PAEA, in partnership with the American Academy of PAs (AAPA), offers two one-year research fellowships annually. This program provides a substantial investment to strengthen the research skills and productivity of qualified PA faculty to conduct research and submit papers on behalf of PAEA for its educational and organizational use and to develop the next generation of PA research leaders.
The PAEA Fellowship provides 20 percent of the recipient’s base salary up to $25,000 to each fellow’s institution to secure protected time for research. This gives the fellow a 20 percent time release from teaching and other activities to allow them to focus on scholarly activity of interest to the PA profession and PA education. Travel expenses to Washington, DC, will be covered in full.
Fellows are expected to use the release time to develop their research skills by completing and providing to PAEA a research project under the guidance of a mentor, engaging in educational activities, and broadening their knowledge of PA education and the PA profession. By the conclusion of the Fellowship, fellows should have completed their research and have their findings prepared for publication and presentation.
Individuals selected for the Fellowship will be conferred the title of PAEA Research Fellow.
Applications for the 2020-2021 PAEA Research Fellowship are no longer being accepted.
If you have questions concerning this grant program, please email us at research@PAEAonline.org or call 703-651-8540.
Current fellows (2020–2021)
Learn about our current fellows and their research topics.
Adrian Banning, DHSc, MMS, PA-C
Drexel University PA Program
Provider Well-Being Curricula and Student Well-Being in PA Education
Dr. Adrian S. Banning has been a physician assistant since 2006 specializing in primary care and focusing on the veteran population. She became a faculty member at Drexel University in 2008. As an associate clinical professor, she teaches the didactic section of PA education which includes evidence-based medicine.
Her previous research has explored the effect of art therapy on medical education and its relationship to communication, ambiguity, empathy, and well-being. Her Fellowship project will investigate associations between PA program curricula and student-reported well-being, in addition to associations between student demographics, program characteristics, and student well-being. Banning hopes that her study will prove valuable to PA programs seeking to meet the new Accreditation Standard B2.20 focused on provider wellness.
Stephanie Neary, MPA, MMS, PA-C
Yale School of Medicine PA Online Program
The effect of a well-being curriculum on the mental health outcomes of first year Physician Assistant (PA) students
Stephanie Neary has been a physician assistant since graduating with an MMS in Physician Assistant Studies in 2015. She currently practices inpatient endocrinology in the Diabetes Management Service at the Medical University of South Carolina. She began her career as an adjunct faculty in 2012 and became an instructor at the Yale School of Medicine PA Online Program in 2017. Currently, she serves as an Assistant Professor Adjunct and the Director of Didactic Education.
Stephanie Neary was motivated to study PA student well-being because of her own experiences as a student in two master’s programs paired with her experience advising numerous didactic students. In her Fellowship, she plans to study the effect of a dedicated well-being curriculum on PA student mental health. Neary hopes that her curriculum will erase the idea of white coat infallibility and provide all students foundational skills in positive coping and self-reflection.