Program Goals

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

• B1.1 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. See table.

• B1.2 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. See table.

*References and Tables

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.^[2]

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.^[3]

Benchmarks and Outcomes

• B2.1 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

• B2.2 An evidence-based approach to medicine is threaded throughout the curriculum
  • Outcome 2.2: See table 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.

• B2.3 The Elon PA curriculum provides opportunities for self-direction, self-assessment, and goal setting
  • Outcome 2.3a: In addition to mandatory coursework, as learners enter the clinical phase of learning they pursue selfdirected 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.

References and Tables

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^[1] 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)^[2] 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

• B3.1 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 hours3]})
  • Outcome 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.

• B3.2 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 ^[3]. See Table 3.2 below. The most recently matriculated cohort includes 26% URiM students.
• B3.3 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 534)]} –
  • 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

References and Tables

Community-based learning is an established means of encouraging student academic growth and has been shown to improve understanding communities and their needs.^[1] These benefits are augmented when the learning is embedded and integrated into a curriculum in an intentional, meaningful manner.^[2]

Community engagement opportunity examples include integrated co-curricular activities through Start Early in Medicine, voluntary extracurricular activities with the Open Door Clinic of Alamance County and the Dream Center, and optional clinical practicums (an elective) in global or national locations.

Benchmarks and Outcomes

• B4.1 Elon PA learners will participate in co-curricular and voluntary community engagement during the pre-clinical phase of education
  • Outcome 4.1: See table
• B4.2 Elon PA learners in good academic standing will have an opportunity to participate in global or national (“Study USA”) locations for supervised clinical practicum experiences (SCPEs)
  • Outcome 4.2: See table

References and Tables

The Competencies for the PA Profession^[1] go beyond patient care to include a team-based framework, leadership skills, and advocacy. At Elon PA, these leadership opportunities include the potential to serve as leaders in the PA student society of their cohort, within PA advocacy groups (e.g., the AAPA, the NCAPA, the Piedmont Association of PAs), and as coordinators of activities within their cohort. Learners at Elon PA are also supported in their applications for National Health Service Corp (NHSC)2 scholarships, PAEA fellowships,^[3] the AAPA Leadership and Advocacy Summit,^[4] and to participate in the AAPA Challenge Bowl5 and SPOCUS iScan competition.^[6]

Our curriculum allows learners to participate in leadership opportunities by designing a modular break for the AAPA conference and policies that support learners to make up class activities to participate in these leadership opportunities.

Benchmarks and Outcomes

• B5.1 The program supports each cohort in the election of a student representative of Elon PA at the national, state, and regional level
  • Outcome 5.1a: The program provides a liaison (advisor) for the Elon PA Student Society (EPASS)
  • Outcome 5.1b: The program supports the process and operations of the EPASS, including the election of officers
  • Outcome 5.1c: A student leader represents Elon PA at the AAPA (national), NCAPA (state), and Piedmont Association of PA (regional) level

• B5.2 The program sponsors a team of representatives for the AAPA Challenge Bowl and national iScan competition.
  • Outcome 5.2: The program supports a team representing Elon PA for the AAPA Challenge Bowl Team and SPOCUS iScan competition. This includes the cost of conference registration, travel, and lodging for PA learners.
• B5.3 The program supports student application for advanced leadership and training opportunities
  • Outcome 5.3: Elon PA learners apply for opportunities to grow as leaders through the National Health Service Corp and PAEA Fellowships. Additionally, the program supports one representative annually to attend the AAPA Advocacy and Leadership Summit. See Table 5.3

References and Tables