Morehouse School of Medicine Physician Assistant Program

Mission and Program Goals

Mission

The mission of the Morehouse School of Medicine Physician Assistant Program is to lead the creation and advancement of health equity by empowering and educating the next generation of physician assistants to achieve academic, personal, and professional success and become committed life-long learners who will provide compassionate, high quality, patient-centered care to meet the primary health care needs of the urban and rural underserved populations in Georgia and the nation. 

Values

The Values of the Morehouse School of Medicine Physician Assistant Program are:

  • Integrity
  • Wisdom
  • Knowledge
  • Excellence
  • Innovation
  • Service
  • Compassion
  • Leadership
  • Professionalism

Due to the developing nature of our program and insufficient longevity of data collection, our program is still in the refinement process for measuring goal achievement. We are committed to continually improving our data sources and analyses to measure effectiveness in attaining our program-specific goals.

Goals

1.  Foster an environment that ensures our education, research, and service initiatives address the primary healthcare needs of the underserved rural and urban communities across Georgia.   

     This goal contains three main actions supported by the data below:

Education (2 metrics)

  • Outcome Measure 
    • The program set the average benchmark at >3.5 on a 5.0-point Likert scale for student perception of all competency domains on End of Program survey.  The program considers an overall average of >3.5 on a 5.0-point Likert scale is at or above the benchmark.
    • Faculty analyzed data collected on an End of Program survey administered to the classes of 2021, 2022 2023, 2024, and 2025.
  • Rationale
    • The survey asked students to rate their confidence in program competencies across nine domains.  The nine domains included patient care, knowledge of practice, practice-based learning improvement, interpersonal and communication skills, professionalism, systems-based practice, interprofessional collaboration, personal and professional development, and social accountability in medicine.  
    • The program utilized >3.5 on 5.0 on a  Likert scale as the benchmark to remain consistent with the average or 70% used for graduate programs across the institution.
  • Actual Outcome
      • Students in the 2021, 2022, 2023, 2024, and 2025 cohorts rated their confidence in the nine program competencies as an average score of 3.62, 3.88, 3.95, 4.23, 4.22 respectively on a 5.0 Likert scale. (3.98 overall mean)
      • Metric met benchmark 
  • Outcome Measure
    • The program set the average benchmark at >3.5 on a 5.0-point Likert scale for questions about the effectiveness of didactic and clinical phases in providing students the knowledge and skills necessary for entry-level practice in varying fields of medicine on the Faculty and Staff Curriculum Survey.
    • Faculty analyzed data collected on the Faculty and Staff Curriculum survey administered to faculty and staff. 
  • Rationale
    • The survey asked faculty and staff to rate the curriculum for both didactic and clinical years. 
        • PA faculty and staff rated the didactic and curriculum phase curricula as above average in preparing students to enter practice in family medicine, internal medicine, pediatrics, emergency medicine, behavioral medicine, and women's health.  
        • The program utilized >3.5 on 5.0 on a  Likert scale as the benchmark to remain consistent with the average or 70% used for graduate programs across the institution.
  • Actual Outcome 
    • On average the faculty and staff rated Didactic Currriculum (2024 and 2025)
      • FM -       3.57
      • IM (O) -  3.57
      • IM (I)  -   3.44
      • EM -       3.63
    • On average the faculty and staff rated Clinical Currriculum (2024 and 2025)
      • FM -       3.63
      • IM (O) -  3.57
      • IM (I)  -   3.63
      • EM -       3.75
    • All metrics met benchmark.

Research (1 metric)

  • Outcome Measure 
    • The program indicated that 100% of students would participate in a Capstone research project and 50% of students would be selected to participate in the annual MSM Curtis L. Parker Student Research Symposium. 
  • Rationale
    • The students are placed into learning communities based on topics of interest and participate in community engagement service-learning activities. They then complete Capstone research projects using an evidence-based literature review to answer a clinical question.
    • Participation in the MSM Curtis L. Parker Student Research Symposium was considered an opportunity to present research efforts as part of a peer-reviewed process.  This activity demonstrates that the program provides rich research experiences that can impact underserved communities.
    • The rationale for the benchmark was that students from various academic backgrounds will matriculate with variable research backgrounds.  The program recognized that half of the applicants may have research backgrounds and/or master's degrees that provided exposure to scholarship.
  • Actual Outcomes
    • The program has made great gains in aligning the Capstone process and timing for the students to complete their Capstone research projects. The 2021 cohort completed individual projects, and the 2022 cohort could choose between an individual or group project. However, as the cohort size increased, the program utilized the learning communities to transform Capstone projects entirely into group projects in 2023, with individual projects only in special circumstances. This new process produced improved results.
    • Student topics for the 2021, 2022, 2023, 2024, 2025, and 2026 cohorts are provided below.
    • PA Capstone Projects 2021-2027
    • Capstone Research Project Participation
      • 19/19 students (100%) completed individual Capstone research projects in the 2021 cohort.
      • 1/29 students (3.4%) completed an individual Capstone research project in the 2022 cohort, and 28/29 students (96.6%) completed group Capstone research projects in the 2022 cohort. One hundred percent (100%) of students completed Capstone research projects in the 2022 cohort.
      • 1/34 students (2.9%) completed an individual Capstone research project in the 2023 cohort, and 33/34 students (97.1%) completed group Capstone research projects in the 2023 cohort. One hundred percent (100%) of students completed Capstone research projects in the 2023 cohort.
      • 2/41 students (4.9%) completed individual Capstone research projects in the 2024 cohort, and 39/41 students (95.1%) completed group Capstone research projects in the 2024 cohort. One hundred percent (100%) of students completed Capstone research projects in the 2024 cohort.
      • 1/36 students (2.8%) completed an individual Capstone research project in the 2025 cohort, and 35/36 students (97.2%) completed group Capstone research projects in the 2025 cohort. One hundred percent (100%) of students completed Capstone research projects in the 2026 cohort.
    • The program met its benchmark (100%) for Capstone research project participation.
    • MSM Curtis L. Parker Student Research Symposium
      • The 2021 and 2022 cohorts did not participate in the MSM Curtis L. Parker Student Research Symposium. The program did not meet its benchmark.
      • Three of the six learning community project groups (50%) in the 2023 cohort participated in the MSM Curtis L. Parker Student Research Symposium. Nineteen out of 34 learners (55.9%) participated in the Symposium. The program met its benchmark.
      • All eight of the project groups (100%) in the 2024 cohort participated in the MSM Curtis L. Parker Student Research Symposium. One student in a special circumstance completed an independent project, but did not participate in the Symposium. Thirty-nine out of forty learners (97.5%) participated in the Symposium. The program met its benchmark.
      • Six of the eight project groups (75%) in the 2025 cohort participated in the MSM Curtis L. Parker Student Research Symposium. One group’s abstract was not accepted, and another group did not submit an abstract. One student in a special circumstance completed an independent project, but did not participate in the Symposium. Twenty-six out of 36 learners (72.2%) participated in the Symposium. The program met its benchmark.
      • All eight of the project groups (100% of learners) in the 2026 cohort participated in the MSM Curtis L. Parker Student Research Symposium. The program met its benchmark.
      • From 2021-2026, 60.8% of learners participated in the MSM Curtis L. Parker Student Research Symposium.
    • The program met its benchmark (>50%) for participation in the Symposium.

Service (3 metrics)

  • Outcome Measure
    • The program considered student volunteer hours at the MSM HEAL Clinic. 
    • The program established a benchmark of 30% of students would volunteer with the HEAL Clinic.
  • Rationale 
    • The HEAL clinic (free student run primary care clinic) activities are part of the learning environment to demonstrate service and clinical exposure offered by the program/institution to expose students to underserved and underinsured patients.
  • Actual Outcomes
Number of Participating Students by Class      
Class FY2024 FY2025 FY2026 FY2027 Total  Participants
Class of 2022 0 0 0 0 0
Class of 2023 0 1 0 0 0
Class of 2024 0 0 0 0 0
Class of 2025 5 1 0 0 12
Class of 2026 0 15 19 2 25
Class of 2027 0 0 8 0 21
Total 5 17 27 2 58
    • On average 24% (58/244) of students in 2021-2027 in cohorts 2022-2027 participated in the HEAL Clinic.
  • This metrics was not met.

 

  • Outcome Measure
    • The program considered student performance in the Medicine & Society Course series.  This course series includes service initiatives as well as the elements of the capstone project. 
    • The benchmark established was that all students must pass with a grade of 70% or greater.  
  • Rationale
    • The Medicine & Society course series is the essence of the school's mission embedded in the curriculum.  This provides student the space to learn and gain knowledge regarding underserved populations. For example, the second part of this series allows students to apply principles of Community-Oriented Primary Care to develop intervention programs that can improve health outcomes and address health disparities.  The course introduces concepts of patient advocacy, public health and provider bias, racial/ethnic disparities and social determinants of health as it relates to health outcomes and its impact of clinical practice.
  •  
    Actual Outcomes
      • The program met the benchmark as all students completed the Medicine & Society Course series with an average grade of 95%. 
    • The program met the benchmark for this component.

Goal 1 Program Effectiveness - There were 6 metrics used in this goal.  (2 education; 2 research; and 2 service) Both metrics met benchmark for education and research..  One metric in the service area did not meet benchmark.

Thus of the 6 metrics used to measure effectiveness, one was not met.  83% of the metrics were above the benchmark.   The program recognizes that an above average (70%) score across all benchmarks/metris as evidence of effectiveness.  Goal 1 was met.

 

2.  Engage learners in opportunities to explore transformational models of care for vulnerable populations that advance health equity. 

            This goal contains four metrics supported by the data below:

Capstone Research Project

  • Outcome Measure
    • The program established the benchmark that all students (100%) must complete a Capstone project focused on vulnerable populations.
  • Rationale
    • The Capstone projects were demonstrate that students use existing data to conduct research as it relates to rural and underserved communities.  Students are placed into learning communities based on topics of interests and participate in community engagement activities to parallel with the research topics.  The program recognizes that using literature to expand knowledge and provide exposure to the health and healthcare needs of vulnerable populations is an essential part of exploring transformational models.
  • Actual Outcomes
    • 100% of students completed a Capstone research project focusing on vulnerable populations.
    • The program met the benchmark for 2021, 2022, 2023, 2024, 2025, and 2026 cohorts.
    • The program met the benchmark for this component.

Community Service

  • Outcome Measure
    • The program established the benchmark that all (100%) students must complete community service for vulnerable populations.
  • Rationale
    • Service initiatives are a core part of the insitution's missions which seeks to improve the health and well-being of individuals and communities.
  • Actual Outcomes 
    • 100% of students complete community service in learning communities as a component of the Capstone Projects.
    • 100% of students participated in community service, including PAs in the Park and Community Health Screenings.
    • A growing number of students are also participating in the HEAL Clinic.  (see above)

    • The program met benchmark for this component.

Medicine & Society Course Series

  • Outcome Measures
    • 100% of students will complete Medicine & Society course series and obtain a passing grade (>70%) in all courses.
  • Rationale
    • The Medicine & Society Course Series includes a Community-Oriented Primary Care Project. Meeting benchmark for 2021, 2022, 2023, 2024, 2025, 2026 cohorts.
    • The program identified courses such as those in the Medicine & Society series to ensure data about there experiences could be highlighted. Given the course series offers reflective writing opportunitities. community service activities, community needs assessment through wind-shield assignments.  Student performance indicates engagment in opportunities that begin to move the needle on creating health equity in underserved communities.
       
  • Actual Outcomes
    • All (100%) students completed Medicine & Society Course Series, which includes the Community-Oriented Primary Care Project.
    • All students earned >70% passing grade in all courses.
    • The program met the benchmark for this component.

Social Accountability (Program Domain 9)

  • Outcome Measures
    • The program established the benchmark that all (100%) students must rate achievement in Domain 9: Social Accountability in the Practice of Medicine as >3.5 on a 5.0-point Likert scale. for student perception of all competency domains on End of Program survey.
  • Rationale
    • The Social Accountability Competency question (found in the  Student End of Program Survey) focuses on priortizing and addressing community health outcomes through civic engagement, ethical leadership and global social responsibility while delivering equitable and sustainable healthcare.
       
  • Actual Outcomes
    • All students who completed the program rated achievement in Domain 9: Social Accountability in the Practice of Medicine as 4.10. 
      • 2021    2022     2023    2024     2025
      • 4.06     4.40      3.95      4.25      4.38
    • The program met the benchmark for 2021, 2022, 2023, 2024, and 2025 cohorts.

Goal 2 Program Effectiveness - The program met all benchmarks across each metric including research, service, classroom, and program competencies.  The program recognizes that achievement of a goal necessitates meeting >70% of the metrics.  Evidence provided for Goal 2 indicates that 100% of the metrics ere met.  Goal 2 was met.

3.  Create a learning environment that promotes collaboration among interprofessional teams to ensure efficient, effective, and equitable patient-centered care.

The goal contains 3 metrics supported by data below.

  • Outcome Measures 
    • All students will participate in the IPE Experience with the University of Georgia physical therapy students.
    • The program established a benchmark of > 3.5 on 5.0 Likert Scale for items on the End of Program Survey.
  • Rationale
    • The End of Program Survey offers additional student data about the opportunity to engage in training with other health care professions during the academic training. 
  • Actual Outcomes
    • 100% of MSM PA Program students participated in an Interprofessional Experience with University of Georgia physical therapy students
    • Students who have completed the program (2023, 2024, and 2025) rated agreement with statements about interprofessional experience helping them better understand healthcare roles as 3.91. (Benchmark >3.5 on a 5.0-point Likert scale on End of Program survey. Meeting benchmark for 2023, 2024, and 2025 cohorts) 
    • Both metrics met benchmark.
  • Outcome Measures 
    • The program established a benchmark indicating that graduating students should achieving a 3 or “competent” (on a 4.0-point Dreyfus scale) level for interprofessional evaluation items on the Preceptor Evaluation of Students.
  • Rationale
    • The Preceptor evaluation data for this metric represents a mapping of questions from the preceptor evaluation to the program Competencies and Domains as they relate to IPE.  Obtaining preceptor feedback provides data from an external source to show students are engaging in interprofessional practice during the clinical year.  Ongoing tracking of data mapped from the preceptor evaluations and Comp Ai completes this data set.  
       
  • Actual Outcomes
    • Students in cohorts 2024, 2025, and 2026 were evaluated by clinical preceptors on their ability to demonstrate interprofessional collaborationacross the clinical year using the Dreyfus Model of Skill Acquisition. The program benchmark for this competency was an average rating of 3.0, indicating achievement of the expected level of competency.
    • Across the clinical rotations, students consistently demonstrated strong performance in interprofessional collaboration. Students received an average competency rating of 4.0 in Family Medicine (FM), Internal Medicine (IM), Pediatrics (Peds), Emergency Medicine (EM), Women’s Health (WH), Behavioral Health (BH), and elective rotations.
    • General Surgery (GS) was the only rotation that did not achieve the maximum competency rating of 4.0. However, students continued to perform above the program benchmark of 3.0, with average ratings of 3.51 for the Class of 2024, 3.69 for the Class of 2025, and 3.63 for the Class of 2026.
    • The data demonstrate that students consistently achieved or exceeded the program benchmark for interprofessional collaboration across all clinical rotations and cohorts. The strong ratings indicate that students are able to effectively communicate and collaborate with physicians, nurses, pharmacists, therapists, and other members of the healthcare team in the clinical environment.
    • The program benchmark was achieved for cohorts 2024–2026. Continued monitoring of General Surgery clinical evaluations will be conducted to identify opportunities for additional emphasis on interprofessional collaboration within the surgical clinical environment.

Goal 3 Program Effectiveness - The program met all benchmarks across all 3 metrics including the preceptor evaluation (2021 and 2022), IPE experience, and End of Program survey.  The program identified an overall achievement above average (70%) across all metrics as evidence of effectiveness in meeting Goal 4.  Thus, the program was effective in meeting this goal. 

4.  Cultivate effective leadership skills that empower learners to identify and address priority local, regional, and global health concerns.

This goal contains 2 metrics as supported by data below.

  • Outcome Measures
    • The program established the benchmark as >3.5 on 5.0-point Likert scale for student agreement about statements related to leadership module effectiveness as part of PALS Curriculum.
  • Rationale
    • Physician Assistant Leadership Superstars (PALS - HRSA grant) offers students leadership training modules from the MSM Satcher Leadership Health Institute. The students complete learning opportunity surveys (LOS) regarding the impact of the training.
       
  • Actual Outcomes
    • 100% of students completed leadership modules as part of the PALs Grant, which include topics such as transformative leadership and high-performing teams.
    • Students agreed the modules taught them something new about leadership in medical practice, teaching how to advocate for patients and increase understanding of health policy (Rated an average of 25 out of 5 in agreement) 
    • The program met the benchmark for 2021, 2022, 2023, 2025, 2026, and 2027 cohorts (data was not collected for the 2024 cohort)
    • The program met the benchmark for this metric. 
  • Outcome Measures
    • The program established the benchmark 50% of all students would be engaged in leadership roles after graduation.
  • Rationale
    • The Graduate Survey asks a specific question regarding leadership.  "Have you currently or previously engaged in any leadership role in professional/healthcare organizations?" 
  • Actual Outcomes
    • 17% of respondents in the class of 2021 responded they had engaged in leadership roles.
    • All respondents in the class of 2022, 2023, 2024, and 2025 didn not engage in leadership roles at the time of the survey administration.
    •  The program did not meet the benchmark for this metric. 

Goal 4 Program Effectiveness - The program met one of the two (50%) benchmarks. The program identified an overall achievement above average (70%) across all metrics as evidence of effectiveness in meeting Goal 5.  Thus, the program was not effective in meeting this goal in its entirety.

5.  Support faculty development and engagement in teaching, scholarship, and service.

This goal contains 4 metrics supported by the data below.

  • Outcome Measures 
    • The program established the following benchmarks:
        • 80% of faculty and staff will attend the annual PAEA Forum.
        • 80% of faculty and staff will feel supported by the program for professional development through release time.
        • 80% of faculty and staff will feel supported by the program for professional development through funding.
  • Rationale
    • The Faculty and Staff Prof Development Survey items provide data regarding team members' perceptions of support, development, and engagement. 
  • Actual Outcomes
    • 25% (2024) and 0% (2025 of respondents to a faculty and staff survey attended PAEA Forum. 
    • 62% of faculty and staff noted they felt supported by the program for professional development through funding.
    • None of the benchmarks for these metrics were met.
  • Outcome Measures 
    • The program established a benchmark of >3.5 on a 5.0 Likert Scale (70%) for faculty and staff perception of institutional support on the Faculty and Staff Curriculum Survey.
  • Rationale
    • One measure of the perception of institutional support regarding engagement in teaching, scholarship and service is the faculty and staff curriculum survey.
  • Actual Outcomes

    • Budget expenditures are sufficient to provide faculty with the opportunity for continuing professional development (e.g., clinical, teaching, scholarly, and/or administrative skills).    

      2024  Average       Response Rate                                                                   3.84    76.8%             06/19

      Budget expenditures are sufficient to provide faculty with the opportunity for continuing professional development (e.g., clinical, teaching, scholarly, and/or administrative skills).    

      2025  Average      Response Rate                                                                    1.80    36.0%          10/19

    • The benchmark for this metric was not met.

Goal 5 Program Effectiveness - The program did not meet the 1 of the 2 benchmarks for metrics contained in this goal.  The program identified an overall achievement above average (70%) across all metrics as evidence of effectiveness in meeting a Goal. Thus, the program was not effective in meeting goal 5.

1 Physician Assistant Education Association, By the Numbers: Program Report 35: Data from the 2019 Program Survey, Washington, DC: PAEA; 2020. doi: 10.17538/PR35.2020