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.

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.

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.

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.

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.

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.

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. 
 

*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.
 

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. 

*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=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.

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.

*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.

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.

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.

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.

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.

Students will demonstrate and integrate comprehensive medical knowledge to understand the mechanisms of health and disease and apply this knowledge to patient-centered care across the lifespan.

1.1 Apply basic and clinical science, including anatomy, physiology, genetics, pathophysiology, and social-behavioral sciences, to recognize abnormal and normal health states.

1.2 Demonstrate knowledge of the healthy human body and its development and integrate clinical findings to diagnose and manage preventive, emergent, acute, chronic, and rehabilitative disease states.

1.3 Recognize healthy behaviors as a foundation of wellness and health promotion.

1.4 Differentiate among the etiologies, risk factors, and epidemiology of various medical conditions.

Students will demonstrate the ability to deliver patient-centered care by applying clinical reasoning to formulate accurate differential diagnoses, develop evidence-based management plans, and perform essential clinical and technical skills to ensure safe, high-quality practice.

2.1 Conduct patient-centered history-taking and physical examination for patients across the lifespan to formulate accurate differential diagnoses.

2.2 Select and interpret diagnostic studies and safely perform core technical procedures to diagnose, treat, and manage patient illness.

2.3 Incorporate appropriate literature to make evidence-based patient care decisions.

Students will demonstrate interpersonal and communication skills that enable effective information exchange and collaboration with diverse patient populations, their identified family members, caregivers, and other health care professionals.

3.1 Establish rapport and create therapeutic relationships with patients, families, and caregivers that promote shared decision making.

3.2 Communicate information effectively to the health care team, patients, families, caregivers, and the community.

3.3 Provide effective, equitable, and respectful care and services that are responsive to diverse health beliefs and practices, languages, and levels of health literacy.

3.4 Convey relevant aspects of patient encounters through accurate and timely written and verbal communication.

Students will demonstrate professionalism through collaboration with the health care team and adherence to safe, ethical, and legal practices.

4.1 Recognize the role and responsibilities of the PA within the health care team.

4.2 Identify professional limits and adhere to standard of care practice.

4.3 Utilize unique and complementary abilities of all members of the team to collaborate on optimizing health and patient care.

4.4 Recognize and navigate complex medical, legal, and ethical situations, including acknowledgment of medical errors.

4.5 Exhibit an understanding of the regulatory environment.

Students will understand factors influencing healthcare access and delivery, including environmental, socioeconomic, financing, and healthcare systems.

5.1 Recognize the cultural, socioeconomic, environmental, and other population-level determinants affecting the health of patients and communities.

5.2 Identify individual and community resources to best meet patient and societal needs.

5.3 Assess the financial and systemic factors that influence quality and accessible health care.