NAU’s PA program goals and successes
Mission, Goals & Outcomes
The goals and progress of the Master of Physician Assistant Studies program at NAU are aligned with the mission. The mission of the Northern Arizona University Physician Assistant Program is to educate individuals from inclusive backgrounds and lived experiences and graduate physician assistants who provide high quality, compassionate medical care to the people of Arizona.
1. Provide a broad, interdisciplinary medical education including evidence-based practice to facilitate students’ success in dynamic healthcare environments.
Medical education: the formal training required to become a PA
Interdisciplinary education: learning activities which incorporate knowledge and skills from a variety of health professions
Evidence-based practice: using a systematic approach to decision-making that is based upon high-quality research evidence.
To achieve this goal, the program includes rigorous coursework across all organ systems that integrates current, evidence-based content for entry-level PA practice based on the NCCPA PA national certifying exam (PANCE) content blueprint. The program incorporates interdisciplinary education in the didactic and clinical phases of the curriculum in the longitudinal Community Health Mentorship Program (CHMP) and during supervised clinical practice experiences (rotations). The framework for evidence-based practice is introduced in the didactic year with opportunity for further development and application of this knowledge during the clinical year.
Clinical students experience training in a wide range of dynamic healthcare environments occurring in seven disciplines: Family Medicine, Internal Medicine, Pediatrics, Women’s Health, Emergency Medicine, Surgery, Mental Health. In addition, students choose one elective rotation.
Our graduates work in a variety of settings including rural health clinics, federally qualified health centers, community health centers, primary care and specialty practices, emergency departments, and inpatient units.
Evidence:
Participation in interdisciplinary medical education:
| Year | 2024-2025 | 2023-2024 | 2022-2023 |
|---|---|---|---|
| Medical Students | 116 | 111 | 99 |
| Occupational Therapy Students | 51 | 49 | 45 |
| PA Students | 59 | 60 | 55 |
| Physical Therapy Students | 82 | 50 | 48 |
| Nutrition Students | TBD | 11 | * |
| Community Mentors | 48 | 41 | 43 |
| Total Students | 308 | 270 | 247 |
| Student Teams | 51 | 43 | 42 |
Benchmark for success: Participation by at least three types of healthcare professional students (e.g., medical students, OT, PA, PT, nutrition students). Benchmark is met for three most recent academic years.
Graduates’ perception of program preparation for entry-level clinical practice:
| Class of 2025 | Class of 2024 | Class of 2023 | |
|---|---|---|---|
| Overall the program prepared me to enter clinical practice as a PA | 98% SA/A | 88% SA/A | 75% SA/A |
SA: Strongly agree
A: Agree
Benchmark for success: ≥75% SA/A (evidence above benchmark is indicated in bold)
First-time taker PANCE outcomes by organ systems and tasks (breadth of medical education):
| Class of 2025 | Class of 2024 | Class of 2023 | |
|---|---|---|---|
| Organ systems | |||
| Cardiovascular system | 99% | 94% | 95% |
| Dermatologic system | 95% | 100% | 95% |
| Endocrine system | 99% | 99% | 100% |
| Eyes, Ears, Nose, and Throat | 98% | 99% | 99% |
| Gastrointestinal system/nutrition | 104% | 101% | 100% |
| Genitourinary system | 107% | 92% | 97% |
| Hematologic system | 94% | 96% | 103% |
| Infectious diseases | 99% | 101% | 99% |
| Musculoskeletal system | 97% | 95% | 99% |
| Neurologic system | 99% | 93% | 97% |
| Psychiatric/behavioral | 104% | 92% | 96% |
| Pulmonary system | 95% | 96% | 99% |
| Renal system | 101% | 95% | 100% |
| Reproductive system | 89% | 114% | 99% |
| Tasks | |||
| Applying basic scientific concepts | 105% | 92% | 97% |
| Clinical intervention | 96% | 96% | 99% |
| Formulating most likely diagnosis | 99% | 100% | 99% |
| Health maintenance, patient education, and preventive measures | 101% | 100% | 99% |
| History taking and performing physical examination | 100% | 99% | 99% |
| PANCE professional practice | 99% | 104% | 95% |
| Pharmaceutical therapeutics | 94% | 96% | 95% |
| Using diagnostic and laboratory studies | 97% | 96% | 100% |
Percentage of program-to-national first-time exam means
Percentages ≥100% indicate program means at or above national means
Benchmark for success: Program subsection mean performance ≥90% of the national mean (areas above benchmark are indicated in bold)
2. Prepare graduates to practice in diverse settings throughout Arizona, with emphasis on primary care and medically underserved communities.
Primary care: medical specialties which focus on comprehensive care, including preventive care, for patients across different age groups or a broad range of conditions, including family medicine, internal medicine, and pediatrics
Medically underserved communities: areas or populations designated by the Health Resources and Services Administration (HRSA) as experiencing a shortage of health care services
The NAU PA program is committed to addressing shortages of health professionals in rural areas. All NAU PA students are part of the Arizona Rural Health Professions Programs (RHPP) which is supported by the Arizona Area Health Education Centers (AzAHEC). This primary care rural and underserved training track prepares graduates to practice in diverse settings throughout Arizona, with emphasis on primary care and medically underserved rural and urban communities.
The Rural Health Professions Program is supported through the Arizona Area Health Education Centers (AzAHEC).
In addition to completing RHPP-supported rotations, many students are selected to participate in the AHEC Scholars Program (ASP) which is also supported by AzAHEC. The ASP is a two-year interprofessional program led by AHEC Regional Centers within the state of Arizona. As part of the program, in addition to completing rotations in underserved settings, students attend monthly didactic seminars – with small groups of students attending different health professions programs – and engage with a select Arizona community to enhance their ability to identify and address the needs of populations in underserved areas.
The NAU PA Program is one of only eight PA Programs nationally housed in Hispanic-Serving Institutions.
Evidence:
Rural and other underserved clinical rotation settings:
| Class of 2025 | Class of 2024 | Class of 2023 | |
|---|---|---|---|
| Number of graduates | 57 | 58 | 55 |
| Number of clinical rotations completed in qualifying rural or other medically underserved setting (% of all rotations) | 342 (75%) | 310 (67%) | 323 (73%) |
| Average # of qualifying rotations per student | 6 (75%) | >5 (63%) | > 5 (63%) |
Benchmark for success: ≥50% of rotations completed in qualifying rural or other medically underserved setting (evidence above benchmark is indicated in bold)
NAU PA Alumni Practice Setting (CO2014-2025)
Total graduates |
556 |
Total unknown practice setting |
3 |
| Number | % | Range (by cohort) | |
|---|---|---|---|
| Practice in a Primary Care HPSA | 254 | 43% | 30-50% |
| Practice in MUA/P | 280 | 39% | 24-46% |
| Practice in Mental Health HPSA | 235 | 33% | 20-52% |
| Practice in any HPSA or MUA/P | 361 | 65% | 51-79% |
Health Resources and Services Administration (HRSA) designations:
HPSA: Health Professional Shortage Area
MUA: Medically Underserved Area/Population
Benchmark for success: ≥50% of graduates practice in any HPSA or MUA/P (evidence above benchmark is indicated in bold)
3. Utilize technology and innovative teaching strategies to equip students effectively and efficiently with the necessary knowledge, skills, and attitudes to become competent healthcare providers and life-long learners in their communities.
Competent: having the necessary knowledge, skills, and attitudes of an entry-level PA, including national certification
Life-long learners: ongoing commitment to acquiring new professional knowledge, skills, and attitudes (e.g., continuing medical education, recertification)
The program’s lecture and laboratory-based courses and clinical rotations are strategically designed to utilize:
- Technology including simulation, point of care ultrasound (POCUS), learning studios, and other educational resources which equip students to develop skill in performing examinations, clinical procedures and interventions.
- Innovative teaching strategies including case-based learning activities which enable students to develop problem-solving and medical decision-making skills, group work which fosters the development of interpersonal communication skills, and seminar-based courses which promote lifelong learning and leadership.
- Integrated principles of health systems science to advance student awareness of strategies to increase access to care, reduce the cost of care, and improve the health of the population.
Evidence:
NAU graduates would recommend the program to others:
| Class of 2025 | Class of 2024 | Class of 2023 |
|
|---|---|---|---|
| "I would recommend the NAU PA program to others" | 89% SA/A | 88% SA/A | 75% SA/A |
SA: Strongly agree
A: Agree
Benchmark for success: ≥75% SA/A (evidence above benchmark is indicated in bold)
NAU graduates’ rate of certification maintenance (reflective of competence and life-long learners):
| NAU graduates | Currently certified | Rate of certification maintenance |
|---|---|---|
| 556 | 548 | 548/556 (99%) |
Benchmark for success: ≥75% (evidence above benchmark is indicated in bold)
4. Develop a tradition of excellence in preparing students to successfully complete the national certifying examination and serve the people of Arizona.
Evidence:
Ultimate PANCE pass rate by cohort:
| Class | Class Graduation Year | Group | Number of Candidates Who Took PANCE | Number of Exam Attempts | Number of Exams Passed | Program Exam Pass Rate | National Exam Pass Rate for the Class Graduation Year | % of Candidates Who Ultimately Passed PANCE |
|---|---|---|---|---|---|---|---|---|
| Class of 2014 | 2014 | All Takers | 24 | 27 | 24 | 89% | 92% | 100% |
| First Time Takers | 24 | 24 | 23 | 96% | 95% | 100% | ||
| Class of 2015 | 2015 | All Takers | 24 | 25 | 24 | 96% | 93% | 100% |
| First Time Takers | 24 | 24 | 23 | 96% | 96% | 100% | ||
| Class of 2016 | 2016 | All Takers | 47 | 47 | 47 | 100% | 93% | 100% |
| First Time Takers | 47 | 47 | 47 | 100% | 96% | 100% | ||
| Class of 2017 | 2017 | All Takers | 48 | 50 | 48 | 96% | 95% | 100% |
| First Time Takers | 48 | 48 | 47 | 98% | 97% | 100% | ||
| Class of 2018 | 2018 | All Takers | 49 | 50 | 49 | 98% | 97% | 100% |
| First Time Takers | 49 | 49 | 48 | 98% | 98% | 100% | ||
| Class of 2019 | 2019 | All Takers | 49 | 55 | 49 | 89% | 91% | 100% |
| First Time Takers | 49 | 49 | 45 | 92% | 93% | 100% | ||
| Class of 2020 | 2020 | All Takers | 50 | 53 | 50 | 94% | 93% | 100% |
| First Time Takers | 50 | 50 | 47 | 94% | 95% | 100% | ||
| Class of 2021 | 2021 | All Takers | 48 | 51 | 47 | 92% | 91% | 98% |
| First Time Takers | 48 | 48 | 44 | 92% | 93% | 98% | ||
| Class of 2022 | 2022 | All Takers | 48 | 53 | 48 | 91% | 89% | 100% |
| First Time Takers | 48 | 48 | 45 | 94% | 92% | 100% | ||
| Class of 2023 | 2023 | All Takers | 55 | 61 | 55 | 90% | 89% | 100% |
| First Time Takers | 55 | 55 | 51 | 93% | 92% | 100% | ||
| Class of 2024** | 2024 | All Takers | 58 | 63 | 57 | 90% | 89% | 98%** |
| First Time Takers | 58 | 58 | 52 | 90% | 92% | 98%** | ||
| Class of 2025** | 2025 | All Takers | 56 | 57 | 52 | 91% | 89% | 93%** |
| First Time Takers | 56 | 56 | 51 | 91% | 92% | 93%** |
Benchmark for success: ≥98% (evidence above benchmark is indicated in bold)
*Note: The NCCPA Exam Performance Summary Report shows 98% ultimate pass rate for Class of 2021 which reflects a graduate who will not complete the examination due to personal circumstances.
**The Class of 2024 and Class of 2025 ultimate pass rates are currently incomplete/pending (i.e., graduate(s) have remaining attempts).
NAU graduates serving the people of Arizona (CO14-CO25):
| Class of 2025 | Class of 2024 | Class of 2023 | 2014-present | |
|---|---|---|---|---|
| Total graduates | 57 | 58 | 55 | 441 |
| Arizona | 54 (95%) | 48 (83%) | 45 (82%) | 431 (78%) |
| Out-of-State | 3 (5%) | 10 (17%) | 10 (18%) | 122 (22%) |
| Unknown | 0 | 0 | 0 | 3* (0%) |