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MSPAS Assessment Plan 1
University of Kentucky College of Health Sciences Department of Clinical Sciences
Division of Physician Assistant Studies (PAS)
Assessment Plan for the Masters of Science in Physician
Assistant Studies (MSPAS) Degree
College of Health Sciences
Spring 2016
Assessment Plan for the Masters of Science in Physician Assistant Studies (MSPAS) Degree 2
Physician Assistant Studies Assessment Plan - MSPAS
1. Introduction and Program Overview
The Physician Assistant Studies Program at UK was established in 1973 and is one of two Physician Assistant
programs in the Commonwealth of Kentucky fully accredited by the Accreditation Review Commission on
Education for the Physician Assistants (ARC-PA), which is recognized by the Council for Higher Education
Accreditation (CHEA). The Master of Science in Physician Assistant Studies degree is conferred by the UK Graduate
School for students at the UK Lexington campus and at the rural campus located at Morehead State University.
Graduates are eligible to take the Physician Assistant National Certifying Examination (PANCE). After successful
completion of the examination, they are eligible for state certification and licensure to practice as certified
physician assistants. Each year, an average of 40 students are admitted to the Lexington campus and 16 to
Morehead campus.
1.1. Mission Statement
The mission of the UK Physician Assistant program is to educate competent physician assistants committed to
the delivery of high quality and compassionate health care in the Commonwealth of Kentucky and beyond.
1.2. Basic Assessment Approach
Assess 3-5 learning outcomes within a three year cycle, using direct methods for representative courses in the
curriculum. Please see the Curriculum Map and Learning Outcomes Matrix included in this document.
1.3. Definition of Key Terms
PAS – Division of Physician Assistant Studies
CHS – College of Health Sciences
DD – Division Director – Administrative chief of the PAS program
ARC-PA – Accreditation Review Commission on Education for the Physician Assistants
NCCPA – National Committee on Certification of Physician Assistants
PANCE – Physician Assistant National Certification Examination
Curriculum Map: A visual depiction of how learning outcomes and/or professional standards are translated
into individual courses taught within a program
Direct Evidence: Students show achievement of learning goals through performance of knowledge and skills.
Includes, but is not limited to: capstone experiences, score gains between entry and exit, portfolios, and
substantial course assignments that require performance of learning
Indirect Evidence: Data from which you can make inferences about learning but do not demonstrate actual
learning, such as perception or comparison data. Includes, but is not limited to: surveys, focus groups, exit
interviews, grades, and institutional performance indicators
Student Learning Outcomes (SLOs): Statements of learning expectations
2. Assessment Oversight & Resources
2.1 College Learning Outcomes Assessment Coordinator
College of Health Sciences (CHS) Office of Assessment.
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2.2. Unit Assessment Coordinator
Program Academic Coordinator (AC) in consultation with the program’s Director of Graduate Studies and DD.
The AC is responsible for coordination of efforts with the College’s Office of Assessment.
2.3. Other Assessment Resources
The PAS program administrative assistants provide clerical support to implement this Assessment Plan. In
addition, PAS faculty members provide input and support during planned PAS faculty meetings in the early
segment of the summer/early fall semester at which time the assessment data and improvement action plan
are reviewed and discussed.
3. Program-Level Learning Outcomes
3.1 Learning Outcomes
1. Students will demonstrate competence in patient evaluation, management and treatment at a level of a
newly practicing physician assistant. These skills will be evidenced by their ability to: a) Elicit an
appropriate targeted patient history, b) Perform a patient-appropriate comprehensive physical
examination, c) Construct an appropriate differential diagnosis, d) Formulate an appropriate assessment
and treatment plan, and e) Effectively interact with the standardized patient using appropriate
examination and communication skills.
2. Students will demonstrate the medical knowledge needed to effectively practice as an entry-level physician
assistant.
3. Students will apply the concepts of systems-based practice to improve healthcare delivery.
3.2 Accreditation Standards/Outcomes by Program (if applicable)
The graduate program in Physician Assistant Studies is accredited by Accreditation Review Commission on
Education for the Physician Assistant (ARC-PA). While the assessment plans may be used as supporting
documentation for the accreditation self-study, the processes are conducted separately.
4. Curriculum Mapping - (I= introduce, R = reinforce, E = emphasize)
SLO #1 SLO #2 SLO #3
Students will demonstrate
competence in patient
evaluation, management
and treatment at a level of
a newly practicing
physician assistant.
Students will
demonstrate the
medical knowledge
needed to effectively
practice as an entry-
level physician
assistant.
Students will apply
the concepts of
systems-based
practice to improve
healthcare delivery.
Course Course Type
HSM 601 Didactic I I I
PGY 412G Didactic I I
ANA 611 Didactic
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PAS 651 Didactic I I I
PAS 610 Didactic I I
PAS 678 Didactic I I, R
PAS 653 Didactic I I, R
PAS 654 Didactic I, R I, R
PAS 672 Didactic I, R I, R
PAS 650 Didactic I, R I, R
PAS 655 Didactic I I, R
PAS 645 Didactic R
PAS 658 Didactic R, E I, R
PAS 656 Didactic R, E I, R
PAS 673 Didactic R I, R
PAS 657 Didactic R I, R
PAS 646 Didactic R, E
PAS 640 Didactic R I, R
CNU 503 Didactic I I
PAS 660 Clinical R, E R, E
PAS 669 Clinical R, E R, E
PAS 661 Clinical R, E R, E
PAS 671 Clinical R, E R, E
PAS 665 Clinical R, E R, E
PAS 662 Clinical R, E R, E
PAS 670 Clinical R, E R, E
PAS 664 Clinical R, E R, E
PAS 663 Clinical R, E R, E
PAS 665 Clinical R, E R, E
PAS 680 Clinical R, E
5. Assessment Methods & Measures
SLO #1 SLO #2 SLO #3
Students will demonstrate
competence in patient
evaluation, management and
treatment at a level of a newly
practicing physician assistant.
Students will demonstrate the
medical knowledge needed to
effectively practice as an entry-
level physician assistant.
Students will apply the concepts
of systems-based practice to
improve healthcare delivery.
Standardized Patient Clinical
Assessment
PANCE Examination
Final Exam Healthcare Vignette
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5.1 Direct Methods/Measures
SLO #1 – Standardized patient
a) Elicit an appropriate targeted patient history,
b) Perform a patient-appropriate comprehensive physical examination
c) Construct an appropriate differential diagnosis
d) Formulate an appropriate assessment and treatment plan,
e) Effectively interact with the standardized patient using appropriate examination and communication skills.
Individual students are evaluated both by a faculty member as well as by standardized patients (SP) using a
standardized rubric for a checklist of items students are expected to cover. The rubric evaluates interpersonal
communication, professionalism as well as medical care. This tool is administered during the SP interview.
Students are tested in the standardized patient facility housed on campus. This facility has 11 standardized patient
rooms where 11 students can be tested simultaneously. The rooms are equipped with video observation and
recording capabilities so that encounters can be monitored, recorded for review by faculty and students. The
training of the standardized patients is done in a uniform and consistent basis by the same team for all specialties.
Subjective, Objective, Assessment and Planning (SOAP) notes are graded by faculty as part of the standardized
patient exam. Standardized patients are specialty trained to evaluate our students on the physical exam skills as
well as professional behavior and communication expected during a patient encounter.
SLO #2 – Physician Assistant National Certifying Examination (PANCE)
The PANCE exam is a computer-based, timed test comprised of 300 multiple-choice questions assessing medical
and surgical knowledge required to become a certified physician assistant. The PANCE exam is administered in 5
blocks of 60 questions each, with 60 minutes provided for the completion of each block. Exam questions fall into
two categories: (1) organ systems and diseases, disorders and medical assessments that relate to those systems;
and (2) knowledge and skills needed to confront those diseases, disorders and assessments. The PANCE exam is
administered by computer year round.
SLO #3 – Healthcare Clinical Vignette
As part of the HSM 601-Overview of the United States Health Care Delivery course, students are asked to review
and successfully complete a written examination question via a clinical vignette that evaluates the systems-based
practice competency. Systems-based practice encompasses the societal, organizational and economic
environments in which health care is delivered. The clinical vignette centers on communication deficits that occur
between the patient, a variety of providers as well as between health services. For successful completion of this
exercise, 1st year PA students must be able to demonstrate an awareness of the communication deficits woven
throughout the vignette, the ’person-centered’ errors that led to the clinical misadventure, as well as the ‘systems-
based’ solutions that could have prevented harm to the patient. This experience is situated during the first
semester of PA school for our students and is a critical foundational component for student learning. The UKPAS
program is committed to evaluating this competency longitudinally throughout the program as a way to for our
students to formatively expand their knowledge and skills relative to the important competency of systems-based
practice.
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5.2 Indirect Methods/Measures
All student learning outcomes use direct measures of student learning.
6. Data Collection & Review
6.1 Data Collection Process/Procedures
6.1.1 When will data be collected for each outcome?
6.1.2 How will data be collected for each outcome?
6.1.3 What will be the benchmark/target for each outcome?
Learning
Outcome Cycle 1 Cycle 2
SLO #1 2017-2018 2020-2021
SLO #2 2015-2016 2018-2019
SLO #3 2016-2017 2019-2020
Learning
Outcome Collection of data
SLO #1 Standardized patient clinical assessment in the terminal month of the
program (June)
SLO #2 Compilation of PANCE scores in the Fall (July – November)
SLO #3 Final Exam in HSM 601 – Introduction to the Healthcare Delivery System
Learning Outcome Collection of data Rationale
SLO #1
Students are expected to score
>60% on the standardized patient
(SP) checklist as well as the faculty
assessment.
If a student chose the examination
option, our target is that all
students must pass the exam with
a 60% or higher score based on the
passing score of the SP and faculty
scoring checklist and rubric.
The benchmark of >60% has been the
standard the program has been using on
clinical rotation examinations as well as the
summative/ masters examination.
SLO #2
Benchmark is to meet/ exceed the
national pass rate for first-time test
takers
This benchmark is used by almost all PA
programs nationally as the surrogate
measure of student/ program success
SLO #3
Students are to perform at a level
of 70% or greater on the final
vignette examination
>70% is accepted by the graduate school as
the benchmark value for passing
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6.1.4 What individuals/groups will be responsible for data collection
SLO #1 - DGS and AC DGS and Assessment Coordinator
SLO #2 – AC Assessment Coordinator
SLO #3 – Course instructor and the Assessment Coordinator
7. Assessment Cycle and Data Analysis
7.1 Assessment Cycle (3 years)
The PAS Program follows a three year assessment cycle, with 1 outcome assessed each year. Data are
compiled and analyzed in the early summer/fall semester each year for the outcome being assessed. Drafts
of the results are analyzed and interpreted by the Unit Assessment Coordinator in conjunction with the
College Learning Outcomes Assessment Coordinator in late summer/early fall semester. Assessment
reports will be completed no later than October 1st of every year and turned in to the College Learning
Outcomes Assessment Coordinator for review. Final reports are sent to the university’s assessment office
no later than October 31st of every year.
7.2 Data Analysis Process/Procedures
1. SLO #1: This learning objectives utilizes standardized patients as well as faculty to assess medical
knowledge, professionalism and interpersonal communications. Standardized patient testing
information is collected immediately after the test is performed in the ‘clinical testing & simulation
center’ by faculty & staff. Rubrics are completed on each student by both one faculty member and
one standardized patient. The areas of testing include: history taking & physical exam skills, clinical
reasoning, presentation skills, professionalism, oral & written communication. Trained
standardized patients complete a rubric evaluating student (clinical) skills, and the faculty
completes the rubric on other areas (as described above). It is important to note that the UKPAS
program will be moving towards one examination for the graduate/ summative examination
utilizing a standardized patient clinical encounter. For future examinations, and in the spirit of
using one schema for assessment, the Program is moving towards a sole SP examination. The
program will be able to evaluate the professional competencies of professionalism, medical care as
well as elements of verbal/non-verbal interpersonal communication in a way more closely
resembling clinical practice.
SLO #2: Students who successfully satisfy all required elements to confer the MSPAS degree are
eligible to sit for the PANCE examination. Results from each class cohort are not completed in its
entirety until the 4-6 months from graduation date. Once individual results are sent to the
program, a comparison of the class cohort to the established first time pass rate of all national
takers is performed. The UKPAS program’s benchmark for this outcome is to meet or exceed the
national average. Student performance is analyzed based on the organ systems and the diseases,
disorders and medical assessments physician assistants encounter within those systems. Student
performance relative to their knowledge and skills that physician assistants should exhibit when
confronted with those diseases, disorders as well as their assessment of these clinical systems is
analyzed.
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SLO #3: This learning objective is designed to assess individual student development of the system-
based practice competency. This competency is centered on concepts such as advocacy germane to
quality patient care, assisting patients with the system complexities of health care, recognizing
health system deficiencies that promote inefficiency and waste. As part of the final examination in
the HSM 601 course, a complicated clinical vignette is constructed in which students will need to
identify system based flaws, complexities, as well as identify potential systems-based solutions
promoting care that is safe, timely and efficient. Students will be assessed in their ability to
correctly identify the person and systems-based flaws contained within the vignette, but also their
ability to offer appropriate system-based solutions.
7.2.1 How will the data and findings be shared with faculty?
Results are presented to the PAS faculty members during the summer/early fall of each year. This
opportunity allows for faculty members to reflect on the outcomes of the annual assessment of the courses
inspected. Faculty members develop strategies for addressing concerns raised during the assessment
process.
7.2.2 Who was involved in analyzing the results?
The Unit Assessment Coordinator is responsible for the initial data analysis. The assessment is conducted
in consultation with the Curriculum Committee and course instructors, DGS and Program Director (where
applicable).
7.2.3 How are results aligned to outcomes and benchmarks/targets given?
When assessment results are presented to faculty for review and reflection, they are shared in comparison
to the benchmark/target for the learning outcome under review. As part of this process, the
benchmark/target is also reviewed to determine whether it should be altered or remain the same based on
the assessment results.
7.2.4 How will the data be used for making programmatic improvements?
Feedback reports are shared with the faculty in the spring. During a mid-spring faculty meeting, the faculty
identify strategies to address identified deficiencies. Faculty identify if strategies can be universally
implemented to affect more than just the course that was analyzed in the preceding summer/fall semester.
7.3 Data Analysis Report Process/Procedures
Each degree-granting academic program within the College submits a six-year assessment plan as part of
the UK periodic review process. The assessment plan template is provided by the UK Office of Assessment.
The assessment plans contain two three-year assessment cycles of student learning outcomes, curriculum
maps and assessment tools. The completion of the annual assessment reports and improvement action
plans is a priority for the College and has been included as a metric in previous versions of the college
strategic plan.
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8. Teaching Effectiveness
8.1 Identify Measures of Teaching Effectiveness
All instructors will use the University Teacher Course Evaluation (TCE) process to be evaluated by their
students each semester. Through the annual and biennial review processes of faculty performance, each
instructor will be asked to provide a self-reflection which will include areas of improvement. Program
Director and Department Chair review the TCE results, any available peer review forms, and the self-
reflection with the instructors and provides feedback to the instructor.
8.2 What efforts to improve teaching effectiveness will be pursued based on these measures?
A key measure of teaching effectiveness is the performance on the annual faculty performance review. The
review includes evaluation of the teaching portfolio, including the teacher course evaluation data. This
information is used to develop individualized faculty intervention plans and/or College-wide faculty
development initiatives as needed.
9. Plans to evaluate students’ post-graduation success
The UKPAS program has recently constructed an evaluation tool that is deployed once students have
graduated from the program. This tool assesses recent graduates, collects demographic information
(practice site, practice details, etc.) as well as asks general questions relative to how prepared the graduate
feels having gone through the UKPAS program. The program also sends a similar survey to employers of
our graduates asking questions regarding their satisfaction on the preparation of our graduates.
10. Appendices
See pages 10-14.
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1. HSM 601 Clinical Vignette Rubric
Exemplary (5 points) Satisfactory (3 points) Unsatisfactory (0 point)
Identify
Communication
Issues
Clearly identifies all communication
issues:
-provider to patient
-health care professional to health
care professional
-technical
Identifies only a limited amount of
communication issues:
-provider to patient
-health care professional to health
care professional
-technical
Does not determine
communication issues
specified in the clinical
vignette
Identify Patient-
Centered Errors
Clearly identifies all patient-centered
errors:
-provider to patient (no plan)
-provider to pharmacist (illegible Rx)
-pharmacist error (misreading
Rx/dosing error)
Identifies only a limited amount of
patient-centered errors:
-provider to patient (no plan)
-provider to pharmacist (illegible Rx)
-pharmacist error (misreading
Rx/dosing error)
Does not determine patient-
centered errors specified in
the clinical vignette
Systems-based
Solution: Societal
-Comprehensive insight into
Improving communication between
system medical partners to deal with
system complexities/enhance patient
care
-Provides limited insight into
Improving communication between
system medical partners to deal with
system complexities/patient care
Response does not provide
an adequate amount of
insight into domain solutions
Systems-based
Solution:
Organizational
- Comprehensive insight into
Improving Information technology to
support Patient education
- Provides limited insight into
Improving Information technology to
support Patient education
Response does not provide
an adequate amount of
insight into domain solutions
Systems-based
Solution: Economic Need to add to vignette/rubric Need to add to vignette/rubric
Need to add to
vignette/rubric
Note: The HSM 601 Course Instructor is in the process of revising the clinical vignette to reflect an additional economic component.
The rubric will be revised subsequently.
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2. Summative/Masters: Standardized Patient Assessment Checklist
Objective Yes No
Greets the patient by name
Appropriate & effective communication Introduces self by giving name, title and role
Washes hands before beginning exam
History
Objective Yes No
Asked open-ended questions about chief complaint
Asked about character /quality, chronology (onset), duration
Asked about alleviating / aggravating factors
Asked about severity of dyspnea
Asked about presence of chest pain
Asked about similar symptoms in the past
Listens to patient &provides eye contact
Asked about progression of symptoms (worse with
exertion)
Asked about cough
Asked about hemoptysis (blood in sputum)
Asked about details of sputum (color, amount,
consistency)
Asked about fatigue / weakness
Asked about palpitations or racing heart beats
Asked about fever / chills or symptoms of infection
Asked about smoking history
Asked about weight loss or gain
Asked about previous heart & lung problems
Asked about exercise or current tolerance of physical activity
Asked about medication allergies
Asked about home medications
Asked about past medical problems
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Asked about past surgical problems, hospitalizations
Asked about routine health maintenance (for HTN or DM)
Asked about Family History
Physical Exam
Objective Yes No
Rechecked Blood Pressure correctly(not over clothing, cuff tight, arm correct relaxed position, etc.)
Head/Neck Yes No
Looked in mouth / throat with light
Palpated frontal sinuses
Palpated head & neck lymph nodes (bilateral)
Cardiac Yes No
Inspect and palpate chest for lifts, heaves, thrills (palpate apex and LSB) Palpation of apical impulse, if not palpable roll patient to left lateral decubitus position
Auscultated heart in four places with the diaphragm (on skin, sitting or lying)
Auscultated carotids for bruits bilaterally
Evaluated Jugular vein for JVD (at 30 -45 degrees)
Pulmonary Yes No
Inspects chest anteriorly and posteriorly for respiratory pattern
Auscultated the lungs anteriorly and posteriorly correctly (3 areas auscultated on each side against skin)
Percussed the chest anteriorly and posteriorly correctly (3 areas auscultated on each side against skin) Patient instructed deep slow breaths, mouth open
Peripheral Vascular Yes No
Inspect lower extremities bilaterally for symmetry
Palpated posterior tibial and dorsalispedispulses bilaterally Palpation pitting edema bilateral lower extremities. (5 sec, with pressure, over distal tibia) Assessed capillary refill hands and feet bilateral Homan’s Sign Removed socks and inspect feet bilaterally
Professionalism
Yes No Student was dressed professionally with good hygiene
Stays on task
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Polite with appropriate affect I was comfortable being examined by this student
Communication
Yes No
Explains physical exam techniques to patient using plain and understandable language
Explains diagnosis and treatment plan without overuse medical vernacular
Uses appropriate eye contact with patient
Listens to patient without cutting her/him off
Faculty Checklist Presentation
Yes No
Begins presentation with appropriate patient identifiers
Encapsulates the patient history & physical with a summative synopsis at the start
Presentation follows a logical progression in thought
Summarizes the HPI with reasonable depth & accuracy
Highlights pertinent historical facts
Highlights pertinent examination findings
Develops a logical / reasonable differential diagnosis
Communicates a working likely diagnosis, assessment & diagnostic plan
Clinical Problem Solving
YYess No
Develops Appropriate Differential Diagnosis
Primary & secondary diagnoses developed
Soap Note follows correct form
Ordered appropriate tests for chief complaint
Understands level of acuity (patient needs aggressive treatment of COPD exacerbation with
possible admission to hospital?)
Conveys an initial assessment & plan consistent with the case findings: (ie. Includes COPD /Obstructive lung disease with hypoxia as primary and Triages HTN & NIDDM as secondary problems to be addressed as well)
Patient Education
Yes No
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Discusses working diagnosis (COPD) & hypoxia
Explains test results to patient (in layman terms)
Discusses secondary diagnosis (Hypertension): either discusses need to take blood pressure medicine
or increases dose of Accupril, or similar measure
Discusses secondary diagnosis (Diabetes): discusses compliance with medication or adds a second
agent
Explains initial treatment plan for COPD: including B2 agonist nebulizer, IV steroids, need for oxygen,
possible need for admission
Discusses need for compliance to medications
Explains need to stop smoking (set a date) offers medication
Discusses diabetic diet and need to adhere to ADA diet
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