Our Mission
Mission Statement
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 positively transform the healthcare system. Students, graduates, faculty, and staff are committed to doing this through collaboration, inclusivity, innovation, integrity, excellence, and joy.
Program Goals
- Quality Education: Promote excellence, innovation and collaboration in education by providing teaching and learning opportunities rooted in a primary care philosophy by a team of clinically experienced and well-prepared educators, including faculty and staff.
- Diversity, Equity, Inclusion and Belonging (DEIB): Foster a commitment to diversity, equity, and inclusion throughout the curriculum, and in the recruitment and retention of students and program team members.
- Service: Equip students to address the social determinants of health in our local Southern California communities through widespread service opportunities.
- Leadership: Foster collective community impact, which maximizes the efforts of others. Leaders are courageous, self-aware, humble, communicative, empathetic, compassionate and professional.
Indicators of Success in Achieving These Goals
1) Quality Education
Curriculum |
|
PANCE Results |
|
2) Diversity, equity, inclusion and belonging (DEIB)
Admissions/Recruitment
|
Holistic admissions process
Intentional Recruitment
|
Curriculum |
|
Clinical |
|
Extracurriculars |
Students are encouraged to be involved in experiences beyond the classroom that exemplify the pillar of diversity, equity and inclusion such as:
|
Alumni |
Alumni who participate in Interview Days, as Workshop Facilitators or OSCE Proctors receive training on:
|
Faculty & Staff |
In recruiting staff and faculty, we adhere to the following:
|
Retention | To support the continued success of students, the Program has expanded our Learning Support Services including an increased number of diverse tutors and the Summer Bridge Program, which helps accepted students experience the program prior to matriculation. |
3) Service
Curriculum |
Students participate in service directly through coursework. This includes several community-based projects and a Program Service Day. |
Clinical |
Students participate in service during rotations as part of:
|
Extracurriculars |
Students are encouraged to take part in service-based extracurriculars, such as:
|
Alumni | Many of our alumni go on to serve communities as National Health Service Corps Scholars or Loan Repayment recipients. |
4) Leadership
Curriculum |
All students experience the principles of leadership and advocacy in the BSC I, II, III, Critical Thinking I, II, III, Advanced Topics in Medical Care Organization, Clinical Skills IV and Advanced Topics in Education courses. Examples of this include:
All students engage in self-reflection in preparation for mid-semester coaching sessions with their advisor. During this session, professional growth planning is discussed. Embedded in all the curriculum, throughout the coursework students have opportunities to demonstrate these skills in various areas of student life
|
Clinical |
Students who exemplify leadership qualities during clinical rotations are identified through our preceptor evaluations. They work well on an interprofessional team, are key players in collaborative practice, advocate for high-quality care, and show the professional value of a PA on a care team. |
Extracurriculars |
Students learn the role of leadership and advocacy in the community and individual health.
|
Alumni |
Alumni go on to serve in leadership roles in the U.S. Congress, the American Academy of Physician Assistants, the California Academy of Physician Assistants, the Physician Assistant Education Association, the National Commission on Certification of Physician Assistants, Society of Teachers of Family Medicine, and other major associations that effectively guide health care and the PA profession.
|