Design and Evaluation of an Interprofessional Preceptor Development Mini-Fellowship Program.

Introduction: Health professions preceptors require skills and knowledge to effectively meet the educational needs of interprofessional students in clinical environments. We implemented a mini-fellowship program to enhance the knowledge, skills, and self-efficacy of preceptors teaching students and applying quality improvement (QI) methods across disciplines and patient care settings.

Methods: The design, implementation, and evaluation of the program were informed by the faculty development literature, principles of adult learning, and preceptor needs.

Creation of an asynchronous faculty development curriculum on well-written narrative assessments that avoid bias.

Background: The COVID-19 pandemic in parallel with concerns about bias in grading resulted in many medical schools adopting pass/fail clinical grading and relying solely on narrative assessments. However, narratives often contain bias and lack specificity. The purpose of this project was to develop asynchronous faculty development to rapidly educate/re-educate > 2000 clinical faculty spread across geographic sites and clinical disciplines on components of a well-written narrative and methods to minimize bias in the assessment of students.

Physician Assistant Program Policies to Assess and Address Student Reports of Mistreatment During Clinical Training.

Introduction: Many physician assistant (PA) students experience mistreatment in clinical learning environments, and accredited PA programs are required to define, publish, and make readily available policies and procedures for student reports of mistreatment. The purpose of this study is to describe the prevalence, content, and dissemination of program policies to address students' reports of mistreatment involving preceptors during supervised clinical experiences.

Methods: To conduct a national policy analysis, the investigators included 10 new survey items in the 2019 Physician Assistant Education Association annual program survey.

COVID Collaborations: A Physician Assistant Program and Health Department Partnership.

The onset of the COVID-19 pandemic resulted in the displacement of clinical-phase medical learners across the country. Physician assistant (PA) and other health professions programs were challenged to innovate and offer alternate learning experiences that would meet students' needs as future health care professionals. At the same time, local and state health departments were faced with quickly increasing their capacity for contact tracing and case investigation in response to the growing number of COVID-19 infections.

Addressing the Opioid Crisis: A Dynamic Case-Based Module Set for Interprofessional Educators, Learners, and Clinicians.

Introduction: In 2017, the opioid crisis was declared a public health emergency in the United States. The CDC has called for a multifaceted, collaborative approach to address the opioid epidemic. Though many resources have been made available for provider education, much of what has been published to date has focused narrowly on specific contexts and/or has become outdated.

PA job availability in primary care during 2014 and 2016.

Objectives: The objective of this project was to evaluate demand for PAs by examination of job postings. We compared proportions of PAs in primary care with proportions of job postings in primary care in 2014 and 2016 and described job postings for PAs by specialty in 2014 and 2016.

Methods: Internet job postings for PAs supplied by Burning Glass Technologies were evaluated for practice specialty.

A novel curriculum to train physician assistant students how to write effective discharge summaries.

: Physician assistants (PAs) are an integral part of inpatient care teams, but many PAs do not receive formal education on authoring discharge summaries. High-quality discharge summaries can mitigate patient risk during transitions of care by improving inter-provider communication. : To understand the current state of discharge summary education at our institution, and describe a novel curriculum to teach PA students to write effective discharge summaries.

Course on care of patients with chronic illness: patient-centered medical home model.

Background: In the United States, the Patient-centered Medical Home (PCMH) is an emerging concept in primary care that is guiding clinical reorganization to meet the needs of patients with chronic illness. We developed a one-semester curriculum to teach the principles and practice of PCMH to medical and physician assistant students during their clinical clerkship year.

Methods: The mini-course on PCMH consists of three 3-h weekend sessions over 16 weeks and a student project to develop constructive planning ideas for an assigned clinical site.

Population health initiatives for primary care at Duke University School of Medicine.

To help shape the future of health care in North Carolina, Duke University School of Medicine has implemented several new initiatives aimed at providing primary care providers with the knowledge, skills, and attitudes required to improve population health and health care.