Goals
The UAMS Master of Physician Assistant Studies Program has established three goals that guide program development and student learning. We continuously assess our effectiveness in meeting these goals through systematic data collection and analysis. The outcomes below demonstrate our commitment to excellence in Physician Assistant education.
Goal One: Prepare graduates to practice evidence-based, patient-centered clinical medicine in diverse healthcare settings
Achievement Status: Strength (Six of six indicators met)
Indicators
- 1a. Five-year average for PANCE task area “Formulating Most Likely Diagnosis” will be at or above the national average
- 1b. Each cohort will rate “Critical Thinking Courses” at ≥4.0 on Graduate Exit Survey
- 1c. Five-year average for PANCE task area “Clinical Intervention” will be at or above the national average
- 1d. Each cohort will rate “Overall clinical preparation for practice” at ≥4.0 on Graduate Exit Survey
- 1e. Each cohort will achieve an average rating of ≥95% on “Interpersonal Skills” section of Clinical Preceptor Evaluation of Student (CPES)
- 1f. Each cohort will rate “Patient encounters during experiential opportunities” at ≥4.0 on Graduate Exit Survey
Outcomes
- MET: Indicator 1a – 2023 cohort: 77%, 2024 cohort: 80%, 2025 cohort: 77% (all at or above national average)
- MET: Indicator 1b – 2023 cohort: 4.47, 2024 cohort: 4.10, 2025 cohort: 4.13
- MET: Indicator 1c – 2023 cohort: 76%, 2024 cohort: 80%, 2025 cohort: 77% (all at or above national average)
- MET: Indicator 1d – 2023 cohort: 4.42, 2024 cohort: 4.13, 2025 cohort: 4.26
- MET: Indicator 1e – 2023 cohort: 98.63%, 2024 cohort: 98.73%, 2025 cohort: 99.02%
- MET: Indicator 1f – 2023 cohort: 4.61, 2024 cohort: 4.23, 2025 cohort: 4.48
Data Sources: NCCPA PANCE Task Area Reports, Graduate Exit Survey, Clinical Preceptor Evaluation of Student (CPES)
Goal Two: Prepare graduates to demonstrate professionalism, commitment to ethical practice, and readiness for entry-level PA practice
Achievement Status: Progressing Satisfactorily (four of five indicators met)
Indicators
- 2a. ≥80% of students will achieve “Meets All Expectations” rating on professionalism evaluations during didactic phase
- 2b. Each cohort will achieve an average rating of ≥95% on “Professionalism” section of Clinical Preceptor Evaluation of Student (CPES)
- 2c. Each cohort will rate “Modeled professional conduct and appearance” at ≥4.0 on Student Evaluation of Instructor
- 2d. Average first-time PANCE pass rate for the last three cohorts will be at or above the national average for the same period
- 2e. Each cohort will rate “Overall quality of preparation for employment” at ≥4.0 on Graduate Exit Survey
Outcomes
- MET: Indicator 2a – 2023 cohort: 95%, 2024 cohort: 84%, 2025 cohort: 90%
- MET: Indicator 2b – 2023 cohort: 98.79%, 2024 cohort: 98.84%, 2025 cohort: 99.14%
- MET: Indicator 2c – 2023 cohort: 4.80, 2024 cohort: 4.63, 2025 cohort: 4.74
- MET: Indicator 2d – Three-cohort average (2023-2025): Program 97.0%, National 91.7% (exceeds national by 5.3 percentage points)
- NOT MET: Indicator 2e – 2023 cohort: 4.03, 2024 cohort: 3.76 (below benchmark), 2025 cohort: 4.28
Data Sources: Professionalism Evaluations, Clinical Preceptor Evaluation of Student (CPES), Student Evaluation of Instructor, NCCPA PANCE Pass Rate Reports, Graduate Exit Survey
Improvement Actions
The program demonstrates strong PANCE performance with a three-cohort average pass rate (97.0%) exceeding the national average (91.7%) by 5.3 percentage points. To address the employment preparation indicator, the program has expanded career readiness programming through enhanced professional development seminars, resume workshops, mock interviews, and employer networking events. These initiatives aim to better align graduate perceptions of employment preparation with their demonstrated clinical competence.
Goal Three: Prepare graduates to collaborate effectively within interprofessional teams and support access to care for diverse populations
Achievement Status: Professing Satisfactorily (three of four indicators met)
Indicators
- 3a. Each cohort will achieve an average rating of ≥95% on “Interpersonal Skills” section of Clinical Preceptor Evaluation of Student (CPES)
- 3b. Each cohort will rate “Course prepared me to effectively interact with people from diverse populations” at ≥4.0 on Student Evaluation of Didactic Course
- 3c. Each cohort will rate “Cultural competency training” at ≥4.0 on Graduate Exit Survey
- 3d. Each cohort will rate “The 12th Street experience increased my understanding of social, cultural, and economic issues” at ≥4.0 on Student Evaluation of 12th Street Experience
Outcomes
- MET: Indicator 3a – 2023 cohort: 98.63%, 2024 cohort: 98.73%, 2025 cohort: 99.02%
- MET: Indicator 3b – 2023 cohort: 4.39, 2024 cohort: 4.13, 2025 cohort: 4.17
- NOT MET: Indicator 3c – 2023 cohort: 3.95, 2024 cohort: 3.44, 2025 cohort: 3.08 (showing downward trend)
- MET: Indicator 3d – 2024 cohort: 4.31, 2025 cohort: 4.45, 2026 cohort: 4.52*
*Note: The 12th Street Experience was implemented beginning with the Class of 2024; therefore, cohort years for this indicator differ from other indicators.
Data Sources: Clinical Preceptor Evaluation of Student (CPES), Student Evaluation of Didactic Course, Graduate Exit Survey, Student Evaluation of 12th Street Experience
Improvement Actions
The program is enhancing cultural competency training through expanded simulation scenarios featuring diverse patient populations, guest speakers from underrepresented communities, increased community-based learning experiences, and curriculum integration of health equity and social determinants of health content. These initiatives aim to better prepare students to serve diverse patient populations and address healthcare disparities.
Additional Information
Data Sources: Assessment data is collected annually from the NCCPA, graduate exit surveys, clinical preceptor evaluations, student course evaluations, and program-specific assessments. Outcomes are reviewed by program leadership and inform continuous quality improvement initiatives.
Assessment Cycle: Program goals are assessed annually using data from the most recently graduated cohort. This page is updated by April 1st each year to reflect current assessment data.
NCCPA PANCE Exam Performance Summary Report Last 5 Years and ARC-PA Student Attrition Data can be found on the Program Statistics page.
Competencies
The UAMS Physician Assistant Program Competencies define the knowledge, skills and professional behaviors that graduates are expected to demonstrate upon completion of the program. These competencies are aligned with ARC-PA Standards (5th Edition), the 2021 Competencies for the PA Profession, and the 2019 Core Competencies for New Physician Assistant Graduates. They guide curriculum design, student assessment and continuous program improvement.
Medical Knowledge
Graduates will demonstrate core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care.
- Apply knowledge of anatomy, physiology, pathophysiology, pharmacology, microbiology, and clinical medicine to patient assessment and management.
- Integrate clinical guidelines, scientific evidence, and best practices into diagnostic and therapeutic decision-making.
- Recognize the influence of genetic, environmental, developmental, and social factors on health and disease.
Interpersonal and Communication Skills
Graduates will demonstrate interpersonal and communication skills that result in effective information exchange and collaboration with patients, families, and healthcare teams.
- Communicate effectively, respectfully, and empathetically with patients and families from different backgrounds.
- Collaborate with interprofessional team members to provide coordinated care.
- Document and present clinical information clearly, accurately, and professionally.
Patient-Centered Clinical Care
Graduates will provide safe, effective, and equitable patient care across the lifespan in different clinical settings.
- Elicit accurate patient histories and perform appropriate physical examinations.
- Perform diagnostic and therapeutic procedures appropriate to the clinical setting and level of training.
- Formulate differential diagnoses and develop evidence-based management plans.
- Provide preventive care and health education tailored to individual needs and health literacy levels.
- Demonstrate patient engagement and shared decision-making.
Professionalism and Ethical Practice
Graduates will demonstrate a commitment to ethical principles, integrity, compassion, and professional accountability.
- Adhere to legal and ethical standards of practice.
- Apply ethical principles by respecting patient autonomy, privacy, and confidentiality during all aspects of patient care.
- Demonstrate cultural humility and sensitivity in all professional interactions.
Systems-based and Reflective Practice
Graduates will apply clinical reasoning and problem-solving skills to develop and implement evidence-based care. They will engage in reflective practice, use health information technology, and participate in quality improvement within healthcare systems to optimize patient outcomes.
- Apply clinical reasoning and problem-solving skills to analyze clinical data and prioritize patient care decisions.
- Utilize evidence-based resources to guide clinical decision-making.
- Reflect on personal performance to identify strengths and areas for improvement.
- Participate in quality improvement, patient safety, and system-level initiatives.
Citation Legend
NG: Core Competencies for New Physician Assistant Graduates (2019)
PAP: Competencies for the PA Profession (2021)