Amy Dereczyk - Academia.edu (original) (raw)

Papers by Amy Dereczyk

Journal of Physician Assistant Education

Dental caries affect 97% of the world’s population during their lifetime. Early childhood caries ... more Dental caries affect 97% of the world’s population during their lifetime. Early childhood caries are the number one chronic disease affecting young children, and it disproportionately affects children of low-income families. American Academy of Pediatrics recommends fluoridated toothpaste to all children starting at tooth eruption, regardless of caries risk. In addition, fluoride varnish is recommended in all children every 3 to 6 months from tooth emergence until they have an established dental home. The health disparities that are most apparent in the rural communities are inadequate prenatal care, low birth weight, cancer, chronic respiratory disease, heart disease, unintentional injury, and stroke. When it comes to oral health, water fluoridation is one of the most cost-effective strategies in preventing dental caries. The need for oral health education in physician assistant/associate (PA) programs is well documented. Implementation has largely been performed using interprofess...

The journal of physician assistant education, Sep 1, 2015

The journal of physician assistant education, 2014

Supplemental Material, feasibility_IPE_CommPharm_final_8_19_supplementary_appendices_1 for Feasib... more Supplemental Material, feasibility_IPE_CommPharm_final_8_19_supplementary_appendices_1 for Feasibility of Interprofessional Education in a Community Pharmacy by Mary Beth O'Connell, Anthony J. Pattin, Stephanie J. Gilkey, Amy L. Dereczyk, Richard L. Lucarotti and Seema J. Chackunkal in Journal of Pharmacy Practice

Currents in Pharmacy Teaching and Learning, 2021

Introduction: Collaborative practice improves patient outcomes and is a needed student skill. An ... more Introduction: Collaborative practice improves patient outcomes and is a needed student skill. An interprofessional education and collaborative practice (IPECP) program was developed using community pharmacies, clinics, and emergency departments. This study's purpose was to assess student pharmacists' team attitudes and skill development after the IPECP using team observed structured clinical encounters (TOSCEs). Methods: Nineteen pairs of fourth-year pharmacy and second-year physician assistant students practiced together in a community pharmacy (2 days) and clinic or emergency department (two days). They completed TeamSTEPPS training and two team modules. Assessments included TOSCEs and pre/post attitude surveys. Results: Students significantly increased all TOSCE domain skills with pre-to post-mean score (SD) of: team communications 3.0 (0.5) to 4.1 (0.5), collaboration 2.8 (0.6) to 4.0 (0.5), roles and responsibilities 2.4 (0.4) to 3.8 (0.5), patient-centered care 2.8 (0.5) to 4.1 (0.6), conflict management 2.8 (0.5) to 4.1 (0.6), team functioning 2.7 (0.6) to 3.9 (0.6), and global performance 2.8 (0.6) to 4.0 (0.5). Afterwards, students reported positive attitudes about team-based patient care. All students stated the experience increased patient and healthcare professional communication skills and understanding of patient problems, and decreased errors. Most students (84%) agreed team care increased interventions compared to individually provided care. Most students (84%) thought the experience was worthwhile, and 68% agreed the IPECP program should be continued. Conclusions: This study supports that IPECP can be conducted in a community pharmacy and

Journal of Pharmacy Practice, 2020

Objective: To evaluate student learning, preceptor opinions, and feasibility of conducting interp... more Objective: To evaluate student learning, preceptor opinions, and feasibility of conducting interprofessional education in a community pharmacy. Methods: Six pharmacy and 6 physician assistant students from 2 universities were paired to practice together in a community pharmacy for 1 day and clinic or emergency department for 1 day. Investigator-developed surveys were completed anonymously by students and preceptors. Students self-assessed learning and team attitudes. Preceptors evaluated team functioning and provided feedback. Students and preceptors attended separate focus groups to discuss their experiences. Results: Students reported improved understanding of discipline-specific roles. Students stated shared learning would improve future ability to work on a team (n = 9), helped with understanding patients’ clinical problems (n = 8), and improved professional communications (n = 8). Students thought teams avoided healthcare delivery errors (n = 12), improved patient care (n = 11)...

The Journal of Physician Assistant Education, 2012

The Journal of Physician Assistant Education, 2015

The Journal of Physician Assistant Education, 2010

Purpose: To examine physician assistant (PA) students' attitudes towards academic integrity. ... more Purpose: To examine physician assistant (PA) students' attitudes towards academic integrity. Three integrity factors were assessed: academic environment, personal cheating behaviors, and perceived seriousness of specific cheating behaviors. Methods: After receiving local IRB approval, an anonymous online survey was disseminated to PA students at the University of Detroit Mercy. Ninety‐four potential participants were contacted through the university's email account. Respondents were directed to an online site to complete the academic integrity survey. This descriptive study was part of a larger study of students in the whole college, including the PA department, in order to determine baseline data prior to instituting a college‐wide honor code. Results: The response rate was 52% (n = 49). The majority of respondents (86%) indicated “never” having seen another student cheat during an exam. Respondents perceived cheating during a test or exam campuswide as occurring “never” (47%) or “very seldom” (42%). All (100%) respondents reported that they had “never” personally turned in work done by another student or purchased from a “paper mill.” All participants (100%) responded “never” to not taking vital signs and reporting approximates. A few respondents (8%) reported getting test questions and answers from another student. Respondents' perceptions of the seriousness of cheating behaviors varied. Working with others when asked to do individual work was considered “not cheating” by 14% of respondents; 35% indicated that not taking vital signs and reporting approximates was less serious than cheating. Conclusions: PA students have a self‐reported high level of integrity in general course assignments, tests and exams, and clinical courses. This apparent high level of academic integrity may be a result of admissions practices and of various program practices throughout the curriculum, including an honor agreement acknowledged by PA students that reinforces what is expected of them.

The Journal of Physician Assistant Education, 2010

The purpose of this study was to create a model of cognitive and noncognitive measures that could... more The purpose of this study was to create a model of cognitive and noncognitive measures that could estimate the probability of achieving a given level of performance on the Physician Assistant National Certifying Examination (PANCE). Methods: A retrospective records review of admissions information used by six universities was conducted to discover which factor had the most impact on the dependent variable of the PANCE score. Multiple predictors were measured: undergraduate grade point average (uGPA), graduate GPA, prerequisite grades, Graduate Record Exam (GRE)-verbal, GRE-quantitative, GRE combined, interview scores, years of health care experience, age, gender, and first-year scores on the Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT). While PACKRAT scores are not applicable to admission selection, they are a strong midpoint predictor of PANCE performance. Multiple regression analysis was used to develop prediction equations. Expectancy tables were developed to provide estimation of PANCE performance, given the various score ranges on each of the predictor variables. Results: Four predictors made a significant contribution to the final regression equation: GPA, GREverbal, GRE-quantitative, and PACKRAT scores. The PACKRAT scores were consistently the best predictors of performance on the PANCE. Each of these four predictors can be plugged into predictability tables to estimate the probability of achieving various score intervals on the PANCE. Conclusion: A model of equations and predictors can be used to project how successful a physician assistant (PA) graduate will be on PANCE performance. Years of health care experience, grades on prerequisites, and demographics were not significant predictors across programs but did have significance in certain individual institutions. Future research should examine which specific noncognitive traits measured in interviews can add value to predictability.

The journal of physician assistant education, 2012

The Journal of Physician Assistant Education, 2016

Abstract This qualitative study explored the clinical experiences of students in an accelerated p... more Abstract This qualitative study explored the clinical experiences of students in an accelerated physician assistant (PA) program. The participants were either certified nursing assistants (CNAs) or emergency medical technicians–basic (EMTs-B). The study was designed to elicit (1) how the participants perceived their older patients and (2) how the participants' experiences might affect their own future communications, bedside manner, and clinical preparedness as PAs. This study used a focus group to explore students' clinical experiences before the graduate phase of their accelerated PA program. Five female and 2 male PA students (N = 7) participated in the study. All participants were 23 years old and worked as either a CNA or an EMT-B. Results fell into 2 basic themes: informing practice and forming relationships. Regarding the first theme, participants felt that their experience as entry-level health care providers allowed them to improve their communication skills and bedside manner and to provide greater comfort to patients. Regarding the second theme, participants gained appreciation for older people and began to recognize the knowledge deficits and learning needs of their patients. The results suggested that a student's clinical experience as a CNA or an EMT-B before entering a PA program has a positive effect on the student's personal and professional development. The participants acquired greater appreciation and respect for older patients and members of the health care team.

Journal of Physician Assistant Education

Dental caries affect 97% of the world’s population during their lifetime. Early childhood caries ... more Dental caries affect 97% of the world’s population during their lifetime. Early childhood caries are the number one chronic disease affecting young children, and it disproportionately affects children of low-income families. American Academy of Pediatrics recommends fluoridated toothpaste to all children starting at tooth eruption, regardless of caries risk. In addition, fluoride varnish is recommended in all children every 3 to 6 months from tooth emergence until they have an established dental home. The health disparities that are most apparent in the rural communities are inadequate prenatal care, low birth weight, cancer, chronic respiratory disease, heart disease, unintentional injury, and stroke. When it comes to oral health, water fluoridation is one of the most cost-effective strategies in preventing dental caries. The need for oral health education in physician assistant/associate (PA) programs is well documented. Implementation has largely been performed using interprofess...

The journal of physician assistant education, Sep 1, 2015

The journal of physician assistant education, 2014

Supplemental Material, feasibility_IPE_CommPharm_final_8_19_supplementary_appendices_1 for Feasib... more Supplemental Material, feasibility_IPE_CommPharm_final_8_19_supplementary_appendices_1 for Feasibility of Interprofessional Education in a Community Pharmacy by Mary Beth O'Connell, Anthony J. Pattin, Stephanie J. Gilkey, Amy L. Dereczyk, Richard L. Lucarotti and Seema J. Chackunkal in Journal of Pharmacy Practice

Currents in Pharmacy Teaching and Learning, 2021

Introduction: Collaborative practice improves patient outcomes and is a needed student skill. An ... more Introduction: Collaborative practice improves patient outcomes and is a needed student skill. An interprofessional education and collaborative practice (IPECP) program was developed using community pharmacies, clinics, and emergency departments. This study's purpose was to assess student pharmacists' team attitudes and skill development after the IPECP using team observed structured clinical encounters (TOSCEs). Methods: Nineteen pairs of fourth-year pharmacy and second-year physician assistant students practiced together in a community pharmacy (2 days) and clinic or emergency department (two days). They completed TeamSTEPPS training and two team modules. Assessments included TOSCEs and pre/post attitude surveys. Results: Students significantly increased all TOSCE domain skills with pre-to post-mean score (SD) of: team communications 3.0 (0.5) to 4.1 (0.5), collaboration 2.8 (0.6) to 4.0 (0.5), roles and responsibilities 2.4 (0.4) to 3.8 (0.5), patient-centered care 2.8 (0.5) to 4.1 (0.6), conflict management 2.8 (0.5) to 4.1 (0.6), team functioning 2.7 (0.6) to 3.9 (0.6), and global performance 2.8 (0.6) to 4.0 (0.5). Afterwards, students reported positive attitudes about team-based patient care. All students stated the experience increased patient and healthcare professional communication skills and understanding of patient problems, and decreased errors. Most students (84%) agreed team care increased interventions compared to individually provided care. Most students (84%) thought the experience was worthwhile, and 68% agreed the IPECP program should be continued. Conclusions: This study supports that IPECP can be conducted in a community pharmacy and

Journal of Pharmacy Practice, 2020

Objective: To evaluate student learning, preceptor opinions, and feasibility of conducting interp... more Objective: To evaluate student learning, preceptor opinions, and feasibility of conducting interprofessional education in a community pharmacy. Methods: Six pharmacy and 6 physician assistant students from 2 universities were paired to practice together in a community pharmacy for 1 day and clinic or emergency department for 1 day. Investigator-developed surveys were completed anonymously by students and preceptors. Students self-assessed learning and team attitudes. Preceptors evaluated team functioning and provided feedback. Students and preceptors attended separate focus groups to discuss their experiences. Results: Students reported improved understanding of discipline-specific roles. Students stated shared learning would improve future ability to work on a team (n = 9), helped with understanding patients’ clinical problems (n = 8), and improved professional communications (n = 8). Students thought teams avoided healthcare delivery errors (n = 12), improved patient care (n = 11)...

The Journal of Physician Assistant Education, 2012

The Journal of Physician Assistant Education, 2015

The Journal of Physician Assistant Education, 2010

Purpose: To examine physician assistant (PA) students' attitudes towards academic integrity. ... more Purpose: To examine physician assistant (PA) students' attitudes towards academic integrity. Three integrity factors were assessed: academic environment, personal cheating behaviors, and perceived seriousness of specific cheating behaviors. Methods: After receiving local IRB approval, an anonymous online survey was disseminated to PA students at the University of Detroit Mercy. Ninety‐four potential participants were contacted through the university's email account. Respondents were directed to an online site to complete the academic integrity survey. This descriptive study was part of a larger study of students in the whole college, including the PA department, in order to determine baseline data prior to instituting a college‐wide honor code. Results: The response rate was 52% (n = 49). The majority of respondents (86%) indicated “never” having seen another student cheat during an exam. Respondents perceived cheating during a test or exam campuswide as occurring “never” (47%) or “very seldom” (42%). All (100%) respondents reported that they had “never” personally turned in work done by another student or purchased from a “paper mill.” All participants (100%) responded “never” to not taking vital signs and reporting approximates. A few respondents (8%) reported getting test questions and answers from another student. Respondents' perceptions of the seriousness of cheating behaviors varied. Working with others when asked to do individual work was considered “not cheating” by 14% of respondents; 35% indicated that not taking vital signs and reporting approximates was less serious than cheating. Conclusions: PA students have a self‐reported high level of integrity in general course assignments, tests and exams, and clinical courses. This apparent high level of academic integrity may be a result of admissions practices and of various program practices throughout the curriculum, including an honor agreement acknowledged by PA students that reinforces what is expected of them.

The Journal of Physician Assistant Education, 2010

The purpose of this study was to create a model of cognitive and noncognitive measures that could... more The purpose of this study was to create a model of cognitive and noncognitive measures that could estimate the probability of achieving a given level of performance on the Physician Assistant National Certifying Examination (PANCE). Methods: A retrospective records review of admissions information used by six universities was conducted to discover which factor had the most impact on the dependent variable of the PANCE score. Multiple predictors were measured: undergraduate grade point average (uGPA), graduate GPA, prerequisite grades, Graduate Record Exam (GRE)-verbal, GRE-quantitative, GRE combined, interview scores, years of health care experience, age, gender, and first-year scores on the Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT). While PACKRAT scores are not applicable to admission selection, they are a strong midpoint predictor of PANCE performance. Multiple regression analysis was used to develop prediction equations. Expectancy tables were developed to provide estimation of PANCE performance, given the various score ranges on each of the predictor variables. Results: Four predictors made a significant contribution to the final regression equation: GPA, GREverbal, GRE-quantitative, and PACKRAT scores. The PACKRAT scores were consistently the best predictors of performance on the PANCE. Each of these four predictors can be plugged into predictability tables to estimate the probability of achieving various score intervals on the PANCE. Conclusion: A model of equations and predictors can be used to project how successful a physician assistant (PA) graduate will be on PANCE performance. Years of health care experience, grades on prerequisites, and demographics were not significant predictors across programs but did have significance in certain individual institutions. Future research should examine which specific noncognitive traits measured in interviews can add value to predictability.

The journal of physician assistant education, 2012

The Journal of Physician Assistant Education, 2016

Abstract This qualitative study explored the clinical experiences of students in an accelerated p... more Abstract This qualitative study explored the clinical experiences of students in an accelerated physician assistant (PA) program. The participants were either certified nursing assistants (CNAs) or emergency medical technicians–basic (EMTs-B). The study was designed to elicit (1) how the participants perceived their older patients and (2) how the participants' experiences might affect their own future communications, bedside manner, and clinical preparedness as PAs. This study used a focus group to explore students' clinical experiences before the graduate phase of their accelerated PA program. Five female and 2 male PA students (N = 7) participated in the study. All participants were 23 years old and worked as either a CNA or an EMT-B. Results fell into 2 basic themes: informing practice and forming relationships. Regarding the first theme, participants felt that their experience as entry-level health care providers allowed them to improve their communication skills and bedside manner and to provide greater comfort to patients. Regarding the second theme, participants gained appreciation for older people and began to recognize the knowledge deficits and learning needs of their patients. The results suggested that a student's clinical experience as a CNA or an EMT-B before entering a PA program has a positive effect on the student's personal and professional development. The participants acquired greater appreciation and respect for older patients and members of the health care team.