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Introduction <p>Longitudinal assessments (LAs) may offer more flexibility and unique opportunities to enhance equity. Although prior findings on LAs demonstrate that they foster learning, limited research exists on potential differences in examinee perspectives by demographics and practice characteristics. Addressing this research gap is vital to ensuring that examinees from different backgrounds equally derive learning benefits from LAs.</p> Methods <p>We evaluated potential differences in perspectives and experiences of physician assistants/associates (PAs) participating in the PA National Recertifying Examination Longitudinal Assessment (PANRE-LA) program, considering a wide range of demographic and practice characteristics.</p> Results <p>Over 90% agreed that this type of assessment provides a learning experience, helps to identify gaps, provides an opportunity to improve, aligns with a lifelong learning perspective, and keeps core medical knowledge up-to-date. Approximately 84% believed it helps them to be a better practitioner, and 78.7% either anticipated or had applied learning from PANRE-LA to their clinical practice.</p> Discussion <p>Our findings suggest that PAs across diverse demographics and practice characteristics equally derive self-reported learning benefits from PANRE-LA. LAs, due to their formative components, may provide unique opportunities to promote equity in knowledge acquisition, foster continuous learning, and ultimately contribute to improved patient care.</p>

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Equity and Longitudinal Assessments: Perspectives from Physician Assistants/Associates (PAs) Participating in PANRE-LA

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年2月27日

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  • Andrzej Kozikowski,
  • Joshua Goodman,
  • Andrew Dallas,
  • Yanlin Jiang

摘要

Introduction

Longitudinal assessments (LAs) may offer more flexibility and unique opportunities to enhance equity. Although prior findings on LAs demonstrate that they foster learning, limited research exists on potential differences in examinee perspectives by demographics and practice characteristics. Addressing this research gap is vital to ensuring that examinees from different backgrounds equally derive learning benefits from LAs.

Methods

We evaluated potential differences in perspectives and experiences of physician assistants/associates (PAs) participating in the PA National Recertifying Examination Longitudinal Assessment (PANRE-LA) program, considering a wide range of demographic and practice characteristics.

Results

Over 90% agreed that this type of assessment provides a learning experience, helps to identify gaps, provides an opportunity to improve, aligns with a lifelong learning perspective, and keeps core medical knowledge up-to-date. Approximately 84% believed it helps them to be a better practitioner, and 78.7% either anticipated or had applied learning from PANRE-LA to their clinical practice.

Discussion

Our findings suggest that PAs across diverse demographics and practice characteristics equally derive self-reported learning benefits from PANRE-LA. LAs, due to their formative components, may provide unique opportunities to promote equity in knowledge acquisition, foster continuous learning, and ultimately contribute to improved patient care.