Faculty members in the MS in Health Sciences - Physician Assistant Studies program at Philadelphia College of Osteopathic Medicine (PCOM) are addressing critical gaps in clinical training by providing students with enhanced experiential learning opportunities.
Nicole Daher, MS, PA-C, and Jolene Bohensky, MS, PA-C, associate professors at PCOM, and Ashley Griffin, MMSC, PA-C, an assistant professor at PCOM Georgia, are leading an effort to improve physician assistant (PA) student preparation for obstetrical care—a crucial yet challenging aspect of clinical education. The availability of women’s health clinical rotation sites that offer obstetrical experiences has become increasingly limited, creating a significant barrier to comprehensive student training. To bridge this gap, Griffin, Daher, and Bohensky have developed a novel approach that integrates obstetrical simulation into the PA curriculum.
“Women’s health is a vital aspect of the PA curriculum and to societal health,” Griffin explained. “It can be difficult to understand the vast conditions (in women’s health), and often conditions can be overlooked.” The research team’s goal is to foster innovation within physician assistant education, enhancing student preparation and confidence in addressing a broad range of women’s health conditions and disease states.
The team’s approach involves conducting obstetrical simulation exercises that mimic real-world clinical scenarios. These simulations offer students a safe, controlled environment to practice hands-on skills, refine clinical reasoning, and develop essential teamwork and communication abilities. To assess the impact of these exercises, the team administered pre- and post-activity surveys to students, measuring changes in confidence and preparedness.
“I hope students learn that simulation is a valuable experience that enhances knowledge and clinical skills.”
Nicole Daher, MS, PA-C
“I was surprised by the overwhelming positive response the students reported to the activity,” Griffin noted. Given the positive results, the team plans to continue integrating obstetrical simulation into the curriculum for future PA cohorts.
Bohensky emphasized the broader impact of the initiative, stating, “This innovative activity allows students to practice their clinical deductive reasoning skills, improve communication, and ultimately work together as a team—all of which are integral components of being a member of a healthcare team.”
Daher added that the simulations have significantly boosted students’ confidence in working within labor and delivery settings. “I hope students learn that simulation is a valuable experience that enhances knowledge and clinical skills,” she said.
Griffin, Daher and Bohensky aim to inspire other PA educators to consider similar approaches for supplementing obstetrical training.
“It has been a joyful experience to partner with colleagues in the same department on the sister campus to deliver the same material across both campuses and work with the simulation department to deploy our simulation experience,” Griffin said.
Their findings have been compiled into an article that has been submitted to the Journal of Physician Assistant Education (JPAE) and is currently pending review. The team hopes their work will contribute to a broader shift in how PA programs nationwide approach obstetrical education, ultimately enhancing the preparedness and confidence of future physician assistants in women’s health care.
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