Program Goals Summary and Progress
App 14H – Program Goals
Goal 1: Prepare and develop within each student the core basic medical knowledge along with the clinical and critical thinking skills that will allow the graduates to function at an optimal level within the interprofessional healthcare delivery team as a competent and respected primary care provider.
Goal 1 is designed to ensure students acquire the knowledge and skills necessary to serve as effective, exemplary, and professional physician assistants.
| Measure 1: | 2025 | 2026 |
| PACKRAT I Average | 134 | 150 |
| PACKRAT I National Average | 134 | 117 |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | No | Yes |
| PACKRAT II Average | 162 | 162 |
| PACKRAT II National Average | 158 | 151 |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | No | Yes |
Quantitative Benchmark: Packrat 1 and Packrat 2 at or above the national average.
Quantitative Strength Benchmark (Packrat 1 and Packrat 2): The strength benchmark would be a program mean 10 points above the national mean.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 2: | 2025 | 2026 |
| PAEA End of Curriculum Exam Score Pass Rate | 95.74% | 80.95% |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
Quantitative Benchmark (2025): 80% of students above the program’s benchmark = 1475.
Quantitative Benchmark (2026): 80% of students above the program’s benchmark = 1500.
Quantitative Strength Benchmark (PAEA End of Curriculum Exam): That 80% of the students achieve a score above the mean for 3 consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 3: | 2025 | 2026* |
| First-Time PANCE Pass Rate | 96% | 100% |
| National Average First-Time Taker PANCE Overall Pass Rate | 91% | 93% |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
*2026 data only for 36 PANCE takers
Quantitative Benchmark (First-Time PANCE Pass Rate): First-time annual PANCE pass rate is ≥ the national average first-time taker PANCE overall pass rate.
Quantitative Strength Benchmark (First-Time PANCE Pass Rate): Annual first-time taker PANCE pass rate for the program is ≥ 3% higher than the national average first-time taker PANCE pass rate for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
Some data are not available yet for the Class of 2027 during data collection.
Overall Conclusion
For Goal 1, the program evaluates three measures. PACKRAT I/II performance met the minimum benchmark across the Classes of 2025 and 2026, with the Class of 2026 also achieving the strength benchmark for both PACKRAT I and PACKRAT II. PAEA End of Curriculum Exam performance met the minimum benchmark in both cohorts and achieved the strength benchmark in both years, although performance declined from 95.74% in 2025 to 80.95% in 2026. First-time PANCE pass rate met both the minimum and annual strength benchmarks in both cohorts, with the Class of 2025 achieving 96% and the Class of 2026 achieving 100%. Overall, all three measures met the minimum benchmark, and multiple measures met annual strength thresholds. Because only two cohorts of data are available, these findings represent potential emerging strengths rather than confirmed sustained strengths requiring three consecutive years of evidence. The consistent benchmark achievement across all three measures indicates that Goal 1 is met.
Goal 2: Develop and nurture within each student the necessary cognitive understanding and technical skills that will allow the student to provide competent and quality healthcare to a culturally diverse and medically underserved population across the life span.
Goal 2 emphasizes preparing students with the medical knowledge, clinical reasoning, and technical skills needed to deliver safe, effective, and compassionate healthcare. It also highlights the program’s commitment to training clinicians who can care for patients across the lifespan while recognizing and addressing the needs of culturally diverse and medically underserved populations.
| Measure 1: | 2025 | 2026 |
| Preceptor Evaluation of Students | 100% | 100% |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
Quantitative Benchmark (Preceptor Evaluation of Student): ≥ 90% of the cohort earns a grade of B (80%) or higher.
Quantitative Strength Benchmark (Preceptor Evaluation of Student Performance): ≥ 90% of the cohort earns a grade of B or higher.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 2: | 2025 | 2026 |
| Summative OSCE Performance Pass Rate | 100% | 78.57% |
| Minimum benchmark met? | Yes | No |
| Met STR Benchmark | Yes | No |
Quantitative Benchmark (OSCE): 90% of students achieve a passing score of 80%.
Quantitative Strength Benchmark (OSCE): A strength benchmark is defined as ≥ 90% of students achieving a passing score of 80% or greater on the OSCE for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 3: | 2025 | 2026 | 2027 |
| PAS 627 Skill Course Pass Rate | 100% | 100% | 100% |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | Yes | Yes |
Quantitative Benchmark (Successful Completion of PAS 627 Skill Course): 95% of the students achieve grade of PASS on Pass/Fail scale.
Quantitative Strength Benchmark (Successful Completion of PAS 627 Skill Course): 100% of the students achieve grade of PASS on Pass/Fail scale.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 4: | 2025 | 2026 |
| Clinical Experience | 100% | 100% |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
Quantitative Benchmark (Clinical Experience): ≥ 90% of students complete a minimum of one rotation in a medically underserved area.
Quantitative Strength Benchmark (Clinical Experience): ≥ 95% of students complete a minimum of one rotation in a medically underserved area for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
Some data are not available yet for the Class of 2027 during data collection.
Overall Conclusion
For Goal 2, the program evaluates four measures. Preceptor Evaluation of Students met both the minimum and strength benchmarks for the Classes of 2025 and 2026. Summative OSCE Performance met both benchmarks for the Class of 2025 but fell below the minimum benchmark for the Class of 2026, indicating an area for continued monitoring. PAS 627 Skill Course completion met both the minimum and strength benchmarks across the Classes of 2025, 2026, and 2027. Clinical Experience also met both the minimum and strength benchmarks for the Classes of 2025 and 2026. Overall, three out of four measures consistently met the minimum benchmark, with strong performance in preceptor evaluation, PAS 627 skill completion, and clinical experience. Summative OSCE Performance did not meet the benchmark for the Class of 2026; however, it does not qualify as an Area in Need of Improvement because the benchmark was not missed for two consecutive years. These findings indicate that Goal 2 is met, though OSCE performance should continue to be monitored.
Goal 3: Cultivate collaborative patient care through integrated interprofessional training experiences.
Goal 3 is designed to foster collaborative patient care through integrated interprofessional training experiences embedded throughout the curriculum. Students participate in learning activities that promote effective communication, shared decision-making, and mutual respect among members of the healthcare team.
| Measure 1: | 2025 | 2026 | 2027 |
| PAS 628 Introduction to Interprofessional Education Pass Rate | 100% | 100% | 100% |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | Yes | Yes |
Quantitative Benchmark (Successful Completion of PAS 628 Introduction to Interprofessional Education): 95% of the students achieve a passing score.
Quantitative Strength Benchmark (Successful Completion of PAS 628 Introduction to Interprofessional Education): 100% of the students achieve a passing score.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 2: | 2025 | 2026 |
| Graduate Exit Survey – Interprofessional Training Experiences | 3.73 | 3.97 |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | No | No |
Quantitative Benchmark (Student Satisfaction): Overall aggregate score of ≥ 3.5 on a five-point scale on the Graduate Exit Survey for the survey item related to student assessment of program challenge/rigor.
Quantitative Strength Benchmark (Student Satisfaction): Overall aggregate score of ≥ 4.5 on a five-point scale on the Graduate Exit Survey for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 3: | 2025 | 2026 |
| Preceptor Evaluation of Student (Knowledge of Interprofessional Team) | 4.91 | 4.93 |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
Quantitative Benchmark (Preceptor Evaluation of Student): All students score greater than or equal to 3.5 for interprofessional/team-based work on the Preceptor Evaluation of the Physician Assistant Form, averaged across all SCPEs.
Quantitative Strength Benchmark (Preceptor Evaluation of Student): All students in each cohort score ≥ 4.5 for interprofessional/team work on the Preceptor Evaluation of the Physician Assistant Form for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 4: | 2025 | 2026 | 2027 |
| PDAT Results Didactic | 4.07 | 4.31 | 4.64 |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | No | No | No |
| PDAT Results Clinical | 4.46 | 4.97 | Not yet available |
| Minimum benchmark met? | Yes | Yes | N/A |
| Met STR Benchmark | No | No | N/A |
Quantitative Benchmark (PDAT Results): Overall average score of ≥ 3.5 on a five-point scale on the Professional Development Assessment Tool (PDAT) for all students at the end of the didactic and clinical phases.
Quantitative Strength Benchmark (PDAT Results): Overall aggregate score of ≥ 4.5 on a five point scale on the PDAT for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
Some data are not available yet for the Class of 2027 during data collection.
Overall Conclusion
For Goal 3, the program evaluates four measures. PAS 628 Introduction to Interprofessional Education met both the minimum and strength benchmarks across the Classes of 2025, 2026, and 2027. Graduate Exit Survey perceptions of interprofessional training met the minimum benchmark for the Classes of 2025 and 2026 but did not meet the strength benchmark. Preceptor Evaluation of Student performance related to knowledge of the interprofessional team met both the minimum and strength thresholds for the Classes of 2025 and 2026 but remains an emerging strength because only two cohorts of data are available. PDAT results met the minimum benchmark across all available didactic and clinical data but did not fully meet the strength benchmark because performance was not sustained at or above 4.5 for three consecutive cohorts. Overall, all four measures met the minimum benchmark, with one measure meeting all strength benchmarks across three consecutive years. The remaining measures show consistent benchmark achievement and improvement, indicating that Goal 3 is met.
Goal 4: Develop students that will possess enthusiasm, focused determination and drive that will lead them to becoming self-directed life-long learners who will utilize their critical thinking skills to advance their medical knowledge growing their strong evaluative skills.
| Measure 1: | 2025 | 2026 | 2027 |
| PDAT Results Didactic | 4.07 | 4.31 | 4.64 |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | No | No | No |
| PDAT Results Clinical | 4.46 | 4.97 | Not yet available |
| Minimum benchmark met? | Yes | Yes | |
| Met STR Benchmark | No | No |
Quantitative Benchmark (PDAT Results): Overall average score of ≥ 3.5 on a five-point scale on the PDAT for all students at the end of the didactic and clinical phases.
Quantitative Strength Benchmark (PDAT Results): Overall aggregate score of ≥ 4.5 on a five point scale on the PDAT for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 2: | 2025 | 2026 |
| Preceptor Evaluation of Student (Overall Professional Conduct) | 4.94 | 4.95 |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
Quantitative Benchmark (Preceptor Evaluation of Student): All students score 3.5 for professional behaviors on the Preceptor Evaluation of the Physician Assistant Form.
Quantitative Strength Benchmark (Preceptor Evaluation of Student): All students in each cohort score ≥ 4.5 for professional behaviors on the Preceptor Evaluation of the Physician Assistant Form for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 3: | 2025 | 2026 |
| PAS 626 Epidemiology/Biostats/Evidence Based Medicine Pass Rate | 100% | 100% |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
Quantitative Benchmark (Successful Completion of PAS 626 Epidemiology/Biostats/Evidence Based Medicine): 90% of the students achieve a passing score in the course.
Quantitative Strength Benchmark (Successful Completion of PAS 626 Epidemiology/Biostats/Evidence Based Medicine): 100% of the students achieve a passing score in the course.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 4: | 2025 | 2026 |
| Faculty Evaluation of Curriculum | 4.72 | No Data yet |
| Minimum benchmark met? | Yes | |
| Met STR Benchmark | Yes |
Quantitative Benchmark (Faculty Evaluation of Curriculum): Faculty rate the curriculum greater than or equal to 3.5 overall.
Quantitative Strength Benchmark (Faculty Evaluation of the Curriculum): Faculty average scores of ≥ 4.5 for interprofessional/team work on the Faculty Evaluation of the Curriculum for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 5: | 2025 | 2026 |
| First-Time PANCE Pass Rate | 96% | 100% |
| National Average First-Time Taker PANCE Overall Pass Rate | 91% | 91% |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
Quantitative Benchmark (First-Time PANCE Pass Rate): First-time annual PANCE pass rate is ≥ the national average first-time taker PANCE overall pass rate.
Quantitative Strength Benchmark (First-Time PANCE Pass Rate): Annual first-time taker PANCE pass rate for the program is ≥ 3% higher than the national average first-time taker PANCE pass rate for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
Some data are not available yet for the Class of 2027 during data collection.
Overall Conclusion
For Goal 4, the program evaluates five measures. PDAT results met the minimum benchmark across all available didactic and clinical data but did not fully meet the strength benchmark because performance was not sustained at or above 4.5 for three consecutive years. Preceptor Evaluation of Student performance related to Overall Professional Conduct met both the minimum and strength thresholds for the Classes of 2025 and 2026 but remains an emerging strength because only two cohorts of data are available. PAS 626 Epidemiology/Biostats/Evidence-Based Medicine met both the minimum and strength benchmarks in both available cohorts, with 100% of students passing in 2025 and 2026. Faculty Evaluation of Curriculum met both benchmarks for the Class of 2025, but 2026 data are not yet available. First-time PANCE pass rate met both the minimum and annual strength benchmarks for the Classes of 2025 and 2026. Overall, all five measures met the minimum benchmark, and several measures met annual strength thresholds or showed emerging strength. Because no measure failed to meet the benchmark for two consecutive cohorts, there is no Area in Need of Improvement. These findings indicate that Goal 4 is met.
Goal 5: Provide a robust and diverse didactic/clinical curriculum with an emphasis on problem-based learning that will enhance the student’s academic knowledge preparing them to excel within a clinical environment by developing the critical thinking skills needed to care for a culturally diverse patient population.
Goal 5 was designed to ensure students receive a robust and diverse didactic and clinical curriculum that emphasizes problem-based learning and the application of medical knowledge to clinical scenarios.
| Measure 1: | 2025 | 2026 | 2027 |
| PAS 614 Medicine in the Medically Underserved Areas and Special Populations | 100% | 100% | 100% |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | Yes | Yes |
Quantitative Benchmark (Successful Completion of PAS 614 Medicine in the Medically Underserved Areas and Special Populations): 80% of the students achieve a grade of B or higher.
Quantitative Strength Benchmark (Successful Completion of PAS 614 Medicine in the Medically Underserved Areas and Special Populations): 100% of the students achieve a grade of B or higher.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 2: | 2025 | 2026 |
| Clinical Experience | 100% | 100% |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
Quantitative Benchmark (Clinical Experience): ≥ 90% of students complete a minimum of one rotation in a medically underserved area.
Quantitative Strength Benchmark (Clinical Experience): ≥ 95% of students complete a minimum of one rotation in a medically underserved area for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 3: | 2025 | 2026 | 2027 |
| PAS 611 Clinical Correlations I Pass Rate | 100% | 100% | 100% |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | Yes | Yes |
Quantitative Benchmark (PAS 611 Clinical Correlations I): 80% of the students achieve a grade of B or higher.
Quantitative Strength Benchmark (PAS 611 Clinical Correlations I): 90% of the students achieve a grade of B or higher.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 4: | 2025 | 2026 | 2027 |
| PAS 617 Clinical Correlations II Pass Rate | 100% | 100% | 100% |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | Yes | Yes |
Quantitative Benchmark (PAS 617 Clinical Correlations II): 80% of the students achieve a grade of B or higher.
Quantitative Strength Benchmark (PAS 617 Clinical Correlations II): 90% of the students achieve a grade of B or higher.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 5: | 2025 | 2026 | 2027 |
| PAS 624 Clinical Correlations III Pass Rate | 100% | 100% | 100% |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | Yes | Yes |
Quantitative Benchmark (PAS 624 Clinical Correlations III): 80% of the students achieve a grade of B or higher.
Quantitative Strength Benchmark (PAS 624 Clinical Correlations III): 90% of the students achieve a grade of B or higher.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
Some data are not available yet for the Class of 2027 during data collection.
Overall Conclusion
For Goal 5, the program evaluates five measures. PAS 614 Medicine in the Medically Underserved Areas and Special Populations met both the minimum and strength benchmarks across the Classes of 2025, 2026, and 2027. Clinical Experience met the minimum benchmark and exceeded the strength threshold for the Classes of 2025 and 2026, though an additional cohort is needed to confirm sustained strength. PAS 611 Clinical Correlations I, PAS 617 Clinical Correlations II, and PAS 624 Clinical Correlations III each met both the minimum and strength benchmarks across all three cohorts, with 100% of students achieving a grade of B or higher each year. Overall, all five measures met the minimum benchmark, and four out of five measures met the strength benchmark across three consecutive cohorts. The remaining measure, Clinical Experience, also met the strength threshold across the available cohorts but requires one additional year of data for confirmation. These findings indicate that the goal is met and reflects a strength of program.
Goal 6: The program’s admission process is designed to recruit a diverse and highly qualified applicant pool capable of successfully completing the rigorous Physician Assistant curriculum.
| Measure 1: | 2025 | 2026 | 2027 |
| Overall Cumulative GPA | 3.52 | 3.51 | 3.49 |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | Yes | No |
Quantitative Benchmark (Overall Cumulative GPA): The minimum overall cumulative GPA for admitted students is 3.0.
Quantitative Strength Benchmark: An average cohort cumulative GPA of 3.5 or higher.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 2: | 2025 | 2026 | 2027 |
| Prerequisite GPA | 3.51 | 3.47 | 3.45 |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | No | No |
Quantitative Benchmark (Prerequisite GPA): The minimum prerequisite GPA for admitted students is 3.0.
Quantitative Strength Benchmark: An average cohort prerequisite GPA of 3.5 or higher.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 3: | 2025 | 2026 | 2027 |
| Science GPA | 3.45 | 3.44 | 3.39 |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | No | No | No |
Quantitative Benchmark (Science GPA): The minimum prerequisite GPA for admitted students is 3.0.
Quantitative Strength Benchmark: An average cohort science GPA of 3.5 or higher.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 4: | 2025 | 2026 | 2027 |
| Direct Patient Care Experience | 3374 Hrs | 2541 Hrs | 1651 Hrs |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | No | No |
Quantitative Benchmark (Direct Patient Care Experience): The average number of direct patient care hours for the admitted cohort is at least 200 hours.
Quantitative Strength Benchmark: An average cohort direct patient care experience of 3,000 hours or greater.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
Overall Conclusion
For this goal, the program evaluates four measures. Overall Cumulative GPA met the minimum benchmark across the Classes of 2025, 2026, and 2027, with the Classes of 2025 and 2026 also meeting the strength benchmark, though the Class of 2027 fell slightly below the strength threshold. Prerequisite GPA met the minimum benchmark across all three cohorts, with only the Class of 2025 meeting the strength benchmark. Science GPA also met the minimum benchmark across all three cohorts; however, none of the cohorts met the strength benchmark. Direct Patient Care Experience met the minimum benchmark across all three cohorts, with only the Class of 2025 meeting the strength benchmark of 3,000 hours or greater. Overall, all four measures met the minimum benchmark across the three cohorts, indicating that admitted students consistently met the program’s expected academic preparation and patient care experience thresholds. However, none of the four measures met the strength benchmark across all three consecutive cohorts. These findings indicate that the goal is met, though the gradual decline across several measures should continue to be monitored.
Goal 7: To evaluate this goal, the program monitors several indicators that reflect student engagement in community service and professional leadership activities.
| Measure 1: | 2025 | 2026 |
| Service Hours | 2 Hrs | 2 Hrs |
| Minimum benchmark met? | No | No |
| Met STR Benchmark | No | No |
Quantitative Benchmark (Service Hours): Each student completes and logs 5 community service hours preferably to an underserved population.
Quantitative Strength Benchmark (Service Hours): Each cohort logs an average of ≥ 10 hours of community service, professional service, and/or experiential learning opportunities per student for three consecutive years.
Area for Further Enhancement: Change the Benchmark to 2.
Some data are not available yet for the Class of 2027 during data collection.
Overall Conclusion
Neither cohort met the strength benchmark requiring each cohort to average 10 or more hours of community service, professional service, and/or experiential learning opportunities per student for three consecutive years. Although the minimum benchmark was not met for two consecutive years, this measure lacks another aligned measure for triangulation. Therefore, the program decided not to consider Service Hours as an Area in Need of Improvement at this time, but rather as an area for further enhancement and continued monitoring. Moving forward, the program will revise the benchmark from 5 service hours to 2 service hours to better align with current program expectations and available data.
Goal 8: To evaluate this goal, the program monitors several indicators that reflect students’ preparation and comfort in caring for special and medically underserved populations.
| Measure 1: | 2025 | 2026 |
| Preceptor Evaluation of Student (Knowledge of Interprofessional Team) | 4.91 | 4.93 |
| Minimum benchmark met? | Yes | Yes |
| Met STR Benchmark | Yes | Yes |
Quantitative Benchmark (Preceptor Evaluation of Student): All students score greater than or equal to 3.5 caring for patients.
Quantitative Strength Benchmark (Preceptor Evaluation of Student): All students in each cohort score ≥ 4.5 for interprofessional/team work on the Preceptor Evaluation of the Physician Assistant Form for three consecutive years.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
| Measure 2: | 2025 | 2026 | 2027 |
| PAS 617 Clinical Correlations II Pass Rate | 100% | 100% | 100% |
| Minimum benchmark met? | Yes | Yes | Yes |
| Met STR Benchmark | Yes | Yes | Yes |
Quantitative Benchmark (PAS 617 Clinical Correlations II): 80% of the students achieve a grade of B or higher.
Quantitative Strength Benchmark (PAS 617 Clinical Correlations II): 90% of the students achieve a grade of B or higher.
Area in Need of Improvement: Failure to meet the benchmark for two consecutive years.
Some data are not available yet for the Class of 2027 during data collection.
Overall Conclusion
For Goal 8, the program evaluates two measures. Preceptor Evaluation of Student related to Knowledge of the Interprofessional Team met both the minimum and strength benchmarks for 2025 and 2026, with scores of 4.91 and 4.93, respectively; however, an additional cohort is needed to confirm sustained strength across three consecutive years. PAS 617 Clinical Correlations II met both the minimum and strength benchmarks across the Classes of 2025, 2026, and 2027, with 100% of students achieving a grade of B or higher each year. Overall, both measures met the minimum benchmark across all available years. PAS 617 Clinical Correlations II met the strength benchmark across three consecutive cohorts, while the Preceptor Evaluation measure also met the strength threshold across the available cohorts but requires one additional year of data for confirmation. These findings indicate that the goal is met and reflects a strong area of program performance.