Assessing Student-Reported Perceptions of Prerequisite Usefulness in Preparation for Didactic Physician Assistant Education

Lauren T Souza; Casey P Geiser; Shiann N Ryan; Kandi D Pitchford; Mark A Azel; Paul Miller

doi:10.1097/JPA.0000000000000589

Assessing Student-Reported Perceptions of Prerequisite Usefulness in Preparation for Didactic Physician Assistant Education

J Physician Assist Educ. 2024 Apr 30. doi: 10.1097/JPA.0000000000000589. Online ahead of print.

Authors

Lauren T Souza^{1

2

3

4

5

6}, Casey P Geiser^{1

2

3

4

5

6}, Shiann N Ryan^{1

2

3

4

5

6}, Kandi D Pitchford^{1

2

3

4

5

6}, Mark A Azel^{1

2

3

4

5

6}, Paul Miller^{1

2

3

4

5

6}

Affiliations

¹ Lauren T. Souza, DMSc, PA-C, MSW, is an emergency medicine physician assistant practicing in Biddeford, Maine.
² Casey P. Geiser, PA-C, MPAS, is a thoracic surgery physician assistant practicing in Hartford, Connecticut.
³ Shiann N. Ryan, PA-C, MPAS, is a physician assistant in East Tennessee.
⁴ Kandi D. Pitchford, PhD, CHES, CIC, is an associate professor, capstone director at South College, Knoxville, Tennessee.
⁵ Mark A. Azel, DMSc, PA-C, is an assistant professor at South College, Knoxville, Tennessee.
⁶ Paul Miller, PhD, is a full professor, statistician at South College, Knoxville, Tennessee.

PMID: 38684092
DOI: 10.1097/JPA.0000000000000589

Abstract

Introduction: To gain admittance to a physician assistant (PA) school, applicants must complete program-specific prerequisite courses and experiences. The lack of standardization contributes to complexity, expense, and limits diversity. This research assessed current didactic PA students' perceptions of prerequisite courses, course delivery methods, and direct patient care (DPC) experiences to determine which were perceived as the most useful in preparation for didactic PA education.

Methods: An online cross-sectional survey was sent to eligible PA students across the United States. The survey collected opinions on the usefulness of commonly required prerequisite courses, course delivery methods, and DPC experiences. Collected data underwent statistical analysis and qualitative analysis for open-response questions.

Results: A total of 527 students completed the survey. Greater than 50% reported prerequisite courses in science and psychology as well as speech, ethics, cardiopulmonary resuscitation (CPR), medical ethics, medical terminology, and nutrition "prepared them well" or "extremely well." The most frequently recommended educational delivery method was "in person." The DPC experiences reported to best prepare students were Medical Assistant, Certified Nursing Assistant, and Scribe. The reported recommended number of DPC hours was 1000 to 1499. Chi-square tests for courses that prepared students "well" and "extremely well" revealed that in-person delivery had a statistically significant association with anatomy, physiology, ethics, CPR, medical ethics, and Spanish.

Discussion: These significant findings should be considered by PA programs when evaluating their requirements for admission. Furthermore, PA education associations should consider universal requirements to reduce applicant barriers, complexity, and expense, which may lead to improved diversity.