Zaweski Joseph, Melcher Betsy Quick, Sedrak Mona, Von Mary, Fletcher Sara
Joseph Zaweski, MPAS, PA-C, is an associate professor and the assistant dean and program director for the Physician Assistant Program at Valparaiso University, Valparaiso, Indiana. Betsy Quick Melcher, MHS, PA-C, is an assistant professor in the Department of Community and Family Medicine and the academic coordinator for the Physician Assistant Program at the Duke University School of Medicine, Durham, North Carolina. Mona Sedrak, PhD, PA-C, is a professor and the associate dean of academic affairs at the University of Cincinnati-Clermont College, Batavia, Ohio. Mary Von, DHEd, MS, PA-C, is the director of the School of Physician Assistant Studies and associate dean of faculty affairs at Pacific University, Hillsboro, Oregon. Sara Fletcher, PhD, is vice president and chief learning officer for the Physician Assistant Education Association, Washington, DC.
J Physician Assist Educ. 2019 Mar;30(1):47-53. doi: 10.1097/JPA.0000000000000240.
The rapid expansion of physician assistant (PA) programs over the past decade has led to a shortage of experienced PA faculty. This has prompted many faculty development initiatives to help provide the skills needed by new faculty making the jump from clinical practice to academia. Faculty development is a key necessity in health professions education because many of the professionals attracted to the educator role are primarily trained as clinicians. Although this issue has been extensively evaluated by our colleagues in medical, nursing, and health education and various faculty development interventions have been implemented, this has not been done in the PA profession. In an effort to correct this, the Physician Assistant Education Association assembled a task force of experienced PA educators and charged them to evaluate the literature on faculty competencies in health professions education and to develop a set of PA educator competencies to help codify the essential knowledge, skills, attitudes, and behaviors that faculty need to be successful in their academic roles.The task force met its charge by engaging in an extensive review of the literature, developing a competency framework and proposed competencies, and soliciting the input of a diverse panel of experts in PA education to vet the proposed competencies. Using the insights and recommendations from the expert panel, the task force refined the competencies-resulting in the framework of PA educator competencies presented in this document.
在过去十年中，医师助理（PA）项目的迅速扩张导致了经验丰富的PA教员短缺。这促使许多教员发展计划来帮助新教员提供从临床实践转向学术界所需的技能。教员发展是卫生专业教育的关键必要条件，因为许多被吸引到教育者角色的专业人员主要是作为临床医生接受培训的。尽管我们医学、护理和健康教育领域的同事已经对这个问题进行了广泛评估，并实施了各种教员发展干预措施，但PA专业尚未开展此类工作。为了纠正这一情况，医师助理教育协会组建了一个由经验丰富的PA教育工作者组成的特别工作组，要求他们评估卫生专业教育中教员能力的相关文献，并制定一套PA教育者能力标准，以帮助编纂教员在学术角色中取得成功所需的基本知识、技能、态度和行为。该特别工作组通过广泛审查文献、制定能力框架和拟议的能力标准，并征求PA教育领域不同专家小组的意见以审核拟议的能力标准，完成了任务。利用专家小组的见解和建议，特别工作组对能力标准进行了完善，从而形成了本文件中提出的PA教育者能力框架。
