistically associated with persistent lower likelihood of PA program matriculation compared to U.S. citizenship. Odds of matriculation were 41% [OR 0.59 (95% CI: 0.51, 0.68; p <.001)] to 51% [OR 0.49 (95% CI: 0.41, 0.58; p <.001)] lower in unadjusted models. Odds were 32% [OR 0.68 (95% CI: 0.56, 0.83; p <.001)] to 42% OR 0.58 (95% CI: 0.48, 0.71; p <.001) lower when adjusting for important covariates. The lowest likelihood occurred in 2012-2013 with 51% lower odds of matriculation and in 2016-2017 with 42% lower odds when accounting for important covariates.DiscussionPA programs are charged with improving diversity of clinically practicing PAs to improve health outcomes and better reflect patient populations. This analysis shows that non-U.S. citizenship may be a barrier to PA school acceptance. PA schools should raise awareness and create means and accessibility for admissions for this underrepresented group.

Association Between Stress and Program Length in Underrepresented Minority Physician Assistant Students.

The purpose of this study was to determine if there was a relationship between physician assistant (PA) program length and stress measures in PA students, particularly PA students classified as underrepresented minorities in medicine. The stress measures included emotional and physical well-being. The 2019 End of Program survey data were analyzed using multiple regression to determine if emotional and physical well-being could be predicted by PA program length, age, gender, PA school debt, and UR minority in medicine status. Shorter PA programs were associated with higher physical well-being scores, although there was no difference between UR minority in medicine and non-UR minority in medicine students. Older students, males, and students with higher levels of PA school debt had lower scores for emotional and physical well-being. Shorter program lengths should be considered for optimal physical well-being in all students. Further research is needed to understand optimal program length and experiences of these students .

The Role of Interpersonal Toxicity on Healthcare Students' Well-Being.

Nearly half of all medical students suffer from burnout, which not only has detrimental effects on the students themselves but can transfer into the clinical realm. Yet, studies exploring burnout and interpersonal toxicity in physician assistant (PA) students are rare. This study examined the role that interpersonal toxicity and abuse play in PA student burnout. Nearly 2500 PA students in the United States responded to a survey about well-being, stress, and experiences with interpersonal toxicity in PA school as part of a larger cross-sectional study on PA student experiences in their didactic and clinical years. The present research focuses on overall measures among all PA students, as well as differences between didactic and clinical students, including the extent to which experiences of interpersonal toxicity predict symptoms associated with burnout. Overall, PA students reported high levels of satisfaction and happiness in school and life, but enthusiasm for school decreased for clinical students. More than two-thirds of students reported moderate to high levels of life stress, and more than 9 in 10 reported moderate to high levels of school stress. Symptoms of burnout were reported by many students, with clinical students reporting interpersonal toxicity exposure more often than didactic students. Experiencing interpersonal toxicity or abuse predicted symptoms of burnout. While PA students report high levels of life and school satisfaction, given the high levels of stress also reported, burnout metrics and well-being programs are needed. PA programs should work to create a supportive and engaging educational environment to ensure students' long-term career success.

Diversity in the Physician Assistant Pipeline: Experiences and Barriers in Admissions and PA School.

The purpose of this study was to identify perceived barriers faced by physician assistant (PA) students who identified as an underrepresented minority in medicine (URM-med), sexual or gender minority (SGM), coming from low socioeconomic status (low SES), or a person with a disability (PWD). More than 2700 PA students across the United States provided information regarding their PA school application process and program experiences. This study examined differences among URM-med, SGM, low SES, and PWD compared to those who were not in those groups to determine the relationship between these factors and student concerns about bias in the application process, as well as a variety of experiences in PA school. Using ordinal logistic regression analyses to examine the odds of experiencing a variety of barriers or experiences in applying to PA school and postmatriculation experiences, results suggested that, among disadvantaged groups within the PA student body, barriers include concerns about bias in the application process, lack of belonging, and the lack of academic and social support. PA students who identified as URM-med, SGM, low SES, and/or PWD faced barriers as they navigated the path to becoming a PA. To decrease these barriers, emphasis on raising awareness and interest in pursuing a career as a PA should occur early. Programs should work to identify biases within admissions processes, diversify faculty, and identify ways to support minority students once matriculated. Ultimately, increasing the diversity of healthcare providers has the potential to increase access to and quality of care for patients.

Addressing the Opioid Crisis: Medication-Assisted Therapy Waiver Training for Students.

Physician assistant (PA) graduates should be prepared to care for patients with substance use disorders. Medication-assisted therapy (MAT) allows PA graduates to provide that care by becoming licensed to prescribe buprenorphine. However, it is unclear how feasible and effective it is to implement online MAT waiver training during PA school. This study examined student knowledge and attitudes after training to assess its impact and perceived value. We conducted a 15-question survey after one class of students completed training during clinical rotations. Students self-reported pre/post change in awareness, knowledge, interest, comfort and confidence, perceived usefulness to practice, and assessed quality using 5-point Likert scale (higher scores = more positive) and narrative responses. Data analysis was performed using the Wilcoxon signed rank test and descriptive statistics. Free text comments were analyzed for themes using constant comparison. Fifty-five (100%) students completed training within 6 weeks. The survey response rate was 49/55 (89%). Pre-to-post score changes were significant (p < .05) from +0.39 to +1.35 with the greatest changes seen in knowledge (+1.35), comfort (+1.14), awareness (+1.06), and confidence (+1.08); the lowest change was in interest (score change +0.39). Students reported being satisfied with content organization and quality (mean 3.82) and recommended training to colleagues (3.98); 82% reported they would have preferred 3 months to complete training; 46% would have preferred training prior to the start of clinical rotations. Major themes indicated a desire for better preparation and flexibility of platform, with ambivalence about relevance to practice. Online MAT waiver training is feasible and effective. However, students may not be convinced of its relevance to future practice. Faculty should offer adequate preparation and optimize integration into existing curricula.

The Medical Diagnostics Major: Gateway to Medical School and Physician Assistant School

Medical diagnostics, offered at the University of Delaware College of Health Sciences, represents a novel major in higher education. This major incorporates courses similar to the preclinical content of professional schools along with the standard science and mathematics prerequisites. Students have the option of taking a pre-physician assistant (PA) concentration or non-pre-PA concentration. Students in the non-pre-PA concentration typically apply to medical or dental school, while students in the pre-PA concentration apply to PA school. The medical diagnostics major began in 2013 in a 2+2 format. Students completed prerequisite courses in their first two years and then applied to the permanent major, medical diagnostics. In 2021, the format for both concentrations transitioned to a direct admissions model. A study was conducted with the goal of ascertaining if there was an increase or decrease in enrollment from 2020 to 2021. Results of the study indicated a ten percent increase in enrollment for Medical Diagnostics pre -PA and a nineteen percent decrease in enrollment for Medical Diagnostics non-pre PA. This paper outlines the critical role of the pre-health advisor for students who plan to apply to medical school or PA school as well as administrative procedures associated with a 2+2 model compared to a direct admissions model.

Effect of a Flipped Classroom Compared With a Traditional Lecture on Physician Assistant Students' Exam Performance.

The purpose of this study was to retrospectively compare the exam performance of physician assistant (PA) students given asthma instruction in a flipped classroom with PA students in a traditional lecture setting while controlling for students' previous academic performance and clinical asthma experience. Three cohorts of PA students (n = 146) from the years 2017 (traditional-lecture setting) and 2018 and 2019 (flipped-classroom setting) were included in the study. Academic performance across cohorts was compared using answers to 11 exam questions reflective of the asthma content. Findings demonstrated significantly greater performance in the flipped classroom compared with traditional lecture. The 2018 and 2019 cohorts scored 9.4% and 13.2% higher, respectively, compared with the 2017 cohort. Exam performance of students with a low likelihood of clinical exposure to asthmatic patients before PA school was similar to those with a high likelihood. This study found improved exam performance with a flipped classroom. The flipped classroom represents a potential opportunity to maximize similar performances by both less experienced students and more experienced students.

Assessment of Compassion in Physician Assistant Students.

It has been shown that empathy erodes in the later phases of education of both medical students and physician assistant (PA) students. This brief study assessed compassion in PA students at different levels of training to explore if a similar phenomenon occurs. Students at entry, midway, and at the end of PA training were surveyed using Pommier's Compassion Scale. Although overall compassion scores were lower when comparing students further along in training, differences were not significant. Females scored significantly higher on the kindness subscale overall. Scores for the common humanity subscale declined for both males and females. Unlike scales measuring empathy have shown, scores using a compassion rating scale did not decline with progression through PA school. Further research is needed to elucidate differences in subscales of compassion.

Post‐Baccalaureate Program Biochemistry Content as a Predictive Indicator of Health Professional School Admissions and Success

The Master of Arts in Medical Sciences (MAMS) degree at Heritage University, a predominantly Native American and Hispanic-serving institution, is a one-year bridge or pipeline program to graduate health professional schools. The degree program is operated in collaboration with Pacific Northwest University of Health Sciences College of Osteopathic Medicine and Washington State University College of Pharmacy. MAMS students are typically first generation, minority, late-blooming, or disadvantaged individuals. Coursework taken alongside first-year medical students at Pacific Northwest University of Health Sciences as well as first-year pharmacy students at Washington State University coupled with standardized exam preparation, service-learning opportunities, mentorship, study strategies, club participation, and access to medical, physician assistant, and pharmacy school faculty/staff/students provide MAMS students with the capability to strengthen their applications as well as demonstrate their readiness for professional school. Rigorous Scientific Foundations of Medicine (SciFOM) and Pharmacogenomics courses within the MAMS curriculum have been shown to be key predicative indicators of student success in gaining admission to health professional school as well as subsequent academic performance and graduation. The SciFOM and Pharmacogenomics courses are biochemistry-rich and cover topics such as histology, immunology, embryology, microbiology, biochemical metabolism, genetics, neuroscience, pharmacodynamics, pharmacokinetics, and molecular biology. Delivery of integrated course content utilizes lectures, in-class discussion, case-based learning, small-group learning, computer-facilitated learning, and laboratory activities to maximize student comprehension of fundamental basic science principles. MAMS students take the SciFOM coursework alongside first-year PNWU osteopathic medical students and the Pharmacogenomics content with first-year WSU pharmacy students. Since the program's inception in 2012, 98% of MAMS students that have scored 77% or higher in the SciFOM and 85% in the pharmacogenomics courses, respectively, have gained admission to a health professional school of their choice. Nearly 41% of the SciFOM high achieving MAMS students have been minorities, and 96% of the SciFOM performing MAMS students have remained in good academic standing, passed Board Exams, and/or graduated from health professional school. The highly performing MAMS students have been admitted to medical, dental, optometry, podiatry, pharmacy, and physician assistant schools at nearly twice (1.5X) the rate of most post-baccalaureate program graduates. Biochemistry course content, therefore, appears to be a reliable predictive indicator of student admission and success in graduate health professional schools.

Reduced Gritty Perseverance Partially Explains the Relationship Between Overinvolved Parenting and Stress in Physician Assistant Graduate Students.

The purpose of this research was to assess the role of noncognitive factors (socioeconomic status [SES], overinvolved parenting, and grit) in predicting perceived stress and grade point average (GPA) among graduate students enrolled in a physician assistant (PA) program. In this cross-sectional survey study, 98 PA students completed surveys measuring SES, overinvolved parenting, grit (passion), grit (perseverance), self-reported GPA, and perceived stress. More overinvolved parenting was reported by PA students under the age of 25 years compared to those over the age of 25. Lower SES predicted higher perceived stress. After controlling for SES, grit (perseverance) partially mediated the relationship between overinvolved parenting and perceived stress. Neither parenting style nor grit was associated with GPA. Younger PA students reported higher levels of overinvolved parenting. The relationship between experiences with overinvolved parenting and current levels of stress in PA school is partially explained by reduced gritty resilience.

Correlation between physician assistant students' performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam in the United States.

PurposeLearning to perform and document patient history taking and physical exam (H&P) entails a major component of the first year academic education of physician assistant (PA) students at Wayne State University, USA. The H&P is summative of multiple aspects of PA education, and students must master communication with patients and other health care providers. The objectives of this study were first, to determine if there was a correlation between scores on the Graduate Record Examination (GRE) component testing and scores on graded H&Ps. The second objective was to identify a correlation between proficiency with H&P documentation and academic and clinical year grade point average (GPA) and Physician Assistant National Certifying Exam (PANCE) score.MethodsSubjects included 147 PA students from Wayne State University from 2014–2016. PA students visited local hospitals or outpatient clinics during the academic year to perform and document patient H&Ps. Correlation between the H&P mean scores and GRE component scores, GPAs, and PANCE scores were analyzed.ResultsThe subjects were 26.5 years-old (+6.5) and 111 females (75.5%). There was no correlation between the GRE component score and the H&P mean score. The H&P score was positively correlated with GPA 1 (r=0.512, P<0.001), with GPA 2 (r=0.425, P<0.001) and with PANCE score (r=0.448, P<0.001).ConclusionPA student skill with H&P documentation was positively related to academic performance score during PA school and achievement score on the PANCE at Wayne State University, USA.

Exploring the Effectiveness of Mindfulness and Decentering Training in a Physician Assistant Curriculum.

Several studies have documented the effects of physician assistant (PA) training on students' perceived stress and life satisfaction. Innovative curriculum design incorporating effective stress management resources may help address this concern. Mindfulness and decentering training was incorporated into a first-quarter course for PA students. It included lecture, in-class demonstrations and practice, and out-of-class activities. Mindfulness (Experiences Questionnaire; Acceptance and Action Questionnaire) and general well-being (Satisfaction with Life Scale; Perceived Stress Scale) were assessed precourse, postcourse, and during follow-up. Students reported a significant increase in levels of mindfulness postcourse, which remained stable at a 4-month follow-up. These findings were consistent regardless of prior mindfulness practice. More importantly, changes in the levels of mindfulness significantly predicted changes in life satisfaction and perceived stress. Stress management resources can be incorporated into PA courses through innovative curriculum design to help students cope with the demands of PA school.

The Relationship Between Physician Assistant School Admissions Exam (PA-CAT) and Undergraduate Performance Measured by Science GPA and Cumulative GPA"

Purpose: Physician Assistant (PA) programs often set minimum GPA and graduate record examination (GRE) requirements for admission, citing that candidates with higher admission scores will perform better in the PA program. However, to date, there are limited published studies with inconsistent results that have investigated the validity of using these preadmission characteristics to predict performance in PA programs or on the Physician Assistant National Certifying Exam (PANCE). The development of a physician assistant college admission test (PA-CAT) that has predictive validity to determine PANCE success would give PA admissions committees an additional resource to make decisions. This study was conducted to determine the strength of the relationship between PA-CAT and undergraduate cumulative and science GPA. Methods: The PA-CAT is comprised of 180 questions covering 12 subject areas based on research identifying the relative importance of that subject to success in the PA curriculum. The exam was administered through a secured computer-based testing to 479 newly admitted PA students across the United States. Regression analysis was conducted with Rasch scale scores as the dependent variable and two independent variables (undergraduate GPA and undergraduate science GPA). Results: The PA-CAT Rasch scale scores are positively correlated with undergraduate GPA (r=0.16) and undergraduate science GPA (r=0.22). Although these correlation coefficients are statistically significant (pConclusion:Early results from this research study demonstrates there is a statistically significant relationship between the PA-CAT and undergraduate science GPA in newly admitted PA students. Limitations of the study include the fact that students voluntarily took this exam without consequence. Further study is needed to determine if the exam can be generalized to the entire PA applicant pool thereby providing a valid instrument for admissions decisions.

A Web-Based Alcohol Screening and Brief Intervention Training Module Within Physician Assistant Programs in the Midwest to Increase Knowledge, Attitudes, and Confidence: Evaluation Study.

BackgroundPreventing and reducing risky alcohol use and its side effects remains a public health priority. Discussing alcohol use with patients can be difficult; dedicated training for health care providers is needed to facilitate these conversations. A Web-based alcohol screening and brief intervention (SBI), comprising didactic and skills application training, was designed for physician assistant students.ObjectiveThis paper details experiences and outcomes in developing an alcohol SBI training curriculum and coordinating virtual encounters with standardized patients. We also explain challenges faced with developing an alcohol SBI training and a Web-based learning management site to fit the needs of 5 different physician assistant programs.MethodsTraining development comprised 3 phases—precourse, development, and implementation. The precourse phase included developing the initial training curriculum, building a website, and testing with a pilot group. The development phase refined the training curriculum based on user feedback and moved into a three-component module: didactic training module, guided interactive encounter with a simulated patient, and live encounter with a standardized patient. A learning management system website was also created. In the implementation phase, 5 physician assistant schools incorporated the Web-based training into curricula. Each school modified the implementation method to suit their organizational environment. Evaluation methods included pre- and postchange over time on trainee attitudes, knowledge, and skills (confidence) on talking to patients about alcohol use, trainee self-reported proficiency on the standardized patient encounter, standardized patient evaluation of the trainee proficiency during the alcohol use conversation, user evaluation of the type of technology mode for the standardized patient conversation, and overall trainee satisfaction with the Web-based training on alcohol SBI.ResultsFinal evaluation outcomes indicated a significant (P<.01) change over time in trainee knowledge and skills (confidence) in the conduct of the alcohol SBI with a standardized patient, regardless of the program implementation method. Trainees were generally satisfied with the Web-based training experience and rated the use of the videoconference medium as most useful when conducting the alcohol SBI conversation with the standardized patient. Training that included a primer on the importance of screening, individual participation in the Web-based didactic alcohol SBI modules, and virtual encounters with standardized patients through a university-based simulation center was the most widely accepted. Successful implementation included program investment and curriculum planning. Implementation barriers involved technical challenges with standardized patient encounters and simulation center logistics, and varying physician assistant school characteristics.ConclusionsDevelopment and implementation of Web-based educational modules to educate health care professionals on alcohol SBI is effective, easy to reproduce, and readily accessible. Identifying challenges affecting development, implementation, and utilization of learned techniques in practice, enhances facilitation of learning and training efficacy. As the value of technology-based learning becomes more apparent, reports detailing what has worked versus what has not may help guide the process.

Impact of Interprofessional Telehealth Case Activities on Students’ Perceptions of Their Collaborative Care Abilities

Objective. To describe the development, implementation, and assessment of simulated interprofessional education (IPE) telehealth case activities. Methods. Faculty from pharmacy and physician assistant schools developed interprofessional cases covering topics addressed in both curricula and designed for specific levels of learners. Using a telehealth format, pharmacy students were paired with physician assistant students and met at specified times in a virtual room. Faculty representing both professions assessed students as they discussed a patient case, determined a diagnosis, and collaborated to develop appropriate treatment options. Pre-experience and post-experience data and student reflections were collected. Results. Pharmacy students' responses to items on the Team Skills Scale (TSS) completed after participating in four IPE telehealth case activities indicated positive changes. Mean total TSS scores significantly improved from pre-experience 62.3 (SD 8.4) to post-experience 72.6 (SD 5.7). Quantitative evaluation of student teams' participation in an interprofessional activity was assessed using the Creighton Interprofessional Collaborative Evaluation (C-ICE) instrument and the average score was 90%. Theme analysis was performed on student reflections and the most prominent themes identified were satisfaction from interacting with other health care professionals, increased confidence in clinical decision-making ability, and affirmation that IPE telehealth cases should be included in each year of the curriculum. Conclusion. Implementation of interprofessional cases using telehealth technology is an effective way for pharmacy schools to incorporate IPE into their curriculum. Students reported improved self-perception of interprofessional competence and attitudes toward interprofessional collaboration after participating in IPE telehealth cases.