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.

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 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 4.2 (Class of 2024), 4.6 (Class of 2025), and 4.8 (Class of 2026) on a rating scale ranging from 1 = “strongly disagree” to 5.0 = “strongly agree.”

Summary of PACKRAT performance

In each of the last 4 years (2023-2026), Butler’s didactic year PA classes have met or exceeded the national average on the mock board “PACKRAT” examination.

Summary of student rotation evaluations by preceptors

Preceptor evaluations from the Classes of 2020–2024 provide additional evidence that Butler PA students are prepared with entry-level clinical competencies following core clinical rotations. Preceptors evaluated students during Emergency Medicine, Family Medicine, and Internal Medicine rotations, which collectively encompass a wide variety of patient populations, clinical settings, and disease processes relevant to primary care and general medical practice.

On a 1–5 rating scale, students received consistently strong average ratings across key clinical competency areas, including History and Physical Examination with an average score of 4.7, Diagnostic Studies with an average score of 4.5, Diagnosis with an average score of 4.6, Clinical Therapeutics with an average score of 4.5, and Clinical Intervention with an average score of 4.5. These results demonstrate that preceptors consistently rate Butler PA students highly in the clinical skills necessary for entry-level practice.

Summary of PANCE performance

Over the past 5 years, Butler University PA graduates have a cumulative first-attempt pass rate on 94%, which exceeds the national average of 92%. The most recent download of the Program’s NCCPA Five Year First Time Exam Taker Summary Report may be found here. Please note that since the Program cannot control when students schedule the PANCE, it is possible that the report shared here does not contain data from all graduates from the most recent cohort.

Summary of clinical rotation requirements

Our PA students complete core clinical rotations in the following specialties: emergency medicine, family medicine, general surgery, internal medicine, mental health, pediatrics, and women’s health. Each student also has an elective rotation in a medical or surgical specialty.

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 rated their level of agreement to how well the Program met this goal (which was rephrased in 2025). Graduating students rated the degree to which the Program prepared them “to care for a diverse patient population” as 4.6 (Class of 2025) and 4.8 (Class of 2026). 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 Health Professions 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 greater than 4.5 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.