Charting the Course for Online Physician Assistant Education.

The move to online learning has become one of the most challenging events in physician assistant (PA) education; however, new advances in online technology now make it possible to deliver an entire PA didactic curriculum online. The blending of the latest innovations in online technology with a problem-based learning (PBL) curriculum enables programs to engage students using the Socratic method online while providing feedback in real time. While this novel approach to learning is still being evaluated as data is continually collected, preliminary results indicate online technology can be successfully implemented in a blended PA education curriculum.

Is Student Stress Related to Personality or Learning Environment in a Physician Assistant Program?

Purpose: The purpose of this research was to study the impact of students' personalities and 2 different learning environments-lecture-based learning (LBL) and problem-based learning (PBL)-on the stress perceived by 5 cohorts of physician assistant (PA) students.

Methods: Students rated their stress related to family obligations, financial concerns, schoolwork, relocation, and overall stress on 6 occasions over the course of the 2-year program. Personalities of students were assessed using the California Psychological Inventory 7 months into the program.

A Comparison of Students' Perceptions of Stress in Parallel Problem-Based and Lecture-Based Curricula.

Purpose: A 6-year longitudinal study was conducted to compare the perceived stress experienced during a 2-year master's physician assistant program by 5 cohorts of students enrolled in either problem-based learning (PBL) or lecture-based learning (LBL) curricular tracks. The association of perceived stress with academic achievement was also assessed.

Methods: Students rated their stress levels on visual analog scales in relation to family obligations, financial concerns, schoolwork, and relocation and overall on 6 occasions throughout the program.

A comparison of student knowledge acquisition by organ system and skills in parallel problem-based and lecture-based curricula.

Purpose: A 5-year longitudinal study was conducted of students' acquisition of knowledge by organ system and skill development between two curricular tracks: problem-based learning (PBL) and lecture-based learning (LBL). Analysis of these data is reported.

Methods: A comprehensive examination was administered to all students enrolled in the LBL and PBL curricular tracks on five occasions: 0, 4, 8, 12, and 24 months.