NCE’s 2023-2024 fiscal year, illustrating how the College is following through with our commitment to the betterment of education on both a local and national level.
P.A. Program Competencies: The Physician Assistant Program Competencies are defined by the National Louis University (NLU) Physician Assistant (P.A.) program and its accreditor ARC-PA as “the medical knowledge, interpersonal skills, clinical and technical skills, professional behaviors, and clinical reasoning and problem-solving abilities required for PA practice,” and are based on the “Competencies for the PA Profession, (2021).” NLU PA graduates can formulate a differential diagnosis based upon historical information, physical exam, laboratory and diagnostic study findings, that elucidate a patient assessment and collaborative treatment plan. The Physician Assistant Competencies for the National Louis P.A. Program are summative and are required of the student upon completion of the program to enter clinical practice as a Physician Assistant. (1) P.A. Program Goal(s): The National Louis University Physician Assistant (P.A.) Program uses the following metrics and benchmarks for ongoing assessment of the following “PA Program Goals” with data collected in qualitative and quantitative forms: Graduating competent Physician Assistants who will function as patient advocates and as integral members of the inter- professional collaborative healthcare team in meeting the patient-centered healthcare needs of the global community. Program Goal 1: Graduate Competent, Practice-Ready Physician Assistants
Program Goal Statement:
The NLU PA Program will prepare graduates who demonstrate the medical knowledge, interpersonal skills, clinical and technical skills, professional behaviors, and clinical reasoning and problem-solving abilities necessary for entry-level PA practice.
Primary Evaluation Measures
The Program will evaluate achievement of this goal through multiple measures, including:
First-time PANCE pass rate;
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• Summative written examination performance; • Summative OSCE performance; • PACKRAT performance; • End-of-Rotation examination performance; • SCPE performance;
Clinical preceptor evaluations;
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• Achievement of Program Learning Outcomes; • Achievement of Program Competencies; and • Program completion and graduation outcomes.
Established Benchmarks
Examples of Program benchmarks include:
• First-time PANCE pass rate of greater than 88%; • Summative OSCE pass rate of at least 80%; • Summative evaluation pass rate of at least 80%; • SCPE and clinical evaluation performance demonstrating achievement of expected competency levels; • Didactic and clinical assessment outcomes consistent with Program-defined progression and graduation requirements; and • PACKRAT performance analyzed against appropriate national comparison data. The Program recognizes that national examination benchmarks and comparative data may change over time. Accordingly, national outcome data will be reviewed and interpreted using the most current available comparison data from appropriate national organizations and examination reports Quantitative Data Collection Metrics: Physician Assistant National Certification Exam (PANCE) pass rate at least one standard deviation of the national average reported by the Physician Assistant Education Association (PAEA) or National Commission on Certification of Physician Assistants (NCCPA), collected annually after the first PA class completes the first milestone examination. Passage of the Summative OSCE (Objective Structured Clinical Examination) >80% ensures the student meets the physical and cognitive thresholds required for entry-level practice prior to graduation. The PACKRAT exam (features a raw score range of 0 to 225) scores > 150 are typically benchmarked against first-time national cohorts. Benchmarks: >88% PANCE pass rate on 1st attempt. Fostering successful admission and matriculation of students that are under-represented in medicine within AMA national benchmarks. Program Goal 2: Promote Student Success, Progression, Retention, and Preparation for Practice
Program Goal Statement:
The NLU PA Program will promote student success through effective recruitment, admission, progression, retention, academic support, clinical education, and assessment processes that support the successful preparation and graduation of competent Physician Assistants.
Primary Evaluation Measures
The Program will evaluate this goal through:
Applicant and matriculant data;
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• Admission and matriculation outcomes; • Student progression and promotion data; • Attrition and retention data; • Program completion and graduation data; • Student academic performance; • Summative evaluation outcomes; • PANCE performance; • Student evaluations; • Clinical site evaluations; • Preceptor evaluations; and • Student and stakeholder feedback.
Established Benchmarks
Examples of Program benchmarks include:
Student attrition below 8%;
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• Summative evaluation pass rate greater than 80%; • Annual PANCE pass rate greater than 88%; • Clinical rotation and preceptor evaluations demonstrating an aggregate rating of approximately 3.5 or higher on applicable Likert-scale measures; • Successful student progression and promotion consistent with published Program policies; and • Ongoing maintenance of accreditation status consistent with applicable ARC-PA requirements. The Program will also monitor admissions, matriculation, retention, progression, completion, and other appropriate data to evaluate the effectiveness of Program processes and support the Program mission.
Quantitative Data Collection Metrics: Annual Admissions/Matriculations data for the PA Program, annual PA student progression and promotion data collected by the National Louis
University Physician Assistant (P.A.) Program. Benchmarks: Maintaining Provisional or Continuing Accreditation, >80% summative evaluation pass rate on first attempt, <8% PA student attrition, Annual PA student PANCE Pass Rate >88%, annually compiled PA student cohort and preceptor evaluations that are “Meets”/3.5 or higher (on a Likert scale) for clinical rotations.
ALIGNMENT OF PROGRAM GOALS WITH THE CURRICULUM (B1.01a)
The Program Goals are operationalized through Program Competencies, PLOs, course goals, CLOs, didactic coursework, longitudinal SOAR experiences, SCPEs, and summative assessments.
Program Goal 1 Alignment
The goal of graduating competent, practice-ready Physician Assistants is primarily supported by all five PLOs and the Program Competencies.
Primary PLO Alignment
Program Goal
Major Curricular Components
Examples of Assessment
Course examinations, OSCEs, EOR examinations, preceptor evaluations, summative evaluation, PANCE
Graduate competent, practice-ready PAs Medical knowledge and clinical competence
Didactic curriculum, SOAR I–VIII, clinical skills, SCPEs
PLOs 1–5
Anatomy, pathophysiology, pharmacology, clinical medicine, clinical skills
Written examinations, OSCEs, PACKRAT, EOR examinations
PLOs 1, 3, and 5
Physical examination, geriatrics/interprofessional practice, behavioral medicine, SOAR, SCPEs
Interpersonal and collaborative practice
OSCEs, faculty assessments, preceptor evaluations
PLOs 2 and 4
Professionalism rubric, faculty evaluations, preceptor evaluations Clinical reasoning assessments, OSCEs, capstone activities, preceptor evaluations
Professional behaviors
PA Profession I and II, ethics/legal medicine, SOAR, SCPEs
PLO 4
Clinical medicine, physical examination, procedures, research/information literacy, SOAR, SCPEs
Clinical reasoning and problem- solving
PLO 5
Program Goal 2 Alignment
The goal of promoting student success, progression, retention, and preparation for practice is supported by the Program's educational design and longitudinal assessment structure.
Program Goal
Curriculum and Program Alignment
Examples of Evaluation
Student progression
Sequential, integrated curriculum with progression requirements
Course performance, remediation data, promotion decisions
Academic monitoring and student support
Student retention
Attrition and retention analysis
Clinical skills development and progressive competency assessment
Clinical readiness
OSCEs, clinical skills evaluations
Clinical performance
Preceptor evaluations, EOR examinations
SCPEs and clinical SOAR experiences
Readiness for graduation
Written examination, OSCEs, professional review
Summative evaluation
Preparation for certification
Comprehensive curriculum and assessment
PACKRAT and PANCE outcomes
Course evaluations, student evaluations, preceptor feedback
Educational quality Student and stakeholder feedback
Program Learning Outcomes: The National Louis University Physician Assistant (P.A.) Program adopted the following outcomes to serve as a roadmap for physician assistant graduates to enter clinical medicine with the skills, attributes, and behaviors to practice as a competent physician assistant, which aligns with the institutional learning outcomes and are as follows:
PLO 1 – Medical Knowledge
Outcome Statement
Graduates will demonstrate comprehensive medical knowledge of anatomy, physiology, pathophysiology, pharmacology, clinical medicine, behavioral health, and diagnostic principles necessary for safe, entry-level physician assistant practice across the lifespan.
Curricular Alignment:
PAS 511 Medical Anatomy and Lab
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• PAS 512 & 521 Pathophysiology I & II
• PAS 525 & 536 Pharmacology I & II
• PAS 533 & 541 Adult Medicine I & II
• PAS 535 & 543 Pediatric Medicine I & II
PAS 534 Reproductive Health
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• PAS 545 Geriatrics and Interprofessional Practice
All SCPEs (PAS 551 – 582)
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Assessment Strategies:
• Didactic course examinations (benchmark: ≥80% cohort pass rate with course grades ≥80%)
• End-of- Didactic cumulative examination (benchmark: ≥80% cohort pass rate)
• PACKRAT (benchmark: cohort performance at or above national mean)
• SCPE End-of- Rotation (EOR) exams (benchmark: ≥80% cohort pass rate with exam grad es ≥80%) • Summative written examination, given 4 mos. prior to graduation. (Benchmark: ≥80% cohort pass rate)
• First-time PANCE pass rate (benchmark: at or above national average for each cohort)
PLO 2 – Interpersonal Skills
Outcome Statement: Graduates will demonstrate effective, compassionate, culturally responsive, and professional communication with patients, families, caregivers, and interprofessional members of the healthcare team.
Curricular Alignment:
• PAS 513 & 523 Physical Examination and Documentation I & II
• PAS 545 Geriatrics and Interprofessional Practice
PAS 547 Behavioral Medicine
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• Didactic SOAR I-IV (PAS 516, 527, 537, 547)
• Clinical SOAR V – VIII (PAS 553, 563, 573, 583)
All SCPEs
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Assessment Strategies:
• Summative Objective Structured Clinical Examinations (OSCEs) (benchmark: ≥80% cohort pass rate)
• Clinical preceptor evaluations (interpersonal communication domain benchmark: ≥80% of cohort attains “Meets Expectations.”) • Community Health Volunteer and Clinical Experiences in the Didactic and Clinical SOAR I-VIII Student Self- Assessment of programmatic PLO’s. (Benchmark: Likert Rating > 3 by ≥80% of cohort)
PLO 3 – Clinical Skills and Technical Skills
Outcome Statement: Graduates will provide safe, evidence-based, patient-centered care including history-taking, physical examination, diagnostic interpretation, clinical reasoning and problem-solving, procedural skills, and patient management planning.
Curricular Alignment:
• PAS 513 & 523 Physical Examination and Documentation
• PAS 532 & 544 Clinical Procedure Skills I & II
PAS 533, 541 Adult Medicine I & II
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• PAS 535, 543 Pediatric Medicine I & II
PAS 542 Introduction to Surgery
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All SCPEs (PAS 551 – 582)
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Assessment Strategies:
• Summative written examination (4 mos. prior to graduation) (benchmark: ≥80% cohort pass rate)
• Summative Objective Structured Clinical Examinations (OSCEs) (4 mos. prior to graduation) (benchmark: ≥80% cohort pass rate)
• Clinical preceptor evaluations (clin ical and technical skills domain benchmark: ≥80% of cohort attains “Meets Expectations”)
PLO 4 – Professional Behaviors
Outcome Statement: Graduates will demonstrate ethical behavior, accountability, integrity, respect for diversity, adherence to legal and regulatory standards, interprofessional collaboration, and commitment to the values of the PA profession.
Curricular Alignment:
• PAS 514 & 526 The Physician Assistant Profession I & II
• PAS 531 Medical Ethics & Legal Medicine
PAS 524 Public Health
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All SOAR courses
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All SCPEs
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Assessment Strategies:
• Timely Attendance in the Didactic and Clinical Curriculum (benchmark: Student Self- Assessment Evaluation Likert Rating > 3 by ≥80% of cohort) • Professionalism will be evaluated in each SOAR course through both a student self- assessment and a faculty assessment, using the NLU PA Professionalism Rubric as the standardized evaluation tool (benchmark: Student Self-Assessment/Faculty-Assessment Evaluation Likert Rating > 3 for ≥80% of student cohort/faculty in two of the 3 sections) • Clinical preceptor professionalism ratings on Preceptor Evaluation (benchmark: >80 of the cohort scores “Meets”)
PLO 5 – Clinical Reasoning and Problem-Solving Abilities
Outcome Statement: Graduates will engage in self-assessment, incorporate feedback, apply evidence-based medicine principles, and participate in quality improvement to enhance patient outcomes in clinical practice.
Curricular Alignment:
• PAS 513 & 523 Physical Examination and Documentation
• PAS 532 & 544 Clinical Procedure Skills I & II
PAS 533, 541 Adult Medicine I & II
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• PAS 535, 543 Pediatric Medicine I & II
• PAS 515 Medical Research and Information Literacy
SOAR I – VIII (PAS 516 – 583)
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All clinical rotations (SCPEs)
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Assessment Strategies:
• Peer Review Evaluation of Capstone Project and Presentation during the clinical year that thoughtfully discusses quality improvement clinical practices (benchmark: >80 of the cohort scores > “Acceptable”) • Summative Objective Structured Clinical Examinations (OSCEs) (4 mos. prior to graduation) and aggregated preceptor evaluation scores (benchmark: ≥80% cohort pass rate)
• Student Self-Assessment aggregated throughout SOAR 1-8 courses (benchmark: Student Self-Assessment Evaluations Likert Rating > 3 for ≥80% o f student cohort/faculty in two of the 3 sections) (2)
b) is consistent with program competencies
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