Program Competencies and Program Performance Measures

PANCE Performance*

*The CCPA program has received provisional accreditation

The PANCE data will be available after the first anticipated class graduates and completes the exam.

Class

Graduation Year

Number first time takers

Program First Time Taker Pass Rate

National First Time Taker Pass Rate

2023

2023

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2024

2024

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2025

2025

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2026

2026

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2027

2027

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Program Attrition

Graduated Classes

Class of 2023

Class of 2024

Class of 2025

Maximum entering class size (as approved by ARC-PA)

#

#

#

Entering class size

#

#

#

Graduates

#

#

#

* Attrition rate

#

#

#

**Graduation rate

#

#

#

*Attrition rate calculation: Number of students who attritted from cohort divided by the entering class size.
**Graduation rate: Number of cohort graduates divided by the entering class size.
# No data. The CCPA program anticipates the first class in 2023

CCPA Program Goals

  • Goal 1: Recruit, matriculate and graduate a diverse class of culturally humble students.+

    • Data

      • CASPA/AMP data
      • Program data summary
      • Program attrition data
      • Preceptor evaluations during clinical year rotations
      • PAEA Annual program reports
      • CCPA Cultural Humility Assessment
      • CCPA Program Summative Exam
      • Community Health Chartbook. National Association of Community Health Centers.
      • Bradley-Guidry, C., Burwell, N., Dorough, R. et al. An assessment of physician assistant student diversity in the United States: a snapshot for the healthcare workforce. BMC Med Educ 22, 680 (2022). https://doi.org/10.1186/s12909-022-03717-9

      Measures of success (benchmarks)

      Diverse class of culturally humble students

      Recruitment:

      1. Increase the diversity of applicants each year

      Cohort 2024 success of goal:
      Differences in matriculant diversity from CO2023 to CO2024 [‘24 Stat (change from previous cohort)]
      - Languages spoken or known: 30 (+3)
      - Self-Identified Races and Ethnicities: 26 (-1)
      - Percentage of students not identifying as white: 78% (+20%)
      - Range of ages: 23-57 (+7 years range)
      - Self-Identified Gender Identity: 78% female (+2%), 0% transgender (=)
      - First Generation College: 54 (+35)
      - Students from Historically Underrepresented Groups (aka Underrepresented Minority):49 (+27) [defined according to HRSA https://bhw.hrsa.gov/glossary#u]
      - Economically Disadvantaged Students: 56 (+34)
      - Number of Home States/Province (+3)

      Matriculate:

      2. Improve the recruitment and admissions processes to matriculate students representative of underserved populations cared for at CHCs. Cohort 2024 success of goal:

      US Pop.Nat. CHC Patient Pop.CCPA CO2023CCPA CO2024
      White (non-hispanic)63%42%42%22%
      Asian6%4%18%32%
      Native Hawaiian/Pacific Islander0%1%0%0.2%
      American Indian/ Alaska Native1%1%0.1%0.1%
      Multiracial12%3%0.9%12.2%
      African American/ Black12%21%10%17.8%
      Hispanic/ Latino19%31%21%33%
      Income At or Below 100% Fed Poverty Limit13%68%24% (economically disadvantaged)24% (economically disadvantaged)

      Graduate:

      3. The Program seeks to graduate a diverse class of students that are prepared to address the needs of a diverse society. Cohort 2024 success of goal: Commencement for the first cohort of CCPA students is expected in the Fall of 2023.

      Culturally-humble:

      4. 100% of students will show improvement over matriculation on the CCPA Cultural Humility Assessment over the course of study.
      Cohort 2024 success of goal: Desirable (strongly agree or agree) and uncertain responses on didactic course evaluations about training in cultural humility was provided by students:
      - Class of 2023: 98.25% (non-negative responses)
      - Class of 2024: 97.34% (-0.91%) (non-negative responses)

      5. Cohort median of Preceptor Evaluation of Student (Cultural awareness/Inclusion ) >=3.5/5.0
      Cohort 2023 success of goal: For the Class of 2023, Average Preceptor Evaluation of Student scores on cultural awareness/inclusion ranges from 4.21 - 4.84 on a 1-5 scale.

      6. 100% of students do SCPE rotations in underserved areas
      Cohort 2023 success of goal: 88-88 students are assigned to a community health center when completing outpatient SCPEs. All students complete core SCPEs in underserved communities. Of the CHC sites where students are based for CO2023, HRSA classifies these communities as dental health professions shortage areas (HPSAs) (68.75% of sites), mental health HPSAs (75%), primary care HPSAs (68.75%), and medically underserved areas or populations (MUA/Ps) (62.5%).

      7. 100% of students will pass the Program Summative exam cultural humility section
      Cohort 2023 success of goal: The program summative exam will take place in the summer of 2023 for the Class of 2023.

      Progress in meeting our goals

      The program defines diversity in the context of this program goal as diversity of identity and/or experience. Elements of identity such as gender identity or self-identified race and ethnicity, and elements of experience like economic hardship or living in a health professions shortage area, are examples of some of the elements of diversity the program affirms through a holistic admissions process.

  • Goal 2: To develop life-long learners with the requisite medical knowledge and skills ready to deliver evidence-based, patient-centered health care.+

    • Data

      PANCE results:

      • Several administrations of
      • Preceptor evaluations of students during clinical year rotations
      • Student Graduate Exit Survey
      • CCPA Lifelong Learning Assessment
      • CCPA Program Summative Exam

      Measures of success (benchmarks)

      Lifelong Learners:

      1. 100% of students will show improvement on longitudinal CCPA Lifelong Learning Assessment over the course of study
      Cohort 2023 success of goal: TBD

      2. 100% of students will pass Program Summative OSCE about Lifelong Learning
      Cohort 2023 success of goal: TBD

      3. Cohort median of Preceptor Evaluation of Student (Cultural awareness/Inclusion ) >=3.5/5.0
      Cohort 2023 success of goal:
      Average score on Cultural awareness/Inclusion item in Preceptor Evaluation of Student by SCPE (out of 5):
      - Emergency Medicine 4.58
      - Behavioral Health 4.58
      - Family Medicine 4.62
      - Internal Medicine 4.65
      - Pediatrics 4.7
      - Surgery 4.33
      - Women’s Health 4.51

      Evidence-based, patient-centered health care:

      1. Preceptor Evaluation of Student (Evidence-based medicine skills) >=3.5/5.0
      Cohort 2023 success of goal: For the Class of 2023, Average Preceptor Evaluation of Student scores on evidence-based medicine skills ranges from 3.95 - 4.5 on a 1-5 scale.

      2. Student Graduate Exit Survey (Preparation in Evidence-based medicine) >=3.5/5.0
      Cohort 2023 success of goal: TBD

      Medical Knowledge & Skills:

      1. - Preceptor Evaluation of Student (Knowledge/Skills) >=3.5/5.0
      Cohort 2023 success of goal:
      Average score on Knowledge/Skills items in Preceptor Evaluation of Student by SCPE (out of 5):
      - Emergency Medicine 4.19
      - Behavioral Health 4.33
      - Family Medicine 4.25
      - Internal Medicine 4.28
      - Pediatrics 4.23
      - Surgery 4.12
      - Women’s Health 4.15

      2. PANCE first-time taker pass rate at or above national average
      Cohort 2023 success of goal: TBD

      3. Overall PANCE pass rate=100%
      Cohort 2023 success of goal: TBD

  • Goal 3: Foster recognition of ways in which the social determinants of health affect individuals and their respective communities.+

    • Data

      • Program Summative exam subsections regarding SDOH
      • CCPA SDOH Assessment
      • RDPAE evaluation of Student

      Measures of success (benchmarks)

      1. 100% of students complete several SCPEs based at CHCs
      Cohort 2023 success of goal: 88 of 88 students are scheduled to complete 4 or more SCPEs at CHCs.

      2. Will show improvement on longitudinal CCPA SDOH Assessment over the course of study
      Cohort 2023 success of goal: TBD

      3. Program median on student evaluations of courses and graduate evaluation will be >=3.5/5
      Cohort 2023 success of goal: Cohort projected to complete program in Fall of 2023.

      4. Program median on student, faculty & staff evaluations of inclusion will be >=3.5/5
      Cohort 2023 success of goal: Cohort projected to complete program in Fall of 2023.

      5. Program median on student, faculty & staff evaluations of equity will be >=3.5/5
      Cohort 2023 success of goal: Cohort projected to complete program in Fall of 2023.

  • Goal 4: Utilize innovative evidence-based educational methods aided strongly by technology and focused on equity and inclusion.+

    • Data

      • Didactic curricular lesson plans
      • White papers
      • Student course evals
      • Student, faculty & staff inclusion survey
      • Student, faculty & staff equity survey

      Measures of success (benchmarks)

      1. CCPA Program Faculty will produce at least 3 white papers annually on evidence-based educational methods and technology
      Cohort 2023 success of goal: The program deferred publishing of white papers during the initial cohorts in order to focus on establishing and conducting self-assessment of educational methods and technologies.

      2. Annual curricular assessment will show focus on innovative educational delivery methods
      Cohort 2023 success of goal: TBD

      3. Program median on student evaluations of courses and graduate evaluation will be >=3.5/5
      Cohort 2023 success of goal: Cohort projected to complete program in Fall of 2023.

      4. Program median on student, faculty & staff evaluations of inclusion will be >=3.5/5
      Cohort 2023 success of goal: Cohort projected to complete program in Fall of 2023.

      5. Program median on student, faculty & staff evaluations of equity will be >=3.5/5
      Cohort 2023 success of goal: Cohort projected to complete program in Fall of 2023.

CCPA Program Graduate Competencies

Clinical and Technical Skills (CTS)

CTS_1. Gather essential and accurate information about patients and their health status through history taking, physical examination, and the use of laboratory data, imaging, and other diagnostic modalities

CTS_2. Perform medical and surgical procedures with appropriate supervision.

Clinical Reasoning and Problem- Solving Abilities (CRPS)

CRPS_1. For patients of all ages, differentiate between the normal and the abnormal in anatomy, physiology, laboratory findings, and other diagnostic data

CRPS_2. Discern among, and provide appropriate care for, patients with acute, chronic, and emergent disease states

CRPS_3. Evaluate and address issues of ongoing signs, symptoms, or health concerns that remain over time without clear diagnosis despite evaluation and treatment

CRPS_4. Identify the appropriate site of care for presenting conditions, including identifying emergent cases and those requiring referral or admission to including ensure continuity of care

CRPS_5. Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision making, clinical problem solving, and other aspects of evidence-based health care

CRPS_6. Apply principles of social–behavioral sciences to provision of patient care, including assessment of the impact of psychosocial–cultural influences on health, disease, care-seeking, care compliance, and barriers to and attitudes toward care

CRPS_7. Recognize the cultural norms, needs, influences, and socioeconomic, environmental, and other population-level determinants affecting the health of the individual and community being served, and incorporate them into evaluation and management of the patient

CRPS_8. Recognize the potential impacts of the social community, environment, biology, and genetics on patients and incorporate them into decisions of care

CRPS_9. Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients

CRPS_10. Locate, appraise, and integrate evidence from scientific studies related to their patients’ health problems

CRPS_11. Recognize the need for, and methods for locating/providing, assistive services/ technologies that patients may require for physical, mental or emotional disabilities

CRPS_12. Use the full scope of knowledge, skills, and abilities of available health professionals to provide care that is safe, timely, efficient, effective, and equitable

CRPS_13. Recognize and explain legal and regulatory requirements, as well as the appropriate role, of the physician assistant

CRPS_14. Demonstrate an understanding of, and ability to apply, ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, informed consent, and business practices

CRPS_15. Apply medical information and clinical data systems to provide more effective, efficient patient care

CRPS_16. Practice cost-effective health care and resource allocation that does not compromise quality of care

CRPS_17. Incorporate knowledge of etiologies, risk factors, underlying pathologic process, and epidemiology for medical conditions into diagnosis, management, and patient education

CRPS_18. Order and Interpret laboratory data, imaging studies, and other diagnostic tests for general clinical practice

CRPS_19. Formulate plan for management of general medical and surgical conditions, as they present across the lifespan, including pharmacologic and other treatment modalities

CRPS_20. Describe and apply interventions for prevention of disease and health promotion/maintenance

CRPS_21. Describe, order, and/or perform screening methods to detect conditions in an asymptomatic individual

CRPS_22. Utilize history and physical findings and diagnostic studies to formulate and narrow differential diagnoses

Interpersonal Skills (IS)

IS_1. Apply principles of social–behavioral sciences to provision of patient care, including assessment of the impact of psychosocial–cultural influences on health, disease, care-seeking, care compliance, and barriers to and attitudes toward care

IS_2. Demonstrate techniques to develop therapeutic rapport with patients and their families

IS_3. Counsel and educate patients and their families to empower them to participate in their care and enable shared decision making

IS_4. Describe and demonstrate cultural humility

IS_5. Deliver health information so that patients can understand and make meaning out of the information conveyed to them

IS_6. Provide effective, equitable, understandable, and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs

IS_7. Organize and communicate information with patients, families, community members, and health team members in a form that is understandable, avoiding discipline-specific terminology when possible, and checking to ensure understanding

IS_8. Develop professional relationships and effectively communicate with physicians, other health professionals, and health care teams

IS_9. Demonstrate sensitivity, honesty, and compassion in difficult conversations

IS_10. Demonstrate respect for the dignity and privacy of patients while maintaining confidentiality in the delivery of team-based care

Medical Knowledge (MK)

MK_1. For patients of all ages, differentiate between the normal and the abnormal in anatomy, physiology, laboratory findings, and other diagnostic data

MK_2. Discern among, and provide appropriate care for, patients with acute, chronic, and emergent disease states

MK_3. Incorporate knowledge of etiologies, risk factors, underlying pathologic process, and epidemiology for medical conditions into diagnosis, management, and patient education

MK_4. Order and Interpret laboratory data, imaging studies, and other diagnostic tests for general clinical practice

MK_5. Formulate plan for management of general medical and surgical conditions, as they present across the lifespan, including pharmacologic and other treatment modalities

MK_6. Describe and apply interventions for prevention of disease and health promotion/maintenance

MK_7. Describe, order, and/or perform screening methods to detect conditions in an asymptomatic individual

MK_8. Utilize history and physical findings and diagnostic studies to formulate and narrow differential diagnoses

MK_9. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment

Professional Behaviors (PROF)

PROF_1. Describe and demonstrate cultural humility

PROF_2. Accurately articulate one’s role and responsibilities to patients, families, communities, and other professionals

PROF_3. Develop professional relationships and effectively communicate with physicians, other health professionals, and health care teams

PROF_4. Demonstrate respect for the dignity and privacy of patients while maintaining confidentiality in the delivery of team-based care

PROF_5. Use the full scope of knowledge, skills, and abilities of available health professionals to provide care that is safe, timely, efficient, effective, and equitable

PROF_6. Recognize and explain legal and regulatory requirements, as well as the appropriate role, of the physician assistant

PROF_7. Demonstrate an understanding of, and ability to apply, ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, informed consent, and business practices

PROF_8. Apply medical information and clinical data systems to provide more effective, efficient patient care

PROF_9. Apply information technology to manage information, access online medical information, and support their own education

PROF_10. Demonstrate methods for removing barriers to health

Provide health care services aimed at wellness and prevention of health problems

PROF_11. Identify and describe personal and professional limitations in providing care, formulating possible solutions, and recognize learning activities that address one’s gaps in knowledge, skills, or attitudes

PROF_12. Recognize the value of the work of monitoring and reporting for quality improvement

PROF_13. Articulate and apply the legal, ethical and evidence- based, scientific basis of standard of care practice

PROF_14. Recognize one’s physical and emotional limits and establish healthy boundaries to support healthy partnerships

PROF_15. Identify and describe the funding sources and payment systems that provide coverage for patient care

PROF_16. Describe the PA’s responsibility for promoting a safe environment for patient care and recognizing and correcting systems-based factors that negatively impact patient care

PROF_17. Provide health care services aimed at wellness and prevention of health problems