OPTIONAL

Critical Thinking: Impact on PA Students & Programs (Phase One) OPTIONAL

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Anthony A. Miller, M.Ed., PA-C, Professor & Director, Shenandoah University Division of PA Studies
C. Jayne Brahler, Ph.D., Associate Professor, University of Dayton School of Education and Health Sciences

Overview and Purpose Instrument Results HC Experience required by Program Discussion

Data for twenty three universities (953 students) yielded a
The goal of PA education is to prepare well-qualified The Health Sciences Reasoning Test This sample was representative of the national
mean HSRT score of 83.48 (SD 5.9) which places this Work Experience (hrs) Mean Std. Deviation N
individuals for the practice of medicine, where rote (HSRT) measures high-stakes reasoning and comparison group. It was encouraging to find that CT
group in the 54th percentile in a national comparison None 82.01 6.26 213
memorization of knowledge and skills are insufficient decision-making processes. scores were not significantly different between
group.
and must also include application of clinical The HSRT is specifically calibrated for trainees in Less than 100 82.15 6.04 137 genders or for different age categories.
16 states represented
reasoning. health sciences educational programs 8 Public, 17 Private non-profit, 1 Private for profit
(undergraduate and graduate) and for professional 100 or more 84.30 5.60 603 Several interesting findings emerged in the study.
Range of first accredited 1972 - 2017
The purpose of this descriptive study was to health science practitioners. Student work experience prior to PA school
Average # of matriculating class – 47 Total 83.48 5.91 953
determine the critical thinking (CT) skills in physician Scores on this instrument have been found to predict significantly impacted student critical thinking
assistant (PA) students at the beginning of their successful professional licensure and high clinical Participants were grouped into age categories in 5-year p= < 0.0001 abilities at the beginning of the program.
academic programs. performance ratings. increments from age 20 – 54. There was not a statistically Self-Reported HC Experience Hours Programs that required at least 100 hours of work
significant difference in CT scores between age FT Employment in HC experience and students who reported greater levels
The researchers also sought to investigate the The HSRT is designed to provide both an overall categories (p = 0.287). (months) of HC work experience prior to PA school
Mean Std. Deviation N
association between student CT and gender, age, score for critical thinking and a selection of scale demonstrated significantly better CT abilities
ethnicity, work experience in health care (HC) required scores. The HSRT Overall Reasoning Skills score There was not a statistically significant difference in CT None 81.98 5.13 54
compared to others. However, there may not be a
by the school for admittance into the program, and the targets the strength or weakness of one's skill in scores between genders: Males – 83.6; Females – 83.46 1-3 83.74 5.79 133 clear relationship between a program’s requirement
number of months of full time (FT) HC employment the making reflective, reasoned judgments about what to (p = 0.727). for HC experience and the amount of experience
student had prior to PA school. believe or what to do. Scores are also reported for: 4-6 83.38 6.29 79 matriculating students possess. The type of HC
There was not a statistically significant difference in CT experience was not a factor. The researchers
Analysis, Inference, Evaluation, Induction, Deduction
Category: Original Research and Numeracy. scores based on the type of HC work experience a 7-12 83.64 5.92 134
hypothesized the drop in HC experience type for
student had prior to PA school. There was not a 13-24 84.46 5.54 209 doctoral level may be that it was related to English as
relationship with CT score and undergraduate GPA.
Methods The HSRT is designed as a multiple choice format More than 24 82.97 6.13 344
a Second Language for international medical
test and can be administered in a 50 minute setting. Basically unchanged from "none" through “HC with a graduates as well as the low N.
PA education programs in the United States were On all forms of the HSRT, the test items range in graduate degree”. There was a trend for EMTs to score a Total 83.48 5.91 953

invited to participate in this study via an email to difficulty and complexity. HSRT test items are set in little higher. Doctoral level experience shows a sharp
clinical and professional practice contexts. Any
p= < 0.05 Limitations
program directors. IRB approval was obtained. drop. But there were only 4 individuals in this category.
specialized information needed to respond correctly Types of HC Experience
While invitations were sent to all eligible PA programs
Program directors provided demographic data about is provided in the question itself. Items require no HC Experience Required by Program only 43 agreed to participate, and 23 had sufficient
the program, and students completed the health health science knowledge. HC Work Experience Mean Std. Deviation N student participation for analysis. However student
Required healthcare experience
science reasoning test (HSRT-N :Insight Assessment) hours (program N) Mean Std. Deviation N None 83.66 4.76 29
characteristics are consistent with that reported in
online, as a group in a proctored setting during their Questions are multidimensional and interrelated so 24 (1) 83.23 5.59 72
Shadow 83.02 5.86 320 national PAEA surveys. Student data were self-
first two weeks in the program. that individual and group test results provide 40 (1) 81.00 4.14 15
EMT 84.31 5.68 193 reported.
meaningful insights into specific critical thinking 50 (1) 80.94 6.89 50

Data were retrieved from the Insight Assessment skills. The Health Sciences Reasoning Test, 100 (2) 84.83 5.18 36
HC Associate degree 83.10 6.15 163 Acknowledgement
server and entered into SPSS for analysis. Numeracy was used for this study. HC Bachelor degree 83.77 6.02 214
200 (1) 84.83 5.78 78
The authors wish to thank the Physician Assistant
Descriptive statistics were calculated and general 290 (1) 84.71 5.58 41 HC Graduate degree 83.68 6.14 28
Education Association for their generous support
linear models drawn to determine significant 500 (3) 83.39 6.30 106 HC Doctoral degree 77.75 7.23 4
through the Faculty-Generated Research Grant fund and
differences between groups and to visualize trends in 1000 (7) 84.39 5.35 259 Total 83.48 5.91 951 the program directors who assisted with the
the data. 2000 (3) 84.22 5.43 83 administration of the HSRT-N at their programs.
Total 83.90 5.74 740 p = 0.095

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