Program Mission, History, Goals, & Competencies
Mission
The primary mission of the University of North Dakota Department of Physician Assistant Studies is to prepare selected students to become competent physician assistants working collaboratively within the health care team, emphasizing primary care in rural communities.
Vision
The vision of the University of North Dakota Physician Assistant Program is to strive for continued excellence in PA education while developing competent graduates to provide comprehensive quality health care to all. This will occur through innovation in teaching with technology and incorporating novel methods of simulation throughout the unique curriculum. This, combined with collaboration with clinical sites will enhance application of learning allowing the UND PA Program within the School of Medicine & Health Sciences to become the PA program of choice for both students and employers looking for primary care providers.
Core Values
- Education – foster critical thinking skills for the life-long learning of students, faculty and staff
- Innovation – commit to excellence by continual program assessment and improvement
- Commitment - demonstrate accountability to the student, program, institution and profession
- Professionalism – model ethical behavior and team-based collaboration with compassion, care and respect
Philosophy
The Departmental approach to education is based on the philosophy that students are highly motivated and each have unique personal and professional experiences. While the faculty and preceptor serve as catalysts, learning is the responsibility of the student. The interdisciplinary teaching approach integrates clinical skill and knowledge utilizing multiple techniques to facilitate learning. The goal is preparation of the student as a primary care provider in a variety of settings, utilizing a problem-oriented approach to logical thinking and sound judgment.
Furthermore, the Program faculty believes that physician assistants are accountable and responsible for the quality of their practice and for life-long learning to assure their ability to continually improve the care they deliver.
A unique characteristic of the UND PA Program is the completion of the majority of clinical experiences in the office of a practicing primary care provider. Students are assured experiences with common primary care conditions in a clinical practice setting. It is under the guidance and supervision of the preceptor in an individualized teaching relationship that the student gains clinical competencies and accomplishes role integration. This is closely monitored and augmented by the Program faculty.
Statement of Teaching and Learning
The Department of PA Studies at UND values differences within and between groups of people and appreciates the individuality that contributes to distinguishable variations in practices, beliefs, or traditions. These values are woven into our curriculum as we prepare our students to become culturally responsive physician assistants providing comprehensive quality health care to all.
The UND Physician Assistant Program was established in 1970 at the University of North Dakota School of Medicine & Health Sciences in response to health workforce shortages and the lack of access to primary health care in rural communities. Initially, the Program was designed to build upon the existing clinical skills of independent duty medical corpsmen returning from the Vietnam conflict to prepare them for a role in civilian primary health care delivery. The Program adopted an adult learning, competency-based curriculum (MEDEX) developed by the University of Washington.
In 1972, the Program turned to experienced registered nurses for its applicant pool. The Program's goal was to expand and extend the role of RNs in community-oriented rural and underserved primary care practice settings. From then until January 2004, a Physician Assistant Certificate was given to all who successfully completed the 12-month Program. And from 1972 to 1992, those who qualified received dual certification as a Physician Assistant and a Family Nurse Practitioner.
In 2003, the Program joined the Department of Family Medicine and moved to a graduate-level program, offering a Master of Physician Assistant Studies. The length of the program progressed to 24 months to facilitate more instruction in basic sciences as the foundation of medical practice. In 2006, the Program expanded the applicant pool by accepting not only registered nurses, but experienced clinical health care professionals from other disciplines with the same philosophy to expand the health care role of those in rural and underserved communities.
In July 2014, the Physician Assistant Program became its own Department of Physician Assistant Studies. Currently, an admission structure has been implemented to include science majors with health care experience, in addition to licensed health care professionals. The educational model and content delivery methods remain the same throughout the 24-month curriculum, which include a combination of online coursework, classroom experiences on campus, and clinical experiences under the supervision of a physician or physician assistant in rural primary care.
In 2020, the program celebrated its 50th anniversary. To date, the Program has over 2000 graduates who are employed throughout the U.S. (including Hawaii, Alaska, and the Virgin Islands), Canada, and overseas.
Goal 1: Provide a comprehensive educational experience for students to achieve first-time PANCE scores at or above the national average and aggregate scores at 100%.
BENCHMARKS
- Graduate survey response rate >30%
- Grad survey Likert Scale: >4.0 is considered a strength, <3.0 is considered a weakness
- Student-Self Assessment at graduation: >4.0 is considered a strength, <3.0 is considered a weakness
- Preceptor Evaluation: >4.0 is considered a strength, <3.0 is considered a weakness
- Comprehensive Objective Exam Score: ≥75%
- First-time PANCE pass rate at or above the national average
- Aggregate PANCE pass rate at 100%
EVIDENCE
| Competency Area | Student Self Assessment | Student Self Assessment | Preceptor Evaluation | Graduate Survey* |
|---|---|---|---|---|
| (9-Month) | (At Graduation) | (Average) | (After 1 Year) | |
| Medical Knowledge |
2.98 |
3.78 | 4.00 | 4.76 |
| Clinical Reasoning & Problem Solving | 3.19 | 3.92 | 3.97 | 4.55 |
| Interpersonal Skills | 3.78 | 4.47 | 4.58 | 4.49 |
| Clinical & Technical Skills | 3.55 | 4.13 | 4.22 | 4.43 |
| Professional Behaviors | 3.99 | 4.48 | 4.67 | 4.55 |
- Graduate survey response rate (2-year average for Classes of 2024-2025): 62.5%
- Data supporting a comprehensive educational experience for students is collected through Student Self-Assessments, Preceptor Evaluations, and the Graduate Survey data in competency areas of medical knowledge, clinical reasoning and problem solving, interpersonal skills, clinical and technical skills, and professional behavior. Data is collected on a 5-pt Likert scale (5 = Strongly agree, 4 = Agree, 3 = Neither agree nor disagree, 2 = Disagree, and 1 = Strongly disagree). Data presented below is a 2-year average for the Classes of 2024-2025.
- Comprehensive Objective Exam Score: 85.75%
- PANCE Pass Rate:
-
- Program First Time Taker Pass Rate (Class of 2025): 94%
- National First Time Taker Pass Rate (Class of 2025): 91%
- Program Five-Year Aggregate Pass Rate (Classes of 2021-2025): 97.6%
Goal 2: Prepare graduates to be lifelong learners in clinical medicine.
BENCHMARKS
- Scholarly Project Completion: 100%
- Student registration at ND APA Conference: 100%
- Graduate survey response rate >30%
- Grad survey Likert score: >4.0 is considered a strength, <3.0 is considered a weakness
EVIDENCE
- Scholarly Project completion (Classes of 2021-2025): 100%
- Program allows for students to spend up to two clinical days attending conferences.
- The Program registers 100% of students for the Annual North Dakota Academy of Physician Assistant Spring Primary Care Conference which is embedded into the curriculum for second year students.
- Graduate survey response rate (2-year average for Classes of 2024-2025): 62.5%
- Program graduates were asked to rate their agreement with the statement: "The UND PA Program helped me to demonstrate a commitment to lifelong learning." Average score from the graduate survey (2-year average from Classes of 2024-2025): 4.66
Goal 3: Prepare students to be active members of the profession.
BENCHMARKS
- 100% of students will complete curriculum-embedded steps to prepare to be active members of the profession.
- Student registration at ND APA Conference: 100%
- Graduates at or above the estimated national AAPA membership rate (AAPA data: 37%)
EVIDENCE
- Student members of AAPA and NDAPA: 100%
- The Program registers 100% of students for the Annual North Dakota Academy of Physician Assistant Spring Primary Care Conference and Annual Meeting which are embedded into the curriculum for second year students.
- Students participate in community service projects: 100%
- Leadership training: 100%
- Encouraged to be part of AAPA and home state's APA after graduation. 3-year average for Classes of 2023-2025:
- 62.09% of graduates are members of AAPA.
- 44.08% of graduates are members of their respective state's APA.
Goal 4: Prepare students to become culturally responsive physician assistants providing comprehensive quality health care to all.
BENCHMARKS
- 100% of students will complete curriculum-embedded steps to prepare to be culturally responsive PAs.
- Graduate survey response rate >30%
- Grad survey Likert score: >4.0 is considered a strength, <3.0 is considered a weakness
EVIDENCE
- Didactic and Clinical curriculum emphasize providing comprehensive quality health care to all.
- Students participate in implicit bias training: 100%
- Graduate survey response rate (2-year average for Classes of 2024-2025): 62.5%
- Program graduates were asked to rate their agreement with the statement: "The UND PA Program helped me to demonstrate sensitivity and responsiveness to diverse patient populations." Average score from graduate survey (2-year average from Classes of 2024-2025): 4.39
Goal 5: Prepare graduates to meet primary care workforce needs.
BENCHMARKS
- 100% of students will complete curriculum-embedded steps to prepare to meet primary care workforce needs.
- Graduates at or above national NCCPA rates for practicing in rural and primary care. (NCCPA data from 2024 Statistical Profile of Board Certified Physician Assistants: primary care 22.0%, rural 6.7%, underserved 24.4%)
EVIDENCE
- 32-35 weeks of supervised clinical practice experiences in primary care settings
- 100% of students have rotations in rural or underserved clinical settings
- Graduates practicing in primary care (Graduate Survey Data from Classes of 2021-2025): 42.2%
- Graduates practicing in rural areas(Graduate Survey Data from Classes of 2021-2025): 28.9%
- Graduates practicing in underserved areas (Graduate Survey Data from Classes of 2021-2025): 43.7%
UND DPAS Program Competencies
Medical Knowledge
1.1: Understand the principles of basic and clinical sciences and their application to clinical practice.
Clinical Reasoning and Problem Solving
2.1: Apply the principles of basic and clinical sciences to diagnose disease and utilize therapeutic decision-making, clinical problem-solving, and other evidence-based practice skills.
2.2: Recognize when to refer patients to other disciplines to ensure that patients receive optimal care at the appropriate time and level.
Interpersonal Skills
3.1: Demonstrate interpersonal and communication skills that result in effective information exchange with patients, families, and healthcare team members.
3.2: Establish rapport with patients and families to build meaningful therapeutic relationships.
Clinical and Technical Skills
4.1: Assess the health status of individuals by obtaining an appropriate history and physical examination, recommending and interpreting diagnostic studies, formulating differential diagnoses, developing a management plan, and accurately documenting the medical information.
4.2: Perform procedures and clinical skills considered essential for entry into PA practice.
Professional Behaviors
5.1: Demonstrate responsible and ethical patient care.
5.2: Acknowledge and address professional and personal limitations.
5.3: Demonstrate sensitivity and responsiveness to diverse patient populations.
5.4: Demonstrate commitment to lifelong learning.