Jane McDaniel, MS, MLS, SC
LecturerCards
About
Titles
Lecturer
Director of Alumni Affairs, Yale PA Online Program; Emeritus Chair of Admissions, Yale PA Online Program
Biography
Jane McDaniel joined the faculty of the Yale PA Online Program in November 2017 as one of the founding program faculty. She is the course director for Diagnostic Studies I and III, Preparing Future PAs: EBM, and Preparing Future PAs: Ethics, is a facilitator for Problem-Based Learning, and serves on multiple academic committees. Jane earned her Bachelor's Degree in Medical Technology from Marshall University in Huntington, WV. She is certified by the American Society of Clinical Pathologists (ASCP) as a medical laboratory scientist with an additional certification as a specialist in chemistry. In 2015, she earned a Master of Science degree in Medical Education Leadership from the University of New England.
She has worked as a medical laboratory scientist in hospitals in Huntington, WV; Big Rapids, MI; Richmond, VA; and Greensboro, NC. In 1995, Jane began her career in PA education teaching clinical laboratory medicine to PA students at the Wake Forest School of Medicine PA Program. This beginning sparked her enthusiasm for PA education, and she went on to become the course director for the clinical and diagnostic skills course, coordinator of the basic medical skills workshops, facilitator of small groups in Wake Forest's inquiry-based learning curriculum, and student assessment evaluator for simulated patient case scenarios. She was also instrumental in structuring course curriculum for the Wake Forest PA Program satellite campus at Appalachian State University in Boone, NC. In addition to her faculty position, Jane was also the director of admissions for the Wake Forest School of Medicine PA Program from 2003 to 2016, and a member of the research team from 2016-2017.
Jane has also served the PA profession on the national level, as a member of the Physician Assistant Education Association (PAEA) Recruitment and Admissions Advisory Council for eight years and as chair of the committee for six years. Most recently, she has served on the PAEA Board of Directors as a Director at Large from 2015 through 2018, and currently serves as secretary of the PAEA Board of Directors since 2019. She has authored numerous articles, which have been published in JPAE, JAAPA, Clinician Reviews and Medical Science Educator, and has presented posters and been an invited speaker at local, state, national and international meetings. Jane has received numerous teaching and service awards during her career, including the PAEA Outstanding Achievement Award in 2012 and the Yale Med Ed Day Poster Award for Innovation in Education in 2018. Her clinical and academic interests include laboratory medicine and interpretation of laboratory testing, problem-based learning, PA admissions, curriculum design and evaluation, and online education.
Appointments
Departments & Organizations
- General Internal Medicine
- Internal Medicine
- PA Online Program
Education & Training
- MS
- University of New England, Medical Education Leadership (2015)
- BS (Hon)
- Marshall University, Medical Technology (1973)
Research
Overview
Innovative Strategies for Clinical Microscopy Instruction: Virtual Versus Light Microscopy (2018): Compared virtual microscopy with light microscopy to determine differences in learning outcomes and learner attitudes in teaching clinical microscopy to physician assistant (PA) students. This study confirmed that virtual microscopy is an effective educational strategy, and that students prefer this method when learning to interpret images of clinical specimens. However, students were not in favor of abandoning the process of learning light microscopy techniques for use in clinical practice. They believed that a combination of both light microscopy and virtual microscopy would be ideal.
PA Applicant Pool: The First 50 Years (2017): Data reflects the most notable changing demographics of the profession’s applicant and matriculant pools in sex, age, grade point average, and health care experience. Aggregate data of self-identified race descriptors was used to compare the contributions of PA, medical, and osteopathic medicine schools to the improvement of diversity within the health professions. To date, the applicant pool of PA programs seems to have kept pace with the expansion of existing programs and the development of new programs. This article poses serious questions for the profession to ponder, as the demographics of those entering PA education change and the number of PA graduates continues to grow.
CASPA Ten-Year Data Report 2002-2011 (2016): Highlighted the trends and data points of interest in PA applicant data over the first 10 years of the Central Application Service for Physician Assistants (CASPA) (2002–2011) and PA matriculant data over the last 5 years of that 10-year period (2007–2011).
Promoting Preconception Health in Primary Care (2015): Recommendations that all women of reproductive age have preconception care integrated into their primary care visits have been made since 1990. By looking at every premenopausal woman as a potential mother and advising her accordingly, primary care PAs can help women improve both their health and pregnancy outcomes.
Use of Noncognitive Factors in PA Admissions (2013): Identified the most influential noncognitive factors valued in admissions processes by physician assistant (PA) programs throughout the United States, as well as the motivators for and barriers to using these factors. Study results may assist PA applicants in becoming more competitive and provide programs with additional factors for consideration in current admissions practices.
Admission Variables as Predictors of PANCE Scores in Physician Assistant Programs: A Comparison Study Across Universities (2010): This study served 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). It was determined that 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.
CASPA Five-Year Data Report (2007): Summarizes the annual data collected by the Central Application Service for Physician Assistants (CASPA) and highlights trends and data points of interest over the 5-year history of the service. This first comprehensive analysis of the CASPA data will help the profession develop effective recruitment strategies at the local (program), state, and national levels.
Medical Subject Headings (MeSH)
Academic Achievements and Community Involvement
Links & Media
Media
- Laboratory Medicine is one of the most rapidly changing fields in medicine. In every specialty, the protocol for ordering diagnostic testing is constantly changing due to the addition of new and improved diagnostic tests. Some of these diagnostic tests are better simply because they have greater sensitivity and/or specificity. Other diagnostic tests are designed to measure a newly identified marker or substance that has not been previously tested. And still other diagnostic tests are developed due to new research or clinical guidelines that alter previously identified norms. Whatever the reason for the development of these new and improved diagnostic tests, keeping abreast of the latest technology can be challenging.
- 2018 Med Ed Day Poster presentation
News
- December 15, 2023
PA Online Alumna Nicole Hoff Receives PA Foundation IMPACT Grant
- March 17, 2023
Yale PA Online Students Gather for White Coat Rite of Passage
- September 08, 2022
Voices of DEI: Jane McDaniel
- November 02, 2020Source: PAEA Networker
Members Elect New Board Members and Adopt Doctorate Degree Policy