121 - Adequately Prepared? Differences in Pre-requisite Coursework Among Physician Assistant Students

Poster Board Number: 121
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction: As of 2020, 95% of entry-level Physician Assistant (PA) programs require anatomy as a pre-requisite for admission. However, matriculating PA students possess a wide range of anatomy knowledge based on the quality of undergraduate pre-requisite courses taken. As a result, students often differ in course performance and/or effort exerted to obtain a desired grade in a professional anatomy course. Work has been done to assess differences in pre-requisite coursework, however, whether these courses adequately prepare students for graduate level PA courses remains unexplored. Therefore, the goal of this study was to analyze characteristics of pre-requisite anatomy course syllabi of courses taken by students who performed well in their professional anatomy coursework compared to those who did not.
Methods: In an IRB-approved study, pre-requisite anatomy courses taken by PA students enrolled in the Indiana University Masters of Physician Assistant Studies (MPAS) program classes of 2022 and 2023 were collected. MPAS students were separated into quartiles based on performance within their graduate gross anatomy course, and students in the top and bottom quartiles were included in the study. The pre-requisite anatomy course for each student was identified, and syllabi were requested (n=45) via email to the course director or departmental leadership. Syllabi were further separated from quartiles to evaluate courses taken by students who earned grades in the Top 10% and Bottom 10%. Common themes amongst the syllabi were discovered through deductive content analysis. Overarching characteristics from all collected syllabi were also compiled.
Results: A total of 34 syllabi were received (76%). Commonalities among the Top 25% group included: exposure to specimens, lab practical exams, study resources, and encouraged interaction with the material. Top 10% themes were more specific with exposure to prosections and anatomy courses geared towards pre-professional healthcare students, such as human anatomy vs. vertebrate anatomy. Bottom 25% syllabi lacked information on course objectives and lab structure, demonstrated structural issues within the course such as minimal content delivery (e.g. 1 lecture/week) and unrealistic testing standards (e.g. 1 minute/question), and grades were heavily influenced by assignments and attendance as opposed to summative exams. Combined anatomy and physiology courses demonstrated varying levels of content distribution, with some courses covering primarily physiology material; however, students who took these courses were represented in both the Top 25% and Bottom 25% of their cohorts.
Conclusion: The evaluation of pre-requisite anatomy course syllabi remains a difficult admissions task within health professional programs. This study identifies differences in pre-requisite syllabi of top and bottom performing PA students within a graduate gross anatomy course. These differences can be assessed and utilized for future admissions decisions regarding accepted pre-requisite coursework.
Significance: Not all accepted students matriculate into a health professions program with adequate anatomy knowledge. Pre-requisite courses prepare students differently based on a multitude of factors, and this study begins to work towards understanding these factors. Future work includes further analysis of pre-requisite syllabi and the development of guidelines to aid admissions decisions.