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10.1097/JPA.0000000000000312 http://scihub22266oqcxt.onion/10.1097/JPA.0000000000000312 32732664!ä!32732664 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 217.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Warning: imagejpeg(C:\Inetpub\vhosts\kidney.de\httpdocs\phplern\32732664.jpg): Failed to open stream: No such file or directory in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 117       J+Physician+Assist+Educ 2020 ; 31 (3): 121-125 Nephropedia Template TP {{tp|p=32732664|t=2020. The Effect of the Coronavirus Pandemic on Physician Assistant Educators |pdf=|usr=}}{{32732664}} gab.com Text The Effect of the Coronavirus Pandemic on Physician Assistant Educators JO: J Physician Assist Educ http://www.kidney.de/pget.php?&tw=1&pmid=32732664 #FOAvip PURPOSE: The coronavirus (COVID-19) pandemic has presented physician assistant (PA) educators with unprecedented challenges in delivering content remotely with minimal time to develop new pedagogical strategies. We surveyed faculty about their experience during the early weeks of adapting to these new instructional techniques. METHODS: An anonymous quantitative and qualitative survey was distributed to all individuals registered by programs as Physician Assistant Education Association members. RESULTS: The survey response rate was 22.3% (667/2991) with 32% of program directors (PD), and 23.7% of faculty reporting they had taught online synchronous content prior to COVID-19 adaptations. Prior experience with technology was associated with significantly lower levels of faculty stress during the pivot to online instruction. A majority of the respondents felt educational quality had remained consistent despite the transition to online teaching, and a majority of both faculty and program directors anticipate only minor changes to program structure once they are able to return to traditional classroom learning. Concerns about technology were most commonly cited as stressors and as causes of decreased quality of instruction. CONCLUSION: Educational challenges and stress during the pandemic were most prominently associated with unfamiliar technology. It remains to be seen what changes persist when the pandemic subsides. Twit Text FOAVip The Effect of the Coronavirus Pandemic on Physician Assistant Educators ????J Physician Assist Educ http://www.kidney.de/pget.php?&tw=1&pmid=32732664 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=32732664 #FOAvip English Wikipedia <ref>{{Cite pmid|32732664}}</ref> The Effect of the Coronavirus Pandemic on Physician Assistant Educators #MMPMID32732664 Neary S; Van Rhee J; Roman C J Physician Assist Educ 2020[Sep]; 31 (3): 121-125 PMID32732664show ga PURPOSE: The coronavirus (COVID-19) pandemic has presented physician assistant (PA) educators with unprecedented challenges in delivering content remotely with minimal time to develop new pedagogical strategies. We surveyed faculty about their experience during the early weeks of adapting to these new instructional techniques. METHODS: An anonymous quantitative and qualitative survey was distributed to all individuals registered by programs as Physician Assistant Education Association members. RESULTS: The survey response rate was 22.3% (667/2991) with 32% of program directors (PD), and 23.7% of faculty reporting they had taught online synchronous content prior to COVID-19 adaptations. Prior experience with technology was associated with significantly lower levels of faculty stress during the pivot to online instruction. A majority of the respondents felt educational quality had remained consistent despite the transition to online teaching, and a majority of both faculty and program directors anticipate only minor changes to program structure once they are able to return to traditional classroom learning. Concerns about technology were most commonly cited as stressors and as causes of decreased quality of instruction. CONCLUSION: Educational challenges and stress during the pandemic were most prominently associated with unfamiliar technology. It remains to be seen what changes persist when the pandemic subsides. |Attitude to Computers[MESH] |Betacoronavirus[MESH] |COVID-19[MESH] |Computer-Assisted Instruction/*methods[MESH] |Coronavirus Infections/*epidemiology[MESH] |Faculty/*psychology[MESH] |Humans[MESH] |Pandemics[MESH] |Physician Assistants/*education[MESH] |Pneumonia, Viral/*epidemiology[MESH] |SARS-CoV-2[MESH]The Effect of the Coronavirus Pandemic on Physician Assistant Educator(epmc).pdf DeepDyve Pubget Overpricing