Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Thomas J. Thompson
Committee Member
Deo Nellis
Committee Member
Maryellen Maher
Keywords
academic performance, admission criteria, admission process, certifying examinations, educational programs, evaluation methodologies, experience, health care experience, hypotheses, institutional bias, New York Institute of Technology, physician assistant programs, physician assistants, predictors, prior learning, program recommendations, research methodologies, statistical analysis, student performance, student data, summative examinations, surveys, variability
Abstract
Considerable variability exists in the use of prior health care experience (HCE) as an admission criterion by physician assistant (PA) educational programs. The problem was to justify the current amount and type of HCE required by the New York Institute of Technology PA Program.
The purpose of this project was to determine how PA programs use and define prior HCE and to determine whether the type and/or amount of HCE influence academic performance.
Research questions include how PA programs utilize and define HCE; whether the type and/or amount of HCE predicts academic performance in PA programs, performance on summative and certifying examinations; and determining what recommendations can be made to the program. The research hypotheses were that the type and amount of HCE would have an influence on academic performance.
A combination of evaluation and research methodologies were employed for this project. The procedures used included a survey that was sent to PA programs across the country and a statistical analysis of PA students’ HCE and academic performance.
The survey responses revealed a relationship between HCE and academic performance exists. However, an analysis of program student data did not support this belief. The results of this project do not support reliance of HCE alone as a predictor but do support the continued use of HCE as a component of the admission process. Based on the results of this project it is recommended that the program’s current HCE admission criterion be maintained; further research be carried out combining variables to determine if increased predictive value exists; and using data from several programs to avoid single institutional bias.