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Lynchburg Journal of Medical Science

Specialty

PA Education

Advisor

Jenna Rolfs

Abstract

Simulation, a tool that has consistently demonstrated its effectiveness, is a cornerstone of medical education. Simulation implies an imitation of reality and includes any activity, exercise, or teaching modality mimicking some aspect of actual patient care. Although much of the work on simulation education has been published by nurses and physicians, Physician Assistant/Associates (PA) have begun to contribute to the literature. Still, the use of simulation in PA training has room for growth. On average, physician assistant/associate (PA) programs spend $29,400 annually on simulation activities, roughly 1.6% of the average PA program’s yearly expenditures, according to the latest PA Program Report. Similarly, evidence notes that cost is a significant barrier to the expanded use of simulation by PA programs, making affordability a critical component of success. Low-fidelity activities are typically less costly than high-fidelity activities, and multiple research studies comparing low-fidelity to high-fidelity activities have shown that low-fidelity simulation provides successful knowledge and skill transfer compared to high-fidelity simulation. Many of these studies are older, suggesting that more up-to-date research is needed to bolster previous findings. Understanding the cost differential associated with fidelity, PA programs should be emboldened to seek out ways to incorporate more simulation into their curriculum with less concern for high-cost, high-fidelity activities and models. Furthermore, PAs should be encouraged to contribute to the body of simulation research, focusing on the connection between fidelity and knowledge transfer.

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