MPAS Goals and Competencies

Mission, Vision, Goals, and Outcomes

The MPAS Program at Trine University will provide an outstanding educational experience that produces PA graduates capable of delivering safe, appropriate, effective, and cost-efficient medical care in a variety of clinical settings, while also preparing them to succeed, lead, and serve.

The MPAS Program at Trine University will provide a dynamic and engaging medical education to students using a combination of traditional and case-based learning experiences with emphases on professionalism, interprofessional collaborative practice, and safe, appropriate, effective, and cost-efficient medical care.

The Trine University Master of Physician Assistant Studies program aspires to meet the following goals:

Criterion 1.1 Quality of Students

Measure/Benchmark: Highly qualified students admitted to the program have the following grade point averages:

  • 3.50 or above baccalaureate
  • 3.50 or above prerequisite hard science
    • Human Anatomy
    • Human Physiology
    • Biochemistry
    • Microbiology
    • Organic Chemistry

Measure/Benchmark: Highly qualified students admitted to the program have the following grade point averages:

  • ≥ 3.50/4.0 baccalaureate
  • ≥ 3.50/4.0 prerequisite hard science

Figure 1 Mean Grade Point Averages

figure 1

MET: Highly qualified students matriculated into the program in 2023, 2024, and 2025

Criterion 1.2 Dimensions of Student Diversity

Measure/Benchmark: An average of ≥ 20% of incoming students will be a representative of one of the following:

  • First generation college student
  • Economically disadvantaged
  • Underrepresented minority (UM) in the Health Professions
    • American Indian or Alaska Native
    • Black or African American
    • Native Hawaiian or Other Pacific Islander
    • Hispanic (all races)
    • White Middle Eastern or North African
  • Underserved areas
    • Health Professional Shortage Areas (HPSA)
    • Medically underserved areas (MUA)
    • Male gender

Table 1 Study Body Diversity Profile

table

MET: Diverse students matriculated into the program in 2023, 2024, and 2025

Criterion 1.3  University Support

Measure/Benchmark: Students will rate the level of agreement at or above 3.5 on a 5-point Likert scale: “The University effectively demonstrates its commitment to students, faculty, and staff by supporting program goals, recruitment, and retention strategies, and providing resources promoting diversity, equity, and inclusion (A1.11)”.

MET: Results from the 2023 MPAS Student Evaluation of Institutional Support and Resources survey were 4.23 on a 5.00 scale. 

Criterion 2.1 Dimensions of Faculty and Staff Diversity

Measure/Benchmark: An average of ≥ 20% of faculty and staff will be a representative of one of the following:

  • First generation college student
  • Low income backgroundii
  • Underrepresented minority (UM) in the Health Professions
    • American Indian or Alaska Native
    • Black or African American
    • Native Hawaiian or Other Pacific Islander
    • Hispanic (all races)
    • White Middle Eastern or North African

Figure 2 Faculty and Staff Diversity Profile

 figure

MET: More than 20% of faculty and staff reported being a first generation college student.

Criterion 2.2 Commitment to Diversity

Measure/Benchmark: At least 25% of faculty and staff have participated in continuing education on DEI within the last 12 months.

MET: In 2023, 100% of MPAS faculty and staff participated in and received certification in DEI training through programs offered by the University.

Criterion 3.1 Diverse Clinical Education Opportunities

Measure/Benchmark: 100% of students completed at least 1 clinical rotation in a Medically Underserved Area (MUA) or Health Professional Shortage Areas (HPSAs)

Table 1 Percentage of Students with with Clinical Rotations in Diverse Settings

table

MET: 100% of students completed at least 1 clinical rotation in a Medically Underserved Area (MUA) or Health Professional Shortage Areas (HPSAs).

Criterion 3.2 Diversity in Graduate Practice

Measurement/Benchmark: At least 20% of the program’s alumni will practice as certified PAs in an underserved area (rural populations, medically underserved areas, or health care provider shortage areas)

table

MET: > 20% of MPAS alumni practicing in MUA or HPSA across all cohorts. 

Criterion 4.1 Knowledge, Skills, and Attitudes 

Measure/Benchmark: The average combined cohort performance in knowledge, skills, and attitude competency for all required supervised clinical practice experiences will be at or above ≥ 2.75/5 on a Likert scale per the preceptor’s evaluation of student.

Figure 5 Preceptor Evaluation of Students

 figure

MET: All data items were rated by CL2020, CL2021, and CL2022 preceptors as above benchmark.

Criterion  4.2 PANCE Rates

Measurement/Benchmark: The first-time pass rate on the PANCE will be at or above the national average as published by the NCCPA for each test year.

table

MET: PANCE pass rates at or above the national pass rate for CL2020, CL2021, and CL2022

The Trine University Master of Physician Assistant Studies Program has established academic standards and goals for student learning which provide a critical foundation for curriculum development, guideposts for classroom instruction, and a framework for assessment. (B4.03)

By the end of the MPAS program, the graduating student should be able to:

1.1 Possess a sound knowledge of current and evolving biomedical and clinical sciences, and integrate and apply it to the medical care, health promotion, and disease prevention services offered (B1.01c)

1.2 Participate in lifelong learning to continually improve clinical knowledge, clinical and technical skills, professional behaviors, and clinical reasoning and problem-solving abilities (B2.03, B2.05, B2.09, B2.18, B2.19)

1.3 Possess sufficient knowledge of the medicolegal, regulatory, billing/coding, reimbursement, and patient safety issues inherent to medical practice (B2.14, B2.16, B2.17)

1.4 Possess the knowledge and abilities to critically evaluate the medical literature, conduct or participate in limited research projects, and evaluate clinical environments and processes for quality, efficacy, compliance, patient safety, risk management, or other important outcomes that may impact patient care (B2.13)

2.1 Accurately and efficiently perform medical histories and physical examinations across the lifespan that are appropriate and relevant to the clinical situation and setting (B2.07)

2.2 Appropriately order and correctly interpret laboratory, imaging, ECG, and other diagnostic studies commonly performed in clinical settings (B2.07)

2.3 Skillfully perform diagnostic and therapeutic procedures most commonly performed by PAs (B2.07)

3.1 Effectively and efficiently utilize information from the health history, physical examination, laboratory tests and other diagnostic procedures to distinguish between expected vs. abnormal findings, to formulate reasonable differential diagnoses, and to narrow the differential diagnosis list to a presumptive diagnosis in a logical, efficient, and cost-effective manner (B2.07)

3.2 Recommend pharmacologic and non-pharmacologic therapeutic options that are most efficacious and evidence-based while also considering patient preferences and concerns, and the impacts of social, economic, and spiritual factors on health and wellness (B2.06)

3.3 Provide appropriate medical care in emergent, acute, chronic, rehabilitative, palliative, and end-of-life settings (B2.08)

3.4 Assess patient outcomes to evaluate the accuracy of diagnoses, the effectiveness of therapeutic interventions, patient compliance, and other factors that potentially impact patient care (B2.07, B2.12)

4.1 Effectively utilize both electronic and non-digital medical records to document findings, access clinical information, write prescriptions and orders, and make referrals (B2.07, B2.14)

4.2 Utilize technologies and other resources to effectively search, interpret, and appraise the medical literature for answers to clinical questions and evidence-based practices, and integrate and apply newly acquired knowledge into patient care (B2.13)

5.1 Document and communicate medical, legal, financial, or other relevant information to other members of the healthcare team in an accurate, logical, concise, and understandable manner (B2.04, B2.10, B2.17)

5.2 Demonstrate appropriate and effective auditory, verbal, non-verbal, written, and electronic communication skills when dealing with patients, families, caregivers, staff, colleagues, supervising physicians, administrators, and other healthcare professionals (B2.04, B2.10)

5.3 Demonstrate appropriate sensitivity, empathy, compassion, and respect when dealing with diverse patient populations to promote and sustain therapeutically and ethically sound relationships (B2.06, B2.11, B2.12, B2.15)

6.1 Abide by, and uphold, the principles espoused in the “PA Professional Oath” and the American Academy of Physician Assistant’s “Guidelines to the Ethical Conduct of the Physician Assistant Profession” (B2.18)

6.2 Demonstrate and model professional behavior, most especially in interactions with patients, families, staff, colleagues, and superiors (B2.18)

6.3 Abide by legal and regulatory requirements pertaining to the PA profession and clinical practice settings (B2.17, B2.18)