PA Program Mission, Goals and Competencies

Student Diversity

Definitions:The PA program considers many aspects of diversity, including HRSA indicators for economic disadvantage and environmental disadvantage. Select criteria was used to define environmentally disadvantaged populations including first-generation college students and not having English as their first language. Other aspects of diversity include being members of underrepresented populations in medicine (URiM), including Native Hawaiian/Other Pacific Islander, American Indian/Alaska Native, Black, and Hispanic populations.

URiM Student and Graduate Benchmark: ≥ 10% of matriculated students and graduates are members of URiM populations, consistent with the national Liaison International WebAdmit 10–20% range.

Evidence: Matriculated student and graduate cohorts include at least 10% URiM members providing evidence of student and graduate diversity.

Class Year	% SBU URiM PA Students	% SBU URiM PA Graduates
2025	14%	15%
2024	14%	14%
2023	14%	11%

Economically Disadvantaged Student and Graduate Benchmark: ≥ 10% of the matriculated students and graduates identify as economically disadvantaged, consistent with the Liaison International WebAdmit national 10–20% range.

Evidence: Matriculated students and graduate cohorts include at least 10% economically disadvantaged students, providing evidence of student and graduate diversity.

 

Class Year	% SBU Economically  Disadvantaged PA Students	% SBU Economically  Disadvantaged PA Graduates
2025	13%	15%
2024	38%	35%
2023	14%	13%

Environmentally Disadvantaged Student and Graduate Benchmark: ≥ 20% of matriculated students and graduates identify as environmentally disadvantaged (as first generation students) and at least 5% (with English not their first language) identify as environmentally disadvantaged, consistent with Liaison International WebAdmit national ranges of 20-25% and 5-10%.

Evidence: Matriculated student and graduate cohorts include at least 20% who are first-generation students and at least 5% whose first language is not English, providing evidence of diverse students and graduates.

 

CLASS YEAR	% SBU ENV DISADV (1st GEN) STUDENTS	% SBU ENV DISADV (1st GEN) GRADUATES	% SBU ENV DISADVANTAGED (ENG NOT 1st LANG) STUDENTS	% SBU ENV DISADV (ENG NOT 1st LANG) GRADUATES
2025	26%	26%	11%	11%
2024	33%	32%	6%	5%
2023	25%	23%	6%	6%

Student Qualifications

Academic Preparation Benchmark: Mean matriculant prePA grade point averages (GPA) that are ≥ the national GPAs for PA students (data source: Liaison International WebAdmit Data).

Evidence: Matriculated student GPAs are ≥ corresponding national GPAs, providing evidence of academically well-qualified students. 

 

Student Support

Definition: The student-faculty ratio is defined as the total number of preclinical and clinical students divided by the sum of faculty, program director, and medical director Full Time Equivalents (FTE).

Student:Faculty Ratio Benchmark: The benchmark for the program’s student-faculty ratio is 13.2 +/- 1 standard deviation of 4.8, which is a mean of national ratios for PA Programs that are similar to the Stony Brook PA program (e.g, public, academic health center, school of allied health programs, includes satellite campus, and located in New England). Data source: 2023 PAEA Program Report 36.

Evidence: The Stony Brook PA Program student-to-faculty ratio is currently 13.4, which meets the benchmark and provides evidence of sufficient program faculty to support students.

Student Survey Feedback Benchmark: The benchmark score for program survey responses is ≥ 3.5 on a scale of 1 (strongly disagree) - 5 (strongly agree).

Evidence: Student survey responses relating to student support demonstrate 3-year mean scores ≥ the benchmark, reflecting that support is accessible, effective, and sufficient.

Pre-Clinical Year (PCY) Student Exit Survey Response Scores

Graduation Rate

Graduation Rate Benchmark: The most recent 3-year mean PA program graduation rate is at or above the 3-year graduation mean rate of 4 peer PA programs (90%). Data source: 2023-2025 Peer PA program graduation website data.

Evidence: The most recent 3-year mean Stony Brook PA Program graduation rates are above the benchmark providing evidence of student success and support throughout the program.

Student Knowledge and Skills 

Clinical Preceptor Evaluation of Students Benchmark: The benchmark for the clinical preceptor evaluation of students' scores for each of 5 categories that reflect knowledge and skills scores is 3.5 out of 5 points. This score reflects a letter grade of B or “good”.  

Evidence: The SBU average preceptor evaluation of student scores for each of five categories reflecting knowledge and skills is above the benchmark, indicating that students have the knowledge and skills necessary for clinical practice.

Class Year	Medical Knowledge	Patient Care-History Skills	Patient Care-Physical Exam Skills	Problem Solving	Professional Attributes
CL25 Ave Preceptor Scores of all rotations	4.59	4.72	4.68	4.60	4.89
CL24 Ave Preceptor Scores of all rotations	4.60	4.72	4.67	4.61	4.90
CL23 Ave Preceptor Scores of all rotations	4.52	4.62	4.56	4.53	4.81

Student Clinical Skills Benchmark: The mean percent of students passing the end of clinical year objective structured clinical examination (OSCE) first time with a minimum grade of 79.5% is at least 85%. This OSCE evaluates students’ clinical and diagnostic skills.

Evidence: In the most recent 2 years, the percent of students who passed the summative OSCE first time exceeds the benchmark with a positive trend demonstrated over 3 years indicating the students improved and are currently skilled in clinical and diagnostic skills.

Class Year	% of all students passing the Summative OSCE	% of HSC students passing the Summative OSCE	% of SH students passing the Summative OSCE
2025	96%	93%	100%
2024	89%	91%	88%
2023	77%	82%	70%

PA National Certifying Exam (PANCE) Pass Rate Benchmark: The 3-year mean PANCE first-time pass rate is ≥ the most recent five-year national PANCE first-time pass rate of 93% (as of October 2025).  

Evidence: The SBU 3-year mean PANCE first-time pass rate is greater than the benchmark, providing evidence of excellent student/graduate medical knowledge.

Class Year	SBU PANCE first-time pass rate (all students)	SBU PANCE first-time pass rate (HSC students)	SBU PANCE first-time pass rate (SH students)
2025	94% (n=67)	93% (n=44)	96% (n=23)
2024	94% (n=66)	98% (n=42)	88% (n=24)
2023	100% (n=62)	100% (n=40)	100% (n=22)
3 Year Mean	96%	97%	95%

Graduate Survey Feedback Benchmark: The 3 year mean benchmark score for program survey responses is ≥ 3.5 on a scale of 1 (strongly disagree) - 5 (strongly agree).

Evidence: Graduate survey responses relating to knowledge and skills learned while enrolled in the PA program demonstrate 3-year mean scores above the benchmark. Trends are monitored across 3-year intervals and reflect that students obtain the knowledge and skills to practice medicine. 
 

Graduate Survey Question Topic	Class of 2024 Mean  (n=24; response rate=36%)	Class of 2023 Mean (n=16; response rate=26%)	Class of 2021* Mean  (n=20; response rate=30%)	3 Year Mean Score
The curriculum was of sufficient breadth and depth to prepare students for clinical practice.	4.17	4.25	4.15	4.19
Prepared to apply principles of evidence-based medicine when entering clinical practice.	4.04	4.13	4.20	4.12
Prepared with overall patient assessment and management skills.	3.96	4.13	4.05	4.05
Ability to provide comprehensive patient care across the lifespan.	4.58	4.63	4.65	4.62

*Class of 2022 graduate survey data is unavailable.

Clinical Preceptor Evaluation of Students Benchmark: The benchmark for the clinical preceptor evaluation of students' scores for categories that reflect communication and collaboration skills is ≥ 3.5 out of 5 points. This score reflects a letter grade of B or “good”.  

Evidence: The SBU average clinical preceptor evaluation of student scores for the categories of communication and interpersonal skills are above the benchmark, indicating that students possess very good communication and collaboration skills necessary for clinical practice.
 

Class Year	Communication Skills	Interpersonal Skills
CL25 Ave Preceptor Scores of all rotations	4.73	4.87
CL24 Ave Preceptor Scores of all rotations	4.75	4.87
CL23 Ave Preceptor Scores of all rotations	4.69	4.81

Graduate Survey Feedback Benchmark: The benchmark score for program survey responses is ≥ 3.5 on a scale of 1 (strongly disagree) - 5 (strongly agree) for the mean of the 3 most recent years.

Evidence: Graduate survey responses relating to communication and teamwork skills learned while enrolled in the PA program demonstrate 3-year mean scores above the benchmark, reflecting that students felt that they learned these skills. 

Graduate Survey Question Topic	Class of 2024 Mean  (n=24; response rate=36%)	Class of 2023 Mean (n=16; response rate=26%)	Class of 2021* Mean  (n=20; response rate=30%)	3 Year Mean Score
PA education enhanced their ability to work in interdisciplinary teams.	4.67	5.00	4.60	4.76
PA education enhanced their communication skills.	4.58	4.81	4.55	4.65

*Class of 2022 graduate survey data is unavailable.

School of Health Professions Interprofessional Education Activity Survey Feedback Benchmark:The benchmark score for POST survey responses is ≥ 3.5 on a scale of 1 (poor) - 5 (excellent), as well as an increase from pre-survey scores.

Evidence: In 2025, PA students participated in a schoolwide interprofessional event with students enrolled in 7 other health professional programs. Post-event survey responses from PA students were above benchmark and demonstrated an increase from their Pre-event survey scores, reflecting that students felt that they learned the importance of and skills in collaboration and teamwork. 

ICCAS* Survey Topic	Class of 2026 PA Student Pre Survey Mean Scores  (n=23; response rate=34%)	Class of 2026 PA Student Post Survey Mean Scores  (n=23; response rate=34%)
Ability to promote effective communication among members of an interprofessional (IP) team.	3.42	4.63
Ability to learn with, from and about IP team members to enhance care.	3.60	4.73
Ability to understand the abilities and contributions of IP team members.	3.62	4.75

* ICCAS=Interprofessional Collaborative Competency Attainment Scale, 2010

Student SCPE Benchmark: At least 75% of students in each class will complete supervised clinical practice experiences (SCPEs) in at least one health professional shortage area, or with medically underserved populations as defined by the NY State Department of Health and the U.S. Health Resources and Services Administration (HRSA).  

Evidence: The annual percent is above the benchmark of 75%, reflecting that the majority of students provide patient care in federally designated health professional shortage areas and/or with medically underserved populations.

Class Year	% of class completing SCPEs in at least one health professional  shortage area and/or with medically underserved populations
2025	100%
2024	97%
2023	100%

Graduate Survey Response Benchmarks: 

• 3-year mean of survey respondents indicating topic agreement is ≥90%  
• 3-year mean of the percent of alumni working clinically in underserved areas is ≥25%

Evidence: The 3-year mean percentage is above the benchmarks of ≥90% for the graduate feedback and ≥25% for alumni working in underserved areas, reflecting that nearly all students participated in the care of and had a good understanding of underserved populations. In addition, many graduates extended that care in their clinical practice.

Graduate Survey Question Topics	Class of 2024 Mean %  (n=24; response rate=36%)	Class of 2023 Mean %  (n=16; response rate=26%)	Class of 2021* Mean %  (n=20; response rate=30%)	3 Year Average
Participation in the delivery of medical care to diverse and underserved populations as a PA student	96%	94%	-**	95%
PA program enhancement of knowledge and understanding of diversity as it relates to patient care and health care systems	96%	88%	100%	95%
Currently working in a federal or state-designated medically underserved area and/or with underserved populations	50%	19%	33%	34%

*Class of 2022 graduate survey data not available
** Question not asked in this survey

Engagement in Professional Development

Student Professional Organization Membership Benchmark: 100% student membership in the New York State Society of PAs (NYSSPA) and the American Academy of PAs (AAPA) for each class.

Evidence: Benchmark has been met since 100% of students in the Classes of 2023, 2024 and 2025 are members of NYSSPA and the AAPA, demonstrating professional development.

Faculty Professional Organization Membership Benchmark: Greater than 50% of faculty are members of at least one PA professional organization.

Evidence: In the 2025-26 academic year, 78% of faculty are members of at least one PA professional organization meeting the benchmark and demonstrating professional development.

Student and Faculty Participation in Professional Organization Conferences Benchmark: Participation of faculty and students at PA professional organization conferences occur annually.

Evidence: Yearly attendance and participation of students and faculty exceeds the benchmark with attendance at ≥1 PA professional conference demonstrating professional development.

	2025-26 academic year		2024-25 academic year		2023-24 academic year
Conference Sponsor	Faculty	Students	Faculty	Students	Faculty	Students
NYSSPA*	✅	✅	✅	✅	✅	✅
AAPA*	✅	✅	✅	✅	✅	✅
PAEA*	✅	N/A	✅	N/A	✅	N/A

NYSSPA=New York State Society of PAs, AAPA=American Academy of PAs, PAEA, Physician Associate Education Association, NA=not applicable
 

Graduate Survey Response Benchmark: The benchmark score for yearly survey responses is ≥3.5 on a scale of 1 (strongly disagree) - 5 (strongly agree).

Evidence: Annual data from graduate surveys is above benchmark and shows the program’s positive impact on promoting professional involvement.

Graduate Survey Question Topics	Class of 2024 Mean Score  (n=24; response rate=36%)	Class of 2023 Mean Score  (n=16; response rate=26%)	Class of 2021* Mean Score  (n=20; response rate=30%)
The PA program was effective in enhancing my commitment to professional involvement.	4.58	4.56	4.65

Student and Faculty Scholarly and Professional Leadership Activity Benchmark: A minimum of 25% of students engage in scholarly or professional leadership activities/positions that support the advancement of the profession or personal professional growth during each academic year. A minimum of 50% of faculty engage in scholarly or professional leadership activities/positions that support the advancement of the profession or personal professional growth during each academic year.

Evidence: More than 25% of students and more than 50% of faculty engage in scholarly or professional leadership activities/positions each year, both exceeding the respective benchmarks.

Academic Year	Percent of Students in elected or appointed professional leadership positions	Percent of Faculty engaged in scholarly and/or professional leadership positions
2025-2026	31%	64%
2024-2025	30%	64%
2023-2024	30%	70%

Engagement in Service

Service Activity Benchmarks:

• A minimum of 5 community and/or service learning events organized by the faculty and students each year.
• 100% of each class completes at least 15 hours of service learning activities .
• The mean number of service learning or community service hours per student is greater than the required 15 hours.

Evidence:

• More than 5 service events were completed each year.
• 100% of students completed at least 15 hours of service.
• The mean number of service hours per student was greater than the required 15 hours.

Class Year	Number of service events	Percent of Class completing 15 Service Hours	Mean Number of Student Service Hours Per Student
2027	10 (as of 12/25)	TBD	TBD
2026	20	100%	18
2025	14	100%	20

Graduate Survey Response Benchmark: The benchmark score for yearly survey responses is ≥3.5 on a scale of 1 (strongly disagree) - 5 (strongly agree). 

Evidence: Yearly graduate survey scores are above benchmark and show the program’s positive impact on promoting service.

Graduate Survey Question Topics	Class of 2024 Mean  (n=24; response rate=36%)	Class of 2023 Mean  (n=16; response rate=26%)	Class of 2021* Mean  (n=20; response rate=30%)
PA program was effective in enhancing my commitment to community service.	4.63	4.44	4.50