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Mission, Vision & Program Goals

MISSION STATEMENT

The mission of the Kettering College physician assistant studies program is to provide, in a Christian environment, the academic and clinical experience necessary to develop competent empathetic professional health care providers who are dedicated to lifelong learning.

VISION FOR THE PA PROGRAM

The physician assistant course of study will produce outstanding new physician assistants. Using innovative learning methods and a commitment to mentor and empower students, Kettering College educates its PA students to exhibit the highest standards of intellectual, ethical, and spiritual maturity. They exemplify professional excellence and leadership in meeting the challenges of the profession in an evolving health care environment.

  • MPAS Program Goals

    • Academic and Clinical Success

      Graduates will possess essential medical knowledge and aptitude for continued professional growth.

      Measured by:

      1. End of Rotation Exam (EORE) performance by discipline > the National Mean
      2. At or Above National Average 5 Year First-Time Taker PANCE Performance

       

      End of Rotation Exam Performance By Discipline
      Standard Deviation From The National Mean
      Rotation 2019 2020 2021 2022
      Women’s Health 0.5 0.3 0.33 0.11
      Behavioral Health 0.6 0.0 0.22 0.35
      Pediatrics 0.2 0.4 0.63 0.19
      Internal Medicine 0.7 0.7 0.54 0.44
      General Surgery 0.7 0.7 0.46 0.72
      Family Medicine 0.3 0.2 0.43 0.25
      Emergency Medicine 0.6 0.2 0.47 0.35
      -1 = 1 standard deviation below the mean, 0 = mean, +1 = 1 standard deviation above the mean

      This table demonstrates that the program has achieved the goal of the average EORE score greater than or equal to the national average each year for each discipline.

       


      At or Above National Average 5 Year First-Time Taker PANCE Performance

      KC-PA-5YR-First-Time-Pass-Rate-9.7.22
    • Professionalism

      Graduates will act with integrity and respect for others.

      Measured by:

      1. Preceptor evaluation of students > to benchmark
      2. Wright State University OSCE Professionalism Performance > to benchmark
      3. End of Program student professionalism survey > to benchmark

       

      Preceptor Evaluation of Students
      2021 Class Avg. 2022 Class Avg.
      Integrity & Ethical Behavior 3.79 3.8
      Practice within scope of abilities 3.69 3.7
      Excepted accepted responsibility and followed through on tasks. 3.76 3.8
      4-point Likert Scale (1 Failure, 2 unsatisfactory, 3 satisfactory, 4 superior), Program Benchmark: 2.5
      A different assessment mechanism was utilized for the classes of 2018, 2019, & 2020 that does not correlate to the data for the class of 2021.

       

      Wright State University OSCE Professionalism Performance
      2021 Class Avg. 2022 Class Avg.
      Demonstrate caring and respectful behaviors 6.4 6.1
      Exemplify professional behavior 6.3 6.6
      9-point Likert scale (1-3 unacceptable, 4-6 acceptable, 7-9 superior), Program Benchmark: 4
      A different assessment mechanism was utilized for the classes of 2018, 2019, and 2020 that does not correlate to the date for the class of 2021.

       

      Kettering College End of Program Student Professionalism Survey
      2021 Class Avg. 2022 Class Avg.
      Composure under difficult circumstances 3.9 3.5
      Adaptability/Flexibility 3.8 3.5
      Timelines with assignment deadlines 3.7 3.5
      Communication and listening skills 3.8 3.5
      Attendance and Participation with Class Activities 3.9 3.5
      4-point Likert scale (1 strongly disagree, 2 disagree, 3 agree, 4 strongly agree), Program Benchmark: 2.5
      A different assessment mechanism was utilized for the classes of 2018,2019, and 2020 that does not correlate to the data for the class of 2021.

       

       

    • Effective Interpersonal Communication Skills

      Graduates will effectively utilize interpersonal communication skills to provide patient-centered care.

      Measured by:

      1. Preceptor surveys of students > to benchmark
      2. WSU OSCE standardized patients’ interpersonal skills ratings > to benchmark

      Preceptor Survey of Student Interpersonal Communication Skills
      2021 Class Avg. 2022 Class Avg.
      Communicate efffectively with patients and their families 3.7 3.7
      Communicate well and work effectively with other members of the healthcare team. 3.7 3.7
      Presents a summary of relevant medical informaiton in a concise and clear format to other clilnicians 3.7 3.6
      4-point Likert Scale (1 Failure, 2 unsatisfactory, 3 satisfactory, 4 superior), Program Benchmark: 2.5
      A different assessment mechanism was utilized for the classes of 2018, 2019, and 2020 that does not correlate to the data for the class of 2021.

       

      WSU OSCE Standardized Patient Interpersonal Communication Skills
      2021 Class Avg. 2022 Class Avg.
      Use effetive listening and nonverbal communication skills 6.2 6.9
      Communicate effectively so patient can understand 6.2 7.1
      Elicit an accurate history 6.0 6.3
      9-point Likert scale (1-3 unacceptable, 4-6 acceptable, 7-9 superior), Program Benchmark: 4
      A different assessment mechanism was utilized for the classes of 2018, 2019, and 2020 that does not correlate to the data for the class of 2021.

       

    • Safe and Effective Procedural Skills

      Graduates will safely and effectively perform procedural interventions when indicated.

      Measured by:

      1. Preceptor evaluations > to benchmark
      2. Successful completion of core procedural competencies*
      3. WSU OSCE & Kettering College procedural check-off grade > to benchmark

      Preceptor Evaluation of Students Procedural Skills
      Class of 2021 Class of 2022
      Demonstrates procedural skills appropriate to level of training of PA student 3.7 3.6
      Completion of core procedural competencies 100% 100%
      4-point Likert Scale (1 failure, 2 unsatisfactory, 3 satisfactory, 4 superior), Program Benchmark: 2.5
      A different assessment mechanism was utilized for the classes of 2018, 2019, and 2020 that does not correlate to the data for the class of 2021.
      *All students are required to successfully complete core procedural competencies as measured by their clinical preceptor.

       

      Wright State University OSCE and Kettering College Procedural Check-off
      2021 Class Avg. 2022 Class Avg.
      ECG and Radiographic Interpretation performance 89% 87%
      Suture Skills Check-off 100% 100%
      Program Benchmark: 80% grade
      A different assessment mechanism was utilized for the classes of 2018, 2019, and 2020 that does not correlate to the data for the class of 2021.
    • Service Learning

      Graduates will demonstrate compassion, integrity, sensitivity and responsiveness to a diverse patient population and healthcare settings.

      Measured by:

      1. Students will participate in a minimum of 40 service learning hours during the course of the program.
      2. 80% of graduates will experience at least one supervised clinical practice experience (SCPE) in an underserved area

      Student Participation In Service Learning **
      Classes 2019 2020 2021 2022
      Participation 100% 100% 100% 100%
      *Service learning is defined as active participation in professional organization (OAPA, AAPA, PAEA), engagement in KC PA Clinton Trott Society leadership or events, active service participation in local and global community organizations and events

      ** The classes of 2019, 2020, 2021, 2022 were required to participate in 10 hours of service learning during the didactic year.  The PA program decided to increase the service learning hour requirement to 40 hours during the didactic year beginning with the class of 2023.

       

       

      Supervised Clinical Practice Experience In An Underserved Area*
      Classes 2019 2020 2021 2022
      Avg. 93% 91% 91% 100%
      * Underserved is defined as rural and Veterans Administration sites and health care populations which are disadvantaged because of ability to pay, ability to access care, or other disparities for reasons of race, religion, language group or social status.
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