To graduate collaborative clinicians who will serve the healthcare needs of a global community with intelligence, compassion, and integrity.
The program has four primary goals specifically designed to achieve our mission of educating competent and caring physician assistants.
- Recruit and retain a student body which demonstrates academic excellence.
- Provide a comprehensive academic program that fosters the development of the knowledge and skills necessary for entry level practice as competent, collaborative clinicians.
- Promote opportunities for physician assistant students to develop cultural sensitivity, professionalism and a dedication to service.
- Support faculty in their professional development, leadership, and service to students, patients and the profession.
Recruit and retain a student body which demonstrates academic excellence.
Outcomes for Goal 1:
||Class of 2021*
||Class of 2020
||Class of 2019
||Class of 2018
|Ratio of App/Enrolled Students
|Mean Overall GPA
|Mean Science GPA
|Mean Prerequisite GPA
|BCP (biology, chemistry, physics)
|Mean Science Credits Completed
*Students entering August, 2019. Data posted as of 7/05/19.
- Mean GPA Class of 2019 at completion of the didactic phase of the Program-3.54
- Mean GPA Class of 2018 at the time of graduation-3.50
- Class of 2017 PAEA End of Rotation (EOR) exam performance compared to national performance
- Class of 2018 End of Rotation (EOR) exam performance compared to national performance
- Program Overall Attrition Rate is 3%
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 107 credits (59 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 Survey, 97% of students from the Class of 2018 (response rate=93%) and 100% of students from the Class of 2019 (response rate=91%) reported they were prepared by the Program regarding the development of their critical thinking skills.
- Based on the Graduate Exit Survey data for the prior three graduating classes (Class of 2018, 2017, and 2016): The percentage of the class who responded that the PA program prepared them in meeting the competency of critical thinking was 97%, 95% and 97% respectively.
- 2018 Alumni Survey: 94% of the respondents rated clinical preparation as effective to very effective.
- PACKRAT Performance:
- PANCE Performance
- 100% of students (Class of 2018) met program-defined skill competencies as outlined in their Clinical Passports, an assessment logging tool.
- 100% of students (Class of 2018) successfully met all requirements of their summative assessments.
- Preclinical Experiences: Preceptors rated the Class of 2018 students as 99% (good-excellent) and the Class of 2019 students 100% (good-excellent) in regard to demonstrated collaboration.
- Clinical preceptors rated 98% of the Class of 2018 and, as of 12/2018, rated 97.4 % of the Class of 2019 as excellent regarding the following assessment area: (Survey: Interpersonal interactions with health professionals – Maintains appropriate personal/professional boundaries with all members of healthcare team; active member of the team; works well with others; appreciates the contribution made by each member of the healthcare team.)
Promote opportunities for physician assistant students to develop cultural sensitivity, professionalism and a dedication to service.
Outcomes for Goal #3:
- 100% of all Salus University enrolled physician assistant students complete cultural competency instruction provided by the University during orientation, and a nine-hour, online cultural competency course, verified by a certificate of completion as required by the PAS 5007 PA Seminar course.
- Students participate in three 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 to-date as 97.4% 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.)
2018 Service Opportunities:
- 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.
- Preclinical preceptor evaluations rated Class of 2018 and Class of 2019 students at 100% (good-excellent) regarding their professional demeanors.
- Clinical preceptors rated Class of 2018 as 98%, Class of 2019 to date as 98.3%. (Survey: Professional Behavior – Present punctual, conscientious; behaves with honesty and integrity; responds appropriately to constructive criticism.)
- 100% of all graduating students have met this competency.
- Through faculty facilitation, the Program supported students interested in participation in a medical and public health mission trip to Panama 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 2019 participated in the PA Olympics in April along with students from six other local PA Programs. Their collective efforts raised $24,500 for this year’s selected charity, Miracle League of Northampton Township, which builds integrative recreational facilities at which children of all levels of ability can participate.
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:
Scholarship/Professional Development (2017-2018):
- On the 2018 faculty survey, principal faculty rated their satisfaction with afforded faculty development opportunities offered by the University at 98% (4.88/5.00 with an 89% response rate.)
- Three principal faculty are currently pursuing doctoral degrees in one of the following concentrations of study: Doctor of Medical Science, Doctor of Philosophy in Biomedicine and Doctor of Education in Health Professions.
- 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 critical care and are afforded release time from the University to do so.
- Faculty Presentations (2017-2018):
- PSPA 2018: (2), PSPA 2017: (2), 1 interactive workshop
- PAEA Education Forum 2018: (3), 2017: (2), 1 interactive workshop
- AAPA Annual Conference 2018: (1), 2017: (2)
- International Conference on Pediatrics and Neonatology (Rome) 2018: (1)
- Salus University-wide CME 2018: Child Abuse CME (1)
- Faculty Publications (2017-2018): (10)
- Conference/ Workshop attendance (2018): (9), completion of a public health, value-based medicine course (1)