Master of Science in Physician Assistant

• 2026-27 Preceptor Manual (PDF)

• Student Bloodborne Pathogens Exposure Control Plan (PDF)

• UB PAI CME Letter to Preceptors 24-25 (PDF)
• CME Reporting Form (PDF)
• Clinical affiliates are offered $1,000 per block per student, with students rotating in 5-week blocks.
• Free, unlimited Category 1 CME for PA preceptors and Category 2 for non-PA clinical preceptors.
• Recruitment pipeline: Free job posting and distribution to alumni of the UBPA program.

Benchmarks

Overall graduation rate

UB PAI takes pride in having a student-focused approach, aiming to promote student retention, and prepare graduates to be skilled and competent PAs. Since the program’s inception, the program has maintained an overall graduation rate of 95.9%. UBPAI graduation rates have been higher than the national average graduation rate (94.1%), according to national data from the 36th PAEA Annual Report. The program has set a benchmark of 95% overall graduation rate for the program.

Student satisfaction with faculty advisement

All students meet with their faculty advisor regularly throughout the program. The program recognizes the importance of faculty advisement as an opportunity for mentorship, collaboration, and support. As part of the Exit Survey distributed to all graduates, students are asked to rate their satisfaction with faculty advisement during their time in the program. This item is scored on a 4-point Likert scale (1 – Highly Dissatisfied, 2 – Dissatisfied, 3 – Satisfied, 4 – Highly Satisfied), and the program has set a benchmark score of 3 to demonstrate that students are satisfied overall with faculty advisement in the program.

Participation in new student and alumni mentor programs

As part of UBPAI’s culture of support, students have the opportunity to work with a mentor in two available mentorship programs. As students prepare to matriculate into the program, they are offered the opportunity to connect with a peer mentor. This New Student Mentor Program allows incoming students the opportunity to ask questions, gather advice, and have a familiar face available as they begin PA school. Similarly, as students are preparing to graduate, they can choose to participate in the Alumni Mentor Program where students are paired with an alumnus of PAI who is working in a field they are interested in, living in an area where they plan to relocate, or who has similar interests. These programs foster collaboration and support between peers. UBPAI has set a benchmark of at least 75% of the cohort participating as mentees in both programs.

Faculty impression of remediation processes on student success

UBPAI continually strives to positively impact student success by identifying and addressing deficiencies in students’ knowledge, skills, or behavior during the program. An annual survey of faculty members asks them to evaluate the effectiveness of the program’s remediation processes in improving student performance. This item is scored on a 4-point Likert scale (1 – Strongly Disagree, 2 – Disagree, 3 – Agree, 4 – Strongly Agree), with a benchmark score of 3 to demonstrate that faculty agree that the remediation efforts positively impact student success.

Benchmarks

Student satisfaction with mission-focused preparation

UBPAI values educating students with the knowledge and skills necessary to prepare them to work with diverse patient populations, practicing culturally sensitive and patient-centered care. Data has been gathered on graduates’ satisfaction with these specific mission-focused components. These items are scored on a 4-point Likert scale (1 – Highly Dissatisfied, 2 – Dissatisfied, 3 – Satisfied, 4 – Highly Satisfied), with a benchmark score of 3 to demonstrate that students are satisfied with the preparation provided in each of these categories.

Students were asked how satisfied they were with the program’s preparation

1. To practice with cultural sensitivity
2. To practice patient-centered care
3. To demonstrate a commitment to caring for a diverse patient population

Faculty evaluation of mission-focused preparation

UBPAI analyzes the faculty’s impression of the curriculum’s alignment with the program mission, including culturally sensitive and patient-centered care. This data was first collected in 2021 and is collected annually. These items are scored on a 4-point Likert scale (1 – Strongly Disagree, 2 – Disagree, 3 – Agree, 4 – Strongly Agree), with a benchmark score of 3 to demonstrate that faculty agree that the curriculum is mission-focused on each of these categories.

Faculty members are asked to assess how well the PA curriculum prepares students for the following activities:

1. Practice with cultural sensitivity
2. Practice patient-centered care
3. Demonstrate a commitment to caring for diverse patient populations

Preceptor evaluation of student performance

MSPA 630 Special Populations Selective supports the program’s commitment to preparing students to work with diverse patient populations. Specific data is collected regarding preceptor evaluations of students’ ability to demonstrate cultural sensitivity and patient-centered care. These items are scored on a 4-point Likert scale (1 – Below Expectations, 2 – Approaches Expectations, 3 – Meets Expectations, 4 – Exceeds Expectations), with a benchmark score of 3 to demonstrate that preceptors agree that students are meeting expectations related to these abilities.

Benchmarks

PANCE first-time pass rate

UBPAI recognizes first-time PANCE performance as an indicator of students’ medical knowledge. The program has set a benchmark of meeting or exceeding the national average for first-time PANCE pass rates. This benchmark has been met in all recent years.

Preceptor evaluation of didactic preparation

Annually, preceptors are surveyed on their impression of students’ preparedness to enter the clinical phase. This provides an aggregate assessment of students’ preparation through their didactic education in topics including medical interviewing, physical exam, oral case presentations, written documentation, knowledge of diagnostic studies, performing clinical procedures, and forming/implementing management plans. These items are scored on a 4-point Likert scale (1 – Not Prepared, 2 – Poorly Prepared, 3 – Prepared, 4 – Very Prepared), with a benchmark score of 3 on the average of all preparedness categories, demonstrating that preceptors, on average, rate students as prepared across these areas.

PAEA End of Rotation Exam scores

The UBPAI curriculum prepares students to manage acute, chronic, preventative, and emergent encounters in various health care settings across the lifetime. The program continually evaluates the curriculum and monitors student performance on exams throughout the program, including on the PAEA End of Rotation (EOR) exams administered during the clinical year. The program has set a benchmark of a mean EOR exam score that exceeds the national average for each exam.

Alumni satisfaction with training received

Alumni are asked to rate their satisfaction with their medical knowledge and their preparation for clinical practice. These items are scored on a 4-point Likert scale (1 – Highly Dissatisfied, 2 – Dissatisfied, 3 – Satisfied, 4 – Highly Satisfied), with a benchmark score of 3 to demonstrate that alumni are satisfied with the training received in both categories.

Benchmarks

Diverse experiences on rotations

The program has a variety of clinical rotations that expose students to diverse communities and patients. To increase exposure to diverse communities, the program has set a benchmark of 100% of students completing at least one rotation in a HRSA-designated health profession shortage area or medically underserved area.

Alumni work settings

As part of the one-year alumni survey, data is collected related to alumni employment settings. Following the introduction of the Special Populations Selective, data was collected specifically on alumni working with special populations and in medically underserved areas. As of 2025, the program has increased the benchmark to 15% of alumni working in a HRSA-designated medically underserved area and 15% of alumni working with a special population at one-year post graduation. Nationally, 24.4% of physician assistants are practicing in health professional shortage areas (HPSAs) or MUAs (2024 NCCPA Statistical Profile of Board-Certified Physician Assistants). It should be noted that the NCCPA survey combines MUA and HPSA designations, while the UB survey item assesses MUAs only.

The UB employment data is based upon students who responded to the one-year alumni survey sent out annually, with an average response rate of 49% for Cohorts 2022-2025.

Benchmarks

Faculty-led outreach and recruitment events

Faculty are actively involved in outreach events throughout the community to raise awareness of the PA profession. These events aim to educate the public about the role of PAs and the educational pathway to enter the field. The program has established a benchmark of participating in a minimum of five faculty-led outreach or recruitment events annually.

* Data as of August 2026, including planned events

Outreach to students across various educational levels

To ensure that outreach efforts impact a broad range of age groups, the program engages with students at the elementary/middle school, high school, and college levels. Events are tailored to each educational stage to effectively share information about the PA profession. A benchmark of conducting at least one outreach event per year for each of these educational levels was established in 2025.

TABLE 1 Number of outreach events by setting

Note: Community events are not included in these school totals by year.
* Data as of August 2026, including planned events

Outreach to a variety of surrounding communities

The program prioritizes engagement with a wide range of local communities to expand awareness of the PA profession. Outreach events are conducted in different areas across the region, with the goal of reaching diverse populations and broadening the program’s impact. Importantly, many of these events take place in communities designated by HRSA as Health Profession Shortage Areas (HPSAs) and/or Medically Underserved Areas (MUAs), including Bridgeport, Stratford, New Haven, Waterbury, Norwalk, and New York City. To further strengthen this commitment, the program has set a benchmark of participating in a minimum of three outreach events in MUAs annually.

* Data as of August 2026, including planned events

Admission requirements must be completed at the time of application. Applicants may apply with one prerequisite course in progress if it is completed prior to matriculation. All coursework must be satisfactorily completed by the end of December in the year preceding enrollment.

• Bachelor’s degree from a regionally accredited institution
  • Students who received an undergraduate degree from an international institution must complete a degree evaluation from World Education Services (WES) to determine equivalency to a bachelor’s degree from a regionally accredited institution in the United States. Please see Admission FAQ for more information.
• Overall cumulative GPA of 3.0 or higher
• Overall science GPA of 3.0 or higher
• Anatomy and Physiology with labs: 8 credits. Must include labs. Must be human or mammalian. Acceptable courses include 4 credits of physiology with lab plus 4 credits of anatomy with lab, OR 8 credits of “Anatomy and Physiology” with labs
• Biology with lab: 4 credits. Must include lab. May be replaced by upper level biology course with lab, only if this course does not overlap with additional microbiology requirement listed below.
• Chemistry with labs: 8 credits. Must include labs. General/inorganic chemistry. Both semesters may be replaced by upper-level chemistry courses with labs, only if these courses do not overlap with additional organic or biochemistry requirement listed below.
• Microbiology: 3 credits. Lab not required. (this is in addition to the other biology requirement)
• Organic chemistry or biochemistry: 3 credits. Lab not required. (this is in addition to the other chemistry requirement)
• Psychology: 3 credits
• Statistics: 3 credits
• Only one prerequisite course can be in progress at the time of application
• Admission FAQ – Applicants are strongly encouraged to review all questions listed in Admission FAQ in addition to program prerequisites above in detail prior to submitting application.
• 1000 hours of direct patient care experience – must be completed at the time of application submission
  • Direct patient care FAQ

Please submit all materials below to the Central Application Service for Physician Assistants (CASPA). No applications or supplemental materials will be accepted by University of Bridgeport directly.

• CASPA application and personal statement
• Official transcripts from all schools attended
• Three letters of recommendation
• Supplemental essays specific to University of Bridgeport
• Detailed and accurate documentation of duties performed during patient care experiences

Rolling admissions

We embrace a rolling admissions process, ensuring flexibility for applicants throughout the cycle. In-person interviews for the most qualified candidates will be conducted between June and August.

Application deadline

Our application window remains open until August 1 at 11:59 p.m. EST or until our class reaches full capacity. We encourage applicants to submit their applications early to enhance their chances of securing an interview.

Application verification

Please note that all applications must be verified by CASPA by the August 1 deadline to be considered for review by our admissions team. Applications can only be verified once all payments, transcripts, and letters of evaluation have been received by CASPA. To guarantee timely verification, we urge applicants to submit their application at least four weeks before the deadline.

Program commencement

Our program commences in January. All pending prerequisites must be successfully completed by December 20 to ensure a smooth start to the program.

Our PA program maintains a comprehensive set of policies designed to promote student success, foster a safe and equitable learning environment, and uphold accreditation requirements. We encourage prospective students to familiarize themselves with these policies to gain a clear understanding of the program’s expectations and responsibilities.

University of Bridgeport’s PA program does not accept international students, including those on an F-1 Visa.

University of Bridgeport’s PA program does not offer the option to defer admission to future cycles. We encourage accepted students to carefully consider their readiness to begin the program before securing their seat with a deposit. If a student decides to withdraw after accepting, their seat and non-refundable deposit will be forfeited. Candidates are welcome to reapply in a future admissions cycle and will be considered alongside other applicants at that time.

University of Bridgeport’s PA program does not grant advanced placement for any portion of the curriculum.

Completion of a degree at University of Bridgeport’ Physician Assistant Institute signifies the graduate is prepared to practice as a physician assistant. The Technical Standards (PDF), as distinguished from academic standards, refer to the physical, cognitive, and behavioral abilities required for participation and completion of all aspects of the curriculum and for entry into the PA profession. These standards are required by the Accreditation Review Commission on Education for the Physician Assistant and are common to all programs.

All students must satisfactorily complete a background check upon acceptance of admission, prior to January 1, and annually thereafter until graduation. Some rotation sites require an additional background screening as a condition for access to the site. Students are responsible for the cost associated with the background check.

All students must satisfactorily undergo toxicology screening upon acceptance of admission, prior to January 1, and annually thereafter until graduation. Some rotation sites require an additional drug screen as a condition for access to the site. Students are responsible for the cost of this testing. Testing positive or refusing drug testing may result in an inability to complete the clinical year, and to graduate.

University of Bridgeport prohibits discrimination in admission, educational programs and services, and employment on the basis of race, color, religious creed, age, marital status, national origin, ancestry, sex, gender, sexual orientation, gender identity or expression, disability, genetic information, veteran status and any other basis protected by law. The University is committed to preventing or eliminating all forms of gender-based discrimination in its education programs or activities in accordance with its commitment to Title IX of the Education Amendments of 1972.

For questions regarding Title IX, please contact:

The U.S. Department of Education

• Office for Civil Rights, 8th Floor, Five Post Office Square, Boston, MA 02109-3921
• 617-289-0111
• 617-289-0150
• TDD: 800-877-8339
• ocr.boston@ed.gov

Title IX

UBPAI is proud to foster the success of first-generation students at a university that recognizes their contributions and offers unique resources to support their journey.

University of Bridgeport is a proud participant in the Yellow Ribbon Program. While the UB PA program does not favor any specific groups or individuals, military members and veterans who matriculate have the opportunity to apply for these educational benefits.

DACA recipients are welcome to apply to our program. DACA students are required to have an employment authorization card (I-766) to participate in clinical rotations. DACA students will also require a social security number in order to sit for the national certifying exam (PANCE). Many states in the US allow DACA recipients to receive medical licenses. We suggest that DACA recipients contact the financial aid department prior to admission, to discuss any tuition questions.

• 1‑800‑392‑3582
• admit@bridgeport.edu

Graduate Admissions

Start my Application

• Financial Aid
• Tuition and Fees
• Refund Policy

• 203-576-4568
• 203-576-4570
• finaid@bridgeport.edu

For experience to be considered “direct patient care”, it must involve hands-on contact with patients and/or high-level decision making in a medical environment. These experiences may be paid or volunteer.

• Athletic trainer
• Certified nursing assistant (acute hospital setting)
• Chiropractor
• Clinical psychologist
• Clinical researcher – if patient contact involved
• Dentist
• Doctor of Traditional Chinese Medicine
• Emergency dept technician
• EMT/paramedic
• Lactation consultant
• Licensed acupuncturist
• LPN
• Medical scribe
• Military medic
• Naturopathic doctor
• Nurse’s aide (acute hospital setting)
• Occupational therapist
• Ophthalmic technician
• OR technician/surgical technician
• Patient care assistant (acute hospital setting)
• Pharmacist
• Phlebotomist
• Physical therapist
• Psychiatric technician (acute hospital setting)
• Radiology technician
• Registered dietitian- clinical practice
• Respiratory therapist
• RN
• Sleep technician

These experiences are evaluated on a “case-by-case” basis, and will be determined by the PA program faculty/Admissions Committee, based on the description of duties noted on your application. Please provide a detailed and accurate account of your responsibilities for each experience documented. Generally, duties involving direct contact with patients, (such as checking vital signs and blood glucose) are likely to be accepted, while duties that are administrative, clerical, or focused on activities of daily living, companionship, and transportation will likely not be accepted.

• Certified nursing assistant (extended care facility or home setting)
• Dental assistant
• Home health aide
• Medical assistant (outpatient/office setting)
• Medical lab scientist/Lab technologist
• Nurse’s aide (extended care facility or home setting)
• OT aide
• Patient care assistant (extended care facility or home setting)
• Peace Corps volunteer – medical role
• Personal caretaker
• Pharmacy technician
• PT aide

While valuable to the healthcare system, society, and to your life experience, these activities will not be accepted as direct patient care hours.

• Camp counselor
• Candy striper
• CPR or ACLS instructor
• Esthetician
• Experience gained as part of training for a certification/degree (ex: internship)
• Health educator
• Hospital volunteer
• Life coach
• Lifeguard
• Massage therapist
• Medical biller/coder
• Medical device vendor
• Medical mission volunteer
• Medical secretary/unit clerk
• Medical translator
• Patient transporter
• Personal trainer/exercise instructor
• Pharmaceutical representative
• Recreational aide for special needs population
• Ski patroller
• Shadowing