Wesley G. Patterson, PhD, MSPA, PA-C, CAQ-Peds, is a genetics physician assistant, Greenwood Genetic Center, Greenwood, South Carolina.
Leta M. Tribble, PhD, is a director, Division of Education, Greenwood Genetic Center, Greenwood, South Carolina.
J Physician Assist Educ. 2023 Sep 1;34(3):195-202. doi: 10.1097/JPA.0000000000000519. Epub 2023 Jul 19.
This study aimed to assess the current landscape of genetics-genomics education in physician assistant (PA) student training.
A 25-question electronic survey was emailed to program directors of the 273 accredited PA programs. Questions represented PA program demographics and 4 domains: curricular characteristics and perceived adequacy; content; curricular approaches and instructional methods; and intent, barriers, and perceived needs for an optimal curriculum.
A total of 115 PA program representatives (42%) returned the survey. More than two-thirds of responding programs do not require a prerequisite genetics course for matriculation. Most programs (48%) include 1 to 10 contact hours of genetics-genomics content and use various content delivery methods and approaches. Most programs (67%) use PA program faculty to teach genetics-genomics as part of one course or many courses throughout the curriculum (85%) using didactic lectures (97%). The most significant barrier to developing an optimal curriculum is an already overloaded curriculum (71%). Physician assistant educators welcome supportive resources, such as genetic case studies (96%).
The study findings elucidate the current state of genetics-genomics education in PA programs. Every responding program reports that genetics-genomics is integrated into their curriculum; however, no standardization exists between programs. Although medical genetics-genomics has changed and advanced rapidly since a similar survey was conducted 14 years ago, the number of contact hours is unchanged, and genetics-genomics content is less dispersed throughout PA curricula. To create genetic-competent and genomic-competent PAs, education must evolve to stay current with ongoing advancements in genomic science.
本研究旨在评估当前医师助理（PA）学生培训中遗传学-基因组学教育的现状。
向 273 个认可的 PA 项目的项目主任发送了一份 25 个问题的电子调查。问题代表 PA 项目的人口统计学特征和 4 个领域：课程特征和感知充足性；内容；课程方法和教学方法；以及优化课程的意图、障碍和感知需求。
共有 115 名 PA 项目代表（42%）回复了调查。超过三分之二的回应项目在入学时不需要先修遗传学课程。大多数项目（48%）包含 1 到 10 个小时的遗传学-基因组学内容，并使用各种内容传递方法和方法。大多数项目（67%）使用 PA 项目教师在整个课程中教授遗传学-基因组学，作为一门或多门课程的一部分（85%）使用讲授法（97%）。开发最佳课程的最大障碍是课程已经负担过重（71%）。PA 教育者欢迎支持性资源，如遗传病例研究（96%）。
研究结果阐明了 PA 项目中遗传学-基因组学教育的现状。每个回应的项目都报告说，遗传学-基因组学已纳入其课程；然而，各项目之间没有标准化。尽管自 14 年前进行类似调查以来，医学遗传学-基因组学已经发生了快速变化和进步，但接触时间并没有改变，遗传学-基因组学内容在 PA 课程中的分布也更少。为了培养具有遗传能力和基因组能力的 PA，教育必须与时俱进，跟上基因组科学的不断发展。
