Abstract
Objective: To assess the current practices of PA programs pertaining to how advocacy education is taught to their students and to determine differences among the programs.
Methods: PA program directors were interviewed about advocacy education including time allotted, when it is provided, learning objectives, source materials, teaching methods, determination of competency, and tracking of student advocacy participation after graduation.
Results: All noted that advocacy education is important, however meaningful, in-depth, instruction can be limited for a variety of reasons. Such reasons include limited educational time to ensure that a sizeable set of standards is met, limited access to experts, and established program precedent.
Conclusion: Interviewees expressed that advocacy education is important, but there are significant differences in how the information is presented to the students. There is a need for further investigation of this area, including: assessment of professional society involvement, best methods for instruction, and standardization of instruction.
Recommended Citation
Prevelige, Jason P. and Gietzen, Lindsay
(2024)
"Methods and Variability in Physician Associate Student Advocacy Education,"
Pacific Journal of Health: Vol. 7:
Iss.
1, Article 9.
DOI: https://doi.org/10.56031/2576-215X.1044
Available at:
https://scholarlycommons.pacific.edu/pjh/vol7/iss1/9
