Self-assessment of cancer competencies and physician assistant cancer education: instrument development and baseline testing.
Self-assessment of cancer competencies and physician assistant cancer education: instrument development and baseline testing.
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癌症能力的自我评估和医师助理癌症教育：仪器开发和基线测试。
DOI：
10.1097/01367895-201021030-00001
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Holcomb,JDavid
中科院分区：
文献类型：
--
作者：
Spence,LaurelR;Fasser,CarlE;McLaughlin,RobertJ;Holcomb,JDavid
目的：尽管医疗保健提供者充分认识到癌症一级和二级预防的好处，但知识或技能不足常常导致评估和管理不足，特别是在初级保健机构中。关于医师助理 (PA) 癌症相关能力的文献很少，表明 PA 在这一领域可能没有做好充分准备。因此，PA教育课程改革对于提高PA提供癌症风险评估和管理服务的能力至关重要。医师助理癌症教育 (PACE) 项目就是为此目的而设计的。工具开发完成后，在 PA 学生代表群体中评估了癌症相关核心能力感知能力的基线测量。方法：文献检索策略、专家评审和对 PA 项目主管的全国性调查产生了 26 项癌症评估和管理能力 (C-CAM) 工具。基线自我效能数据是从八个 PACE 附属 PA 项目的学生那里收集的。统计分析的重点是工具质量和受访者群体中报告的自我效能感的比较。结果：数据收集自 544 名 PA 学生。仪器总体可靠性非常出色（Chronbach 的 alpha 0.97）。探索性因素分析确定了解释 72.83% 响应方差的三个因素。不同机构群体的平均值有所不同。临床学生表现出比临床前学生更高的自我效能感。结论：C-CAM 是评估 PA 学生在癌症预防、风险评估和风险管理能力方面的自我效能感的有效工具。尽管在临床学生中观察到自我效能感较高的趋势，但仍需要进一步的研究来评估报告的自我效能感随着时间的推移可能发生变化的程度。
Purpose:Although the benefits of primary and secondary prevention of cancer are well recognized among health care providers, insufficient knowledge or skill often leads to inadequate assessment and management, particularly in the primary care setting. The scant literature on physician assistant (PA) cancer-related competencies suggests that PAs may not be well-prepared in this arena. Thus, curriculum reform in PA education is paramount for improving PAs' abilities to provide cancer risk assessment and management services. The Physician Assistant Cancer Education (PACE) project was designed for such a purpose. Following instrument development, baseline measurement of perceived abilities for cancer-related core competencies was assessed in a representative cohort of PA students.Methods:Literature search strategies, expert review, and a nationwide survey of PA program directors yielded the 26-item Competencies in Cancer Assessment and Management (C-CAM) instrument. Baseline self-efficacy data were gathered from students across eight PACE-affiliated PA programs. Statistical analysis focused upon instrument quality and comparisons of reported self-efficacy among respondent cohorts.Results:Data were collected from 544 PA students. Overall instrument reliability was excellent (Chronbach's alpha 0.97). Exploratory factor analysis identified three factors explaining 72.83% of response variance. Mean values varied somewhat across institutional cohorts. Clinical students demonstrated higher self-efficacy than preclinical students.Conclusions:The C-CAM is an effective instrument to assess PA student self-efficacy in cancer prevention, risk assessment, and risk management competencies. Although a trend toward higher self-efficacy was observed among clinical students, further research is required to assess the extent to which reported self-efficacy may be expected to change over time.