Mission and Goals

Physician Assistant Studies Program Mission

The mission of the Physician Assistant Studies Program is to develop highly qualified Physician Assistants who will serve as collaborative leaders in patient care, professional service and advocacy for all populations.

Program Goals

Goal 1: To create and foster an atmosphere of learning and practice that emphasizes, promotes and champions diversity, equity, and inclusion in our Programs, in our School and in the health care professions. 

• Measured by the following instrumentation:
  • Annual Student Evaluation of the Program, Curriculum, and Administration Survey
    • Benchmark: Each cohort of enrolled didactic students will provide a mean rating of 3.5 or above (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) in regards to the Program atmosphere of learning and practice that emphasizes, promotes and champions diversity, equity, and inclusion in our Programs, in our School and in the health care professions.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Exiting Student Survey on Achieving Program Defined Competencies, Program, Curriculum, and Administration
    • Benchmark: Each graduating cohort of students will provide a mean rating of 3.5 or above (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) in regards to the Program atmosphere of learning and practice that emphasizes, promotes and champions diversity, equity, and inclusion in our Programs, in our School and in the health care professions. 
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Annual Staff and Principal Faculty Evaluation of Program, Curriculum, and Administration Survey
    • Benchmark: The collective response from these groups will provide a mean rating of 3.5 or above (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) in regards to the Program atmosphere of learning and practice that emphasizes, promotes and champions diversity, equity, and inclusion in our Programs, in our School and in the health care professions.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.

Goal 2: To provide students with the required cognitive knowledge, affective behaviors, and psychomotor skills to consistently and reliably function as a physician assistant.​

• Measured by the following instrumentation:
  • Preceptor Evaluation of Students
    • Benchmark: Each graduating cohort of students will receive a mean rating at or above 3 (on a Likert scale from 1 [Poor] to 5 [Outstanding]) on the preceptor evaluation of students in the areas of cognitive knowledge, affective behaviors, and psychomotor skills.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • First-time Taker Pass Rate on the PA National Certifying Examination(R)
    • Benchmark: Each graduating cohort will perform at or above the national average for first-time taker pass rates and performance on all organ system and task areas.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Summative Evaluation Assessments: Objective Structured Long Examination Record (OSLER), Cognitive Exam, Professionalism Summative Assessment, and Critical Thinking
    • Benchmark: On the first attempt, 90% of all students will pass all components of the above assessments of the summative examination, which include assessments of cognitive knowledge, affective behaviors, and psychomotor skills.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Exiting Student Survey on Achieving Program Defined Competencies, Program, Curriculum, and Administration
    • Benchmark: Each graduating cohort of students will provide a mean rating of 3.5 or above (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) in regards to preparation in affective behaviors, cognitive knowledge, and psychomotor skills in the practice of medicine.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.

Goal 3: To graduate skilled physician assistants who practice patient-centered care.

• Measured by the following instrumentation:
  • Preceptor Evaluation of Students
    • Benchmark: Each graduating cohort of students will receive a mean rating at or above 3 (on a Likert scale from 1 [Poor] to 5 [Outstanding]) on the preceptor evaluation of students in the area of patient centered care.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Summative Evaluation Assessments: OSLER, Cognitive Exam, Professionalism Summative Assessment, and Critical Thinking
    • Benchmark: On the first attempt, 90% of all students will pass all components of the above assessments regarding the area of patient centered care.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Exiting Student Survey on Achieving Program Defined Competencies, Program, Curriculum, and Administration
    • Benchmark: Each graduating cohort of students will provide a mean rating of 3.5 or above (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) in regards to preparation for the practice of patient centered care.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.

Goal 4: To inspire a lifelong desire and responsibility for continued learning, service to the community and advocacy within the health care profession.

• Measured by the following instrumentation:
  • Exiting Student Survey on Achieving Program Defined Competencies, Program, Curriculum, and Administration
    • Benchmark: Each graduating cohort of students will provide a mean rating of 3.5 or above (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) in regards to preparation for continued learning, community service, and advocacy.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Graduate Feedback on Achieving Program Defined Competencies and Program Goals
    • Benchmark: Alumni will provide a mean rating of 3.5 (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) or above in regards to preparation for continued learning, community service, and advocacy.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.

Goal 5: To encourage graduates to pursue educational, research and administrative activities within the health care profession.

• Measured by the following instrumentation:
  • Exiting Student Survey on Achieving Program Defined Competencies, Program, Curriculum, and Administration
    • Benchmark: Each graduating cohort of students will provide a mean rating of 3.5 or above (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) in regards to preparation to pursue educational, research and administrative activities.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Graduate Feedback on Achieving Program Defined Competencies and Program Goals
    • Benchmark: Alumni will provide a mean rating of 3.5 or above (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) in regards to preparation to pursue educational, research and administrative activities.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.

Goal 6: To advance PA education by incorporating clinical technology to prepare students to practice in the clinical environments of the future.

• Measured by the following instrumentation:
  • Preceptor Evaluation of Students
    • Benchmark: Each graduating cohort of students will receive a mean rating at or above 3 (on a Likert scale from 1 [Poor] to 5 [Outstanding]) on the preceptor evaluation of students in the area of clinical technology in medicine.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Completion of Telemedicine and Point-of-Care Ultrasound Curricular Threads
    • Benchmark: 100% of students will successfully complete all elements involving the telemedicine and point-of-care ultrasound curricular threads
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.
  • Exiting Student Survey on Achieving Program Defined Competencies, Program, Curriculum, and Administration
    • Benchmark: Each graduating cohort of students will provide a mean rating of 3.5 or above (on a Likert scale from 1 [strongly disagree] to 5 [strongly agree]) on the exit survey involving clinical technology and preparation to practice in the clinical environments of the future.
    • Once available, evidence of effectiveness in meeting this goal through this instrument will be posted here.

Evidence of Success

Applicant Admission Statistics

In order for the program to succeed in meeting our goals we have been able to recruit a highly qualified and diverse cohort of students who have successfully gone on to complete their medical education as a physician assistant. Click here to view supporting data.

Assessment Data

To assure that our graduates have met these goals we measure the following competencies. The results of the assessments in each area are also listed below. 

• Medical Knowledge and ​Systems-Based Practice

  • PANCE Scores: Beginning with the inaugural Class of 2011 through the Class of 2016, the mean graduate performance in each of the seven tasks assessed (applying scientific concepts, clinical interventions, formulating the most likely diagnosis, health maintenance, history taking and physical examination, pharmaceutical therapeutics, using lab and diagnostic studies) has met or exceeded the mean national performance for each of those years.
     
  • Attrition rates: The program overall deceleration rate over the last five years for the total number of graduates (190) for academic reasons is 4%.
     
  • Preceptor Evaluations: Benchmark “3” Likert Scale with 5 (honors), 3 (pass), and 1 (fail). 
    • Past three graduating classes:​
      • Medical interview 4.5
      • Physical Examination 4.3
      • Ability to Perform Clinical Procedures 4.5
      • Factual Knowledge & Concepts 4.4
      • Diagnostic evaluation and use of appropriate consultation 4.5
      • Clinical judgment 4.5
      • Monitoring and therapeutic skills 4.5
         

• Interpersonal and Communication Skills, Direct Patient Care

  • Preceptor assessments: Benchmark “3”; mean performance of the past three graduating classes using the Likert Scale with 5 (honors), 3 (pass), and 1 (fail).
    • Oral case presentations: 4.5 (one year of data)
    • Written Patient Record: 4.6
    • Relating to Colleagues: 4.9
    • Relating to Patients: 4.8
    • Patient education skills: 4.6
    • Interpersonal skills with instructors: 4.9
       
  • Communication skills and interpersonal skills are assessed by standardized patient encounters during the didactic year.
    • Academic years 2015 and 2016 had a median score of 91%.
       

• Professionalism

  • Faculty Evaluations: The class of 2016 was assessed by the principal faculty each semester of the didactic year using a Likert Scale with 5 (superior and consistent performance), 3 (competent performance), and 1 (poor performance). The class was assessed using the following criteria. These are displayed with the students overall mean scores in each area:
    • Time management: 3.7
    • Communication: 4.0
    • Deportment: 4.1
    • Motivation: 4.1
    • Work ethic 4.2
       
  • Preceptor Assessments: Benchmark “3”; mean performance of the past three graduating classes using the Likert Scale with 5 (honors), 3 (pass), and 1 (fail).
    • Reliability and Dependability: 4.8
    • Professionalism: 4.9
    • Work ethic: 4.8
    • Time management: 4.7
    • Initiative: 4.8
    • Recognition of limitations: 4.7
       
  • Pursuit of educational, research and administrative activities within the health care profession: Our students and graduates have continued their involvement in our program as guest lecturers, lab instructors, graders, and clinical preceptors; they have published in professional journals JAAPA, JOPA, and presented posters in Health Policy at our annual state professional conferences. Students and graduates have participated in mission trips to Africa and Central America, attended post graduate residencies, and have obtained academic appointments at other physician assistant programs and medical schools.