Program Mission
The program's overall purpose is to provide the highest quality of academic and clinical training that prepares graduates to be certified and licensed to practice competently and reliably as extenders of physicians.
The mission of the Duquesne University Department of Physician Assistant Studies is to:
- Prepare trainees with the necessary knowledge and skills to reliably perform the role of a physician assistant beyond the typical classroom settings by utilizing simulation, clinical immersion, telemedicine, electronic medical record, and other current technologies,
- Promote lifelong responsibility for ongoing learning and active participation in the evolving practice of medicine and changing healthcare environments. Students will benefit from examples of leadership and strategies to deliver quality care in collaboration with other health-care professionals to achieve optimal patient outcomes,
- Instill a professional and ethical identity in each student based on the education for the mind, heart, and spirit that is achieved at Duquesne while embracing broadly defined diversity and inclusion in patient care,
- Recruit and retain faculty who share a goal for delivering a comprehensive curriculum, serve as role models and mentors, and are willing to contribute to the profession via service and scholarship.
Duquesne University provides an environment in which we can enrich the mind and the life of the spirit by providing the highest quality of educational and clinical professionalism and maintaining an atmosphere of inclusion, tolerance, and the free exchange of ideas that fosters critical thinking and problem-solving. The faculty work with the students in a values-laden environment to achieve this end. The Rangos School, through the Department of Physician Assistant Studies, encourages students to examine the moral and ethical foundations of their thoughts and actions and to develop their values and ethical commitment as it relates to the provision and delivery of healthcare services.
Program Goals
As stated above, the Program's overall purpose is to provide the highest quality of academic and clinical training that will prepare our graduates to become certified and licensed to practice as extenders of physicians in a competent and reliable manner. To fulfill this purpose, six overarching goals guide the Program. The specific goals and evidence of how these goals have been met are outlined on this page.
Rationale: Physician assistant students participate in a challenging and integrated curriculum throughout the didactic year to ensure success throughout the clinical year. The didactic curriculum must be of sufficient depth and breadth and meet the expectations of instructional faculty used as clinical preceptors.
Outcome Measures:
a. Complete History and Physical Examination - At the end of the History and Physical Examination course series, all students are required to complete a capstone project that requires the integration of information from all three courses (PHYA 403 History and Physical Examination I, PHYA 412 History and Physical Examination II and PHYA 421 History and Physical Examination III) This complete history and physical examination reflects what students are required to do throughout the clinical phase of the program.
Program Benchmark: At least 80% of students will earn a 90% or higher on their first attempt at performing a complete history and physical exam on a healthy patient.
The table below demonstrates the program's success in meeting this aspect of goal #1:
Cohort % Students who passed on their first attempt:
| Cohort | % of Students who Passed on their First Attempt |
|---|---|
| Class of 2025 | 100% |
| Class of 2024 | 100% |
| Class of 2023 | 100% |
| Class of 2022 | 80% |
| Class of 2021 | 100% |
b. Critical Thinking Skills -Throughout the didactic phase, students are provided with adequate opportunities to become critical thinkers who can apply the concepts of medical decision-making and problem-solving. At the end of the 14-month didactic phase, students complete a survey about their didactic phase experience. Question 23 of that survey asks, " Students are provided with adequate opportunities to become critical thinkers who can apply the concepts of medical decision-making and problem-solving.".
Program Benchmark: Using a 5-point Likert scale, aggregate responses will be at or exceed 3.5/5.
The table below demonstrates the program's success in meeting this aspect of goal #1:
| Cohort | Didactic Phase Survey |
|---|---|
| Class of 2025 | 4.50/5 |
| Class of 2024 | 4.55/5 |
| Class of 2023 | 4.40/5 |
| Class of 2022 | 4.31/5 |
| Class of 2021 | 4.25/5 |
Rationale: The 12 months of clinical education provides the framework for our students to successfully complete programmatic requirements for entry-level practice as a physician assistant. Students identify the case in the first 2-weeks of each rotation and submit the case at the end of the week
Outcome Measures:
a. End of rotation written case score- During each of the 8 required rotations, students
must write up and submit a case they were involved in. Grading for each written case
includes history, physical examination, differential diagnosis, diagnostic plan, treatment
plan, and standards of care.
Benchmark: At least 85% of students in each cohort will earn an 85% or higher on each required written case.
The table below demonstrates the program's success in meeting this aspect of goal #2:
| Cohort | % of Students |
|---|---|
| Class of 2025 | 85.1 |
| Class of 2024 | 94% |
| Class of 2023 | 80% |
| Class of 2022 | 95% |
| Class of 2021 | 92% |
b. End of rotation oral case presentation score- End of rotation oral case score. During each of the 8 required rotations, students must orally present a case they were involved in. The audience for this presentation includes faculty, classmates, and students in the didactic phase of the program. Grading for each oral case includes history, physical examination, differential diagnosis, diagnostic plan, treatment plan, and standards of care.
Program Benchmark: 85% of students in each cohort will earn an 85% or higher on each required oral case.
The table below demonstrates the program's success in meeting this aspect of goal #2:
| Cohort | % of Students |
|---|---|
| Class of 2025 | 94.1% |
| Class of 2024 | 99% |
| Class of 2023 | 80% |
| Class of 2022 | 100% |
| Class of 2021 | 99% |
c. Summative evaluations- Students are to complete a summative evaluation to demonstrate clinical and technical skills, clinical reasoning and problem-solving abilities, interpersonal skills, medical knowledge, and professional behaviors necessary to enter entry-level practice as a physician assistant. The summative evaluations are administered afterSCPP 6, within 4 months of graduation.
Program Benchmark: At least 75% of students in each cohort will pass at least 8 of 9 components of summative evaluations on their first attempt.
The table below demonstrates the program's success in meeting this aspect of goal #2:
| Cohort | % of Students |
|---|---|
| Class of 2025 | 91.2 |
| Class of 2024 | 89.5% |
| Class of 2023 | 75% |
| Class of 2022 | 77% |
| Class of 2021 | 80% |
*The PAEA End of Curriculum exam was utilized as a component of the summative evaluations beginning this year.
d. Graduate expectation survey- It is an electronic, self-administered, 23- item survey that records each graduating student's experiences during the clinical year and expectations for starting their career as a physician assistant. It also explains that our students frequently interact and work with students from several other medical disciplines throughout their clinical training since we utilize many academic teaching facilities.
Program Benchmark: At least 70% of graduating students will report knowing the same as, more than, or much more than students in other medical disciplines.
The table below demonstrates the program's success in meeting this aspect of goal #2:
| Cohort | Q12: During my rotations I found I knew ____ of other PA students (benchmark = same as, more than, or much more than) | Q13: During my rotations I found i knew ____ of other medical students (benchmark = same as, more than, or much more than) | Q14: During my rotations I found i knew ____ of other NP students if applicable (benchmark = same as, more than, or much more than) |
|---|---|---|---|
| Class of 2025 | 100% | 94.1% | 97.1% |
| Class of 2024 | 100% | 97.3% | 94.7% |
| Class of 2023 | 100% | 76% | 100% |
| Class of 2022 | 100% | 96% | 100% |
| Class of 2021 | 98% | 83% | 97.6% |
Goal #3: To graduate physician assistants who consistently demonstrate professionalism, including
exemplary interpersonal and interprofessional collaboration skills.
Rationale :Professionalism is a priority for the Duquesne University PA program. Students demonstrate
that they are continuously evaluated on professionalism and interpersonal skills throughout
the accredited phase of the program. In addition, faculty, standardized patients,
and clinical preceptors assess professional behaviors.
a. Preceptors' Assessment of Cohort Preparedness of Students- Clinical preceptors complete a survey at the end of each clinical year assessing students in the following areas: Professionalism, Reliability, and Dependability, Relating to Colleagues, Relating to Patients
Benchmark: 95% of preceptors agree that their assigned students demonstrate professionalism, reliability and dependability, and relatability to colleagues and patients.
The table below demonstrates the program's success in meeting this aspect of goal #3:
| Cohort | Preceptors Assessment |
|---|---|
| Class of 2025 | 100% |
| Class of 2024 | 100% |
| Class of 2023 | 100% |
| Class of 2022 | 100% |
| Class of 2021 | 100% |
b. Interprofessional Education Grand Rounds- The IPE Grand Rounds Workshop is an interactive experience that brings students from the Rangos School of Health Sciences, the Mylan School of Pharmacy, the School of Nursing, and the Mary Pappert School of Music together into small groups, interdisciplinary teams to address the healthcare, medical and psychosocial needs of a patient. Students work together to learn more about each profession and formulate a treatment plan for the live simulated patient after hearing the details of the case and their unique needs. The grand rounds occur 3 times a semester, and physician assistant students participate during the didactic phase.
Benchmark: All physician assistant students will participate in the IPE Grand Rounds
The table below demonstrates the program's success in meeting this aspect of goal #3:
| Cohort | % of Students |
|---|---|
| Class of 2025 | 100% |
| Class of 2024 | 100% |
| Class of 2023 | 100% |
| Class of 2022 | 100% |
| Class of 2021 | 100% |
c. Standardized patient evaluations on Complete History and Complete History and Physical Exam- one component of the grade for this required exercise is that the standardized patients complete a 5- item assessment of each student, which includes an evaluation of their professionalism and verbal communication (and all others). The table below reflects the comprehensive assessment as completed by the simulated/professional patients.
Program Benchmark: 100% of students earn 8 out of 10
The table below demonstrates the program's success in meeting this aspect of goal #3
| Graduating Class | Percent of Students Earning an 8 or above on simulated patient evaluation of a complete H&P capstone project |
|---|---|
| Class of 2025 | 100% |
| Class of 2024 | 100% |
| Class of 2023 | 100% |
| Class of 2022 | 100% |
| Class of 2021 | 100% |
d. Professional and Behavioral Evaluations- Faculty annually evaluate students on personal accountability and responsibility, attendance, professionalism, punctuality, verbal skill/class participation, writing skills, and communication with faculty and staff.
Program Benchmark: All students meet with their designated PA Faculty Advisors at least once a semester to discuss their professional and behavioral evaluations done by PA faculty.
The table below demonstrates the program's success in meeting this aspect of goal #3:
| Cohort | % of Students |
|---|---|
| Class of 2025 | 100% |
| Class of 2024 | 100% |
| Class of 2023 | 100% |
| Class of 2022 | 100% |
| Class of 2021 | 100% |
e. Student Preparedness Survey- This survey is completed by the students at the completion of the program during exit interviews and reflects how well students feel prepared in these areas.
Program Benchmark: 90% or higher of the cohort feels prepared.
The table below demonstrates the program's success in meeting this aspect of goal #3:
| Cohort | Q24 I feel prepared with attitudes and skills necessary for the personal growth and development of self and profession. | Q25 I feel prepared with interpersonal and communication skills resulting in the effective exchange of information and collaboration with patients, families, and other healthcare professionals. |
|---|---|---|
| Class of 2025 | 100% | 100% |
| Class of 2024 | 97.2% | 97.2% |
| Class of 2023 | 100% | 100% |
| Class of 2022 | 92.7% | 97% |
| Class of 2021 | 98.4% | 100% |
Goal #4: To admit students with exceptional academic credentials while paired with faculty
for mentorship.
Rationale:The Duquesne University 5-year, entry-level PA program strives to identify and recruit
highly qualified applicants that are likely to excel in both the pre-accredited and
accredited phases of the program. To ensure successful graduation for each student,
Duquesne University PA Program faculty work diligently to provide students with the
instruction and academic support necessary to complete all requirements for graduation.
Outcome Measures:
a. GPA and SAT/ACT scores of admitted students- The Department of Physician Assistant
Studies super scores applicants' SAT and ACT scores on the math and verbal components.
Beginning in 2020, due to the COVID-19 pandemic, the Program offered a test-optional
opportunity for applicants.
Program Benchmark: The GPAs, ACT (if submitted), and SAT scores (if submitted) of the freshmen physician assistant cohort will be 10% above the average of all first year students enrolled at Duquesne University. Data collected on April 2022 demonstrated the average GPA was 3.87, and the average test scores of those submitted were 1218 SAT and 27 ACT.
The table below demonstrates the program's success in meeting this aspect of goal #4:
| Freshmen Enrollment Year | Average SAT Score | Average ACT Score | Average GPA |
|---|---|---|---|
| 2025 | 1308 | 28 | 4.29 |
| 2024 | 1320 | 32 | 4.22 |
| 2023 | 1340 | 27 | 4.28 |
| 2022 | 1285 | 27 | 4.19 |
| 2021 | 1304 | 29 | 4.29 |
b. Graduation rate
Benchmark: Greater than the national average of 93.6% from the PAEA Program Report 35, data from the 2019 Program Survey.
The table below demonstrates the program's success in meeting this aspect of goal #4:
| Benchmarks | Graduated Class of 2023 | Graduated Class of 2024 | Graduated Class of 2024 |
|---|---|---|---|
| Maximum entering class size (as approved by ARC-PA) | 40 | 40 | 40 |
| Entering class size | 35 | 38 | 40 |
| Graduates | 34 | 38 | 34 |
| *Attrition rate | 2.85% | 0.00% | 15.1% |
| **Graduation rate | 97.14% | 100% | 85.1% |
*Attrition rate calculation: Number of students who attritted from the cohort divided
by the entering class size.
**Graduation rate: Number of cohort graduates divided by the entering class size.
The PA Program works extremely hard to support those students admitted to the program
to succeed and graduate. An indicator of this is that over the last five years, greater
than 95% of all enrolled students graduated from the program. This compares better
than the national average of 92.9% from the PAEA Program Report #34. This demonstrates
that the program selects students that will perform well in this educational program.
c. Mentor/Advising of students in years 1-5 - Faculty meet with their designated advisee's at a minimum annually to discuss academics, goals, and reflections on their progress. This way, faculty get to know students and understand their unique needs.
Benchmark: All students meet with their designated PA Faculty Advisors a minimum of once a semester to discuss academic challenges and successes.
The table below demonstrates the program's success in meeting this aspect of goal #4:
| Cohort | % of Students |
|---|---|
| Class of 2025 | 100% |
| Class of 2024 | 100% |
| Class of 2023 | 100% |
| Class of 2022 | 100% |
| Class of 2021 | 100% |
Goal #5: To maintain first-time taker pass rates at or above the national average for the initial
certification examination for physician assistants.
Rationale: The program expectation for first-time test takers pass performance on PANCE is 90%
or higher. This expectation exceeds the ARC-PA's <85% alert value, which requires
mandatory program action. The program also uses the national mean for first-time test
takers as a benchmark for student success.
Outcome Measures:
a. Physician Assistant National Certifying Examination Five-Year First-Time Taker
Summary Report
Program Benchmark: Students will earn a 90% or higher on the initial certification examination for physician assistants.
The report below demonstrates the program's success in meeting this aspect of goal #5:
Five-Year First Time Test Taker Summary Report
b. Physician Assistant National Certifying Examination Exam Performance Summary Report
Program Benchmark: 100% of students will ultimately pass the initial certification examination for physician assistants.
The table below demonstrates the program's success in meeting this aspect of goal #5
Goal #6: To prepare graduates to provide care for diverse populations and diverse communities.
Rationale: Consistent with the mission of Duquesne University, Serving God by serving students
through profound concern for moral and spiritual values while maintaining an ecumenical
atmosphere open to diversity, students are exposed to multiple settings and are encouraged
to seek out opportunities to care for diverse patient populations while strengthening
their values and ethical commitment.
Outcome Measures:
a. Study abroad and Disparities in Healthcare course- These experiences provide unique
opportunities for professional growth and development by immersing students in diverse
cultures and engaging them in cultural themes of health, illness, and health care
by critically reviewing existing social inequalities and cultural perceptions. Students
will also appreciate differences in the quality of healthcare delivered to racial/ethnic
groups will be explored to explain why health disparities exist in the United States.
Benchmark: PA students will either study abroad for a semester or enroll in the 3-credit Disparities in Healthcare course.
The table below demonstrates the program's success in meeting this aspect of goal #6:
| Cohort | % of Students who Studied Abroad | % of Students Enrolled in Disparities in Healthcare | Total |
|---|---|---|---|
| Class of 2025 | 27% | 73% | 100% |
| Class of 2024 | 26% | 74% | 100% |
| Class of 2023 | 29% | 74% | 100% |
| Class of 2022 | 56% | 71% | 100% |
| Class of 2021 | 37% | 44% | 100% |
b. Student Preparedness Survey- This survey is completed by the students at the completion of the program during exit interviews and reflects how well students feel prepared in this area.
Benchmark: 100% of students will feel prepared in maintaining an understanding and respect for the patient's culture and provide inclusive care for all patients.
The table below demonstrates the program's success in meeting this aspect of goal #6:
| Cohort | Student Preparedness Survey |
|---|---|
| Class of 2025 | 100% |
| Class of 2024 | 100% |
| Class of 2023 | 100% |
| Class of 2022 | 100% |
| Class of 2021 | N/A - This question was added to the survey to begin for the class of 2022 |
Academic Progression
To maintain good academic status, students must earn the following:
- 3.0 semester and cumulative GPA,
- 'C' and better in all courses, and
- 3.0 cumulative GPA in the science prerequisite courses by the end of the pre-professional phase.
**The science prerequisite courses include Biology I & II with labs, Chemistry I & II with labs, Physics I with lab, Microbiology with lab, Anatomy I & II, Physiology I & II, and Histology.
Final approval for entrance into the accredited phase will be predicated on completing all academic and program requirements satisfactorily.
Students who do not meet the academic or program requirements set forth by the Physician Assistant Studies Department will be delayed entrance into the accredited phase or will be dismissed. Students will receive explicit information regarding these program requirements from the Office of the Dean.
The academic and program requirements for entry into the accredited phase are as follows:
- Successful completion of all required RSHS pre-professional course work with a “C' or better and a minimum cumulative 3.0 GPA for the required pre-professional course work; and a 3.0 GPA in the following prerequisite courses: Biology I & II with labs, Chemistry I & II with labs, Physics I and lab, Microbiology with lab, Anatomy I & II, Physiology I & II, and Histology. The grade earned at the other institution will be used to calculate the prerequisite GPA for any prerequisite courses completed at another college or university.
- Shadowing a physician or physician assistant is strongly recommended before starting the accredited phase. These experiences will serve as examples of physician assistants' various clinical roles and responsibilities and the many practice settings available upon graduation.
- Depending on the various clinical sites where a student will be assigned, they will be required to comply with Pennsylvania Act 33 Child Abuse History Clearance and Act 34 Criminal Background Clearance under the Child Protective Services Law, as well as Act 73 - FBI Criminal Record Background Checks. Acts 33 and 34 require a report of criminal history record information from the Pennsylvania State Police.
- Completion of all pre-clinical health requirements, including documentation of ability to meet the performance indicators and technical standards, by spring of the third year. In cases where immunity is not obtained or test results are positive, students may either be expected to engage in additional testing or immunizations or be removed from the clinical experience due to the health risks presented to themselves, their classmates and faculty, and their patients. Some clinical sites demand drug screening tests before they are placed in that facility for clinical rotations. Should a student be assigned to one of these clinical sites, they will be required to take appropriate drug screening tests, and all costs incurred will be the student’s responsibility. Positive drug tests will affect a student's standing in the academic program.
- Successful completion of personal interviews is mandatory for physician assistant studies students. Students will receive information from the department regarding the scheduling of interviews. Pre-professional students seeking admission or progression into the accredited phase of the program must receive a recommendation from the Accredited Phase Review Committee, based upon successful completion of interviews with departmental faculty members. These interviews will review student performance and their potential to achieve academic and career satisfaction. Upon completion of the interview process, students not granted a recommendation will not be admitted into the accredited phase. Students recommended for the accredited phase who cannot start the program at the designated time may reapply for the following year and may be required to repeat the interview process. However, a seat cannot be guaranteed.
- All new accredited phase students must attend the departmental orientation program at the start of the summer semester.
- The RSHS faculty maintains the right not to admit a student into the accredited phase
of their program if they determine that student is not a suitable candidate to proceed,
even though that student has met the academic and program requirements (e.g., they
were convicted of a felony or failed to exhibit ethical and professional attitude
and behavior). Please refer to the RSHS Academic Student Handbook sections "Academic
Integrity,” "Student Conduct and Disciplinary Action,” and "Certification, Licensure,
and Registration.” You can also refer to the Physician Assistant Studies Policies
and Procedures.
Policies regarding academic probation.
Freshman Academic Warning
First-year students will be placed on academic warning upon completion of the first
semester if their semester GPA falls below the required minimum for their respective
program. Academic warning is not posted on students' transcripts.
Pre-accredited Academic Policy
Except for first-semester first-year students, students who fail to meet the pre-professional
academic standards delineated above will be placed on academic probation beginning
the following semester. Academic probation is not posted on students' transcripts.
Students may only be on Academic Probation one time during the pre-professional phase.
A second violation of pre-professional academic standing will result in a student's
permanent dismissal. If a student on academic probation completes the pre-professional
phase with no further academic difficulties and meets the minimum academic standards
to matriculate into the professional/accredited phase, the probationary status will
be removed, and the student may begin the professional/accredited phase with a clean
academic record. The exception to this policy occurs for all programs, except Athletic
Training and Health Management Systems (BS program), when the student is placed on
academic probation during their last pre-professional semester. In this case, the
student begins the professional/accredited phase on academic probation and may not
fall below the professional/accredited phase academic standards again at any other
time during the professional/accredited phase. Falling below the professional/accredited
standards in these cases will result in a student's permanent academic dismissal.
Accredited Phase Academic Policy
Students who fail to meet the accredited phase standards delineated earlier will be
placed on professional/accredited phase academic probation once during the professional/accredited
phase. A second violation of professional/accredited academic standing will result
in a student's permanent dismissal. If a student completes the professional/accredited
phase with no further academic difficulties and meets the minimum academic standards
to graduate, the student will earn a professional degree. Students who do not meet
the professional degree standards but who have a minimum of 120 credits and an overall
GPA of 2.75 will graduate with a Bachelor of Science in Health Sciences degree and
be dismissed from the remainder of the professional/accredited phase of their programs.
NOTE: A professional/accredited phase student who fails a required course or clinical
education course during their education, regardless of overall and/or professional
GPA, will be placed on academic probation and be required to repeat the course with
a "C" grade or higher or a Pass/Honor grade for a clinical course. This situation
may require the student to drop back a minimum of one year/level or adjust their clinical
education sequence because a student cannot progress in the professional/accredited
phase without completing all required coursework and clinical education experiences
in the curricular sequence. Permission to drop back is based on space availability
in the lower-class level.
Policies regarding student attrition.
In order to be compliant with the ARC-PA Standards of Accreditation, we are required to share information related to student attrition. Student attrition is when a student enters the accredited phase of the program (in the summer semester after his/her 3rd year in the program) but does not graduate with that cohort of students. Please note that student attrition can be the result of several things including: poor academic performance, medical leave of absence, a change in major or deceleration within the program.
| Graduated | Graduated Classes | Graduated Classes | Graduated Classes |
|---|---|---|---|
| Class of | Class of 2022 | Class of 2023 | Class of 2024 |
| Maximum Entering Class Size (as approved by ARC-PA) | 40 | 40 | 40 |
| Entering Class Size | 37 | 35 | 38 |
| Graduates | 35 | 34 | 38 |
| *Attrition Rate | 5.40% | 2.85% | 0.00% |
| **Graduation | 94.6% | 97.14% | 100% |
*Attrition rate calculation: Number of students who attritted from cohort divided by the entering class size.
**Graduation rate: Number of cohort graduates divided by the entering class size.
Professional Associations
Physician Assistant Education Association
Contact us!
Terri Critchfield
Kim Regal
