PA Program Goals

On-Campus Interview Process for Admission Candidates

Multiple mini-interviews are used during the on-campus interviews of graduate student applicants. Candidates complete a series of task-oriented and interview based stations designed to evaluate various non-cognitive attributes necessary to be successful within the Program and/or discernment to the PA profession. Candidates are evaluated by College of Pharmacy and Health Sciences faculty, staff, alumni, active preceptors, and/or community based PAs.

Summary of Attrition Rates

The PA Program closely monitors attrition rates, as our ultimate goal is to graduate everyone we accept into the Program. The desired benchmark is an attrition rate of less than 5% which we have maintained through 3 of the past 4 years.

Student Attrition Template

Rating of Curriculum Instruction

Each year, students who are about to graduate are asked to rate curricular instruction in various topics as identified in the ARC-PA Standards. According to the classes of 2018 – 2023 PA Exit Survey, the average student rating on the item, “My level of confidence in my preparation to enter PA practice and provide medical care under the supervision and direction of a physician” was 4.3 for 2018, 4.1 for 2019, and 4.3 for 2020, 4.3 for 2021, 4.1 for 2022, and 3.93 for 2023 on a rating scale ranging from 1 = “strongly disagree” to 5.0 = “strongly agree.”

Summary of PACKRAT Performance

In eight of the last ten years, Butler’s didactic year PA classes have exceed the national average on the end-Didactic PACKRAT examination. In each of the last ten years, Butler’s experiential year PA classes have exceeded the national average on the end-Program PACKRAT examination. Based on the data from 2020 PACKRAT examination that was administered in the Spring of 2020, areas of particular strength for Butler students include Health Maintenance, Clinical Therapeutics, Diagnostic Studies, and Orthopedics/Rheumatology.

Summary of Student Rotation Evaluations by Preceptors

Over the past six years, our clinical preceptors have rated their level of agreement with how well our experiential year PA students perform in each of the following areas

	Mean
Professionalism	4.79
Reliability and Dependability	4.77
Relating to Colleagues	4.66
Understanding the Role of a PA	4.65
Relating to Patients	4.63
Factual Knowledge and Concepts	4.27
Self-confidence	4.17
Medical Interview	4.16
Problem-solving/Critical Thinking	4.14
Written Patient Record	4.04
Physical Examination	4.03
Oral Case Presentation	4.02
Knowledge of Diagnostic Studies	3.99
Assessment/Differential Diagnosis	3.92
Ability to Perform Clinical Procedures	3.91
Ability to Implement Management Plan	3.84
Ability to Form Management Plan	3.79

Preceptor ratings have been at or above an average Likert rating of 3.7 out of 5.0 (where 1 = strongly disagree to 5 = strongly agree) in each of the above areas with an average score of 4.22. Our Program benchmark is an average rating of 3.0 or higher.

Summary of PANCE Performance

First-attempt PANCE pass rates for Butler PA students were 96% (Class of 2019), 100% (Class of 2020), 96% (Class of 2021),  and 91% (Class of 2022).  These pass rates exceed the national average for all PA programs which were 93% (Class of 2019), 95% (Class of 2020),  93% (Class of 2021), and 92% (Class of 2022).

2018-2022 PANCE Pass Rates 

NCCPA PANCE Exam Performance Summary Report Last 5 years 

Summary of Clinical Rotation Requirements

Our PA students complete clinical rotations in the following specialties: emergency medicine, family medicine, general surgery, internal medicine, mental health, pediatrics, and women’s health. Emergency medicine, family medicine, and internal medicine are each a total of 8 weeks in length. General surgery, mental health, and pediatrics are 4 weeks long. Additionally, each student selects an elective rotation of their choice that is 4 weeks in duration. These clinical experiences allow all of our students to have exposure to inpatient, outpatient, operating room, and emergency department settings over the course of the curriculum.

Practice Settings of Recent Program Graduates

Based upon responses on employment surveys of our three most recently graduated classes, 75% accepted their first PA position in non-surgical practice, and 25% in surgical practice—18% of were in primary care, 29% in non-primary care, and 28% in internal medicine. Overall, the 4 most common practice areas of our recent graduates were emergency medicine/urgent care, family medicine, hospitalist, and orthopedics.

Ways in which cultural sensitivity is encouraged during the didactic phase of training

In addition to 100% of all students passing the Social and Behavioral Medicine course that includes a curriculum focusing, in part, on the spiritual and cultural aspects of the patient, students participate in activities such as:

• Service outreach activities to assist underserved areas of our community
• Working with an interpreter
• PA For a Day Pediatric Experience
• Geriatric Patient Interview Experience
• Mental Health First Aid
• Ovarian Cancer Awareness
• Substance Abuse Training

Demographics of Patients Seen by Students on Clinical Rotations

The patient populations seen by our students while on clinical rotations are reflective of, and consistent with, the Indiana residents we serve.  Our students learn from and evaluate patients of all genders, ages and ethnicities.

Ratings on Exit Surveys Regarding Sensitivity to Diversity

On PA Exit Surveys administered to students one month prior to Program completion, students from the classes of 2021, 2022, and 2023 rated their level of agreement to how well the Program met the terminal student learning outcome, “Help our students develop a sensitivity that will allow them to effectively work with patients who are different than they” as 4.5, 4.49, and 4.43, respectively. The rating scale for this item ranged from 1 = strongly disagree to 5 = strongly agree.

On PA Exit Surveys administered to students one month prior to Program completion, students from the classes of 2021, 2022, and 2023 rated their level of agreement with the statement, “The PA Program fostered an awareness and understanding of other cultures and beliefs,” as 4.5, 4.1, and 4.16, respectively. The rating scale for this item ranged from 1 = strongly disagree to 5 = strongly agree.

Accreditation Program List

The Butler University PA Program is the longest accredited PA program in the state of Indiana as demonstrated on the Accredited PA Programs list published by ARC-PA.

Accreditation Status

The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Accreditation-Continued status to the Butler University PA Program sponsored by Butler University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.

Accreditation remains in effect until the Program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the Program by the ARC-PA will be March 2027. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.  The Program’s accreditation history can be viewed on the ARC-PA website.

How Student Professionalism is Evaluated

The faculty members of the PA Program recognize their responsibility to present candidates for the PA degree who have the knowledge and skills to function in a wide variety of clinical situations and render a broad spectrum of patient care, including expected professionalism.

In all interactions, both face-to-face and electronically, students are required to exhibit professional behavior towards other students, Butler University administration, faculty/staff, patients, and clinical preceptors. Professionalism is a required component of each course in the curriculum. During their orientation session, students are advised of the Program’s expectations of professionalism. Furthermore, every student is evaluated for professional behavior throughout the PA Program.

On preceptor evaluations, preceptors rated their level of agreement with the statement, “The student demonstrated an appropriate level of professionalism in all areas including, but not necessarily limited to, dress, demeanor, and punctuality,” as 4.8 for the past 3 graduating cohorts (using a Likert rating scale where 1 = strongly disagree to 5.0 = strongly agree).

The following are average student ratings from the PA Classes of 2020 through 2023 regarding their extent of agreement with professionalism-related statements on the PA Exit Survey.  Ratings are based upon a Likert scale where 1 = strongly disagree to 5.0 = strongly agree, using a Program benchmark of 3.0 or higher:

• PA Faculty members served as good role models for professionalism: 4.8 (Class of 2020), 4.7 (Class of 2021), 4.1 (Class of 2022), 4.53 (Class of 2023)
• Clinical preceptors served as good role models for professionalism: 4.8 (Class of 2020), 4.4 (Class of 2021), 4.3 (Class of 2022), 4.5 (Class of 2023)
• The PA Program fostered professional behavior: 4.9 (Class of 2020), 4.8 (Class of 2021), 4.3 (Class of 2022), 4.52 (Class of 2023)
• The PA Program fostered development of professional relationships: 4.8 (Class of 2020), 4.8 (Class of 2021), 4.4 (Class of 2022), 4.61 (Class of 2023)

Ways in which Professionalism is Encouraged during PA Training

Participation in white coat ceremony

This annual celebration recognizes students’ entry into the professional phase of the PA Program. Students and their families attend this ceremony during which students receive their first white coat, which has been donated by alumni, faculty, staff, and friends of the college.

Honor Code

Ethical conduct is one of the most important attributes of a competent health care professional.  Students are accountable for their own professional behavior.  They are also charged with reporting to the Program any unprofessional behavior or infractions of this honor code on the part of others.  All students sign an Honor Code indicating they agree to uphold professional behavior.

How Students and Faculty Promote Leadership, Service, and Professionalism

Students:

• Annually, two students serve on the Indiana Academy of Physician Assistant Board of Directors.
• Seventeen students have published in peer reviewed national journals
• 5 students have presented scholarly findings at national meetings
• Dozens of students have lobbied at the state capital and seven students have lobbied in our Nation’s capital to advance PA legislation.
• These were all done while attending Butler University PA Program!

Faculty:

Andrew Chastain

• Director at Large, Indiana Academy of Physician Assistants (IAPA) (2019-2021)

Lori Fauquher

• President, Indiana Academy of Physician Assistants (IAPA) (2012)
• Vice President, IAPA (2011)
• Director at Large, IAPA (2009, 2010)
• Continuing Medical Education Co-Chair, IAPA (2007, 2008)
• Continuing Medical Education Chair, IAPA (2005, 2006)

​Jennifer Guthrie

• Vice President, Indiana Academy of Physician Assistants (IAPA) (2015, 2016)
• Indiana Area Health Education Centers Board Member (Aug. 2014-present)
• Director at Large, IAPA (2003, 2004)
• Continuing Medical Education Chair, IAPA (2002, 2004, 2009, 2010)

Chris Roman

• President, Indiana Academy of Physician Assistants (IAPA) (2017)
• Member of Continuing Medical Education Committee for Indiana Academy of Physician Assistants (IAPA) (2014, 2015, 2016)
• Member of Legislative Committee for IAPA (2014, 2015)
• Director at Large, IAPA (2014, 2015)
• Membership Committee Chair, IAPA (2014, 2015)
• Treasurer, IAPA (2015–2016)

Betsy Schmidt

• Exam Development Board, Physician Assistant Education Association (PAEA)

Dan Sturm

• House of Delegates, American Academy of PAs (AAPA) (2018)
• Continuing Medical Education Chair, Indiana Academy of Physician Assistants (2014, 2015, 2016)

Alumni:

Indiana Academy Physician Assistants

President:

Mike Roscoe

Matt Stinson
Jennifer Snyder
David Allaben
Andrew Nord
Jason Kolkmeier
Jennifer Snyder

Vice President:
Jason Kolkmeier
Jennifer Guthrie
Sophie Mouser
Matt Stinson

Treasurer:
Kristin Burton
Jason Montgomery
Sophie Mouser
Sarah (Soltis) Polacek

Secretary:
Suzanne Cornelius
Vanessa Beard
Jennifer Snyder
Sarah Polacek

Directors at Large:
Chad Baughman
Kevin Bogenshutz
Mike Roscoe
Jennifer Guthrie
Marcella Baumer
Shawn Brady
Stephanie Bingel

Committee Chairpersons/Members:
Jennifer Guthrie, CME, Chair
Kathy Buchanan, CME, Chair
James Williams, Public Health, Chair
Jason Kolkmeier, CME, Chair
Sophie Mouser, Membership, Chair
Kim Swigert, Membership Member
Venessa Beard, CME, Member
Matt Stinson, Legislative, Member

Delegate to the AAPA House of Delegates:
Jordan Czajka
David Allaben
Jennifer Snyder
Diem Dang
Jared Wiebel

Genesis Cup 2015 Healthcare Innovation
Leila Reed

Students will be formatively and summatively evaluated for these competencies. These evaluations will occur throughout the didactic phase, on each rotation, and with the final summative exam.

1. Effectively effectively complete an appropriate medical history and physical exam for patients across the lifespan.
2.  Analyze results of appropriately selected clinical and diagnostic tests.
3. Generate an accurate differential and final diagnosis.
4. Correctly perform appropriately selected medical procedures.
5. Given a diagnosis (and other pertinent patient information), design an appropriate management plan.
6. Develop medical records and oral presentations that are clear, concise and complete.
7. Demonstrate the professionalism consistent with a health care provider.
8. Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families and health professionals.