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Educational Sessions for Please note that all workshops, roundtables, panel presentations, and pearls are scheduled for Sunday, May 29, 8:00 a.m.–1:40 p.m. A Multidisciplinary Approach to PA Master’s-level
Education Participants will 1) Discuss challenges faced by PA programs in developing and implementing master’s-level education into the clinical core curricula; 2) Provide details of multidisciplinary, master’s-level curriculum comprised of four independent tracks (research, clinical, bioethics, and health professions education); 3) Discuss benefits to students of a flexible master’s-level educational experience versus its manageability by faculty; 4) Outline suggestions for PA programs that wish to adopt a similar approach and use disciplines existing within their institutions. An Increased Physician Supply: What is the Role for
the PA Profession? Participants will 1) Become familiar with the broad issues related to the expansion of the physician workforce in U.S. medicine; 2) Understand the reasons workforce experts speculate on a shortage of physicians in the coming years; 3) Become familiar with the projected output of U.S. medical school graduates and PA program graduates; 4) Become familiar with the proposed strategies for increasing the physician supply and how these may impact the PA profession. Developing and Maintaining a PA Student Manual Participants will gain the ability to 1) Identify and describe the components of a comprehensive PA student handbook; 2) Identify and describe student issues and questions that can and should be answered in the handbook; 3) Describe methods to orient students to the handbook, including program policies; 4) Describe methods to ensure the handbook is consistent with ARC-PA accreditation and institutional requirements, as well as with AAPA and APAP professional and educational standards. The Culture of Cheating: From the Classroom to the
Exam Room Participants will 1) Understand the culture surrounding cheating; 2) Review current data concerning cheating; 3) Recognize what cheating is; 4) Understand how cheating occurs; 5) Determine the best methods, from the examples given, to handle cheating in the classroom; 6) Determine, from the examples given, how best to discourage cheating on the PANCE. An Analysis of Students’ Clinical Experiences
Using a PDA Tracking Program Participants will 1) Discuss the use of aggregate clinical data to analyze students’ clinical experiences, analyze trends in health care, review curriculum for adherence to ARC-PA Standards and needs of patient populations, and supply required data to governmental agencies; 2) Learn how this analysis can lead to the development of a diabetes management curriculum for PA students. Student Self- and Peer-Assessment Participants will 1) Be provided with an overview of the current literature on student self- and peer-assessment; 2) Discuss two specific ways self- and peer-assessment is used at the Midwestern University PA Program in Glendale, Arizona; 3) Brainstorm about ways self- and peer-assessment can be utilized in PA programs. Recruiting Clinical Sites: A Public Relations Workshop Participants will gain the ability to 1) List theoretical perspectives of public relations and advertising; 2) Compare and contrast public relations and advertising; 3) Apply theoretical perspectives of public relations to their PA programs; 4) Discuss obstacles in recruiting new clinical sites; 5) Problem-solve current public relations methods at their PA programs. *The Four Major Appeals: A Case-based Approach to
Ethical Decision-making Instruction (1 hour Category I CME credit) Participants will 1) Be introduced to consequences, rights, virtues, and justice as the four major appeals to consider when making decisions about ethical issues in clinical situations; 2) Observe the application of the appeals in the analysis of an ethical issue in the clinical setting as a tool for teaching essential skills to PA students; 3) Practice application of the appeals in small groups to familiarize participants with situation analysis as a tool to teach students decision making using a structured format. *The Three P s: Preceptors, Professionalism, and
Pearls (1 hour Category I CME credit) Participants will gain the ability to 1) List components of a curriculum for clinical students based on professionalism; 2) Discuss historical and current examples of professional role models; 3) Demonstrate appropriate models for precepting; 4) Share experiences, strategies, and tips for successful mentoring of clinical students; 5) Demonstrate a framework for professionalism among preceptors. Perceptions of the PA Accreditation Process Participants will gain the ability to 1) Assess the results of program directors’ perceptions of the accreditation process; 2) Classify the principal semantic descriptors as identified by program directors; 3) Contrast positive and negative perceptions; 4) Generate concrete, constructive suggestions for improving the accreditation process. Learning Style Assessment: When Learning and Culture
Clash Participants will gain the ability to 1) List and describe the different types of learning styles; 2) Describe the various elements of the stimuli identified in the learning process; 3) Differentiate between global and analytic learners; 4) Analyze different approaches for dealing with students from different cultures, as well as non-conformist students; 5) Apply theories and techniques used in the interpretation of learning style inventories on yourself and expand their use to both didactic and clinical year students; 6) Evaluate and apply various teaching styles in order to address cultural differences in learning styles. *The Use of Standardized and Simulated Patients in
the PA Curriculum (1 hour Category I CME credit) Participants will gain the ability to 1) Understand the differences between standardized and simulated patients; 2) Determine various times in their curriculum when the use of either might contribute to student learning; 3) Identify recruitment methods for appropriate candidates as standardized or simulated patients; 4) Explore methods of optimally preparing standardized or simulated patients for student encounters; 5) Determine renumeration appropriate for their programs; 6) Understand how to utilize both types of patients in the student evaluation process; 7) Gain insight into the literature regarding the utilization reliability and validity of standardized and simulated patients. *Preparing Clinicians to Precept (1 hour Category
I CME credit) Participants will 1) Learn how to assist PA program faculty to prepare clinicians to precept students; 2) Discuss recent findings from the literature on the positive and negative aspects of precepting; 3) Brainstorm about ways to prepare clinicians to precept students. Using PDAs in Clinical Education: Patient Logging Participants will explore the benefits, issues, and outcomes with patient logging using PDA versus Web-based and paper tracking systems in the clinical phase of PA education. *The Spiritual History: Innovations for PA Programs
(.75 hour Category I CME credit) Participants will gain the ability to 1) Review research associated with patients and spirituality; 2) Become acquainted with a spiritual history-taking tool, FICA, to assess patients’ faith, its importance to them, whether they belong to a faith community, and how they would like faith addressed in their care; 3) Practice eliciting a spiritual history; 4) Explore applications of the FICA model to their PA program curricula. Showcasing Your Scholarly Work Participants will gain the ability to 1) Define and categorize scholarly work; 2) Analyze the role of scholarly work in promotion and tenure; 3) Outline the process of peer review; 4) Identify reference resources for presentation of scholarly work, such as the AMA Manual of Style and the International Committee of Medical Journal Editors Uniform Requirements for Manuscripts; 5) Match different types of scholarly work with appropriate venues for presentation; 6) Outline the steps from an idea to publication. The ABCs of Preserving Archival Materials Participants will 1) Define and describe basic concepts, issues, and principles surrounding the preservation of archival materials; 2) Examine, discuss, and evaluate archival collections that illustrate primary decisions made during the preservation process; 3) Describe the basic techniques and methods used by archivists in deciding how to preserve archival materials; 3) Understand the growing concerns about preserving and archiving in a digital world. †Dr. Carter is the director of the PA History Center, and executive director of the Society for the Preservation of PA History; Ms. Waller, his assistant, is the archivist for the PA History Center. *The Marriage of Modified PBL with Standardized Patients
to Evaluate Students’ Cultural Competency (1 hour Category
I CME credit) Participants will 1) Consider a unique way to assess cultural competency in students; 2) Learn how to couple cultural diversity and problems of high risk populations with modified PBL methodology; 3) Discuss module creation while partnering with community evaluators and engaging with standardized patients who represent diverse backgrounds. The Year in Review: Examining the Medical Workforce
Literature Participants will gain the ability to 1) Articulate some of the advances in the role of PAs in the United States and in other countries; discuss the merits of each paper presented; 2) Describe the principles and techniques of medical workforce research; 3) Direct students to a list of health workforce research for journal clubs and techniques used in medical labor research; 4) Describe the research methods commonly used to answer questions on the employment of PAs in various health care organizations; 5) Articulate pertinent research questions about PAs through contemporary research methods. *Indicates CME credit Please contact Paxton Styles, pstyles@aapa.org, if you have any questions about scheduling and Al Baggett, abaggett@aapa.org, for questions about content.
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APAP Update - March 2005 |