Moosringgaard9551

One initial conclusion is that PA educators should focus more on helping students to "think like clinicians" from the start of their education. This paper is primarily intended to stimulate dialog, and we encourage all PA educators to form-and more importantly, share-their own thoughts and questions, through the PAEA professional learning communities and Digital Learning Hub (PAEAlearning.org/learn/digital-learning-hub/).

To use a randomized controlled design to explore the effects of evidence-based medicine (EBM) education on physician assistant (PA) students' EBM knowledge, self-efficacy, and evidence-seeking behavior in a simulated clinical situation and to present a model of EBM competence.

Sixty-one didactic-year PA students from one Midwestern University (2 sequential cohorts) were randomized to receive the standard PA curriculum plus EBM training (intervention) or the standard PA curriculum only (control). Evidence-based medicine knowledge was measured with a validated Fresno test. Self-efficacy was measured with a validated Likert scale. Clinical application of EBM skills was measured with an objective structured clinical examination (OSCE).

Evidence-based medicine education led to significant improvements on the Fresno and self-efficacy tests, both within and between groups. On the OSCE, the intervention group performed no better than the control group. Higher Fresno pretest scores were significantly related to decreasing improvements in the posttest scores R = -0.634.

Teaching EBM to PA students improved their EBM knowledge and self-efficacy but not their clinical application. Future research should focus on enhancing EBM evaluation and application in the clinical setting.

Teaching EBM to PA students improved their EBM knowledge and self-efficacy but not their clinical application. Future research should focus on enhancing EBM evaluation and application in the clinical setting.

The purpose of this research was to assess the role of noncognitive factors (socioeconomic status [SES], overinvolved parenting, and grit) in predicting perceived stress and grade point average (GPA) among graduate students enrolled in a physician assistant (PA) program.

In this cross-sectional survey study, 98 PA students completed surveys measuring SES, overinvolved parenting, grit (passion), grit (perseverance), self-reported GPA, and perceived stress.

More overinvolved parenting was reported by PA students under the age of 25 years compared to those over the age of 25. Lower SES predicted higher perceived stress. After controlling for SES, grit (perseverance) partially mediated the relationship between overinvolved parenting and perceived stress. selleck chemicals llc Neither parenting style nor grit was associated with GPA.

Younger PA students reported higher levels of overinvolved parenting. The relationship between experiences with overinvolved parenting and current levels of stress in PA school is partially explained by reduced gritty resilience.

Younger PA students reported higher levels of overinvolved parenting. The relationship between experiences with overinvolved parenting and current levels of stress in PA school is partially explained by reduced gritty resilience.The rapid growth of the physician assistant (PA) profession has required PA programs to increase their efforts in the recruitment and retention of experienced faculty. One approach was the establishment of the academic fellowship concept in 1998. Since then, 5 PA programs have designed fellowships, 3 of which were implemented and graduated fellows. To institute and develop an academic fellowship takes time, resources, and buy-in from faculty and students. The structure of the curricula within the fellowships has been similar since 1998 and includes faculty development opportunities, lecture development and delivery, student assessment, small group facilitation, interprofessional education, and committee work. Most fellowship-trained educators have entered faculty positions after completion of their fellowship. They appear to use sound educational strategies in their teaching and are successful in their scholarly productivity. Academic fellowships are just one route in the transition to PA education, and while they may require a significant investment from the sponsoring institution and program, they can provide a unique opportunity for PAs to immerse themselves in the faculty experience before the full commitment to a career change.

The effects of oral contrast agents (OCAs) on dosimetry have not been studied in detail. Therefore, this study aimed to examine the influence of OCAs on dose calculation in volumetric-modulated arc therapy plans for rectal cancer.

From 2008 to 2016, computed tomography (CT) images were obtained from 33 rectal cancer patients administered OCA with or without intravenous contrast agent (ICA) and 14 patients who received no contrast agent. CT numbers of organs at risk were recorded and converted to electronic densities. Volumetric-modulated arc therapy plans were designed before and after the original densities were replaced with non-enhanced densities. Doses to the planned target volume (PTV) and organs at risk were compared between the plans.

OCA significantly increased the mean and maximum densities of the bowels, while the effects of ICA on these parameters depended on the blood supply of the organs. With OCA, the actual doses for PTV were significantly higher than planned and doses to the bowel increaor near the PTV.

Contrast agents applied in simulation cause underestimation of doses in actual treatment. The overdose due to ICA was slight, while that due to OCA was moderate. The bowel volume receiving ≥50Gy was dramatically increased when OCA within the bowel was absent. Physicians should be aware of these issues if the original plan is barely within clinical tolerance or if a considerable volume of enhanced intestine is within or near the PTV.Systemic lupus erythematosus (SLE) is an autoimmune disease with extreme heterogeneity and potentially involvement of any organ or system. Numerous unanswered questions and challenges in SLE always prompt further exploration. In 2019, great progress in various aspects of SLE emerged. Both the classification criteria and management recommendation for SLE were updated. New promising medications have been widely developed and tested, although subsequent clinical studies are warranted. As an emerging number of most notable studies in SLE were published in both clinical area and basic research in 2019, we aim to summarize the highest quality data on SLE regarding novel insights of pathogenesis, updated recommendations, hot-spot issues on clinical manifestations, new understanding of disease prognosis, and most importantly, the therapeutic advances in SLE in this review.