Westberg J, Lefever D, Jason H
J Med Educ. 1980 Mar;55(3):173-80. doi: 10.1097/00001888-198003000-00003.
This is a report on the clinical component of physician's assistant (PA) training programs. Given the significant role physicians played in establishing the new profession, it is not surprising many PA programs are built on the traditional model of medical education, with clinical training occurring after didactic and laboratory-based courses in the basic sciences. It is also not unexpected that programs rely heavily on physicians as clinical instructors. This situation, however, is changing. An increasing number of PA graduates are serving as role models and as instructors in patient care settings. These graduates are also assuming positions of leadership in PA programs. Like their counterparts in medical schools, the PA faculty members surveyed in this project are not adequately prepared for their work as teachers, but they do demonstrate an eagerness to enhance their skills and to continue to upgrade the quality of teaching in their programs. Two areas in which PA faculty would particularly like help are evaluation and faculty development.
这是一份关于医师助理（PA）培训项目临床部分的报告。鉴于医师在创建这一新职业中发挥的重要作用，许多PA项目基于传统医学教育模式构建，临床培训在基础科学的理论和实验室课程之后进行，这并不令人惊讶。项目严重依赖医师作为临床教员，这也在意料之中。然而，这种情况正在发生变化。越来越多的PA毕业生在患者护理环境中担任榜样和教员。这些毕业生还在PA项目中担任领导职务。与医学院的同行一样，本项目中接受调查的PA教员对其教师工作准备不足，但他们确实表现出提高自身技能并持续提升其项目教学质量的热情。PA教员特别希望得到帮助的两个领域是评估和教员发展。
