Chelsey Hoffmann, PA-C, MS, RD, is a physician assistant, Department of Anesthesiology, Division of Pain Medicine at Mayo Clinic, Rochester, Minnesota.
J Physician Assist Educ. 2024 Sep 1;35(3):314-316. doi: 10.1097/JPA.0000000000000611. Epub 2024 Jun 25.
Physician associate/assistant (PA) faculty benefit from learning the definitions and applications of pedagogy and andragogy within PA education. However, we are now in an era where PA learners may fall along the continuum between pedagogy and andragogy, particularly in PA programs with a preprofessional phase such as the 3 + 2 model. Given PA programs with a preprofessional phase now make up 12.7% of all PA programs, faculty need to be equipped with effective strategies and techniques for engaging this population of learners.
PubMed, MEDLINE, and Google Scholar databases were queried to find existing research on the topics of andragogy and pedagogy in 3 + 2-modeled PA programs. The Journal of Physician Assistant Education was also reviewed for articles relevant to these topics.
There is minimal evidence to guide PA faculty on education models, theory, or learning philosophy for students enrolled in 3 + 2 PA programs . As such, this manuscript presents 5 lessons learned from a former faculty member of a 3 + 2-modeled PA program who has experience teaching both traditional PA students in addition to 3 + 2 learners.
The 5 lessons learned include the importance of scaffolding, explaining the "why," emphasizing knowledge acquisition, integrating novel learning experiences, and creating channels for communication. While each of these lessons will apply to all PA students, they may be particularly impactful to those in 3 + 2-modeled PA programs. Moving forward, PA education would benefit from research dedicated to PA programs with a preprofessional phase.
医师助理/助手（PA）教师从 PA 教育中的教学法和成人教育学的定义和应用中受益。然而，我们现在正处于一个 PA 学习者可能沿着教学法和成人教育学之间的连续体发展的时代，特别是在具有预职业阶段的 PA 课程中，例如 3+2 模式。鉴于现在具有预职业阶段的 PA 课程占所有 PA 课程的 12.7%，教师需要具备有效的策略和技术来吸引这部分学习者。
在 PubMed、MEDLINE 和 Google Scholar 数据库中查询了关于 3+2 模式 PA 课程中的成人教育学和教学法的现有研究。还审查了《医师助理教育杂志》中与这些主题相关的文章。
几乎没有证据可以指导 PA 教师在教育模式、理论或学习哲学方面为注册 3+2 PA 课程的学生提供指导。因此，本文介绍了一位前 3+2 模式 PA 课程教师的 5 点经验教训，他既有教授传统 PA 学生的经验，也有教授 3+2 学习者的经验。
这 5 点经验教训包括支架搭建的重要性、解释“为什么”、强调知识获取、整合新的学习体验以及创建沟通渠道。虽然这些经验教训中的每一条都将适用于所有 PA 学生，但它们可能对 3+2 模式的 PA 课程学生更有影响。展望未来，PA 教育将受益于专门针对具有预职业阶段的 PA 课程的研究。
