Program Goals and Curricular Competencies

In addition to a review of written application materials submitted through CASPA, selected candidates are invited to participate in an on-campus Multiple Mini-Interview (MMI). Candidates complete a series of task-oriented and interview-based stations designed to evaluate various non-cognitive attributes necessary for success within the Program and/or discernment to the PA profession. Candidates are evaluated by College of Health Professions faculty, staff, alumni, active preceptors, and/or community-based PAs.

The PA Program closely monitors attrition rates, as our ultimate goal is to graduate everyone we accept into the Program. The Program distinguishes between academic and non-academic attrition, recognizing that non-academic withdrawals reflect personal and medical circumstances outside the Program’s control. The desired benchmark for academic attrition is less than 5%, which the Program has maintained in four of the past five years.

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 10 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:

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),  91% (Class of 2022), 89% (Class of 2023), 94% (Class of 2024), and 95% (Class of 2025). 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), 92% (Class of 2022), and 92% (Class of 2023).

2019-2024 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.

Ways in which interprofessional collaboration is encouraged during PA training

Throughout both the didactic and clinical phases of the program, students are intentionally prepared to function as effective members of interprofessional healthcare teams. Specific opportunities include:

• Participation in a formal interprofessional education course exposing students to the roles and contributions of diverse health professions
• Didactic instruction from College of Pharmacy and Health Sciences pharmacist faculty on clinical medicine topics, modeling collaborative practice
• Collaborative opportunities with other health professions student organizations on campus
• Volunteer participation in a community-based, student-run free clinic operated in partnership with medical students and other healthcare professionals
• Working directly alongside physicians, nurses, nurse practitioners, physical therapists, and other healthcare professionals across required and elective rotations

How professionalism is evaluated

Professionalism is a required component of every course in the curriculum and is assessed continuously throughout both the didactic and clinical phases. Students are oriented to program expectations at the outset and held to those standards in all interactions — with peers, faculty, patients, and preceptors alike.

Clinical preceptors rated students’ professionalism at 4.8 out of 5.0 across the past three graduating cohorts. On PA Exit Surveys, students rated program-related professionalism items at an average well above of 4.0 out of 5.0.

How professionalism is cultivated

Students enter the professional phase of the program through a white coat ceremony, joined by family and friends, with coats donated by alumni, faculty, staff, and friends of the college. All students sign an Honor Code committing to ethical conduct and accountability — both for their own behavior and that of their peers.

How students, faculty, and alumni promote leadership, service, and professionalism

Students:

• Students have published in peer-reviewed national journals and presented scholarly findings at national meetings — all while enrolled in the program
• Dozens of students have lobbied at the state capital and seven have lobbied in Washington, D.C. to advance PA legislation
• Two students annually serve on the Indiana Academy of Physician Assistants (IAPA) Board of Directors

Faculty:

• Faculty members hold current or past leadership positions in IAPA, AAPA, PAEA, and the Society of Point of Care Ultrasound
• Multiple faculty have served as IAPA President, Vice President, and committee chairs at the state and national level
• Faculty contribute to national PA exam development and serve on area health education and primary care foundation boards

Alumni:

• Butler PA alumni have held virtually every elected leadership position within IAPA, including six alumni who have served as President
• Alumni have served as Delegates to the AAPA House of Delegates, representing Indiana at the national level
• A Butler PA alumna was recognized with the Genesis Cup Healthcare Innovation Award

Students will be formatively and summatively evaluated for these competencies. These assessments will occur throughout the didactic and experiential phases and with the final summative exam.

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