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Physician assistant (PA) postgraduate clinical training programs have existed since 1971. There are anecdotal reports of increasing numbers of programs available in the United States, although a reliable means of identifying and tracking such programs has not been available. The purpose of this study was to describe the current state of postgraduate, clinical educational programs for PAs based on defined criteria for study inclusion and to propose the use of these criteria for use by future investigators to determine trends in program development.All programs potentially meeting the study criteria for postgraduate PA clinical programs, including programs actively enrolling PAs and that provide didactic and clinical instruction of 6 or more months duration, were contacted to participate in an online survey.A total of 49 programs (42 nonmilitary) programs were included with 22 nonmilitary programs opening for enrollment in or after 2008. Most programs enrolled one or two PAs annually. All respondents of nonmilitary programs indicated that a certificate of completion was provided and no academic credit or degree was offered. A variety of didactic and clinical instructional methods were used. Most sites also provided clinical rotations for PA students, and many required PA residents to participate in student teaching. Although few programs have been accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA), most programs are pursuing, or plan to apply for, accreditation.The results of this survey provide an up-to-date report on the status of PA postgraduate clinical training programs. The investigators recommend future studies use the same criteria for inclusion to establish future trends in program development.

Diversity addresses issues of inclusivity and the systemic nature of exclusivity in various settings, including the role of archival education in preparing new generations of archival practitioners, educators, and researchers. This article discusses why pluralist approaches might help to achieve greater diversity and cultural sensitivity in practice and scholarship. It addresses three key components of such approaches: identifying ways in which dominant cultural paradigms narrow archival pedagogy and practice; envisioning and exploring alternatives to these paradigms; and developing an archival educational framework to promote a critique of professional and societal norms and include diverse perspectives on archival theory and practice. The article calls for a broader conversation on these issues engaging archival academics and students, professional associations, roundtables and caucuses, accrediting bodies, archival employers, funding agencies, and the diverse communities who create, manage, and use records.

The purpose of this study was to design and implement a domestic violence (DV) screening protocol. Trauma patients meeting inclusion criteria (hospitalized > 48 hours) were given a four question DV screen. If abuse was found, a comprehensive DV questionnaire followed. Barriers to screening and results were recorded. Compliance during the pilot test showed 23 of 157 (14.6%) admitted patients were screened. In the implementation year, 446 of 721 (61.9%) were screened. During the 10-month follow-up, 499 of 619 (80.6%) patients were screened. Lack of social work resources was the primary barrier to screening, but compliance increased and was maintained after the study period.

Mary Fairchok MD,1,2,3,5 Christina Schofield MD,1 Wei-Ju Chen PhD,2,5 Mary Pugh BS,3,5 Michelande Ridore BA,2,5 John C. Arnold MD,4 and Eugene V. Millar PhD2,5 . 1. Madigan Army Medical Center, Tacoma WA; 2. Infectious Disease Clinical Research Program, Department of Preventive Medicine and Biostatistics, Uniformed Services University, Bethesda MD; 3. Pediatrics, Mary Bridge Children's Hospital, Multicare, Tacoma, WA; 4. Naval Medical Center San Diego, CA; 5. Henry M. Jackson Foundation for the Advancement of Military Medicine, Bethesda MD