Program Goals and Competencies

• Cumulative GPA: The program strives to maintain a 3-year running average of a cumulative GPA of 3.5 or higher.
• Science GPA: The program strives to maintain a 3-year running average on a science GPA of 3.3 or higher.

Summary: The program is currently achieving its benchmark goals for cumulative and science GPAs among admitted students. The program remains committed to monitoring these academic benchmarks to ensure continued success as we enroll future cohorts. 

Benchmark: The program measures effectiveness in meeting this goal using first-time PANCE pass rates. The program strives for a five-year first-time taker average greater than or equal to the five-year national first-time taker average as reported by the National Commission on Certification of Physician Assistants (NCCPA). 

PANCE Five Year First Time Taker Summary Report as of 5/4/2025

Analysis: The five-year first-time taker average pass rate for the program is currently 94%. The five-year national first-time taker average is 94%.  Therefore, the program meets the program-defined benchmark and goal.

Summary: The program effectively meets this goal with a Five-Year First Time Taker Average Pass Rate for the Program of 94% and the Five-Year National First Time Taker Average of 94%.  The program is committed to delivering high-quality curricular excellence to adequately prepare students with the medical knowledge and clinical reasoning skills required to provide patient-centered medical care.  The program continually evaluates this benchmark to ensure the CSU PA graduates are well-prepared to meet the evolving needs of healthcare.

Benchmark: As part of the Student Graduation Evaluation of the Program, students are asked to evaluate the program’s effectiveness in attaining this goal through two questions, as outlined below. The program strives for a 3-year running average for these questions to be a 3 (Met Expectations) or greater on a 5-point Likert scale for both questions.

• Q57. Overall, the program’s curriculum is effective in preparing students for entry into clinical practice.
• Q83. The program fosters a healthy and supportive Christian learning environment that prepares students appropriately to transition from student to clinician.

Analysis: The program is successfully meeting its goal of effectively fostering a healthy, supportive Christian learning environment that prepares students to transition to clinical practice, with a 3-year average of 97.3% of graduates rating both relevant measures as “Met Expectations” or higher.

Analysis: The program is successfully meeting its goal of effectively fostering a healthy, supportive Christian learning environment that prepares students to transition to clinical practice, with a 3-year average of 97.3% of graduates rating both relevant measures as “Met Expectations” or higher.

Benchmark: The program strives for 100% of our students and principal faculty to participate in at least one service, leadership, or scholarly activity each year.  Examples include class officers to the Student Leadership Association, state or national PA organization positions, volunteer activities, university service, and publishing or presenting a research paper.

Analysis: The program is effective in meeting this goal.

• All CSU PA Students are members of national- and state-level PA organizations: the American Academy of Physician Associates (AAPA) and the South Carolina Academy of Physician Assistants (SCAPA).
• Program faculty, staff, and students collaborate with the sponsoring CSU PT Program to support the annual Hustle for Heroes 5 K.
• PA students support local organizations, including the Lowcountry Food Bank, Ronald McDonald House, and North Charleston Dream Center Medical Clinic, among many others that present each year.
• Didactic and clinical cohorts annually collaborate to support the University’s annual Operation Christmas Child (OCC) shoebox packing, helping Charleston Southern University achieve the national record for the most OCC shoeboxes packed of any college or university in the US for the 6^th consecutive year.
• Clinical year PA students are invited to participate in the program’s annual medical mission trip to the Dominican Republic, where they serve alongside program faculty and staff each August during the second clinical year break.
• Finally, nine PA students in each cohort exemplify leadership by serving as the program’s Student Leadership Association officers. These roles include opportunities for advocacy at the state and national levels.
• 100% of our principal faculty participate in a leadership committee for the university, as outlined below, in addition to supporting our students in their service efforts and pursuing research and scholarly activities.
• All full-time faculty are involved in university, college, and program leadership by participating in committees that uphold CSU’s and the PA program’s mission, vision, and function.
  • American Academy of Physician Associates (AAPA)
  • PA Education Association (PAEA)
  • South Carolina Academy of Physician Assistants (SCAPA)
  • PAEA Board of Directors member
  • PAEA Leadership MAC member
  • NCCPA Certified PAs
  • NCCPA Emergency Medicine CAQ (Certificate of Added Qualifications)
  • SC Medical Licensees
  • ACLS, BLS, PALs certified
  • Worship team member at Seacoast West Ashley Church
  • Community coach for several athletic teams throughout the year
  • Church small group members/leaders
  • Bible Study Fellowship group member
  • Lead Student Bible Study group
• Recently, faculty engaged in the following scholarly activities: two pairs of podium co-presenters at the PAEA 2024 Education Forum; PAEA 2024 Education Forum Workshop Leadership; and a recent publication in the Physician Assistant Clinics journal on atherosclerotic cardiovascular disease (doi:10.1016/j.cpha.2024.11.003). The program faculty also participates in an active multi-institutional collaboration study.

PLC-1 Assess and prioritize patient care needs across all ages and populations in primary care and specialty settings, integrating medical, behavioral, and social knowledge.

PLC-2 Incorporate current scientific evidence with clinical expertise to develop and implement evidence-based, patient-centered care decisions and sound clinical judgment.

PLC-3 Elicit an accurate medical history from patients.

PCL-4 Design and deliver patient education using verbal, nonverbal, and written modalities to promote disease prevention and health awareness for patients, caregivers, and healthcare teams.

PLC-5 Effectively engage patients, caregivers, and interprofessional team members through adaptable interpersonal and professional communication to ensure clear and accurate exchange of information, supporting collaborative care.

PLC-6 Analyze patient history and physical exam findings to formulate a prioritized, evidence-based differential diagnosis.

PLC-7 Evaluate clinical indications and patient data to recommend appropriate diagnostic studies that support accurate diagnosis and management.

PLC-8 Develop and implement a patient-centered therapeutic management plan, including pharmacologic and nonpharmacologic interventions, based on history, physical exam, and diagnostic study findings.

PLC-9 Perform a thorough, accurate physical exam aligned with the patient’s medical history to inform clinical decision-making.

PLC-10 Perform clinical procedures frequently encountered in general medical practice, including surgical wound management (e.g., staple, suture, drain placement/removal, basic skin biopsy, incision & drainage), topical and local anesthesia administration, simple laceration repair, injections and aspirations (e.g., trigger point, cyst, bursa, joint), intravenous access, venipuncture, bladder catheterization, nasopharyngeal swabs, and Pap tests, demonstrating technical proficiency and adherence to safety protocols.

PLC-11 Interpret diagnostic tests and imaging studies accurately and apply findings to guide patient evaluation and management decisions.

PLC-12 Exhibit professional behavior by applying ethical principles, demonstrating cultural sensitivity, and responding appropriately to patients, caregivers, and interprofessional team members.