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Program Outcomes


PANCE Pass Rate Summary ReportView the full PANCE Pass Rate Summary Report

Attrition Rates and Summary of Graduate Employment:

PA Program Quick Facts 2017-2020

Cohort # Admitted Avg. Cum. GPA Av. Pre-Req. GPA # Graduated
Class of 2017 20 3.3 3.4 19
Class of 2018 25 3.4 3.5 25
Class of 2019 30 3.5 3.5 30
Class of 2020 30 3.5 3.5 n/a
Class of 2021 30 3.6 3.6 n/a

Graduate Employment

Our graduates are currently employed in the following practice areas:

Plastic surgery, Cardiothoracic surgery, Orthopedics, General Surgery, Dermatology, Breast surgery, Vascular surgery, Emergency medicine, Psychiatry, Interventional Radiology, ENT, and Cardiology.

Program Goals

Our goals are to prepare physician assistants who:

Goal #1

Function as physician assistants providing patient care in a variety of medical or surgical specialties.

  • Class of 2017 and 2018 have 100% employment in a variety of settings and specialties. Our graduates are working in the areas of: cardiology, cardiothoracic surgery, emergency medicine, general surgery, orthopedic surgery, and psychiatry. They are responsible for managing patients in office and hospital settings as well rendering pre-, intra-, and post-operative care.

Goal #2

Understand the importance of delivering high-value, cost-conscious medical care.

  • Coursework related to patient health assessment (PHA-605 Health Promotion, PHA-603 Introduction to Patient Assessment), patient management (PHA-622 Clinical Management), and health policy (PHA-636 Health Care Policy) discuss how socioeconomic and political factors will affect the access, cost, and quality of health care delivery. Moreover, the economics regarding medical malpractice and patient protection with regard to risk management are also discussed. In Clinical Management students have to include the cost of medications and laboratory tests ordered for the patient cases so they learn how to appreciate the costs related to patient management. In the past three years 100% of students have met program outcome expectations.
  • Preceptor evaluations during the clinical phase reflect that student knowledge of cost-effective health care delivery and understanding health care related fiscal resourcing, measured on a Likert scale of 1 to 5, measured the average score of 4.46 for the Class of 2017, 4.49 for the Class of 2018, and 4.54 for the Class of 2019.

Goal #3

Provide a comprehensive academic program that fosters the development of the knowledge and skills to engage in critical evaluation of the literature to practice evidence based medicine through didactic instruction, clinical experience, and through research and presentations.

  • All students are required to enroll in PHA-625 Research Methods I and PHA-626 Biostatistics. Student groups formulate, under the guidance of a PA faculty advisor, a group research project. The focus of the research project is based on a review of the current literature. Since 2016, the PA student groups presented their work at the Monmouth University Scholarship Week Interdisciplinary Research Forum. In addition, two research projects were accepted for presentation at the May 2017 American Academy of Physician Assistant Annual Conference Poster Session in Las Vegas, NV. During Student Scholarship Week 2018, Mr. Scott Fiorini, from the Class of 2019 was invited to “Hawk Talks” where he presented to the Monmouth University community what he learned about patient-provider communication.
  • Through several courses in the curriculum (PHA-606 Physical Diagnosis, PHA-621 Topics in Medicine and Surgery, PHA-607 Health Promotion, and PHA-622 Clinical Management), students receive instructions on evidence based guidelines, preparation through case-based instruction in how to review the current literature and how to apply guidelines for managing patient care. Students develop critical-thinking skills and utilize the extra patient experiences given by the program’s 64 weeks of clinical clerkships.
  • Learning how to evaluate results of clinical studies is developed through PHA-625 Research Methods I and PHA-626 Biostatistics by appreciating the nuances of sound research methodology and appropriate statistical testing. In the past three years, 100% of the student research groups received Institutional Review Board approval and completed their research projects using the knowledge gained through these courses. Students present their projects annually at the Interdisciplinary Research Forum during Scholarship Week. All graduates successfully completed their capstone research project in PHA-635 Research Methods II.

Goal #4

Promote opportunities for students to develop cultural sensitivity, interpersonal skills, and effective communication in order to work as collaborative members of the healthcare team.

  • The students have multiple learning opportunities regarding effective communication and respect when dealing with patients from a diverse background, patients’ families, physicians and other healthcare professionals.  In particular, see the below four.  All students met or exceeded the 73% benchmark grade in the below courses that emphasize communication, patient interaction, respect for patients and their families, including diverse populations.  By meeting the benchmark we have determined that the students’ communication is effective and respectful.
    PHA- 605 Health Promotion: Students partake in simulation training for cross-culture/diversity.  Following the exercise, students are responsible for writing a reflection paper on their own cultural competence.
    PHA-603 Introduction to Patient Assessment: Students are taught how to communicate effectively with patients from diverse populations while taking a medical history.  The students practice history-taking techniques in lab and are required to submit written documentation of their encounters. In addition, students are exposed to diverse populations during hospital sessions where they are expected to practice their history and physical exam skills.  Once again, they must submit written documentation of each patient encounter.
    PHA-606 Physical Diagnosis: Students shadow providers in the community.  They are required to submit an assignment in which they reflect on the experience.  The focus of this assignment is to analyze the communication between the provider and the patient. Included in this reflection is their perception of the communication skills of the provider, as well as how they would adapt to become more effective communicators.
    PHA-622 Clinical Management: Students are taught to critically evaluate medical decision-making as it applies to individualized patient care cognizant of racial, ethnic, socioeconomic and cultural differences. Students engage in role-playing of empathetic and culturally sensitive communication.
  • Data from our online logging system shows that our students have clinical encounters with a diverse patient population as shown in the table below:

Monmouth University Physician Assistant Program
E-Value Patient Encounters 4/2017 to 4/2019

Type of Encounter Number of Encounters
Female 21,822
Male 17,866
Transgender 88
Age less than 12 months 1,731
Age 1 – 4 years 1,513
Age 5 – 12 years 2,788
Age 13 – 18 years 2,957
Older than 18 years 22,167
Age greater than 70 yrs 8,529
Mixed race
Native American
Acute 18,693
Chronic 9,433
Emergent 4,465
Preventive 5,677
Intellectual disable 729
Medically underserved 1,162
Active duty military 48
Veteran 493
Physical disability 826
Rural 280
Suburban 14,174
Urban 2,786


  • PHA- 651, 652, 653, 654 Clinical Clerkships I, II, III, IV: The preceptor evaluation includes measurement of the student’s ability to communicate with the patient and families.  For example, “student displays empathetic behavior with patients and families, develops effective adaptations for providing ethical medical patient relationships and demonstrates respectful, caring behavior.”  It also includes measurement of the student’s ability to communicate with the healthcare team: “works effectively with other healthcare personnel.”  In examining student outcomes with during the clinical year, the data in the table below show that students exceeded the benchmarks of 3.5 out of 5 on a Likert scale.
Empathetic behavior with patients and their families 4.83
Effective adaptations for providing ethical/medical patient relationships 4.74
Respectful behaviors 4.88
Working effectively with other health care personnel 4.86

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