Mission, Vision, Values & Goals

Mission Statement

Built on the tenets of faith, learning and service, Campbell’s PA Program equips servant leaders to practice compassionate, competent, team-based health care.

Vision Statement

The Campbell PA program will be a distinctive PA program with a national reputation for an innovative didactic curriculum, mission-focused clinical experiences, engaged alumni, and professional advancement opportunities.

Program Values

Campbell’s PA program believes in and supports:

  1. A diverse, inclusive, Christian environment
  2. Person-centered care
  3. Holistic care of patients – body, mind and spirit
  4. Interprofessional education and team-based practice
  5. Primary care focus with emphasis on the needs of rural and underserved populations
  6. Evidence-based practice of medicine
  7. Health equity
  8. Servant leadership

Program Goals 

The Campbell Physician Assistant Program strives to:

 

Performance indicators:

  1. Data regarding CUPA diversity of matriculating students (including race & ethnicity, gender, first-generation college student, and military veterans) are gathered from the Centralized Application Service for Physician Assistants (CASPA) on an annual basis once the matriculating class is confirmed.
  2. CUPA graduation rate measures the capability of students to complete a rigorous didactic and clinical curriculum. This is calculated annually by dividing the number of cohort graduates by the entering class size.

Data:

INDICATOR:

Class of 2022

Class of 2023

Class of 2024

Program average

National Average1

Other CU health professions programs average

% race/ethnicity diversity of matriculating students

 

20%

 

11%

 

32%

21%

 

7.6% ethnic diversity; 21.2% racial diversity

 

 

Male/female ratio of matriculating students

24% M

76% F

31% M

69% F

11% M

89% F

22% M

78% F

 

26.4% M

72.2% F

 

% first generation of matriculating students

 

15%

 

30%

 

24%

23%

 

Not reported

CU DPT

12%

CU PharmD

12%

% military veterans of matriculating students

 

6%

 

8%

 

2%

5.3%

 

Not reported

CU DPT

4%

CU PharmD

1.3%

Graduation rate

93%

 

Co21:98%

98%

n/a

96.3%

 

93.3%

 

1 PAEA Program Report 35 (from 2019 Program Survey)

Summary:  The Campbell PA Program average percent diversity of matriculating students over the past five classes is above benchmark for racial & ethnic diversity, first-generation college students, and military veterans, and approaching benchmark for male/female ratio. The CUPA average graduation rate over the past three graduating classes is at or above benchmark as well.  The program will continue to identify opportunities and partnerships (through Project Access and local military connections) that will increase the diversity of matriculating students who will be able to maintain the excellent graduation rate of the program.

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:

INDICATOR:

Class of 2021

Class of 2022

Class of 2023

Program average

Program benchmark

% competency completion (first attempt vs. post-remediation)

97% first attempt;

100% post-remediation

95% first attempt;

100% post-remediation

96% first attempt;

100% post-remediation

96% first attempt; 100% post-remediation

>95% first attempt; 100% post-remediation

Graduate exit survey

92%

agree/strongly agree

 

 

 

94%

agree/strongly agree

 

 

 

98% agree/strongly agree

95%

agree/strongly agree

 

 

90% agree/strongly agree

 

Alumni survey (1-year post-graduation)

94%

agree/strongly agree

Available in September 2023

Available in September 2024

94% agree/strongly agree

90% agree/strongly agree

 

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:

INDICATOR:

Class of 2021

Class of 2022

Class of 2023

Program average

Program benchmark

Average number of service hours completed per didactic year student

 

19.9*

 

32.7

 

40.5

 

31.5

 

>25

Graduate exit survey

 96% agree/strongly agree

97% agree/strongly agree

100% agree/strongly agree

97% agree/strongly agree

90% agree/strongly agree

 

Alumni survey

94% agree/strongly agree

Available in September 2023

Available in September 2024

94%  agree/strongly agree

90% agree/strongly agree

 

 

*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:

INDICATORS:

Class of 2017

Class of 2018

Class of 2019

Class of 2020

Class of 2021

Class of 2022

5-year first-time average pass rate

CUPA first-time pass rate

100%

100%

95%

98%

91%

96%

96%

National average first-time pass rate

97%

98%

93%

95%

93%

92%

94%

 

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:

PERFORMANCE MEASURES:

Class of 2021

Class of 2022

Class of 2023

Program average

Program Benchmarks & NATIONAL AVERAGES1:

Student perception of faculty teaching from end of didactic year survey

96% agree/strongly agree

 

 

90% agree/strongly agree

97%

agree/strongly agree

94.5% agree/strongly agree

Benchmark = 90% agree/strongly agree

Mean faculty years of teaching experience

Faculty 5.0

ProgDir 13

MedDir 11

Faculty 5.6

ProgDir 14

MedDir 12

Faculty 6.3

ProgDir 15 MedDir 13

Faculty 5.6

ProgDir 14 MedDir 12

Faculty 7.6

ProgDir 12

MedDir 7

Mean faculty years of clinical experience

Faculty 14.9

ProgDir 35

MedDir 18

Faculty 12.8

ProgDir 35

MedDir 19

Faculty 13.6

ProgDir 35 MedDir 20

Faculty 12.8

ProgDir 35 MedDir 19

 

Not reported

% board certified & licensed PA/MD faculty

100%

100%

100%

100%

87%

% of faculty with additional non-PA higher education degrees (MHPE, MEd, PhD, MSCR, MHA)

 

82%

 

64%

 

73%

 

73%

 

Not reported

Current % of faculty involved in clinical practice

82%

82%

82%

82%

67%

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.