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Physician assistant student

Program Goals and Outcomes

Program Goals

The University of Bridgeport PA students come from a variety of backgrounds. Variety of background and experience is evident based on diversity in academics, culture, race and ethnicity, and life and work experiences. The program is successful in its goals, as noted in the data below from the three most recently admitted cohorts. Students have a variety of different patient care experiences, direct patient care hours and majors. Of the three most recently admitted cohorts, over 20% were first generation college students.

Graph showing patient care hours accrued by matriculated applicants at the time of application

 

graph showing academic and patient care background data of matriculated students

 

graph showing background data of matriculated students

 

o The UBPAI curriculum prepares students to manage acute, chronic, preventative, and emergent encounters in various health care settings across the lifetime. The program conducts continued analysis of the curriculum. Students’ preclinical PACKRAT scores have been above the national average overall for the last three consecutive cohorts. Students in the clinical phase have scored above the mean of all programs utilizing the EOR examinations based on evaluation of data from the most recent version of the exam.

graph showing pre-clinical students' PACKRAT scores in comparison to all test takers nation-wide

 

graph showing UBPAI Class of 2020 mean scores on PAEA End of Rotation Examinations compared to all programs mean

The program has been successful in preparing students for the PANCE exam. All students of the last six graduating cohorts have successfully passed the PANCE exam. Since 2015, students have scored above the national average for first-time PANCE pass rates. 

graph showing first-time PANCE rates have been above the national average since 2015

The most recent PA program alumni survey revealed that 100% of graduates surveyed were practicing as a licensed PA. 93.58% of graduates reported success at finding employment within 3 months of obtaining licensure. Gradates practice in a variety of work settings and specialties. Of the 31% who reported ‘Other’ clinical specialties also included orthopedics, hospice, neurology, pain management, cardiology, critical care, and neonatal critical care. Graduates are practicing in over 15 states across the country with 31.9% working in medically underserved areas.

graph showing type of practice settings for UBPAI alumni

 

graph showing field of practice for UBPAI alumni

The University of Bridgeport PA program accredited in 2010 and graduated its first class in 2011. The program was started to address the need for more PAs in the healthcare system and to offer a preventive approach to medicine. The program has been granted Accreditation-Continued status by the ARC-PA. For more information regarding accreditation status please refer to: https://www.bridgeport.edu/academics/schools-colleges/physician-assistant-institute.

The program takes pride in having a student-focused approach, preparing our graduates to be skilled and competent in the clinical field. Since inception, the program has a graduation rate of 96.47%. UBPAI graduation rates have been higher than the national average graduation rates (93.5%), according to national data from the 29th PAEA Annual Report. The program has set an internal benchmark of 95% for the UBPAI program.

Program Learning Outcomes

 

Graduates of the University of Bridgeport Physician Assistant Institute will be able to demonstrate competence in the following areas:

  • Elicit and interpret an accurate comprehensive or problem-focused history from patients of any age and gender in a variety of settings. (MK, ICS, PC, PROF)
  • Perform a comprehensive or problem-focused physical examination and accurately interpret examination findings. (MK, ICS, PC, PROF)
  • Synthesize, document and present pertinent patient data, medical decision making process, diagnostic interpretation and management plans, in a manner meaningful to the healthcare team. (MK, ICS, PROF)
  • Implement effective written and oral communication skills to colleagues, patients and families. (ICS, PC,PROF)
  • Apply critical thinking skills, basic and clinical science knowledge, and analysis of research in order to utilize best practices in patient care. (MK, PBL)
  • Utilize systematic resources to support patient care decisions. (SBL)
  • Provide patient-centered care, which demonstrates sensitivity to age, gender, sexual orientation, perceptions of care, culture, ethnicity and disability with a global health focus. (PC, PROF, ICP)
  • Counsel and educate for disease prevention and promotion of healthy lifestyle. (ICS, PC)
  • Understand the role of the profession and adhere to ethical standards in providing patient care. (PROF, PC)
  • Acknowledge and understand variable patient preferences in utilization of alternative and complementary practitioners.(PC, PROF, SBP)

Definitions of the abbreviations are as follows: Medical Knowledge (MK), Interpersonal & Communication Skills (ICS), Patient Care (PC), Professionalism (PROF), Practice-based Learning & Improvement (PBL) and Systems-based Practice (SBP). Abbreviations are based on the Competencies for the Physician Assistant Profession.