About the Program
The Master of Physician Assistant Practice (MPAP), offered by the Primary Care Physician Assistant Program at USC, trains students in a range of medical, social and behavioral sciences required for competent clinical practice. Physician assistants are educated in basic medical sciences and clinical disciplines, including human anatomy, physiology, pharmacology and clinical laboratory medicine. Further, PA students are taught to hone the cognitive skills required for medical decision-making.
The 33-month graduate curriculum includes integrated course work in the basic sciences, medicine, clinical skills, public health and epidemiology, health care administration, and psychosocial and behavioral sciences. Students enter the program having completed a Bachelor’s degree as well as a set of program prerequisites. Our unique location within the Keck School of Medicine of USC provides students with a vast array of educational and clinical resources that contribute to the excellence in training. The physician assistant (PA) is a health care professional qualified by academic and clinical education and by formal certification to practice medicine with the supervision of a doctor of medicine or osteopathy. Physician assistants perform diagnostic, therapeutic, preventive and health maintenance services in any setting in which physicians provide care. Physician assistants are accountable for their own actions as well as being accountable to their supervising physician.
The Primary Care Physician Assistant Program at USC is dedicated to the advancement of physician assistant education and emphasizes service to the medically underserved. The program is committed to preparing students from diverse backgrounds to practice medicine with physician supervision. Emphasis is placed upon understanding and appreciating diversity. The program aims to prepare its graduates to practice and promote primary health care of the highest quality as part of an interprofessional team.
GOALS OF THE PROGRAM
Education: Provide excellent primary care educational instruction and professional development to PA students and promote the growth and development of PA education.
Diversity: Emphasize diversity in the selection of students and faculty, and throughout the curriculum.
Quality: Promote excellence in healthcare through carefully considered admissions policies, a well-prepared faculty, and primary care instruction.
Service: Encourage service to the medically underserved.
Leadership: Mentor, model, and teach leadership including advocacy.
INDICATORS OF SUCCESS IN ACHIEVING THESE GOALS
1) Education – The curriculum is designed with a primary care focus. Oversight of the development of this curriculum is provided by the Curriculum Committee, with feedback from the program's advisory board as needed. The curriculum, under the oversight of the Curriculum Committee, is focused on primary care and embraces the Competencies for the PA Profession as designated by the National Commission on Certification of Physician Assistants, utilizing their "blueprint" as a guideline in developing curriculum content. Professional development is offered throughout the curriculum and its success is measured by clerkship evaluations.
2) Diversity – Demographics of the 54 students in our incoming first-year class (class of 2016) are: African American/Black/African (11.1%), White/Caucasian (40.7%), Asian (22.2%), Hispanic (18.5%), Other (7.4%) Gender: female (78%), male (22%). Diversity among appointed faculty include 9 women and 4 men, with African-American, Asian, Caucasian, and Hispanic ethnicities; instructional faculty are similarly diverse. Preparing our students to serve diverse populations is facilitated by including three semesters of medical conversational Spanish in the curriculum, promoting service learning projects in a wide breadth of populations, and securing clinical sites in areas that care for medically-underserved populations. The graduating class of 2013 collectively cared for 105,195 patients, 51% of whom were medically underserved. Graduates from the class of 2014 reported an average confidence using Medical Spanish with patients rated on a scale of 0-100 for the start of the program and at graduation. They report an average of 35/100 before starting the program and an average of 70/100 upon graduation.
3) Quality – Faculty are well-prepared as evidenced by 100% attainment of advanced degrees and well-over 250 years of collective clinical experience. Successful delivery of primary care education is evidenced by a 100% first-time PANCE pass rates in 2010 and 2013 and collective success of graduates in clinical practice observed on surveys of Program alumni. Since the Program's inception in 1972, Program graduates have performed well on the PANCE. The program's first time test taker five-year average pass rate is 96%.
Official NCCPA 5 year summary report of National Board Pass Rates for first time test takers.
4) Service – This year, the program faculty, staff and students from the Class of 2017 will be attending a service day at the Los Angeles Area Food Bank. The service activity is one of many that our team is involved with throughout the curriculum. Students serve the homeless and underserved populations of Los Angeles through the USC Student-Run-Clinics, which allows students to receive early clinical exposure in their education. The program has been awarded a Song-Brown training grant, funding by the State of California intended to increase the number of providers entering primary care in medically underserved areas. According to the Office of Statewide Health and Planning for the State of California, 54% of reporting graduates are currently practicing in areas of unmet need and 77% of program clinical clerkship sites are in areas of unmet need. Our Program is also a recipient of the HRSA Expansion of PA Training (EPAT) grant that provides 2-year full-tuition scholarships to four new students per year who are committed to our mission to practice in primary care. Collectively among the classes of 2011-2016, 27 of our students were selected as National Health Service Corps Scholars and 1 student was selected as a Native Hawaiian Scholar.
5) Leadership – The program is proud to highlight our success in leadership including having one of our graduates become the first PA elected to Congress. Representative Karen Bass, PA (Class of 1982) is a former student and faculty member of the program and her leadership in Congress is a prime example of that success in meeting this goal. Jim Delaney, PA-C (Class of 1974) is a former President of the American Academy of Physician Assistants and the California Academy of Physician Assistants. Several other graduates have served as President of the California Academy of Physician Assistants including Miguel Medina (Class of 1977), Larry Rosen (Class of 1994), Beth Grivett (Class of 1995), and Robert Boucher (Class of 1997). Additionally, members of our faculty are involved in leadership for the profession including our director, Kevin Lohenry, PhD, PA-C who served as President of the Physician Assistant Education Association (PAEA) in 2011 and now serves as a Director at Large for the National Commission on Certification of the Physician Assistant (NCCPA), Anne Walsh, MMSc, PA-C who serves as Liaison to the Society of Teachers of Family Medicine for PAEA and previously served on the CAPA Board of Directors, Mitzi D'Aquila, PA-C who is a former board member for CAPAs, and John Mabee, PhD, PA-C and Janice Tramel, MS-HPE, PA-C who are resources for the NCCPA. Jean Slutsky, PA, MSPH (Class of 1980) has also recently been named director of the Patient Centered Outcomes Research Institute's Communication and Dissemination Program. Three graduates of the program developed new PA programs Les Howard, Class of 1986, Michael Estrada, Class of 1992 and Teresa Thetford, Class of 1996).
The ARC-PA has granted continued accreditation to the Primary Care Physician Assistant Program sponsored by the Keck School of Medicine of the University of Southern California. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.
Continued accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by the ARC-PA will be September 2018.