Measuring the effect of a competency-based education conference for PAs and NPs.

Matthew Laghezza Timothy C Clapper Paul J Christos Rahul Sharma Neel Naik

JAAPA

Matthew Laghezza is chief physician assistant in the Department of Emergency Medicine at New York Presbyterian-Weill Cornell Medical Center in New York City. Timothy C. Clapper is an assistant professor of education in pediatrics and Director of Education at Weill Cornell Medical College, Weill Cornell Medicine New York Presbyterian Simulation Program & Center. Paul J. Christos is an associate professor of research in healthcare policy and research, Department of Healthcare Policy & Research, Weill Cornell Medical College. Rahul Sharma is chairman of the Department of Emergency Medicine and emergency physician-in-chief at New York Presbyterian-Weill Cornell Medical Center. Neel Naik is an assistant professor of clinical emergency medicine in the Department of Emergency Medicine at New York Presbyterian-Weill Cornell Medical Center. Dr. Christos, the statistician, was partially supported by a grant from the Clinical and Translational Science Center at Weill Cornell Medical College. The authors have disclosed no other potential conflicts of interest, financial or otherwise.

Published: September 2019

Objective: To evaluate the effectiveness of a competency-based continuing medical education (CME) conference model for physician assistants (PAs) and NPs.

Methods: This mixed-method research included a pretest/post-test assessment of knowledge and procedural assessment for six clinical skills, along with an open-ended survey to assess the value of an educational conference for PAs and NPs (N = 48) in an urban academic healthcare facility.

Results: Significant increases in knowledge scores and all six clinical skill procedures were noted from pre- to post-test. Participants said they acquired new techniques and knowledge (55%) or improved current knowledge and skills (40%).

Conclusions: The competency-based conference model could serve as a viable method for providing evidence-based learning and informed practice as well as instilling reflective practice and a commitment to personal growth.

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http://dx.doi.org/10.1097/01.JAA.0000578772.39180.0c	DOI Listing

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