Karen L. Gordes, PhD, DSc, PT, is the Chief Learning Officer for the Physician Assistant Leadership and Learning Academy and associate professor in the Graduate School at the University of Maryland Baltimore, Baltimore, Maryland.
Shani Fleming, MPH, PA-C, is the Chief Equity, Diversity and Inclusion Officer and associate professor in the Graduate School at the University of Maryland Baltimore, Baltimore, Maryland.
J Physician Assist Educ. 2021 Sep 1;32(3):171-175. doi: 10.1097/JPA.0000000000000373.
The purpose of this article is to describe the development, implementation, and evaluation of an innovative physician assistant (PA) faculty development model.
The Maryland Physician Assistant Leadership and Learning Academy's (PALLA's) executive team developed a 10-month fellowship designed to build a skilled faculty pipeline. The fellowship framework was grounded in the PA educator competencies, the 3 pillars of academia, and the 5th edition Accreditation Standards for Physician Assistant Education. The self-perceived impact of the fellowship was evaluated through multiple surveys.
Survey results show that all of the learning activities met fellows' expectations, and fellows indicated strong agreement in self-perceived achievement in meeting the fellowship outcome goals.
Study results provide evidence that formal training increases self-perceived competence in clinicians transitioning to academia. PALLA can serve as a model for other states to ensure faculty capacity within PA education.
本文旨在描述一种创新的医师助理（PA）教师发展模式的开发、实施和评估。
马里兰州医师助理领导力与学习学院（PALLA）的执行团队开发了一项为期 10 个月的奖学金计划，旨在建立一支有技能的教师队伍。该奖学金框架以 PA 教育者的能力、学术界的三大支柱和第五版医师助理教育认证标准为基础。通过多项调查评估了该奖学金的自我感知影响。
调查结果表明，所有的学习活动都符合学员的期望，学员们强烈认同自己在实现奖学金成果目标方面的自我感知成就。
研究结果表明，正规培训可以提高向学术界转型的临床医生的自我感知能力。PALLA 可以作为其他州的一个模式，以确保 PA 教育中的教师能力。
