Goal 1: Provide students with an innovative curriculum

We define an innovative curriculum as one that considers current knowledge in adult learning theory and looks ahead to workforce readiness. Current adult learning theories focus on active (engaged), student-centered learning.[1] Providing hands-on (engaged) learning activities that prepare students for the workplace are key. Active learning is a process that involves attaining knowledge through participation or contribution.[2] The “teacher” designs and prepares activities that allow the students to take learning into their own hands.[1]

Engaged learning (active learning) activities include case-based learning, problem-based learning, hands-on learning experiences, gamification, metacognitive exercises such as schema building and retrieval practice, and simulated patient experiences.

Point of Care Ultrasound (POCUS) integration is an example of active learning and a useful professional skill that PAs can use. Literature recommends the need to be trained as early as possible.[3] Medical literature also points to the facts that POCUS is both within the scope of practice for PA’s and is used in multiple settings common for PA employment. However, the absence of curricular training is the major barrier to their using POCUS professionally.[4-7] POCUS has also been demonstrated in PA literature as an educational adjunct to improve students’ medical knowledge and clinical exam skills.[8] Additionally, simulation provides learners with “praxis”—an opportunity to practice and demonstrate skills in a lower stakes environment while strengthening learning.[9]

Goal 1: Benchmarks and Outcomes

     

    Goal 2: Prepare students for academic excellence, using an evidence-based approach to clinical decision-making, and for self-direction

    Academic excellence is defined as meeting program progression standards at competency-based program checkpoints (as defined in the student handbook) and passing the national certifying exam for PAs (PANCE).

    An evidence-based approach to clinical decision-making involves developing a research question and using current scientific evidence to make decisions related to the care of patients.[11]

    Self-direction means that learners have opportunities to self-assess and choose assignments that best serve their growth and development in some courses. Self-direction is an important skill for developing lifelong learning.[12]

    Goal 2: Benchmarks and Outcomes

     

    Goal 3: Attract, matriculate, and retain students from diverse backgrounds and experiences

    A cohort with diverse backgrounds and experiences includes learners with lived experiences that are currently underrepresented in the medicine (URiM), as well as with a variety of pre-matriculation health experiences such as those who have worked in hospital settings, community health settings, and clinical research, etc.

    The AAMC defines URiM[13] as “those racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general population”. For our program, this data is pulled from the Integrated Postsecondary Education Data System (IPEDS)[14] and includes anyone voluntarily self-identified as: American Indian or Alaska Native; Black or African American; Hispanic, Latino, or of Spanish Origin; or Native Hawaiian or Other Pacific Islander; Nonresident Alien; two or more races.

    Goal 3: Benchmarks and Outcomes

     

    Goal 4: Promote opportunities for community engagement

    Community-based learning is an established means of encouraging student academic growth and has been shown to improve understanding communities and their needs.[1] These benefits are augmented when the learning is embedded and integrated into a curriculum in an intentional, meaningful manner.[2]

    Community engagement opportunity examples include integrated co-curricular activities through Start Early in Medicine, voluntary extracurricular activities with the Open Door Clinic of Alamance County and the Dream Center, and optional clinical practicums (an elective) in global or national locations.

    Goal 4 Benchmarks and Outcomes

     

    Goal 5: Promote leadership opportunities for learners

    The Competencies for the PA Profession[1] go beyond patient care to include a team-based framework, leadership skills, and advocacy. At Elon PA, these leadership opportunities include the potential to serve as leaders in the PA student society of their cohort, within PA advocacy groups (e.g., the AAPA, the NCAPA, the Piedmont Association of PAs), and as coordinators of activities within their cohort. Learners at Elon PA are also supported in their applications for National Health Service Corp (NHSC)2 scholarships, PAEA fellowships,[3] the AAPA Leadership and Advocacy Summit,[4] and to participate in the AAPA Challenge Bowl5 and SPOCUS iScan competition.[6]

    Our curriculum allows learners to participate in leadership opportunities by designing a modular break for the AAPA conference and policies that support learners to make up class activities to participate in these leadership opportunities.

    Goal 5: Benchmarks and Outcomes