Physician Assistant Program Goals, Student Expectations and Outcomes

Program Goals 
Goal 1: To recruit students from medically underserved regions — in Appalachia and across the country — who have demonstrated commitment to academic and professional excellence.

• Outcome: 
  
  1A: The Program has exceeded the minimum benchmark for the last three admission years at 87%, 68%, and 80% of students who have identified themselves as residing in the medically underserved regions in each incoming Cohort.    
  
  1B: The Program has been intermittent at meeting the minimum benchmark for the last three admission years at 33%, 52%, and 40% of students, respectively, identifying as Appalachian residency.

Goal 2: Provide the graduate with the requisite fund of medical knowledge, in accordance with the NCCPA Blueprint, in order to provide evidence-based medical care in all settings.

• Outcome: 
  
  2A: Students have inconsistently demonstrated medical knowledge acquisition through academic score achievement on nationally benchmarked examinations, including PACKRAT I (PR I), PACKRAT II (PR II), EORE, and PANCE.  Overall Program First-time test taker PANCE rate is 89.2% for the first five cohorts. PANCE at or above national average content: Psychiatric/Behavioral, Infectious Disease, Dermatologic, EENT.   
  
  2B: One hundred percent of students in all cohorts have been given scores above the minimum benchmark for Applying Basic Science Concepts, Health Maintenance, Patient Education, and Preventative Measures by their preceptors on the PES.  
  
  2C: Ninety-for percent of students positively appraised their acquisition of medical knowledge in both the didactic year and on the exit survey.  

Goal 3: Provide the graduate with the clinical and technical skills necessary to provide competent medical care.  

• Outcome: 
  
  3A: All students scored below the national average in H & P, Lab and Diagnostics, Clinical Therapeutics, Clinical Interventions, and Forming the Most Likely Diagnosis areas on PACKRAT I and PACKRAT II in the 2022 academic year. Students have scored consistently above the national average on PANCE.  Students have scored below the national average in Lab and Diagnostics, Clinical Interventions, Clinical Therapeutics, and Forming the most likely Diagnosis on PANCE.  
  
  3B: Overall average for End of didactic OSCE has been consistently above the minimum benchmark of 80% for all cohorts, and when stratified by task areas by a number of students in each respective cohort, the majority of all students scored at or above benchmark on all task areas on both didactic and clinical phase summative OSCE’s task areas. Students consistently had cohort average PES scores above the minimum benchmark in all assessed cohorts.  ​​​​​​​
  
  3C: Students in all cohorts have positively appraised their competency acquisition in patient care on the NCCPA Self-Evaluation of Competencies exit survey.   

Goal 4: Provide the graduate with the interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and other health professionals.  

• Outcome: 
  
  4A: Cohort 2019 class average was equal to the national average on the Professional Practice component of the PANCE. In cohort 2020, 44% of the class and in Cohort 2021, 48% of the class were at or above the national average.     
   
  4B: Analysis of students’ Preceptor Evaluation of the Student (PES) data reveals students achieving above minimum benchmark in all the following areas: Professional Practice and Patient Education.   
   
  4C: Analysis of the NCCPA Self-Evaluation of Competencies exit survey reveals students’ positive appraisal and acquisition of competency in Interpersonal & Communication Skills on the exit survey.  

Goal 5: Provide the graduate with the knowledge and skills necessary to work collaboratively in interprofessional patient-centered teams.  

• Outcome: 
  
  5A: The cohort 2019 class average was equal to the national average on the Professional Practice component of the PANCE. In cohort 2020, 44% of the class and in Cohort 2021, 48% of the class were at or above the national average.     ​​​​​​​
  
  5B: Cohort 2022 demonstrated working collaboratively in interprofessional patient-centered teams through IPE Assignment in the didactic year. Clinical Cohorts 2019-2022 have 98.8% or greater logging of IPE exposure on EXXAT during the Clinical year. Clinical Cohorts have Professional Practice PES scores above the minimum benchmark, supporting adequate IPE exposure in all cohorts.  

  5C: Students have positively appraised their ability to work collaboratively in interprofessional patient-centered teams on the NCCPA Self-Evaluation of Competencies exit survey.  

Goal 6: Provide the graduate with the knowledge and skills to provide medical care regarding issues that affect diverse populations.  

• Outcome: 
  
  6A: Cohort 2019 class average was equal to the national average on the Professional Practice component of the PANCE. In cohort 2020, 44% of the class and in Cohort 2021, 48% of the class were at or above the national average.     
   
  6B: Students have demonstrated knowledge and skills to provide medical care regarding issues that affect diverse populations with the achievement of scores above the minimum benchmark in the Professional Practice and Caring for Diverse Populations sections of the Preceptor Evaluation of the Student (PES).    
   
  6C: Students have positively appraised their ability to provide medical care regarding issues that affect diverse populations on the NCCPA Self-Evaluation of Competencies exit survey.   

 

Student Expectations/Graduate Competencies and Outcomes

Program Competency	Description	Evidenced by:
Clinical and Technical Skills	A PA that is competent in Clinical and Technical Skills provides person-centered care that includes patient- and setting-specific assessment, evaluation and management, and healthcare that is evidence-based, supports patient safety, and advances health equity.	1.     Successful completion of the MPAS 530-533 Patient Assessment courses. 2.     Successful completion of the MPAS 505-506 Medical Procedures courses. 3.     Successful completion of the summative OSCE that occurs during the didactic phase. 4.     Successful completion of the OSCE component of the summative evaluation that occurs during the clinical phase. 5.     Completion of the Master Competency List (MCL) component of the summative evaluation that occurs during the clinical phase.
Clinical Reasoning and Problem-Solving Abilities	A PA that is competent in Clinical Reasoning and Problem-Solving Abilities synthesizes and analyzes pertinent clinical data to diagnose and implement appropriate management plans for diverse populations across the lifespan.	1.     Successful completion of the MPAS 530-533 Patient Assessment courses. 2.     Successful completion of the MPAS 501-503 Integration Seminar courses. 3.     Successful completion of the summative OSCE that occurs during the didactic phase. 4.     Successful completion of the MPAS 600-670 SCPE courses. 5.     Successful completion of the OSCE component of the summative evaluation that occurs during the clinical phase.
Interpersonal and Communication Skills	A PA that is competent in Interpersonal and Communication Skills effectively exchanges information and collaborates with patients, their families, and health professionals.	1.     Successful completion of the MPAS 530-533 Patient Assessment courses. 2.     Successful completion of MPAS 581 Health Care Issues I course. 3.     Successful completion of the summative OSCE that occurs during the didactic phase. 4.     Successful completion of the MPAS 600-670 SCPE courses. 5.     Successful completion of the OSCE component of the summative evaluation that occurs during the clinical phase. 6.     Successful completion of a program-designed Interprofessional Experience (IPE) activity.
Medical Knowledge	A PA that is competent in Medical Knowledge demonstrates an understanding of established and evolving biomedical and clinical sciences and the application of this knowledge to patient care.	1.     Successful completion of MPAS didactic courses with a final letter grade of “C” or above. 2.     Successful completion of MPAS 600-660 SCPE courses. 3.     Successful completion of the exam component of the summative evaluation (The PAEA End of Curriculum Exam) that occurs during the clinical phase.
Professionalism	A PA that is competent in Professionalism is committed to practicing medicine in ethically and legally appropriate ways and emphasizing professional maturity and accountability for delivering safe and quality care to patients and populations.	1.     Achievement of an at or above benchmark scores on the professionalism assessment component of the summative evaluation that occurs during the clinical phase (i.e. the Summative Professional Assessment Tool (SPAT)) 2.     Achievement of an at or above benchmark cumulative average score for the Professional Practice component of the Preceptor Evaluation of the Student (PES) for MPAS 600-670. 3.     Successful completion of the MPAS 550, 581, 582, 591, 680, 692, 693 courses.

Click here for measuring of Program Goals
Program Goals

Goal 1: Demonstrate ethical behavior and integrity in medical practice.

• Preceptor Evaluation of Student Preparedness for Rotations
• Professional Development Assessment Tool (PDAT)
• Summative Professional Assessment Tool (SPAT)
• Exit Survey
• Employer Survey

Goal 2: Exhibit attributes of engaged citizenship and philanthropy.

• Student Society Community Service Events
• Exit Survey
• Graduate Survey
• Employer Survey

Goal 3: Support effective and sensitive communication skills with patients and members of the health care team.

• Interprofessional Didactic Encounter(s)
• Preceptor Evaluation of Student Preparedness for Rotations
• Professional Development Assessment Tool (PDAT)
• Summative Professional Assessment Tool (SPAT)
• End of Year Exam OSCE (end of didactic phase)
• Summative II OSCE
• Exit Survey
• Employer Survey

Goal 4: Perform a complete physical exam and organize, integrate, interpret and present clinical data in a clear, concise manner.

• Supervised Clinical Practice Experience (SCPE) Clinical Notes
• Preceptor Evaluation of Student Preparedness for Rotations
• End of Year Exam OSCE (end of didactic phase)
• Summative II OSCE
• Master Competency List (MCL)

Goal 5: Apply knowledge of basic science concepts to facilitate understanding of medical sciences.

• MPAS 541, 542, 543 Clinical Medicine I-III course grades
• Preceptor Evaluation of Student Preparedness for Rotations
• Professional Development Assessment Tool (PDAT)
• Summative Professional Assessment Tool (SPAT)
• End of Year Exam Written (end of didactic phase)
• Summative II Written
• PANCE: Applying Basic Science Concepts Task Area

Goal 6: Illustrate a comprehensive approach to normal human health and development, both physical and mental.

• Supervised Clinical Practice Experience (SCPE) Clinical Notes
• Preceptor Evaluation of Student Preparedness for Rotations
• End of Year Exam OSCE (end of didactic phase)
• Summative II OSCE
• End of Year Written (end of didactic phase)
• Summative II Written
• PANCE: Health Maintenance Task Area

Goal 7: Integrate diagnostic assessment skills with knowledge of patient presentation and pharmacology to formulate appropriate treatment plans.

• Supervised Clinical Practice Experience (SCPE) Clinical Notes
• Preceptor Evaluation of Student Preparedness for Rotations
• End of Year OSCE (end of didactic phase)
• Summative II OSCE
• End of Year Written (end of didactic phase)
• Summative II Written
• PANCE: Using Laboratory & Diagnostic Studies, Clinical Intervention & Pharmaceutical Therapeutics Task Areas

Goal 8: Demonstrate mastery of basic clinical procedures performed by a PA entering into clinical practice.

• Preceptor Evaluation of Student Preparedness for Rotations
• Master Competency List (MCL)

Goal 9: Demonstrate refined critical thinking skills and intellectual inquiry to evaluate sources of information and generate new and evolving medical knowledge.

• Instruction in MPAS 591 Research, Epidemiology and Stats and passing grade.
• Instruction in MPAS 692 Capstone I and passing grade.
• Instruction in MPAS 693 Capstone II and passing grade.
• Preceptor Evaluation of Student Preparedness for Rotations
• End of Year Exam Written (end of didactic phase)
• Summative II Written
• Exit Survey
• PANCE: Formulate Most Likely Diagnosis Task Area

Goal 10: Incorporate skills involving the teaching of colleagues, the community, patients and their families.

• Professional Development Assessment Tool (PDAT)
• Summative Professional Assessment Tool (SPAT)
• End of Year Written (end of didactic phase)
• Summative II Written
• End of Year OSCE (end of didactic phase)
• Summative II OSCE
• PANCE: Health Maintenance Task Area
• Employer Survey

Goal 11: Collaborate effectively as a member of an interprofessional health care team.

• Interprofessional Didactic Encounter(s)
• Preceptor Evaluation of Student Preparedness for Rotations
• Professional Development Assessment Tool (PDAT)
• Summative Professional Assessment Tool (SPAT)
• End of Year Written (end of didactic phase)
• Summative II Written
• PANCE: Clinical Intervention Task Area
• Employer Survey

Goal 12: Promote commitment to provide effective, accessible, continuous, comprehensive and personalized primary and specialized medical care to all populations.

• Preceptor Evaluation of Student Preparedness for Rotations
• Supervised Clinical Practice Experience (SCPE) Clinical Notes
• Professional Development Assessment Tool (PDAT)
• Summative Professional Assessment Tool (SPAT)

 
Goal 13: Apply knowledge of study designs and statistical methods to the appraisal of clinical studies on diagnostic and therapeutic effectiveness and integrate evidence from scientific studies related to patients’ health problems.

• Instruction in MPAS 591 Research, Epidemiology and Stats and passing grade.
• Instruction in MPAS 692 Capstone I and passing grade.
• Instruction in MPAS 693 Capstone II and passing grade.
• Exit Survey

Goal 14: Demonstrate the ability to participate as PA leaders at the local, regional, state and national levels, shaping future policy and legislation to advance the PA profession.

• Instruction in MPAS 550 Introduction to the PA Profession and passing grade.
• Each student is required to attend at least one PA professional conference during their time in the program.
• Each student will be a member of the Kentucky Academy of Physician Assistants (KAPA) and American Academy of Physician Assistants (AAPA).
• The program will have a student society.
• Employer Survey
• Exit Survey

Goal 15: Enter the workforce as a gainfully employed PA with job selection skills and knowledge to obtain and maintain PA state licensure.

• Instruction in MPAS 550 Introduction to the PA Profession and passing grade.
• Instruction in MPAS 680 Professional Development and passing grade.