Scholarship Matters
Past President, Academy of Doctoral PAs
Frequently, when one hears of scholarly work, they immediately think educational setting, professor, or publishing scholarly manuscripts in peer-reviewed journals. Many of my professional colleagues do not frequently publish and focus their careers on clinical practice. That is highly commendable, but at the same time, it is critical to be able to interpret evidence-based information that impacts our care of patients.
In a recently submitted and accepted manuscript with several colleagues, PA Educator Advancement Is a Workforce Issue: National Survey Findings, we noted that approximately 80% of Physician Assistants/Associates (PA) new faculty come directly from clinical practice into academia. It is critically important that PAs who desire to teach and precept have a strong foundation in interpreting published information. Working with others who have a background in publishing scholarly work is also critical. Teams can bring perspectives to a subject, an author alone may not recognize.
It is important to publish, if in academia, to meet a frequent requirement for promotion and tenure. It is a credibility issue in the academic setting. If not in the academic setting, such as in leadership roles in healthcare systems, being able to articulate policies based upon published information, one has to understand how to evaluate the information from a scholarly perspective. In caring for our patients, staying up-to-date with the latest published information on treatments, new pharmacological agents, or procedures is important.
Several faculty members of the College of Advanced Practice and Executive Leadership at the Arkansas Colleges of Health Education (ACHE) share a commitment to scholarship that extends well beyond individual publication credits. Together, their work reflects a faculty culture grounded in curiosity, collaboration, and service. They approach research not simply as an academic expectation, but as a practical means of addressing challenges in health care, strengthening professional education, and improving outcomes for patients and communities.
Dr’s. Rolfs, Kilgore, Somers, Gray, Kaufman, Vonderheide, and Welsh have been involved in the publication, or pending publication, of 19 peer-reviewed journal articles. Their scholarship spans an impressive range of subjects.
Rolfs and Kilgore collaborated on studies involving doctoral education, leadership, PA curricula, diagnostic testing, and emerging clinical treatments. Somers joined Kilgore and other colleagues in examining depression, loneliness, estrangement, and access to mental health care. Gray and Kaufman have contributed expertise to research on the preparation of remote medical providers, while Vonderheide has helped explore innovations in the treatment of atopic dermatitis. Welsh's participation in research addressing misconceptions about the physician associate/assistant profession demonstrates the faculty's willingness to engage directly with questions affecting professional identity and public understanding.
A defining strength of this group is its collaborative spirit. Their names appear in different combinations across journal articles, reviews, and interdisciplinary projects, demonstrating a willingness to bring varied perspectives to complex questions. Rather than confining their work to a single specialty, they connect clinical practice, workforce development, education, professional leadership, and public health. This breadth allows their scholarship to reach multiple audiences, from clinicians and educators to policymakers, students, and health care leaders.
Their dedication to publishing also reflects a commitment to mentorship and institutional growth. Faculty members who remain actively engaged in research bring the habits of inquiry, critical appraisal, and clear communication into the learning environment. Their model for students and colleagues shows what it means to ask meaningful questions, examine evidence carefully, and carry a project through to publication. Their example helps create an academic community in which scholarship is shared, encouraged, and connected to professional purpose.
Ultimately, the collective work of these faculty members tells a story of sustained investment in the future of health care. Through their research and publishing, they contribute to the evidence base of the PA profession, illuminate emerging clinical and educational issues, and encourage thoughtful responses to workforce and community needs. Their accomplishments are more than a list of citations; they represent an enduring commitment to advancing knowledge and using scholarship to make health care and health professions education stronger.
I strongly encourage PAs, whether in academia, leadership roles in healthcare systems, and direct patient care, to seek out other colleagues with similar interest to publish high quality, evidence-based and peer-reviewed manuscripts for the benefit of their colleagues.
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