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Accreditation, Standards, Goals & Outcomes

Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next review of the program by the ARC-PA will be March 2024. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.

Program Goals

  1. To have our first-time PANCE pass rate at or above the national average each year.
  2. To maintain academic attrition (dismissals) at a level ≤ 7%.
  3. To have at least one Medically-Underserved Community (MUC) rotation as defined by the Health Resources Services Administration per student.

 

Graduate Performance on Certification Exam – PANCE and Program Outcomes

PANCE Passage Rate

To become a certified PA, you must pass the Physician Assistant National Certifying Exam (PANCE), a computer-based, multiple-choice test comprising questions that assess basic medical and surgical knowledge. Chatham graduates have averaged a 99% first-time pass rate over the past five years. More information on PANCE is available on the NCCPA website.

Our program goal is to have our first time PANCE pass rate at or above the national average each year. We have achieved this each year in the last 5 years.

PANCE Passage Rate (pdf)

PANCE Performance Summary Report (pdf)


Attrition 

Our program goal is to maintain academic attrition (dismissals) at a level ≤ 7%. The average attrition rate for the past five graduating classes is 2.6%.  

Classes

Graduated

                 Current

Class Year

2017

2018

2019

2020

2021

Entering Class Size

77

72

73

74

65

Attrition

8 7  6  2  0

Joining class from previous class

3

1

1

1

0

Graduates

72

66

 68

 

 

Anticipated graduates

 

 

 

73

65

Explanation of Specific Terms:

  • Attrition rate is based on the number of academic dismissals from the entering class size.
  • Leave of absence is permitted for emergencies, medical reasons or military deployment.
  • * Deceleration may be granted to students who fail one course and are allowed to repeat the course by joining the next class.
  • * Remediation may be granted to students who fail one course but do not need to be decelerated and may graduate with their current class or those who need additional correction for deficiencies.
  • Withdrawals can result for various reasons.
  • * Students on Leave of Absence or Deceleration may join the next year's class in order to complete the program.
  • * Refer to Student Manual

Medically-Underserved Community Rotations

Our program goal is to have at least one Medically-Underserved Community (MUC) rotation  as defined by the Health Resources and Services Administration per student.

This goal was achieved in five of the last five years. Please see the chart below for related data.

GRADUATING CLASS YEAR

GRADUATING CLASS SIZE

NUMBER OF UNDERSERVED ROTATIONS AND AVERAGE/STUDENT

2015

73

249 (3.45 student)

2016

67

204 (3.04/student)

2017

72

350 (4.9/student)

2018

66

306 (4.6/student)

2019

68

271 (3.9/student)

The student must possess the mental, physical, and emotional capacities essential to attaining the competencies required to function as a physician assistant. All PA students will be expected to have abilities in five categories: observation, communication, motor, intellectual and social. These abilities enable the student to perform tasks required to meet graduation and professional requirements as measured by state and national certification, licensure and registration processes. Candidates who posses any disability that would potentially interfere with the attainment of such competencies are encouraged to contact the Graduate Admission Recruiter, Tyson Schrader, or the Director of the MPAS program, Judy Truscott, to discuss and identify possible accommodations. Chatham University and/or affiliated sites may arrange to enable the candidate to demonstrate the necessary physical, mental, and emotional capacities.

Observation: Candidates must have sufficient sensory capacity to observe in the problem-based learning and lecture settings, the laboratory, and the healthcare or community setting. Sensory abilities must be adequate to perform appropriate examination or assessments including functional vision, hearing, and tactile sensation to observe a patient's condition, and to elicit information appropriate to a physician assistant.

Communication: Students must be able to communicate effectively and professionally in academic, community, educational, and healthcare settings, and be able to demonstrate proficiency in both verbal and written English.

Motor: Students must have the ability to participate in basic diagnostic and therapeutic maneuvers and procedures. Students must be able to negotiate patient care environments, and be able to move between settings such as the classroom, healthcare facility, educational, or community setting. Physical stamina sufficient to complete the rigorous course of didactic and clinical study is required. Long periods of sitting, standing or moving are required in a variety of learning sites. Students must be proficient in typing skills.

Intellectual: Students must be able to measure, calculate, reason, analyze, and integrate information as well as be able to comprehend temporal and spatial relationships.

Social: Students must exercise good judgment and be able to function, appropriately and effectively, in the face of uncertainties inherent in clinical practice, and must maintain mature, sensitive and effective professional relationships with faculty, students, patients, and other members of the healthcare and/or educational team. Students are expected to fully participate in physical examination courses as both examiners and patients. Students should be comfortable with modest exposure of the body to allow for adequate examination (donning of sports bra or tank top for women, males will remove shirt; and shorts for both males and females). Students must also be able to be comfortable with donning surgical scrub clothing that expose the arms above the elbows, the neck and upper chest areas.

Students should be completely comfortable working in small groups for problem based learning, including, but not limited to: verbal discussion of knowledge and limitations of knowledge, scribing of information via handwritten transmission in front of a group of students and a faculty member, or typing via use of smart board technology in front of a group of students and a faculty member.

In lab settings, students should be comfortable with and prepared to work with different students, both male and female, with regard to physical examination and/or procedures in a large room with other students present. No genital, breast, or rectal examinations are performed on fellow students.

Medical Knowledge

  1. Understand etiologies, risk factors, underlying pathologic process, and epidemiology for medical conditions.
  2. Identify signs and symptoms of medical conditions.
  3. Select and interpret appropriate diagnostic or lab studies used in primary care.
  4. Manage general medical and surgical conditions to include understanding the indications, contraindications, side effects, interactions and adverse reactions of pharmacologic agents and other relevant treatment modalities.
  5. Identify the appropriate site of care for presenting conditions, including identifying emergent cases and those requiring referral or admission.
  6. Identify appropriate interventions for prevention of conditions.
  7. Identify the appropriate methods to detect conditions in an asymptomatic individual.
  8. Differentiate between the normal and the abnormal in anatomic, physiological, laboratory findings and other diagnostic data.
  9. Appropriately use history and physical findings and diagnostic studies to formulate a differential diagnosis.
  10. Provide appropriate care to patients with chronic conditions.

Interpersonal and Communication Skills

  1. Create and sustain a therapeutic and ethically sound relationship with patients.
  2. Use effective listening, nonverbal, explanatory, questioning, and writing skills to elicit and provide information.
  3. Appropriately adapt communication style and messages to the context of the individual patient interaction.
  4. Work effectively with physicians and other health care professionals as a member or leader of a healthcare team or other professional group.
  5. Apply an understanding of human behavior.
  6. Demonstrate emotional resilience and stability, adaptability, flexibility and tolerance of ambiguity and anxiety.
  7. Accurately and adequately document and record information regarding the care process for medical, legal, quality, and financial purposes.

Patient Care

  1. Work effectively with physicians and other healthcare professionals to provide patient-centered care.
  2. Demonstrate caring and respectful behaviors when interacting with patients and their families.
  3. Gather essential and accurate information about their patients.
  4. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment.
  5. Develop and carry out patient management plans.
  6. Counsel and educate patients and their families.
  7. Competently perform medical and surgical procedures considered essential in the area of practice.
  8. Provide health care services and education aimed at preventing health problems or maintaining health.

Professionalism

  1. Understanding of legal and regulatory requirements, as well as the appropriate role of the physician assistant.
  2. Professional relationships with physician supervisors and other health care providers.
  3. Respect, compassion, and integrity.
  4. Responsiveness to the needs of patients and society.
  5. Accountability to patients, society, and the profession.
  6. Commitment to excellence and on-going professional development.
  7. Commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, informed consent, and business practices.
  8. Sensitivity and responsiveness to patients' culture, age, gender, and disabilities.
  9. Self-reflection, critical curiosity, and initiative.

Practice-Based Learning and Improvement

  1. Analyze practice experience and perform practice-based improvement activities using a systematic methodology in concert with other members of the healthcare delivery team.
  2. Locate, appraise, and integrate evidence from scientific studies related to their patients’ health problems.
  3. Obtain and apply information about their population of patients and the larger population from which their patients are drawn.
  4. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness.
  5. Apply information technology to manage information, access on-line medical information, and support their education.
  6. Facilitate the learning of students and/or other healthcare professionals.
  7. Recognize and appropriately address gender, cultural, cognitive, emotional and other biases; gaps in medical knowledge; and physical limitations in themselves and others.

System-Based Practice

  1. Use information technology to support patient care decisions and patient education.
  2. Effectively interact with different types of medical practice and delivery systems.
  3. Understand the funding sources and payment systems that provide coverage for patient care.
  4. Practice cost-effective healthcare and resource allocation that does not compromise quality of care.
  5. Advocate for quality patient care and assist patients in dealing with system complexities.
  6. Partner with supervising physicians, health care managers and other health care providers to assess, coordinate, and improve the delivery of health care and patient outcomes.
  7. Accept responsibility for promoting a safe environment for patient care and recognizing and correcting systems-based factors that negatively impact patient care.
  8. Apply medical information and clinical data systems to provide more effective, efficient patient care.
  9. Use the systems responsible for the appropriate payment of services.

Rotations are required in family practice, internal medicine, women’s health, emergency medicine, pediatrics, surgery, and psychiatry. These are required by the ARC-PA.