Ruff Cathy C
University of Colorado Denver Anschutz Medical Campus, CHA/PA Program, Aurora, Colorado, USA.
J Physician Assist Educ. 2012;23(1):24-7. doi: 10.1097/01367895-201223010-00004.
The "Competencies for the Physician Assistant Profession" identify core competencies that physician assistants (PAs) are expected to acquire and maintain throughout their career (see http://www.nccpa.net/pdfs/Definition%20of%20PA%20Competencies% 203.5%20for%20Publication.pdf). Two categories of competencies relate to patient care and interpersonal and communication skills and articulate the need for PAs to be effective communicators and patient educators. The value of a health education curriculum for the adolescent population has been recognized since the early 1900s. PA student-designed health promotion presentations aimed at the adolescent population are an innovative educational strategy involving students in community education.
PA student-designed presentations based upon previously identified topics were presented in the community. Students presented topics including Smoking Cessation, The Effects of Drugs and Alcohol, Self-Esteem, and others to adolescents. Community audiences were varied and included alternative high schools and teens within the Department of Youth Corrections facilities.
PA students created 17 portable presentations for community adolescents. Two hundred sixty-eight students gave presentations to more than 700 adolescents ranging from 11-22 years of age between the years 2005-2010. Eighty-two percent (646/791) of adolescent participants either strongly agreed or agreed that they learned at least one new piece of information from the presentations. Sixty percent (12/20) of community leaders requested that the PA students return to give additional health promotion presentations. Analysis of comments by PA students revealed that 98% of students found the experience beneficial. Students identified the experience as helping them better understand how to design presentations to meet the needs of their audience, feel more comfortable with adolescents, and gain confidence in communicating. Seventy-five percent stated they would continue to be involved in community education because of the experience.
These presentations serve to enrich student professional development, enhance community awareness of the PA profession, and provide educational information to adolescent populations, many of whom are considered at-risk. In addition, this model serves to enhance the service-learning curriculum.
《医师助理职业能力要求》确定了医师助理（PA）在整个职业生涯中应掌握并保持的核心能力（见http://www.nccpa.net/pdfs/Definition%20of%20PA%20Competencies%203.5%20for%20Publication.pdf）。两类能力与患者护理以及人际沟通技能相关，并明确了PA成为有效沟通者和患者教育者的必要性。自20世纪初以来，青少年健康教育课程的价值就已得到认可。由PA学生设计的针对青少年群体的健康促进讲座是一种创新的教育策略，能让学生参与社区教育。
基于先前确定的主题，PA学生设计的讲座在社区进行展示。学生们向青少年介绍了包括戒烟、毒品和酒精的影响、自尊等主题。社区受众多种多样，包括替代高中以及青少年教养部门设施内的青少年。
PA学生为社区青少年制作了17个便于携带的讲座资料。在2005年至2010年期间，268名学生为700多名年龄在11至22岁之间的青少年进行了讲座。82%（646/791）的青少年参与者强烈同意或同意他们从讲座中学到了至少一条新信息。60%（12/20）的社区领袖要求PA学生返回进行更多的健康促进讲座。对PA学生的评论分析显示，98%的学生认为这次经历有益。学生们认为这次经历有助于他们更好地理解如何设计讲座以满足受众需求，与青少年相处更自在，并在沟通中获得信心。75%的学生表示由于这次经历他们会继续参与社区教育。
这些讲座有助于丰富学生的专业发展，提高社区对PA职业的认识，并为许多被视为高危人群的青少年提供教育信息。此外，这种模式有助于加强服务学习课程。
