Each of us is a leader of our profession through our role in PA education. Since PAEA board members serve as ambassadors for the PA profession and for PA education, PAEA members should select leaders they trust, respect and feel comfortable with to serve as board members. As our profession continues to grow and evolve we are faced with an environment that requires our leadership to determine the priorities which will best suit our members now and into the future. I believe that my integrity, initiative and dedication to PAEA, enhance my experience and ability to serve this organization as a Director-At-Large board member.
As a prospective PAEA Director-At-Large member, I would work collaboratively with other board members and act as a resource and dedicated representative of our organization. In this capacity I would provide information to other organizations and professions about the PA education process. The experience I gained as a Director-At-Large for the Society for Simulation in Healthcare has enabled me to acquire experience as a board member for an international organization which has a core focus on patient safety. Through this role, I have participated in important conversations with other professions, businesses and institutional representatives about methods used to ensure that healthcare professionals arrive in the workplace as competent health providers. These discussions around competency in the workplace dovetail our professional and organizational efforts to explore and address the implications of optimal team practice (OTP) for PA education and for new PA graduates.
I am committed to PAEA constituent members through continued work on existing organizational goals and the strategic plan. It is important to continually strengthen and innovate PA education and to help prepare faculty members guide students to function effectively in a rapidly changing healthcare environment. I believe that my 25 years of experience as a PA educator, experience as a program director, involvement in experiential learning and assessment will enable me to serve PAEA members adeptly in this role. As an ambassador for PAEA, I would participate in the development of additional educational materials to support new programs and new faculty. Continued development of the PAEA network is important to sustain and support our growth. Board members have the opportunity to share their talent and knowledge to help shape PAEA and the future of PA education. I am excited at the possible opportunity to lead our profession in this capacity.
1. What attributes characterize a high-performing Board member and which of these attributes do you possess?
Integrity, initiative, experience, collaboration and dedication to PAEA are essential characteristics of a high performing board member. My integrity and initiative are evident through the work I have done as a PA educator and as a PAEA volunteer. I am comfortable working collaboratively with colleagues and through this work being a resource and dedicated representative of PAEA.
A high performing PAEA Board member is an effective ambassador of the organization through conversations with other professions, businesses and institutional representatives. My experience as a Director-At-Large for the Society for Simulation in Healthcare has enabled me to acquire leadership skills as a board member for an international organization. As an organizational ambassador, I have experience participating in discussions around patient safety as a representative of our profession. Continued development of the PAEA network is important to sustain and support our growth.
Board members have the opportunity to share their talent and knowledge to help shape PAEA and the future of PA education.
2. How do you think the competency-based medical education movement will affect PA education in the next 5-10 years and what should PAEA do to help programs incorporate CBME?
The competency based medical education (CBME) movement will impact PA education by requiring us to consider the varying rates at which students achieve competencies during PA training. We will need to link our education directly to the competencies and will need to provide effective assessments of competencies including knowledge, skills and attitudes during the course of the PA curriculum. PAEA should develop resources, training and support in evaluation of competencies beyond knowledge, for PA programs to use for assessing students skills and attitudes. PAEA leaders and volunteers should work together to develop a tool-kit of best practices and recurrent workshops to support faculty. Mentoring can be offered by PAEA through pairing leaders and programs who are early adopters of CBME with new adopters. Ongoing support to PA programs could be developed and scaffolded to the needs of new and established programs.
3. "If you have seen one program, you have seen one program," is a phrase often heard in PA education circles. Will this emphasis on program uniqueness continue to serve the profession moving forward? Why or why not?
PA program uniqueness is important given the various types of institutions in which each program is housed and the types of communities served by PA graduates. An emphasis in uniqueness of programs is acceptable in delivering the curriculum, based on the overarching program mission. However, I believe that assessment methods should be streamlined across programs in order to assure the public that we have a valid approach to assuring competency of new graduates. A continued emphasis on uniqueness will not serve the profession well if we cannot confirm that our students have achieved the same competencies. This is an important consideration as we prepare the next generation of PAs to practice in a team based environment upon graduation.