Evaluation of a hybrid model of a Physician Associate Studies programme: students, teachers, and examiner perspectives.

Joyce, Pauline; Cunningham, Melanie; Alexander, Lisa

dc.contributor.author	Joyce, Pauline
dc.contributor.author	Cunningham, Melanie
dc.contributor.author	Alexander, Lisa
dc.date.accessioned	2025-06-10T10:48:40Z
dc.date.available	2025-06-10T10:48:40Z
dc.date.issued	2025-03-01
dc.identifier.citation	Joyce P, Cunningham M, Alexander L. Evaluation of a hybrid model of a Physician Associate Studies programme: students, teachers, and examiner perspectives. Ir J Med Sci. 2025 Apr;194(2):431-438. doi: 10.1007/s11845-025-03918-3. Epub 2025 Mar 1. PMID: 40021585; PMCID: PMC12031805.	en_US
dc.identifier.pmid	40021585
dc.identifier.doi	10.1007/s11845-025-03918-3
dc.identifier.uri	http://hdl.handle.net/10147/645292
dc.description	Background: To date, there is one university offering the Physician Associate (PA) Studies programme in Ireland. Responding to a demand for PAs outside of Dublin, a hybrid model was introduced, allowing students undertake the didactic phase of the programme online for synchronous instruction, attending campus twice a month for anatomy learning, clinical skills, and integration sessions. Aims: The aim of this study was to evaluate the hybrid model from the perspectives of students and their teachers, including the external examiner. Methods: This was a mixed methods study, using surveys (n = 15), focus groups with students (n = 10), teaching staff (n = 4), and a one-to-one interview with an external examiner. Action points of programme board meetings were also analysed. Results: While attitudes to online learning were positive, the need for improvements was highlighted. During online teaching sessions, the students expressed the need to feel more a part of the traditional classroom experience. Even though lecturers were aware of students online, some found it difficult to engage with these students. Clinical teachers did not detect any differences between hybrid and on-campus students on their clinical application to practice. Conclusion: Findings suggest that hybrid learning is influenced by previous online learning experiences. Students admitted to a feeling of social isolation at times and the reminder for faculty to support an inclusive environment. Student performance showed that hybrid students did as well or better across both years of the programme, and this translated into clinical practice too.	en_US
dc.language.iso	en	en_US
dc.publisher	Springer	en_US
dc.rights	© 2025. The Author(s).
dc.rights	Attribution 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Connected	en_US
dc.subject	Hybrid	en_US
dc.subject	Online learning	en_US
dc.subject	social isolation	en_US
dc.title	Evaluation of a hybrid model of a Physician Associate Studies programme: students, teachers, and examiner perspectives.	en_US
dc.type	Article	en_US
dc.identifier.eissn	1863-4362
dc.identifier.journal	Irish journal of medical science	en_US
dc.identifier.pmcid	PMC12031805
dc.source.journaltitle	Irish journal of medical science
dc.source.volume	194
dc.source.issue	2
dc.source.beginpage	431
dc.source.endpage	438
refterms.dateFOA	2025-06-10T10:48:42Z
dc.source.country	Ireland