Mission, Vision, Values & Goals

Performance Indicators:

1. Competency completion during summative assessments demonstrates that graduates are equipped with the knowledge and skills necessary to deliver primary care.
2. Graduating student survey completed by graduating students in the final few weeks of the program asks, “The program has prepared me to practice with diverse patient populations” and, “The PA program has prepared me to practice in patient-centered primary care” with Likert scale of 1 (strongly disagree) to 4 (strongly agree) for each question.
3. Alumni survey sent to each class at 1-year post-graduation asks, “The program prepared me to practice with diverse patient populations” and, “The program promoted person-centered primary care” with Likert scale of 1 (strongly disagree) to 4 (strongly agree) for each question.

Data:

Summary:  Competency completion met the 95% first attempt and 100% post-remediation benchmark for the past three graduating classes.   Both graduating students and alumni have responded favorably (agree/strongly agree), above our 90% benchmark, that the program has prepared them with the knowledge and skills necessary to deliver primary care to diverse, underserved populations. 

Performance Indicators:

1. Faith opportunities offered – Discussions of faith and spirituality on health outcomes in Clinical Medicine I and Health Policy and Professional Practice courses as well as Contextualizing Health and Health Care in the clinical year. Additional opportunities are offered through the Campbell University Office of Spiritual Life. 
2. Unique learning opportunities offered – CUPA includes bedside ultrasound training, medical Spanish, interprofessional education activities, and many hands-on skills components including OSCEs, simulations, and lab sessions.
3. Average number of service hours completed per didactic year student
4. Graduating student survey sent to all graduating students in the final few weeks of the program with asks, “The PA Program supports a culture of faith, learning and service” with a Likert scale of 1 (strongly disagree) to 4 (strongly agree) for each question.
5. Alumni survey sent to each class at 1-year post-graduation with Likert scale of 1 (strongly disagree) to 4 (strongly agree) for each question.
   • Asked to Class of 2020: “The program prepared me to have a service-oriented mindset in my profession.”
   • Asked to Class of 2021: “The program prepared me to have a service-oriented mindset in my profession” and “The program prepared me to incorporate the tenets of faith, learning, and service into my clinical profession and practice.”

Data:

*COVID didactic year caused many community service opportunities to be cancelled

Summary:  Each class has consistently served above and beyond the benchmark of 25 hours (range 32.7-40.5 hours per student) of community service during the didactic year, except for the Class of 2021 due to limited opportunities because of COVID-19.  In addition, multiple unique faith and learning opportunities are offered each year to students through the PA program, CPHS, and the university.  Both graduating students and alumni have responded favorably (agree/strongly agree), above our 90% benchmark, that the program supports a culture of faith, learning, and service. 

Performance Indicators:

1. The program’s five-year first-time average PANCE pass rate in comparison to the national average 5-year first-time PANCE pass rate.
2. The program’s annual first-time PANCE pass rate in comparison to the national average first-time PANCE pass rate.

Data:

Summary:  The Campbell PA program’s five-year first-time average PANCE pass rate is 96%, which is above the most recent five-year first-time national average of 94%, and the program’s first-time pass rate has been above the national average first-time pass rate four of the past five years.    

Performance Indicators:

1. Student perception of faculty teaching from End of Didactic Year Survey sent to each class at the end of didactic year asks, “The faculty are effective teachers” with Likert scale of 1 (strongly disagree) to 4 (strongly agree).
2. Faculty mean of teaching years and clinical practice years of experience
3. Percent board certified & licensed PA/MD faculty
4. Current percentage of faculty with additional non-PA higher education degrees of faculty – MHPE, MEd, MSCR, MHA, DHSc, and PHD
5. Current percentage of faculty involved in clinical practice

Data:

¹National averages data from PAEA Faculty & Directors Report 4, 2020

Summary:  The past three classes have responded favorably (agree/strongly agree), above our 90% benchmark, that the program faculty are effective teachers. The years of teaching experience of the program director and medical director, the percentage of faculty who are board certified & licensed PA/MD, and the current percentage of faculty involved in clinical practice are all above the reported national average (benchmark). Three of the original faculty from the program inception still teach in the program, and three current faculty are program alumni.  Campbell University supports clinical release time so that faculty may continue to be involved in clinical practice.  Campbell also allows for faculty development, including time and support for obtaining additional advanced degrees.