Goals and Success

Program Goals

The Pace University-Lenox Hill Hospital Physician Assistant Program is deeply committed to:

Developing within each student a strong foundation in the basic medical and clinical sciences to enable them to meet the life-long challenges inherent in the practice of medicine:

  •       Demonstrated by our graduation rates:
  •    Since the inception of the Master’s degree in 2008, over 97% of the matriculated students have successfully completed the program.
  •       Demonstrated through our PANCE Pass Rates:
  •    The pass rates for first time takers on the NCCPA certifying examination have been consistently high. Our current 5 year aggregate pass rate is 96%, and our 4 year aggregate pass rate since the inception of the Masters program is 97%, both of which exceeds the 5 year aggregate national pass rate of 93%.
  •       Demonstrated by our successful employment rate:
  •    Graduate survey responses over the last 5 years at approximately one year post graduation report an aggregate 96% employment rate. 
  •       Demonstrated by our student article publications:
  •    Many student articles have been accepted for publication in JAAPA, Clinician Reviews, or Advance for PAs & NPs
  •       Demonstrated by our graduate response rates:
  •    95% report being very to mostly satisfied with the Program’s contribution to preparing them to function as a competent PA

Preparing students to function as primary care providers in the health care setting while providing enhanced training for those who wish to specialize:

  •       Demonstrated by our discipline specific employment rates:
  •    Graduate survey responses over the last 5 years at approximately one year post graduation report an aggregate of:
  •   34% employed in Primary Care (includes primary care, family practice, internal medicine, pediatrics and gynecology/obstetrics)
  •   19 % in internal medicine subspecialties
  •   5% in Surgery
  •   22 % in surgical subspecialties
  •   18% in Emergency Medicine

Teaching students to have an integrated, patient and family-centered view including treatment, education, prevention and health care management:

  •       Demonstrated by our curricular sequencing and course content:
  •    Our curriculum begins by introducing students to the elements of the clinician-patient interaction, the awareness and sensitivity necessary for working with culturally diverse patient populations, and the role of the family within the context of the patient’s illness.  During the clinical medicine and application courses the student is familiarized with treatment and patient education through clinical cases.  The health promotion and disease prevention course solidifies these concepts in preparation for clinical rotations and students review practice frameworks for health promotion. 

Intensifying the program’s commitment to service in the community to augment the students’ abilities to provide culturally sensitive care:

  •       Demonstrated by our student participation with local healthcare and community groups and our diverse clinical rotations:
  •    Our students have a consistent history of involvement and participation in fund raising efforts for the Leukemia & Lymphoma Light the Night Walks, Susan G. Komen and American Cancer Society Breast Cancer Walks, our annual blood and bone marrow drive, hurricane relief efforts, providing meals at the American Cancer Society’s Hope Lodge in New York City, AAPA’s Caring for Communities fund raising, and the receiving of a grant from the PA foundation for obesity education.
  •    The cultural, ethnic and socioeconomic diversity of New York City and surrounding tri-state area give students first-hand exposure to healthcare disparities, a wide range of cultures, languages, religions, sexual preferences, and the extent to which healthcare depends upon and is delivered in a broader socio-economic and cultural context.   

Equipping students to meet the changing needs of the health care system and to work as collaborative members of the health care team:

  •       Demonstrated by our integration of interprofessional education (IPE) into our curriculum:
  •    The College of Health Professions (CHP) interprofessional practice standardized patient simulation project begun in the spring of 2013 to enhance the education of PA & FNP students by focusing on effective interprofessional communication, collaboration, and teamwork to improve health-care quality, safety, and delivery.
  •    The integration of IPE utilizing the Jefferson Interprofessional Education Center (JCIPE) modules to facilitate understanding of the roles of various health professionals.

Developing faculty who are regional, state, and national leaders in Physician Assistant policy, research, training, education and health care delivery:

  •       Faculty has numerous poster and journal publications in JAAPA, Clinician Reviews, Journal of Family Practice, Advance for PAs and NPs, Journal of Pediatrics, and present regularly at state and national meetings.
  •       This can be directly correlated to the success of our faculty and their involvement in state, national, and educational associations as outlined by the positions they hold/held below:
  •   ARC-PA Commissioner
  •   ARC-PA Site Visitor
  •   NCCPA Test Item Writer
  •   NYSSPA Committee Chairs