INVESTIGATING THE COURSE DESIGN COMPETENCIES OF PHYSICIAN ASSISTANT FACULTY MEMBERS: AN INSTRUMENTAL CASE STUDY

Abstract

This study was motivated by the central phenomenon of an education program being highly successful despite having few faculty members formally trained in education and limited instructional design support. This study narrowed in on how the faculty members design their courses. To frame this investigation, I relied on the broad terms used in the ADDIE instructional design model. I conducted interviews and think-aloud protocols with eight faculty participants. The data was coded using key phrases from the ADDIE design model along with other codes that emerged from the data. I conducted member-checking interviews to ensure I captured the participant’s responses correctly. I found the faculty at Sullivan University’s Physician Assistant program are busy professionals who expertly leverage resources to develop their courses. One of the reasons the program has been so successful is the level of support provided by national PA Education Organizations and the participant’s willingness to rely on each other for support. I conclude the study with several suggestions. I challenge other professions to use the support provided to PA programs as a benchmark for the support they provide to their training programs or schools. I also suggest that the ADDIE model is an effective way to investigate faculty members’ learning design prac- tice and a practical framework for supporting ongoing professional development.