PAEA Committee Descriptions and Testimonials
Created in 2011, the Assessment Institute (AI) oversees the development and implementation of student testing services within PAEA, ensuring that products align with program and student needs. Housed within the AI are the PACKRAT Committee and three Rotation Exam Review Committees (RERC), each charged with the oversight of specific end-of-rotation (EOR) examinations.
"As chair of PACKRAT, and now chair of the AI, I have had the opportunity to work with amazing faculty members from many different programs who have offered their opinions, expertise, and ideas. Objectives are met because members work together, actively participate, and are open to the contributions of others. I am privileged to interact with such a wonderful group of people and am proud to be part of this innovative project."
Kim Cavanagh, Gannon University (Penn.)
The Awards Committee develops and oversees a fair and inclusive process to recognize the significant contributions of PAEA members through annual awards by assessing current awards and making recommendations to the board, as appropriate, for new awards or recognition that may be desirable for the organization.
"It never occurred to me the Awards Committee would be an opportunity to appreciate the depth and breathe of the talent and sacrifice PAs make on a daily basis to improve our profession and the lives of those less fortunate."
Nancy Dion, Missouri State University
Included in its charge to provide oversight for the maintenance and enhancement of the Central Application Service for Physician Assistants (CASPA) service, the committee serves as an admissions resource for PA programs; develops program recruitment strategies, identifies barriers to participation; develops strategies to increase applicant data sharing among programs; reports on the applicant pool, trends, and other related data; and provides workshops for CASPA participating programs on best practices for admissions.
"I love working with the CASPA Advisory Committee! Participating as a working member has given me the opportunity to network closely with others who share my interest in admissions. It has afforded me the opportunity to better develop the process within my own program. I have been challenged a great deal and have learned much."
Doris Dalton, University of Utah
The committee develops and oversees resources and initiatives related to the clinical phase of entry-level PA education. The CEC recently developed a preceptor survey to identify benefits and barriers to precepting students along with a handbook; is working on the distribution of existing preceptor databases; and is currently developing resources to support clinical education.
"The personal and professional benefits of serving on the CEC are numerous, and there is quite a bit of overlap between the two. It is great to get to know other folks, network with them, and to know educators on a larger level. It is a treat being part of such a great group of people who are so accomplished in their own jobs. I am honored to be working with them as well as all of the wonderful people at PAEA."
Amanda Moloney Johns, University of Utah
The CCC promotes the excellence of PA education through ongoing professional development and networking of PA program faculty and others involved in PA education, including, but not limited to, PAEA’s Annual Education Forum and the AAPA Annual Conference. The committee’s main responsibilities revolve around the Annual Education Forum. The committee solicits proposals for education sessions at the Forum, reviews the submissions in a blinded process, schedules the presentations, and moderates and evaluates the sessions.
"Serving on the CCC is a fantastic way to keep abreast of all of the varied and exciting things that our peers around the country are doing. And working at the forum as a session moderator has provided some of the best networking opportunities I have experienced within the community of PA educators."
Jonathan Bowser , University of Colorado Anschutz Medical Campus
The standing charge of the CDI is to promote diversity and inclusion within PA education, including applicants, students, and faculty. The committee focuses on this aspect as it relates to health care disparities and workforce issues.
"While my initial drive to participate was based on giving back and service to the profession, I have found that, as a committee member, I have gained so much more than I have given. It has been incredibly beneficial to me in my career as a PA educator, and the collaboration and collegiality have been, by far, the best part of my 4+ years on the committee."
Lisa Walker, Program Director, Franklin Pierce University (N.H.)
Created in 2013, the Ethics Committee (EC) develops resources to educate member programs about the PAEA Code of Ethics, reviews and evaluates annual council/committee disclosure of conflict of interest forms, and upholds the PAEA Code of Ethics. As part of its effort to review potential ethics violations or conflicts of interest, the Ethics Committee, will, as necessary, conduct hearings to determine if there has been a violation of the Code of Ethics or the Conflict of Interest policy.“As chair of this new PAEA committee and a member of the Ethics Workgroup that established the foundation for the committee's work, I am privileged to work with a dedicated group of PAEA members as well as a public member. The committee will submit its recommendations for a revised PAEA Code of Ethics and Conflict of Interest Policy to the PAEA Board of Directors in January 2014. We look forward to engaging PAEA members in this mission-critical work.”
Gino Gianola, University of Washington
The FDI promotes the professional development of PA program faculty and staff through enrichment, knowledge, and skills in the areas of education, scholarship, management, and leadership. It accomplishes this goal by developing and presenting seminars, webinars, certificate programs, and materials for the PAEA website.
"Being selected to the FDI has allowed me to network with some really great people from all over the country and has made me aware of how much PAEA provides for its member programs. Most of all, it is fun and rewarding to be part of the process of faculty development for our members."
David Klocko, University of Texas Southwestern Medical Center
The Finance Committee’s main responsibilities revolve around developing the Association’s annual budget, overseeing the transition of investment services, monitoring investment outcomes, assessing financial impact of motions as appropriate, and maintaining the Financial Policies and Procedures Manual. Committee members must be well-versed in the preparation of budgets: able to review financial statements from the prior year so as to identify areas where adjustments may be needed; capable of reviewing investment performance reports; and able to review tax documents to ensure the document presents the organization fairly and accurately.
"If you want to make a difference, if you want to have impact, if you want the time away from your job and precious family to be worthwhile, become involved and consider serving PAEA on the Finance Committee. You will gain so much more than you give."
Dan O’Donoghue, University of Oklahoma
This committee ensures that PAEA’s governing processes and procedures are both appropriate and effective in meeting the needs of the Association and its members. It works with other committees to incorporate committee procedures into the PAEA policy and procedures manual.
"It is an escape from our everyday educational and administrative lives. It allows you to be helpful and have a leadership role with the PAEA Board of Directors, as well as being invigorated, stretched, and challenged to further the PAEA organization."
Richard Rahr, University of Texas Medical Branch
The Government Relations Committee (GRC) is charged with ensuring that the Association’s advocacy efforts effectively address PA education issues on the national level. The committee’s major functions are to: contribute to and monitor the Association’s legislative agenda and advocacy strategy, promote greater interaction by faculty and students with federal policymakers, advocate for greater inclusion of PAs in federal programs, advocate for increased amounts of public funding for PA education programs, and build new strategic partnerships with other associations, non-profit organizations, and government agencies related to PAEA’s advocacy agenda.
"The GRC appointment has allowed me to become involved and develop a sense of pride and ownership in my profession as a PA educator."
Patty Scholting, University of Nebraska Medical Center
LDRC’s charge is to facilitate the recruitment of qualified prospective leaders for the Association and the process by which members get to know candidates, as well as to provide information for potential candidates to help form their decision-making. One future initiative is to develop leadership competencies for the Association. LDRC members are expected to bring prior leadership experience to their role on the committee.
"It is exciting to be able to use my experience as a leader to encourage others to reach for their potential as a leader. I would encourage anyone interested in committee work to consider applying for an open position on whichever committee matches your interest. The process is easy and the reward is tremendous."
Jeanne Bird, Red Rocks Community College (Colo.)
The committee provides oversight for the maintenance and enhancement of the Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT) exam. The committee constructs a new version of the PACKRAT exam that is available annually, relying on a subcommittee of three members to assist with item writing.
"Having spent the last four years as a member of the PACKRAT Committee, I can attest to the hard work and value of the experience. It is more than just a means to fulfill the service leg of the academic stool; it has truly made me a better educator and professional peer. This is not a committee for the faint of heart or those looking for a passive activity, but for those who want a real challenge and a chance to serve the organization and students around the country, PACKRAT is that committee!"
Rex Hobbs, Lincoln Memorial University (Tenn.)
The Research Institute’s work includes fostering research and scholarly activities within PAEA by advising and making recommendations to the PAEA Board of Directors for the coordination and oversight of research-related activities. The Institute supports research that determines the validity and effectiveness of PAEA health professional education.
"There are many benefits to being on a PAEA committee. It is a great source of satisfaction to be actively involved in the growth of our profession, as clinicians and as educators. The exchange of experiences and ideas of colleagues is a terrific source of inspiration. The vision of the Institute and PAEA is a source of motivation. And, above all, I have made some wonderful friends."
Martha Petersen, University of Bridgeport (Conn.)
The new RERCs oversee specific end-of-rotation (EOR) examinations. One committee focuses on the development of the Internal Medicine and Family Medicine EOR exams, another on the Pediatrics, Women’s Health, and Psychiatric EOR exams, and the third one on the Emergency Medicine and Surgery EOR exams. There are also three Item Writing Subcommittees (IWS) to support each of the RERCs.