ARC-PA 5th Edition Standards: Conclusion of Appendix 14F Correlations

scott's thoughts Sep 28, 2022

Today we continue our review of how to meet the requirements ARC-PA’s 5th Edition Standard’s Appendix 14F requirements, which include your presentation of PANCE outcomes in your PA program, looking at how admissions, course grades, test grades and other points of data correlate with these outcomes, and which of these are predictors of success or failure on the test. In this edition of our blog, we will discuss the purpose of correlating PANCE scores with 1) number of C-grades; 2) number of students remediations and 3) preceptor ratings. 

Correlating C-Grades and PANCE scores

When a student receives a near-failing or failing grade in a class, remediation comes swiftly. Something is clearly wrong. But C-Grades, which technically imply “average” performance in a classroom setting, tell their own story. Correlation of C-grades to PANCE scores should indicate whether the number of C grades is statistically significantly correlated with PANCE scores. We have...

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ARC-PA 5th Edition Standards: Appendix 14F and Presenting Correlations to PANCE Performance

scott's thoughts Sep 21, 2022

Thanks for “clicking in” to my blog once again! As you know, we are deep into a review of the various requirements of Appendix 14 of ARC-PA’s 5th Edition Standards. Today we begin looking at Appendix 14F requirements, and some ideas on how the data may be presented.

In Appendix 14F, the Commission requests your presentation of PANCE outcomes in your PA program. This means looking at how admissions, course grades, test grades and other points of data correlate with PANCE scores, and which of these are predictors of success or failure on the test.

Data analysis related to PANCE outcomes is to include, but is not limited to, correlation of PANCE outcomes and:

  • Admissions criteria as a predictor of success 
  • Course outcomes
  • Course and instructor evaluations by students 
  • Program instructional objectives, learning outcomes, and breadth and depth of the curriculum
  • Student summative evaluation results
  • Remediation practices and results
  • Student progress criteria and...
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ARC-PA 5th Edition Standards: Presenting Data for Appendix 14E, Competencies

scott's thoughts Sep 14, 2022

Welcome back. I want to spend this blog addressing the last requirement of the ARC-PA 5th Edition Standards Appendix 14E, “Faculty evaluation of the curriculum to assess its ability to prepare students to achieve program defined competencies.”

As we approach this topic, here are a couple of questions to consider:

  1. Does your program have competencies or program learning outcomes that are currently measured?
  2. If so, how are the competencies/learning outcomes mapped to the curriculum?

I attended a recent “Accreditation and You” conference given by the Commission, and I asked that question. “Regarding the competencies, what are the expectations? Should they be mapped?” And the answer I got was, “That’s a good idea.”  Well, I agree that it is a good idea! So here I’ll show you how we went about mapping and quantifying competencies.

I have a faculty appointment at the University of Pittsburgh, and one of my responsibilities...

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ARC-PA 5th Edition Standards: Presenting Data for Appendix 14D and 14E

scott's thoughts Sep 07, 2022

Thank you for returning to our series on meeting the ARC-PA 5th Edition Standards in your SSR. We are now ready to respond to the requirements of the ARC-PA’s 5th Edition Standards, Appendices 14D and 14E. 

Appendix 14D requests that you provide data on your student evaluations of their clinical rotations and preceptors, the number of final clinical rotation grades of C or below, and an analysis of Student attrition and remediation in clinical rotations. 

Appendix 14E requires the presentation of data relating to summative evaluation performance, exiting student/graduate feedback, and faculty evaluation of the curriculum to assess its ability to prepare students to achieve program defined competencies. However, the matter of analyzing competencies is complex enough that I will address it in a separate blog.

For today, let’s look at how you can efficiently present evaluation data for both appendices.

Presenting Evaluations

When presenting a summary of the...

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ARC-PA 5th Edition Standards: Presenting Data for Appendix 14C

scott's thoughts Aug 31, 2022

I’m glad you’ve joined us again for our series on unpacking the new and improved 5th Edition Standards, Appendix 14. In today’s blog we examine the requirements of Appendix 14C and how you may respond clearly and succinctly in your SSR.

Appendix 14C requires data on the effectiveness of a program’s didactic curriculum. Your data should include student evaluations of their didactic courses and instructors, the number of final didactic course grades at “C” or below, and the attrition and remediation in didactic courses.

Student Evaluations of Courses and Instructors

When graphing student evaluations, we list all didactic courses by their name and number. We identify faculty by the abbreviations found in the glossary (MD for Medical Director, PD for Program Director), then numerically. So, your Principal Faculty Members (glossary term PF) would be numbered as PF-1, PF-2, and so on.  

You must present data in a way that allows comparison...

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ARC-PA 5th Edition Standards: Presenting Data for Appendix 14B

scott's thoughts Aug 24, 2022

Welcome back! Today, we continue unpacking ARC-PA’s 5th Edition Standards, Appendix 14 with a review of how to respond to the requirements in Appendix 14B. 

What does Appendix 14B require?

Appendix 14B requires that your PA Program submit data and analysis regarding how your enrolled students assess the sufficiency and effectiveness of administrative aspects of the program and the available institutional resources. Thus, anything defined in Appendix 14B needs to become part of your data collection process. 

For example, program administrative aspects include policies and procedures, and admissions processes and outcomes. In defining your program’s institutional resources, you should include whatever such resources support your program such as:

  • Financial resources
  • Human resources
  • Physical resources
  • Technology resources and support
  • Safety and security
  • Student services, which the glossary defines as academic advising, tutoring, career services, financial aid,...
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ARC-PA 5th Edition Standards: Appendix 14 Overview and 14A

scott's thoughts Aug 17, 2022

For several blogs now we have examined the ARC-PA 5th Edition Standards insofar as how your PA Program can handle the increased demand for data as you create your SSR. I would like now to proceed with unpacking Appendix 14 part by part, to really drill down on the requirements of each section.

In my opinion, the 5th Edition’s Appendix 14 is a definite improvement from the previous rendition.  Things have been compartmentalized and streamlined. The differences are:

  • 4th Edition Standards: emphasize modifications being chronicled in Appendix 13 M
  • 5th Edition Standards: require modifications and areas needing improvement to be contained within each new appendix element. This facilitates connectivity between your data analysis, conclusions, and action plans.

Here is a breakdown of the new content by appendix sections. As we can see, in the 5th Edition, modifications and areas needing improvement are in each template, thus they are self-contained. The way in which they are...

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ARC-PA 5th Edition Standards: Committee Minutes and Resources

scott's thoughts Aug 10, 2022

In my previous blog entry, I shared my templates about forming committees to gather the large amount of data required by 5th Edition Standards for your SSR and how that data should flow from committee to committee. Now I would like to address the importance of tracking the decisions made within those committee meetings.

At an on-site visit, the reviewers will expect to see such minutes, and within the context of those minutes,  they will expect to identify action plans, modifications, or areas needing improvement in the faculty minutes. This is something that sometimes breaks down because the minutes may not necessarily be up to par. The essence of the minutes may not capture the information the reviewers are looking for. I’ve seen a program that actually was determined to be inadequate in terms of critical analysis, based on the fact that they didn’t have minutes.

To ensure that your faculty’s committee minutes maintain the expected standard requires...

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ARC-PA 5th Edition Standards: The Assessment Workload

scott's thoughts Aug 03, 2022

In this blog entry, we look at how we can engage our faculties in the data assessment process. Our PA programs already operate with limited personnel resources. Now we must ask our faculty to participate in assessment in addition to other duties. 

ACA-PA 5th Edition Standards require that PA programs gather and analyze a robust amount of data. It’s a given, an understood part of the workload. Yet, many individual faculty members view comprehensive assessment as one more responsibility added beyond their purpose of teaching students.

Implementing a fully compliant assessment system, as defined by ARC-PA, requires operational committees. Yet, faculty often struggle just with acclimating to the academic environment. Being able to assimilate into teaching can be a challenge. We must train faculty, so they understand how to work with these principals.

Analyzing and tabulating data sets requires advanced strategic planning and workforce to achieve. One of the things that we see...

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ARC-PA 5th Edition Standards: Four Key Elements of Data Analysis

scott's thoughts Jul 27, 2022

In our previous blog, we outlined the five challenges facing PA programs as they strive to meet ARC-PA’s 5th Edition Standards. Of the five, the most important when it comes to meeting requirements is that the commission expects all action plans and modifications in the SSR to tie directly to a data source and be documented in program minutes. You must be able to support an evidential connection. 

Data analysis carries the burden of sounding must harder, scarier, and more troublesome than it actually is. No compilation and analysis of numbers are as difficult as the one left unattended until the last minute. The biggest mistake we can make is to procrastinate or ignore the fundamental elements of data analysis until they truly are problems. In that light, we recommend following these four tenets to keep data analysis under control:

  1. COLLECTION. Data collection should be regular and ongoing. Keeping a database of the data as it becomes available is usually a matter of...
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