Goal 1: Provide students with an innovative curriculum

We define an innovative curriculum as one that considers current knowledge in adult learning theory and looks ahead to workforce readiness. Current adult learning theories focus on active (engaged), student-centered learning.[1] Providing hands-on (engaged) learning activities that prepare students for the workplace are key. Active learning is a process that involves attaining knowledge through participation or contribution.[2] The “teacher” designs and prepares activities that allow the students to take learning into their own hands.[1]

Engaged learning (active learning) activities include case-based learning, problem-based learning, hands-on learning experiences, gamification, metacognitive exercises such as schema building and retrieval practice, and simulated patient experiences.

Point of Care Ultrasound (POCUS) integration is an example of active learning and a useful professional skill that PAs can use. Literature recommends the need to be trained as early as possible.[3] Medical literature also points to the facts that POCUS is both within the scope of practice for PA’s and is used in multiple settings common for PA employment. However, the absence of curricular training is the major barrier to their using POCUS professionally.[4-7] POCUS has also been demonstrated in PA literature as an educational adjunct to improve students’ medical knowledge and clinical exam skills.8 Additionally, simulation provides learners with “praxis”—an opportunity to practice and demonstrate skills in a lower stakes environment while strengthening learning.[9]

Benchmarks and Outcomes

  • Benchmark 1.1: The curriculum offered includes engaged learning activities for both pre-clinical and clinical learners.
    • Outcome 1.1: 100% of Elon PA didactic courses include some form of active (engaged) learning.
  • Benchmark 1.2: The curriculum includes integrated simulation and POCUS.
    • Outcome 1.2a: Simulation and POCUS are integrated into the curriculum. 100% of Elon PA learners have access to basic POCUS training. Additional opportunities are available.

Overview of Engaged Learning, Simulation, and POCUS Activities in the Elon PA Curriculum

<TABLE 1 HERE>

 

Goal 2: Prepare students for academic excellence, using an evidence-based approach to clinical decision-making, and for self-direction

Academic excellence is defined as meeting program progression standards at competency-based program checkpoints (as defined in the student handbook) and passing the national certifying exam for PAs (PANCE).

An evidence-based approach to clinical decision-making involves developing a research question and using current scientific evidence to make decisions related to the care of patients.[11]

Self-direction means that learners have opportunities to self-assess and choose assignments that best serve their growth and development in some courses. Self-direction is an important skill for developing lifelong learning.[12]

Benchmarks and Outcomes

  • Benchmark 2.1: Elon PA program meets or exceed national PANCE pass rates for first-time takers based on the currently reported NCCPA pass rates.
    • Outcome 2.1: Elon PA PANCE pass rates meet or exceed the national average. (See Figure 2.1)

<FIGURE 2.1 HERE>

  • Benchmark 2.2: An evidence-based approach to medicine is threaded throughout the curriculum.
    • Outcome 2.2: See table 2.2 outlining the integration of evidence-based practices in our curriculum. There are evidence-based assignments in each module, starting with academic integrity and culminating in an evidence-based research project.

<TABLE 2.2 HERE>

  • Benchmark 2.3a: The Elon PA curriculum provides opportunities for self-direction, self-assessment, and goal setting.
    • Outcomes 2.3a: In addition to mandatory coursework, as learners enter the clinical phase of learning they pursue self-directed learning opportunities through the Clinical Year Seminar 1 and 2 course (CYS1 and CYS2) assignments. These are called “Choose Your Path”. This assignment allows learners to self-direct professional development towards skills that will prepare them for their specific interests.
    • Outcome 2.3b: Opportunities for self-assessment and goal setting are initiated in the Professional Issues course of Module 1 with reflective exercises. Self-assessment is encouraged throughout each advising meeting and at academic checkpoints (as defined in the student handbook).  Modules 6, 7, and 8 include self-assessment assignments that allow learners to identify areas of growth and generate a plan of addressing those needs.

Goal 3: Attract, matriculate, and retain students from diverse backgrounds and experiences

A cohort with diverse backgrounds and experiences includes learners with lived experiences that are currently underrepresented in the medicine (URiM), as well as with a variety of pre-matriculation health experiences such as those who have worked in hospital settings, community health settings, and clinical research, etc.

The AAMC defines URiM[13] as “those racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general population”. For our program, this data is pulled from the Integrated Postsecondary Education Data System (IPEDS)[14] and includes anyone voluntarily self-identified as: American Indian or Alaska Native; Black or African American; Hispanic, Latino, or of Spanish Origin; or Native Hawaiian or Other Pacific Islander; Nonresident Alien; two or more races.

Benchmarks and Outcomes

  • Benchmark 3.1: Elon PA recruits and matriculates cohorts with diverse backgrounds and experiences that meet or exceed the current national average. (PAEA ProgramReport36_2023, Table 47, currently mean 3,235 hours[15])
    • Outcomes 3.1a and 3.1b: The incoming cohort profile includes data (contact hours and pre-matriculation healthcare experiences) on the current first year cohort. The health care experience hours of Elon PA learners are double the national average.
  • Benchmark 3.2: Elon PA matriculates cohorts with demographics relative to current nationally reported PA program cohorts.
    • Outcome 3.2: The currently reported national data on URiM matriculation in PA schools is 25.2% as reported in PAEA Student Report 6.[15] See Table 3.2 below.
      • Below benchmark: 
        • Between Student Report 5 and Student Report 6, URiM matriculation rose from 14.2% to 25.2%. Our current enrollment of URiM students is 21.5%.
        • Action plan: Review admissions policies, assess recruiting locations, monitor for improvement in the next admissions cycle.
  • Benchmark 3.3: Elon PA retains students with a retention rate comparable to the currently reported national average (REF: graduate on time, 94.2%, PAEA ProgramReport36_2023, Table 53[16])
    • Outcome 3.3: The national graduation (retention) rate for PA matriculants is 94.2% per the PAEA Program Report 36, Table 53.4. The last graduating cohort had a graduation rate of 92.3%. The ARC-PA student attrition table for Elon PA is available here. This data includes outcomes for the last three graduating cohorts.

See ARC-PA Attrition Table

Class of 2022 Class of 2023 Class of 2024
Maximum entering class size
(as approved by ARC-PA)		 38 38 38
Entering class size 38 39 39
Graduates 36 36 36
Attrition rate 5.2% 7.6% 7.6%
Graduation rate 95% 92% 92%

In the Class of 2022, two students left the cohort. One student withdrew and one student took a medical leave of absence in the clinical year resulting in this student joining the Class of 2023.

In the Class of 2023, three students left the cohort. The first was the 2022 student who became part of absence, joining the 2024 cohort. The third student withdrew.

In the Class of 2024, three students were lost to attrition. The first student was the student with the leave of absence from the Class of 2023. They ultimately withdrew. The second student took medical leave of absence and ultimately withdrew. The third student identified a significant chronic medical condition mid-didactic year and opted to withdraw from the program to address their health.

Citations

  1. Luc JGY, Antonoff MB. Active learning in medical education: application to the training of surgeons. J Med Educ Curric Dev. 2016;3. doi:10.4137/JMECD.S18929
  2. Collins J.W., O’Brien N.P., eds. The Greenwood Dictionary of Education. Westport, CT: Greenwood; 2003.
  3. AAPA resolution 2021-C-18: Recognizing point-of-care ultrasound (POCUS) as a skill integral to the practice of medicine.  AAPA Website Accessed March 10, 2024.
  4. Zak CL, Monti JD. PAs and point-of-care ultrasound: a scoping review. JAAPA 35(4):p 43-50, April 2022. | DOI: 10.1097/01.JAA.0000819568.41670.54
  5. Rizzolo D, Krackov R. PA use of point-of-care ultrasound: a pilot survey. JAAPA. 2018 Jun;31(6):1-3. doi: 10.1097/01.JAA.0000533668.18568.e9. PMID: 29727356.
  6. Huang C, Morone C, Parente J, Taylor S, Springer C, Doyle P, Temin E, Shokoohi H, Liteplo A. Advanced practice providers proficiency-based model of ultrasound training and practice in the ED. J Am Coll Emerg Physicians Open. 2022 Jan 11;3(1):e12645. doi: 10.1002/emp2.12645. PMID: 35036994; PMCID: PMC8749492.
  7. Joseph J, Salisbury H. Physician assistant use of ultrasound for shoulder, hip, and knee joint injections. J Orthop Physician Assist 11(3):p e23.00011, July-September 2023. | DOI: 10.2106/JBJS.JOPA.23.00011.
  8. Breunig M, Huckabee M, Rieck KM. An integrated point-of-care ultrasound curriculum: an evidence-based approach. J Physician Assist Educ. 2022 Mar 1;33(1):41-46. doi: 10.1097/JPA.0000000000000402. PMID: 35067591.
  9. Hopwood N, Blomberg M, Dahlberg J, Dahlgren MA. How Professional Education Can Foster Praxis and Critical Praxis: An Example of Changing Practice in Healthcare. Vocations and Learning: Studies in Vocational and Professional Education. 2021;15(1):49-70. doi:10.1007/s12186-021-09277-1
  10. NCCPA website. Accessed March 25, 2024.
  11. Ramis M-A, Chang A, Conway A, Lim D, Munday J, Nissen L. Theory-based strategies for teaching evidence-based practice to undergraduate health students: a systematic review. BMC Medical Education. 2019;19(1):1-13. doi:10.1186/s12909-019-1698-4
  12. Charokar K, Dulloo P. Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learne. J Adv Med Educ Prof. 2022 Jul;10(3):135-144. doi: 10.30476/JAMP.2022.94833.1609. PMID: 35910513; PMCID: PMC9309162.
  13. AAMC FACTS Glossary. Accessed March 10, 2024.
  14.  Integrated Postsecondary Education Data System (IPEDS) website. Accessed April 1, 2024.
  15. PA Education Association, By the Numbers: Student Report 6: Data from the 2022 Matriculating Student and End of Program Surveys, Washington, DC: PAEA; 2025. doi: 10.17538/SR2021.0005
  16. PA Education Association, By the Numbers: Program Report 36: Data from the 2021 Program Survey, Washington, DC: PAEA; 2023 DOI: 10.17538/PR36.2021