Program Goals and Outcomes

Please see the summary of the admission demographic data.

The University of Evansville (UE) Physician Assistant (PA) Program believes that there is more to being “successful” than just good academic markers (GPAs/GRE scores). These are certainly important and a major admission variable for our program. However, “successful” also refers to those future clinicians that can communicate effectively, make a difference in their communities and fit the culture of our program. To measure these non-cognitive variables, the UE PA Program administers a Multiple-Mini Interview (MMI) process that involves our community members and medical partners. We also use the CASPer online screening tests as a measure of personal characteristics. More information on this can be found at takecasper.com.

The UE PA Program believes that it is a combination of academic excellence (cognitive markers) with the non-cognitive traits that makes excellent future physician assistants.

Objectives:

  1. Select students through the admissions process with a solid academic background (cognitive) that will thrive in a rigorous academic curriculum.
  2. Select students through the admissions process with strong interpersonal communication and problem solving skills (non-cognitive) that will contribute to positive.

Outcomes:

Cognitive Markers

Please see the summary of the admission demographic data.

Below are descriptive statistics of end of term GPAs for all professional phase PA students. The University of Evansville requires a 3.0/4.0 overall GPA as a threshold requirement for all graduate programs. The PA Program has a mean average above 3.2 for all semesters indicating that selected students are able to be academically successful within the curriculum.

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation
GPA 1st sem 50 2.47 4.00 3.6589 .28836
GPA 2nd sem 20 1.67 4.00 3.4047 .49124
GPA 3rd sem 19 2.72 3.90 3.2256 .23857
Valid N (listwise) 19
Non-Cognitive Markers

The University of Evansville has been purposeful in heavily weighting non-cognitive markers within its admissions process. We focus on selecting students to match our program culture and possess the traits that the program believe are necessary to make great healthcare providers. The program uses a multiple mini interview (MMI) process as well as the CASPer test.

Below are the non-cognitive domains that are assessed by our community preceptors. These are based on a 5-point LIKERT scale with a “5” being the highest score and “1” being the lowest. These are non-cognitive markers that the program looks at during the selection process.

Preceptor Student Evaluation Question Mean score
Communicates well with patients and families in a professional manner 4.64
Communicates and works well with other members of the health profession team 4.73
Takes initiative to learn about teams, consultants and health care resources for the benefit of the patient 4.60
Responds well to feedback, initiates self-improvement and is aware of limitations 4.55
Demonstrates clinical and professional growth while in the rotation 4.55
Is punctual and reliable without unexcused absences 4.73

Additionally, to date there have been no (internal or external) formal professionalism complaints on any physician assistant student.

The University of Evansville (UE) Physician Assistant (PA) Program defines 17 competencies that the program defines as the minimum traits needed for an entry level physician assistant from our program. These are divided into three domains: Knowledge, Skills, and Professionalism. These competencies are a mixture of both cognitive and non-cognitive domains.

Objectives:

  1. University of Evansville Physician Assistant (UEPA) Students have a first-time pass rate on the PANCE at or above the national first-time pass rate
  2. University of Evansville Physician Assistant Students have an overall pass rate on the PANCE at or above the national overall pass rate
  3. Students maintaining above 75% on questions categorized within each competency
  4. Employer survey data of UEPA alumni above a 4/5 Likert scale within the following domains:
    1. Would rehire graduate
    2. Hire future UEPA PA alumni
  5. Have at least 90% of University of Evansville PA graduate have employment at the following iterations post-graduation: 6-months of graduation, 1-year, 3-year, 5-year
  6. Have at least 90% of University of Evansville PA alumni recertify (PANRE) at their 10-year cycle

Outcomes:

The University of Evansville has not graduated a class yet, thus there is limited data available at this time for this goal.

The University of Evansville has not graduated a class yet, thus there is limited graduation and alumni data available at this time for this goal.

Objectives:

  1. Maintain an overall graduate rate above the national average
  2. Maintain an overall attrition rate below the national average
  3. Maintain an overall deceleration rate below the national average
  4. Maintain an overall dismissal rate below the national average

Outcomes:

The University of Evansville Physician Assistant (UEPA) Program has not graduated a cohort yet. Below is the current progression statistics for the UEPA Program (N=50).

University of Evansville PA Program Progression Data
2019 2020 2021 National Program Total
Graduation Rate No data No data N/A 90.8% No data
Deceleration Rate 5.0% 3.3% N/A 2.6% 4.2%
Withdrawal Rate 0.0% 0.3% N/A 4.5% 0.0%
Dismissal Rate 0.0% 0.3% N/A 2.1% 0.0%

The current comparison data for this goal is the 31st PAEA Program Survey results.

The University of Evansville believes in Interprofessional Education (IPE) and the physician lead, patient-centered healthcare team approach to medicine and patient care. IPE is a central focus of our curriculum and is found in several formal and informal activities within our curriculum. Formally, Students are exposed to IPE their first semester with PA 544: Cultural Competency and IPE. Within this course students have IPE “anchor” events with the Indiana University School of Medicine – Evansville medical students and UE Physical Therapy students. The PA students also participate in an annual IPE based homelessness symposium. Additionally, all students have a two week IPE clinical (SCPE) required rotation: PA 773: IPE Experience. This is a clinical rotation with another healthcare profession (non-MD/DO/PA/NP) that is a member of the medical team. Finally, there are numerous courses that are shared within the programs including (but not limited to) Gross Anatomy (Medical School, PA and PT Programs), Physiology (PA/PT Programs), Medical Ethics (PA/PT Programs), Health System and Policy (PA/Master of Public Health Program).

The PA Program has several curricular threads including interprofessional education to help prepare students to enter clinical practice. Goals 4-7 all are essentially focused on professionalism and how students will use their newly acquired medical knowledge and skills to practice as physician assistants on the patient-centered health care team.

Objectives:

  1. Have a minimum of six (6) Interprofessional Education (IPE) events/exposures through the UEPA curriculum.
  2. Have a minimum of two (2) IPE events/exposures per class year (PA1, PA2, PA3) during.
  3. Minimum scores of “3” on a 5-point Likert scale from the end of program student survey in all domain related to IPE and the healthcare team.

Outcomes:

The first cohort of PA students (in clinical phase) has had the following formal IPE events:

  • Completed PA 544 Cultural Competency and IPE course
  • Completed three (3) formal IPE events with the Indiana University School of Medicine-Evansville
  • Attended two Homeless Symposiums at the University of Southern Indiana (multiple professions)
  • Shared gross anatomy course with the Indiana University School of Medicine-Evansville
  • Attended a lecture presented by Occupational Therapist about their role on the healthcare team
  • Completed or soon to complete PA 773: IPE experience clinical rotation

The second cohort of PA students (in didactic phase) has had the following formal IPE events:

  • Completed PA 544 Cultural Competency and IPE course
  • Completed one (1) formal IPE events with the Indiana University School of Medicine-Evansville
  • Attended one Homeless Symposiums at the University of Southern Indiana (multiple professions)
  • Shared classes with the PT Program, and the medical school (two with PT, 1 with medical school)

End of program survey data is not available at this time.

The University of Evansville Physician Assistant (UEPA) Program uses competency based markers for both the student and program assessment. Our competencies are behaviors that the UEPA Program believe are necessary for our graduates to enter clinical practice. One of our curricular threads is to provide our students with the culture, skills and desire to always improve themselves and their practice

Objectives:

  1. Each PA student having completion of at least one (1) learning activity outside of the formal PA curriculum (non-health related) prior to graduation.
  2. Each PA student having completion of at least two (2) learning activities that are within the healthcare domain but additional to a formal PA class.
  3. Minimum scores of “3” on a 5-point Likert scale from the end of program student survey in all domain related to life-long learning skills.

Outcomes:

The first cohort of PA students (in clinical phase) has had:

Non-health related enrichment activities
Health related enrichment activities (continuing medical education)
  • All students completed Basic Life Support (BLS)
  • All students competed Advanced Cardiac Life Support (ACLS)

The second cohort of PA students (in didactic phase) has had the following formal IPE events:

Non-health related enrichment activities
Health related enrichment activities (continuing medical education)
  • All students completed Basic Life Support (BLS)
  • All students currently scheduled to competed Advanced Cardiac Life Support (ACLS)
  • All students have attended at least three (3) grand-rounds or lecture at one of the local health systems

End of program survey data is not available at this time.

The University of Evansville Physician Assistant (UEPA) Program believes that diversity (of all types) is essential to help students understand the “bigger” world. Diversity helps reframe thinking and allows for true intellectual and empathetic growth.

Objectives:

  1. Provide a foundation to UEPA students on cultural competency and medical ethics
  2. Minimum scores of “3” on a 5-point Likert scale from the end of program student survey in all domain related to cultural competency and ethics.
  3. Employer survey data (1-year post graduation) of UEPA alumni above a 3/5 Likert scale within the following domains:
    1. UEPA students/alumni practice in a culturally competent manner
    2. UEPA students/alumni practice in an ethical manner

Outcomes:

  • All students take PA 544 Cultural Competency and IPE during their first didactic semester
  • All students take PA 541 Medical Ethics during their first didactic semester.
  • Cultural competency and medical ethics are threads through the entire curriculum.

The program has not graduated a class yet. Additional data available after graduation.

The University of Evansville Physician Assistant (UEPA) Program believes that to be “GREAT” that one has to be “bigger than themselves”. One of the key components to the University of Evansville Mission Statement is civic responsibility and community involvement. We encourage and support our faculty, staff and students to be involved in the community and to “make a difference”.

Objectives:

  1. At least one faculty member involved at National Level
  2. At least one faculty member involved at State/Local Level
  3. At least one student member involved at National Level
  4. At least one student member involved at State/Local Level

Outcomes:

Students:
  • There are current eight (8) PA students in leadership positions within the College of Education and Health Sciences
  • There are two (2) PA students that are student representatives to the Indiana Academy of Physician Assistants
  • Two PA students applied for leadership grants through PAEA
  • Nineteen (19) students participated/volunteered during admissions day activities
  • Graduate phase PA students formed a PA club that includes undergraduate students to provide a mentoring program
Faculty:

The PA faculty strive to be a positive role-model for students in demonstrating civic responsibility with professional and community involvement.

Dr. Michael S. Roscoe PhD, PA-C, DFAAPA

  • President elect of the Indiana Academy of Physician Assistants (IAPA)
  • Member of Leadership Mission Advancement Commission (MAC) with PAEA
  • Program Directors 101 Workshop facilitator with PAEA
  • COL in the Indiana National Guard with two combat tours (Afghanistan 2004-2005, Iraq 2008-2009)
  • Commander of the Indiana Medical Detachment (military)
  • Distinguished Hoosier Award from Governor Daniels
  • Paragon Award for Publishing
  • PA of the Year (2005) - IAPA
  • NCCPA test exam writer for the Emergency Medicine CAQ
  • NCCPA Emergency Medicine Standards Committee Member
  • Peer reviewer for Clinical Reviews and the Journal of the Physician Assistant Education Association
  • Published 18 articles in journals
  • Presented 7 CME lectures at State/National conferences
  • Presented 4 research posters at National and International conferences
  • Distinguished Fellow of the AAPA
  • Faculty Commencement Speaker 2012, Butler University

Gina Niemeier, MPAS, PA-C

  • University of Southern Indiana Society for Arts and Humanities board member 2009-2014
  • Advisory Board for Deaconess Hospice House 2015-present
  • Court Appointed Special Advocate (CASA) Board member 2015-present
  • Pulmonary Fibrosis Partners Board Member 2010-2012
  • SANE training 2007
  • ACLS instructor 2016

Dr. Andrew J. Lampkins, Pharm.D., R.Ph., Ph.D.

  • Published 14 articles in peer-reviewed journals
  • Presented 42 posters in National/Regional conferences
  • Mentored 49 undergraduate and graduate/professional students in drug discovery research
  • Delivered 8 invited lectures on drug discovery and Alzheimer’s disease
  • Deaconess/EVSC Health Science Institute invited participant/instructor, 2014-present
  • Mentor, EVSC Medical Professions Academy, 2014-present
  • Faculty Representative for the Barry M. Goldwater Scholarship Program, 2013-present
  • Distinguished Member, National Society of Collegiate Scholars, 2015-present
  • Member, American Chemical Society, 1999-present
  • Peer Reviewer for Organic Letters and the Journal of Organic Chemistry

Office Phone:
812-488-3400

Office Email:
bc185@evansville.edu

Office Location:
Stone Family Center for Health Sciences, 515 Walnut Street, Room 3001, Evansville, IN 47708