Program Goals & Competencies

Benchmarks: The program reviews CASPA data as it is reported on the demographics of applicants to determine appropriate benchmarks for the following demographics. These benchmarks are based on the three year running averages for each category for applicants who applied to Charleston Southern University.  

Gender: The program strives to maintain a 3 year running average of 19% males in each cohort. 

Race/Ethnicity: The program strives to maintain a 3 year running average of 23% students or greater who identify as African American, American Indian, Asian, Hispanic, Pacific Islander, or other Non-Caucasian. 

1st Generation College Student: The program strives to maintain a 3 year running average of 16% of students who identify as a 1st generation college student. 

Summary: The program has a 3 year running average below our set benchmarks for 19% males, 23% non-Caucasian, and 16% 1st generation college students. Therefore the program is meeting its benchmark for male students, but falls below its benchmark for race and ethnicity and first generation college student.  The program has established goals around the recruitment of students from diverse backgrounds as part of a larger initiative and is using this data to inform the work being done to improve outcomes in this area. We will continue to monitor this benchmark as we matriculate future cohorts of students. 

Outcome Measure B: Recruit highly-capable students to the program. 

Benchmarks: The program reviews CASPA data as it is reported on the demographics of applicants to determine appropriate benchmarks for the following demographics. These benchmarks are based on the three year running averages for each category for applicants who applied to Charleston Southern University. 

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. 

Analysis:  

Summary: The program is currently meeting our goals related to cumulative and science GPAs. We will continue to monitor this benchmark as we matriculate future cohorts of students. 

Outcome Measure: PANCE first-time pass rates. 

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). 

Analysis: The five year first time taker average pass rate for the program is currently 95%. The five year national first time taker average is 93%.  Therefore, the program is currently meeting our program-defined benchmark and goal.  

Summary: The program is effective in meeting this goal with a Five Year First Time Taker Average Pass Rate for the Program of 95% and the Five Year National First Time Taker Average of 93%.  The program is dedicated to curricular excellence to adequately prepare students with the medical knowledge necessary to provide patient-centered medical care and will continue to monitor this benchmark as we graduate future cohorts of students. 

Outcome Measure: Student feedback from the Graduate Evaluation of the Program.

Benchmark:  As part of the Student Graduation Evaluation of the Program, students will be 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.

Analysis: The program is currently meeting our goal related to the evaluation of the program’s effectiveness of fostering a healthy and supportive Christian learning environment that prepares students appropriately to transition from student to clinician, with an average Likert scale score of 4.2 for both questions for the last three graduating classes.

Outcome Measure: The CSU PA Program fosters a culture of service, leadership and scholarly activities through the example of our faculty and support to students through mentorship. 

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 for 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 of our students participate in a service project as part of the Path to Becoming a PA course series. Organizations our students partner with include the North Charleston Dream Center Medical Clinic, the American Heart Association, Lowcountry Food Bank, and One 80 Place to name a few. In addition, each cohort of students selects an organization in our community to support over the course of their time in the program. The Class of 2021, 2022, and 2023 have all selected to support the North Charleston Dream Center Medical Clinic through a fundraiser called Drive for the Dream held each spring. In addition, students in our clinical cohort are given the opportunity to participate on a medical mission trip to the Dominican Republic with members of our faculty each August during their second clinical year break. Finally, some students in each cohort also exemplify leadership by serving as officers of the program’s Student Leadership Association.

100% of our principal faculty participate on a leadership committee for the university, as outlined below, in addition to supporting our students in their service efforts and in pursuing research and scholarly activities. 

• Gabrielle Poole – Academic Dean’s Council, Academic Council, Graduate Council 
• Ami Steele – Academic Council, Graduate Council 
• Alycia Rosendale – Faith and Learning Institute 
• Jerica Derr – Dominican Republic Mission Trip 
• Zack Wulbecker – Faculty Senate, Dominican Republic Mission Trip 
• Joshua Kerns – Veteran’s Council 
• Lauren Davis – Faith and Learning Institute 

• Demonstrate an understanding for the medical, behavioral and social knowledge necessary to evaluate and manage patients across all ages and patient populations in both primary care and specialty settings.
• Demonstrate an ability to make informed decisions about the care of patients consistent with up-to-date scientific evidence and sound clinical judgment.

• Demonstrate an ability to elicit an accurate medical history on patients.
• Demonstrate the ability to deliver accurate patient education that encompasses verbal, nonverbal and written forms of information to the patient, their family and their care team that considers disease prevention and health awareness.
• Demonstrate excellent communication skills with patients, their care teams and other members of the healthcare team that adapts to the needs of that person as necessary.

• Demonstrate an ability to formulate a differential diagnosis relevant to the findings in the history and physical exam.
• Demonstrate an ability to recommend appropriate diagnostic studies to assist in the evaluation and treatment of the patient.
• Demonstrate the ability to develop and implement an appropriate therapeutic management plan, either pharmacological or nonpharmacological, based on the patient’s medical history, physical exam and diagnostic study findings.

• Demonstrate the ability to perform a detailed physical exam relevant to the medical history.
• Demonstrate the ability to perform clinical procedures common to general medicine practice including but not limited to: surgical wound management (e.g. staple, suture, drain placement/removal, basic skin biopsy, incision and drainage), administration of topical and local anesthesia, simple laceration repair with suturing, injections and aspirations (e.g. trigger point, cyst, bursa, and joint injections), peripheral intravenous access (g. intravenous access or venipuncture),  nasopharyngeal swabs, bladder catheterization, and a Papanicolaou test.
• Demonstrate the ability to perform clinical skills common to general medical practice including but not limited to interpretation of diagnostic tests and interpretation of diagnostic imaging.

• Demonstrate professionalism with high ethical principles, sensitivity and responsiveness to all patients, their care teams and members of the healthcare team.