Mission

To graduate collaborative clinicians who will serve the healthcare needs of a global community with intelligence, compassion, and integrity.

Goals

The program has four primary goals specifically designed to achieve our mission of educating competent and caring physician assistants.

  1. Recruit and retain a student body which demonstrates academic excellence.
  2. Provide a comprehensive academic program that fosters the development of the knowledge and skills necessary for entry level practice as competent, collaborative clinicians.
  3. Promote opportunities for physician assistant students to develop cultural sensitivity, professionalism and a dedication to service.  
  4. Support faculty in their professional development, leadership, and service to students, patients and the profession.

Goal 1

Recruit and retain a student body which demonstrates academic excellence.

 Outcomes for Goal 1: 
 
                                                   Class of 2022 Class of 2021 Class of 2020 Class of 2019
Ratio of App/Enrolled Students 20:1 21:1 21:1 18:1
Mean Overall GPA 3.69 3.70 3.62 3.67
Mean Science GPA 3.63 3.66 3.54 3.64
Mean Prerequisite GPA 3.63 3.70 3.59 3.66
BCP (biology, chemistry, physics) 3.59 3.52 3.47 3.58
Mean Science Credits Completed 72 68 73 69
  • Mean GPA Class of 2021 at completion of the didactic phase of the Program: 3.61
  • Mean GPA Class of 2020 at the time of graduation: 3.55
  • Mean GPA Class of 2020 at completion of the didactic phase of the Program: 3.44

Program Attrition: The program has an overall attrition rate of 3%.
ARC-PA Attrition Template
Please note that the attrition rates include students who did not complete the program due to dismissal or withdraw and students who decelerated to a subsequent cohort.

*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.

Goal 2

Provide a comprehensive academic program that fosters the development of the knowledge and skills necessary for entry level practice as competent, collaborative clinicians.

Outcomes for Goal #2:
  • The Salus University Physician Assistant Program is a comprehensive Master of Medical Science degree program which requires successful completion of 109 credits (61 credits didactic phase, 48 credits clinical phase).
  • The designed curriculum includes PAS 5050 and 5051 Clinical Problem Solving 1 and 2 which provide students with weekly observational pre-clinical experiences in the spring and summer semesters of their didactic year. Under the direction of their preclinical instructional faculty, students are provided direct access to patients and opportunity for practical application of classroom instruction. The course also affords faculty-facilitated, small group case-based learning opportunities to foster critical thinking skills essential to medical decision making.
  • On the End of Didactic Year Surveys, 100% of students from the Classes of 2021, 2020 and 2019 reported the Program prepared them in the development of critical thinking skills.(response rates: 2021=92%, 2020=96%, 2019=91%).
  • Based on Graduate Exit Survey data for the prior three graduating classes (Class of 2020, 2019,and 2018): Respondents rated the PA program above average to excellent in preparing their development of critical thinking skills as 77%, 84%, 68% respectively. (response rates: 2020=90%, 2019=88%, 2018=89%).
  • 2018 Alumni Survey: 95% of respondents (N=56) rated the program (above average-excellent) regarding how well it prepared students in critical thinking skills. Alumni Surveys are conducted every three years with the next survey deployment in 2021.
 
  • Class of 2021 PACKRAT 1 Performance: 
class of 2021 packrat 1
 
  • Class of 2020 PACKRAT 2 Performance: 
2020 Packrat 2
  • Class of 2020 PACKRAT 1 Performance: 
2020 PACKRAT 1 Performance
 
  • Class of 2019 PACKRAT 2 Performance: 

2019 PACKRAT 2 Performance

  • Class of 2019 PACKRAT 1 Performance: 

2019 PACKRAT 1 Performance
 

  • Class of 2020 End of Rotation (EOR) exam performance compared to national performance:
Class of 2020 PAEA (EOR) Exams
 
  • Class of 2019 End of Rotation (EOR) exam performance compared to national performance:
2019 PAEA (EOR) Exams
 
  • Class of 2018 End of Rotation (EOR) exam performance compared to national performance:
2018 PAEA (EOR) Exams
  • PANCE Performance
  • 100% of students (Class of 2020) met program-defined skill competencies as outlined in their Clinical Passports, an assessment logging tool.
  •  100% of students (Class of 2020) successfully met all requirements of their summative assessments.
  • Clinical preceptors rated the Class of 2020 (100%) and the Class of 2019 (99%) in the following assessment areas related to collaboration as part of the healthcare team. (Survey: Interpersonal interactions with healthcare professionals - Maintains appropriate personal/professional boundaries with all members of the healthcare team; active member of the team; works well with others; appreciates the contribution made by each member of the healthcare team). (Scoring Scale100=excellent, 90%=good, 80%=average, 70%=fair, 60%=poor)
 
 

Goal 3

Promote opportunities for physician assistant students to develop cultural sensitivity, professionalism and a dedication to service.  
 
Outcomes for Goal #3:

Cultural sensitivity:
  • 100% of all Salus University physician assistant students complete cultural competency instruction provided by the University during orientation, and in the PAS-5007 PA Seminar course.
  • Students participate in two workshops during the didactic phase of the Program conducted at the Philadelphia Museum of Art developing the skills of observation, interpretation, empathy and recognizing bias. 
  • Clinical preceptors rated the Class of 2018 as 98.9% and the Class of 2019 as 98.4% as (good-exceptional) with regard to their demonstration of respect for the patient’s culture as it affects their health and medical conditions. (Survey: Interpersonal Interactions with Patients /Families – Approach to patient is appropriate establishing good rapport: shows an interest in and concern for the patient; demonstrates respect for patient’s culture as it affects his/her health and medical conditions.)
Professionalism:
  • All PA students receive an introduction to professionalism during their University orientation, with subsequent formal programmatic instruction in the didactic and clinical phases of the Program. Opportunities to assess this competency are afforded through self-reflection, peer-review, faculty assessment, preceptor evaluation, and summative review.
    A professionalism grading rubric is included in each course syllabus.
  • Clinical preceptors rated student professionalism for the Class of 2020 as 99.9% and the Class of 2019 as 98.4%. (Survey: Professional Behavior – Present punctual, conscientious; behaves with honesty and integrity; responds appropriately to constructive criticism). (Scoring Scale100=excellent, 90%=good, 80%=average, 70%=fair, 60%=poor)
  • 100% of all graduating students have met this competency.
Service Opportunities:
  • Through faculty facilitation, the Program supported students interested in participation in a medical and public health mission trip to Guatemala in August.
  • Class of 2019 student volunteers participated in an inter-professional health screening.
  • As part of the PAS 5102 Integrative Medicine course, all students participated in a day of service at MANNA, a learning experience which reinforces nutrition as a means of health promotion and an integral aspect of disease management.
  • The Class of 2020 participated in the PA Olympics in April along with fellow students and faculty from six other Philadelphia area PA programs. The charity this year was the IM ABLE Foundation, whose mission is to remove obstacles that prevent people affected by disabilities from being physically active by providing grants, resources, fitness opportunities and motivation.
  • Although some fundraising efforts were restricted by the pandemic, the Class of 2021, in collaboration with their PA students from seven other PA programs, raised $19,645 for the For Pete's Sake Cancer Respite Foundation.

Goal 4

Support faculty in their professional development, leadership, and service to students, patients and the profession.

The University values the contributions of its PA faculty in their efforts for lifelong learning, leadership, and service. 

Outcomes for Goal #4:
  • On both the 2020 and 2019 faculty surveys, principal faculty rated their satisfaction with faculty development resources provided by the University at 100% (satisfied-very satisfied). (Response rates: 2020-100%, 2019-78%)
Scholarship/Professional Development (2018-2020): 
  • One principal faculty member completed a doctoral degree in Medical Science in August 2019.
  • One principal faculty member is currently pursuing a doctoral degree in Education in Health Professions. 
  • One principal faculty member began a Doctor of Medical Science (DMS) program in August 2020. 
  • One principal faculty member began a Doctor of Health Sciences degree program with a concentration in Global Health in August 2020.
  • 90% of clinical PA faculty maintain current medical practice in the disciplines of internal medicine, family medicine, women’s health, emergency medicine, pediatrics, orthopedics, and urgent care and are afforded release time from the University to do so.
  • Faculty Presentations (2018-2020):
    • PAEA Education Forum 2020: (1) Panel Presentation
    • PAEA Education Forum 2019: (1), 2 interactive workshops; 2018: (3), 1 interactive workshop
    • PSPA 2018: (2)
    • AAPA Annual Conference 2018: (1)
    • International Conference on Pediatrics and Neonatology (Rome) 2018: (1)
    • Salus University-wide CME 2018: Child Abuse CME (1)
  • Faculty Publications (2018-2020): (3)
  • Conference/ Workshop attendance (2019): (7); (2018): (9)
Service/Leadership (2019-2020):
  • ARC-PA site visitors (2), ARC-PA Commissioner appointment effective 1/ 2019 (1)
  • PAEA Committee Service (1),  Distinguished Fellow of the American Academy of Physician Assistants (DFAAPA) peer reviewer, PSPA Conference Committee Education Team (1), PSPA Liaison to the Pennsylvania Athletic Trainer Society (1), Faculty peer review committee for credentialing, Main Life Health (1)
  • Faculty advisor to PA Student Society and Challenge Bowl team (2)
  • Faculty facilitator for Student Medical Mission (1), for Student PA Olympics (1),  Medical Reserve Corps volunteers (2), physician volunteer for medically underserved patients, Healthcare Initiative (1)