Hegmann Theresa
J Physician Assist Educ. 2014;25(4):35-8. doi: 10.1097/01367895-201425040-00005.
Physician assistant (PA) program faculty recruited from clinical practice encounter many barriers to success in academia, contributing to high attrition rates.
In response, the PAEA Research Institute developed a nationwide mentoring program for junior PA educators in 2010-2011, focused on scholarship. The program was not well-utilized; more than half of the 33 early-career faculty originally enrolled in the program failed to contact their volunteer mentors despite signing formal agreements.
Neither confidence levels nor actual scholarly productivity differed significantly between the initially matched and wait-list groups. Time devoted to scholarship at the midpoint and end of the program correlated significantly with number of papers produced during the mentorship year (Pearson 0.830 and 0.823, respectively, P < .0001). A separate qualitative follow-up survey identified lack of time, communication issues, and lack of structured expectations for scholarly output as significant barriers.
These results suggest lack of time may interfere with mentoring relationships and scholarly success for early-career PA educators.
从临床实践中招募的医师助理（PA）项目教员在学术领域取得成功面临诸多障碍，这导致了高流失率。
作为回应，PAEA 研究所于 2010 - 2011 年为初级 PA 教育工作者开展了一项全国性的指导计划，重点是学术研究。该计划未得到充分利用；最初报名参加该计划的 33 名早期职业教员中，超过一半尽管签署了正式协议，但仍未与他们的志愿者导师联系。
最初匹配组和候补名单组在信心水平和实际学术产出方面均无显著差异。在项目中期和结束时投入到学术研究的时间与指导年期间发表的论文数量显著相关（皮尔逊相关系数分别为 0.830 和 0.823，P <.0001）。一项单独的定性后续调查确定，时间不足、沟通问题以及对学术产出缺乏结构化期望是重大障碍。
这些结果表明，时间不足可能会干扰早期职业 PA 教育工作者的指导关系和学术成功。
