RMUoHP MPAS Program Performance
PANCE Performance – Attrition & Graduation Rates – Program Goal Performance
RMUoHP MPAS Program PANCE Performance Data
The Physician Assistant National Certifying Examination (PANCE) is a computer-based, multiple-choice, board certification exam that assesses basic medical and surgical knowledge. This examination must be successfully passed in order for graduates to become eligible for licensure.
The table below is designed to present PANCE performance data for graduates of the Rocky Mountain University of Health Professions (RMUoHP) Physician Assistant (PA) Program.
National PANCE Performance Data
National PANCE performance data, published by the National Commission on Certification of Physician Assistants (NCCPA), can be accessed here.
Student Attrition and Graduation Rates
MPAS Program Goals Performance Data
As part of the program's self-assessment process, we examine our Program Goals annually and evaluate our success at achieving these goals. Expand the goals below to see how the program measures the goal and the success of achieving the goal.
Goal 1:
Develop students with a primary care mindset, trained in comprehensive and general medicine, who engage in collaborative practice.
How: This goal is measured through an annual audit of the PA program curriculum, standardized assessments, and multidisciplinary seminars. The PA program strives to deliver a broad curriculum that allows students to perform at or above the national average in ≥80% of the medical content and task areas on the PACKRAT and PANCE examinations. The PA program also has an early didactic course called Primary Care Fundamentals and we strive to achieve a benchmark of ≥90% of students completing the final exam with a score of ≥80%. Additionally, PA students enrolled in the program participate in multidisciplinary learning activities hosted by RMUoHP’s Interprofessional Practice and Education (IPE) committee. The program strives to have ≥90% of didactic students participate in all required IPE activities during the didactic year.
Success of achieving goal: The class of 2022 performed at or above the national average in 82% of medical content and task areas on the PANCE (all exams). The class of 2023 performed at or above the national average in 65% of medical content and task areas on the PACKRAT. In summer 2022, 100% of the cohort scored greater than 80% on the final exam in the Primary Care Fundamentals course. In 2022, 100% of students participated in the IPE activities provided by the university.
Goal 2:
Promote the principles of Evidence-Based Practice (EBP) to facilitate the spirit of clinical inquiry and life-long learning.
How: This goal is measured through an annual audit of the PA program curriculum and assessment of specific EBP assignments throughout the curriculum. The PA program strives to have ≥80% of the courses in the curriculum contain EBP-specific objectives. The PA program has didactic assignments evaluating students’ ability to acquire, appraise, and apply EBP, and clinical assignments consisting of a Practice Standards Challenge and an Applied Scholarly Project Final Manuscript. The PA Program strives to achieve a benchmark of ≥90% of students completing the assignments with a score of ≥80%.
Success of achieving goal: In 2022, 84% of courses in the PA curriculum contained EBP-specific objectives. For the cohort that most recently completed the didactic phase of the curriculum (Class of 2023), 100% of students successfully completed both didactic EBP assignments with a score of ≥80%. For the cohort that most recently completed the clinical phase of the curriculum (Class of 2022), 100% of students successfully completed both clinical EBP assignments with a score of ≥80%.
Goal 3:
Promote professional excellence and growth throughout the curriculum to facilitate professionalism and self-development.
How: This goal is measured through an annual audit of the PA program curriculum and assessment of specific professionalism assessments and activities. During all seven semesters of the curriculum, PA students are enrolled in a Professional Development course. During the first semester of the program, students create a Cohort Mission Statement that is read during the White Coat Ceremony. Each semester during the didactic curriculum, students complete self and peer professionalism evaluations. For an assignment during the first Professional Development course, each student completes a Personal Mission Statement assignment. For an assignment during the seventh Professional Development course, each student completes a Professional Growth and Development Reflective Writing assignment. The PA Program strives to achieve a benchmark of ≥90% of students completing these two assignments with a score of ≥80%.
Success of achieving goal: For the cohort that most recently completed the didactic phase of the curriculum (Class of 2023), 100% of students successfully completed the Personal Mission Statement assignment with a score of ≥80%. For the cohort that most recently completed the clinical phase of the curriculum (Class of 2022), 100% of students successfully completed the Professional Growth and Development Reflective Writing with a score of ≥80%.
Goal 4:
Develop faculty members who are trained in teaching and learning, and who are engaged in ongoing post-graduate training or scholarship.
How: This goal is measured through an annual audit of the PA program faculty members and their continued professional development. The PA program strives to have all principal faculty members complete the Basic Faculty Skills workshop offered by the Physician Assistant Education Association within six months of joining the program. The PA program also strives to achieve a benchmark of ≥80% of faculty members actively engaged in post-professional graduate training or scholarly work. Additionally, the PA program also strives to achieve a benchmark of ≥80% of full-time faculty members participating in at least six Faculty Development Webinars, PAEA's Forum/Workshops, or other applicable CME conferences.
Success of achieving goal: As of February 2023, two new faculty members joined the team in the past 1.5 years. One of these has successfully completed the Basic Faculty Skills workshop offered by the PAEA. The other was delayed due to the birth of a child; that faculty member is scheduled to attend the workshop in April 2023. In 2022, 80% of faculty members were actively engaged in post-professional graduate training and/or scholarly work. In 2022, more than 100% faculty members participating in at least six Faculty Development Webinars, PAEA’s Forum/Workshops, or other applicable CME conferences.