Development of a Program to Educate Physician Assistant Students on Performance of a Comprehensive Breast Exam

ABSTRACT Purpose: The purpose of this study was to develop a new program to educate physician assistant (PA) students on the performance of a comprehensive breast exam and to test its effectiveness as compared to the previous program. Methods: The preexisting educational program for the performance of a clinical breast exam was evaluated during the term prior to the start of clinical rotations for the class of 2015. Baseline data were obtained from this control group by evaluation of student competency using a skills examination, utilizing a Nasco Advanced Breast Exam Simulator, and using a female standardized patient. An innovative program educating the PA class of 2016 on the performance and interpretation of a comprehensive breast exam was instituted, incorporating a new palpation technique, new models, and simulated patients. Both classes were directly compared in terms of their breast examination skills at 5 months post-training by administering the same skills examination. Nested, mixed, generalized, and linear models were created to look for differences between the two classes. Each model was adjusted by covariates to account for variation in student ability. Results: The PA class of 2016 showed statistically better performance in breast inspection, lymph node palpation, breast palpation, breast mass detection, and documentation of findings compared to the PA class of 2015. Conclusion: The new educational program on the clinical breast exam using a well-organized laboratory session with subsequent skills testing was found to be very efficacious

Affirm the Terms: A Review of Inclusive Terminology

Objectives: Explain the rationale for using inclusive terminology in daily interactions Define terms included in the presentation as they relate to sex, gender, orientation, ability, etc. Identify resources to include affirming care in practice Target Audience: Everybody

Break the Bias: Exploring Unconscious Bias

Objectives: Compare and contrast unconscious and conscious bias. Describe the ways in which individuals are socialized to stigmatize others. Explain methods to combat bias. Target Audience: Everybody

Diversity Dialogues: Using Video Simulation to Tackle Tough Topics

This session will demonstrate an innovative method for encouraging recognition and reflection on issues of equity, diversity, and inclusion (EDI). The faculty will present a case study using video simulation involving lived experiences specific to gender and sexual minorities at a university. Attendees will then participate in a mock simulation using a facilitated group discussion and structured debriefing. This session is ideal for educators and staff members throughout all aspects of higher education. By the end of the session, attendees will be able to discuss the value of simulation-based EDI awareness training, differentiate between sex, sexual orientation, gender identity, and gender expression, identify methods that educators can implement to reduce stigma toward gender and sexual minorities, determine methods for including video simulation in various educational settings. Learning Outcomes: Participants will be able to: Discuss the value of simulation-based EDI awareness training Differentiate between sex, sexual orientation, gender identity, and gender expression, Identify methods that educators can implement to reduce stigma toward gender and sexual minorities Determine methods for including video simulation in various educational setting

High Fidelity Human Patient Simulation (HPS): Active small group student learning experienced through critical thinking and problem solving achieved with teamwork.

SPEAKERS’ CREDENTIALS: All professors have academic appointments at Nova Southeastern University (NSU), College of Health Care Sciences (CHCS), and Physician Assistant Program (PA). HPS is utilized by these professors throughout the curriculum in the NSU CHCS PA Program high fidelity simulation lab. OBJECTIVES: The purpose of this workshop is to have the participants: 1) Engage and actively participate on a health care team in a HPS clinical patient scenario. 2) Review the case scenario prebrief prior to active small group case participation. 3) Discuss the debriefing of participants after case participation. 4) Evaluate the advantages and disadvantages of utilizing high fidelity simulation HPS in active small group student learning. TEACHING METHIODS: Students have various learning styles to acquire and apply the didactic medical knowledge learned in the classroom to the patent and health care teams that they are ultimately required to participate on clinically. High fidelity HPS allows an active small group learning environment with student engagement applied to a real world case scenario. The student is required to engage in a suspension of disbelief and actually accept that they are treating an actual patient. A “no mistakes in simulation” philosophy allows the student to learn in a nonthreatening manner. CONTENT OVERVIEW: High fidelity HPS, which was first introduced in the aviation and the defense industries, has now grown exponentially in health care. HPS is now the “gold standard” utilized in health care education to stimulate active small group student learning and prepare our students for their clinical professions. Dale’s “Cone of Experience” active learning theory of pyramid learning is the foundation where simulation most approaches doing the real thing in preparation for life. PROJECT IMPACT: The ultimate goal of this workshop is to allow the participants exposure to HPS and actively engage in experiencing first hand small group learning, while identifying the strengths and weaknesses of this technology through discussion. A debrief HPS evaluation form will be completed by the participants prior to small group discussion. HPS student participation creates a fun learning environment and motivates your students to learn