- Recruit and matriculate applicants who meet or exceed admission requirements.
- Offer an integrated, evidence-based, dynamic didactic phase that provides the knowledge, skills, and humanistic principles required for the clinical year.
- The program curriculum is scaffolded to build on and progress student learning over the course of 25 months. The curriculum integrates evidence-based approaches to teaching and learning into curriculum delivery, including various delivery methods, educational technology, and an emphasis on lifelong learning and critical thinking. The didactic phase of the curriculum incorporates approaches to patients through humanistic care principles, including honing communication skills that foster open, respectful, and trustworthy patient care interactions. During courses such as “Transitions to Clinical Practice”, the curriculum facilitates the acquisition of clinical skills and knowledge in preparation for clinical rotations and practice. Students enter the clinical phase of the program with Advanced Cardiac Life Support (ACLS) training, Mental Health First Aid (MHFA) certification, and experience with pelvic exams on standardized patients.
- Provide varied experiential clinical education with diverse populations that fosters the development of humanistic, medical, and clinical practice skills needed for entry into the workplace.
- All students complete nine clinical rotations spanning seven medical disciplines and the opportunity to request two clinical placements in medical areas of interest. Our students have exposure to various clinical settings, including hospitals, clinics, prison systems, behavioral health and recovery centers, and telemedicine and home medicine experiences. Students have multiple opportunities to work with a variety of patient populations including underserved populations in these clinical settings.
Unsolicited, many of our preceptors let us know that the students exceeded their expectations in medical knowledge, engagement, interest in learning, and professionalism.
- Graduate physician assistants who demonstrate medical, clinical, and professional competency.
- The 5-year First Time Taker composite pass rate for the PANCE for all Jefferson EF/NJ PA students is 89%. This rate compares to the 5-year national First Time Taker composite pass rate of 93% during the same period.
- For the Class of 2023, the First Time Taker pass rate was 97%.
- For the Class of 2024, the First Time Taker pass rate was 91%.
- Support and encourage ongoing faculty development to ensure the quality and longevity of the PA profession through those who choose to educate the next generation of PA providers.
- The program is fortunate to have experienced PA faculty and leadership who value and embrace the importance of ongoing faculty development as it relates to the quality and longevity of our profession. The program leadership is committed to ongoing mentorship through periodic in-house faculty development sessions, retreats, and group and individual workshops that occur throughout the year. Recent faculty development sessions have included: rubric development, assessment alignment with learning outcomes and instructional objectives, test question writing, and setting tone, mindset, and expectations in the classroom.
Faculty are also encouraged and supported to attend faculty development programs both within and outside the university and to pursue advanced degrees in education. Many faculty attend the Physician Assistant Education Association (PAEA) annual conference and continue to work clinically.
In addition, our faculty pursue their continued development as educators through various educational research and projects. These activities include coordination and participation with students in annual interprofessional symposiums on Substance Use Disorders (SUDS), patient safety through Team SAFE, and death and dying at the Emotions and Empathy at the End of Life.
Our faculty have completed educational research leading to a national presentation, peer-reviewed publications, and have presented at various regional-, state-, and national-level organizations. Many teach in neighboring PA programs and in other health profession programs within the University.
