Competencies and Program Learning Outcomes

The University of Tampa Physician Assistant Medicine Program uses a competency-based educational framework to prepare graduates for entry-level PA practice. The program defines five competency domains that describe the knowledge, clinical skills, reasoning abilities, communication skills and professional behaviors expected of graduates.

The program’s competencies also serve as Program Learning Outcomes (PLOs). Each competency domain includes defined sub-competencies that are assessed throughout the didactic and clinical phases of the curriculum.

Faculty evaluate student development using a milestone framework that describes progressive levels of performance from entry into the program through graduation. Longitudinal competency assessment begins during the didactic phase through the Assessment of Student Competence and Educational Development (ASCEND) course series and continues throughout the clinical phase. Milestones support feedback, academic support, remediation when needed and decisions regarding readiness for supervised clinical practice experiences and graduation.

Milestone Levels

Level 1: Novice
Expected performance of a student early in the program.

Level 2: Advanced Beginner
Expected performance of a student who is ready to enter supervised clinical practice experiences (SCPEs).

Level 3: Competent
Expected performance of a graduate who is prepared for entry-level PA practice. Level 3 is the expected level at graduation.

Level 4: Proficient
An aspirational benchmark representing continued professional development during approximately the first 0 to 5 years of PA practice. Level 4 is not a graduation requirement.

Program Competencies and PLOs

Competency/PLO 1: Clinical and Technical Skills (CTS)

Graduates will demonstrate the clinical and technical skills necessary to provide safe, effective, patient-centered care.

Clinical Skills

1. History and Physical Examination
   Obtain histories and perform focused and comprehensive physical examinations appropriate to the patient presentation.
2. Clinical Data Interpretation and Synthesis
   Recognize, interpret, and synthesize clinical findings, patient information and diagnostic study results to inform patient assessment.
3. Patient Communication for Understanding and Shared Decision-Making
   Communicate effectively with patients to support understanding, shared decision-making and patient-centered care.
4. Patient Safety, Infection Prevention and Risk Reduction
   Apply patient safety, infection prevention and risk-reduction practices during clinical and procedural care.

Technical Skills

1. Program-Defined Diagnostic Tests, Procedures and Interventions
   Perform program-defined diagnostic tests, procedures and interventions safely and effectively.
2. Technical Proficiency and Psychomotor Skill
   Demonstrate technical proficiency and psychomotor skill in program-defined routine clinical and procedural tasks.
3. Aseptic, Sterile, and Safety Practices
   Prepare for, perform or assist with procedures using appropriate aseptic, sterile and safety practices.

Competency/PLO 2: Clinical Reasoning and Problem-Solving Abilities (CRPS)

Graduates will apply clinical reasoning and problem-solving abilities to assess patients, make informed clinical decisions and develop appropriate management plans across patient populations and settings.

1. Prioritized Differential Diagnosis and Problem Representation
   Formulate prioritized differential diagnoses and accurate problem representations.
2. Diagnostic and Therapeutic Intervention Selection
   Select and justify diagnostic and therapeutic interventions.
3. Management Plans Across Care Types
   Develop management plans for acute, chronic, emergent and preventive care, including appropriate follow-up and monitoring, within PA scope and under appropriate supervision.
4. Outcome Evaluation and Plan Revision
   Evaluate outcomes and revise care plans appropriately.

Competency/PLO 3: Interpersonal and Communication Skills (COM)

Graduates will communicate effectively with patients, families, and members of the healthcare team to support patient-centered care and shared decision-making.

1. Verbal and Nonverbal Communication with Patients
   Demonstrate effective verbal and nonverbal communication with patients.
2. Written Documentation
   Create accurate, timely and professional written documentation.
3. Shared Decision-Making with Patients and Families
   Engage patients and families in shared decision-making.
4. Difficult or Emotionally Sensitive Conversations
   Navigate difficult or emotionally sensitive conversations with professionalism and empathy.

Competency/PLO 4: Medical Knowledge (MK)

Graduates will apply foundational and clinical medical knowledge, evidence and ongoing learning to support safe and effective patient care.

1. Foundational Biomedical Knowledge
   Demonstrate foundational knowledge of anatomy, physiology, pathophysiology and pharmacology.
2. Normal and Abnormal Clinical Findings
   Distinguish normal from abnormal clinical findings.
3. Evidence-Based Medicine and Literature Appraisal
   Apply evidence-based medicine and appraise medical literature critically.
4. Learning Needs and Ongoing Improvement
   Identify learning needs through self-assessment and develop a plan for ongoing learning and improvement.

Competency/PLO 5: Professional Behaviors (PB)

Graduates will consistently demonstrate professional, ethical, accountable, and patient-centered behaviors in educational and clinical environments.

1. Integrity, Accountability, Empathy, and Respect
   Demonstrate integrity, accountability, empathy and respect in professional interactions.
2. Ethical and Legal Standards
   Uphold ethical and legal standards in clinical care.
3. Privacy, Confidentiality and Autonomy
   Protect patient privacy, confidentiality and autonomy.
4. Self-Assessment, Quality Improvement and Risk Management
   Apply self-assessment, quality improvement and risk-management principles to improve patient care.

Students must demonstrate the program-defined Level 3: Competent graduation expectations in accordance with program progression and summative evaluation policies.

How Competency Progression Is Assessed

Students are assessed longitudinally throughout the didactic and clinical phases using multiple assessment methods. Competency data are reviewed in relation to the program’s milestone expectations to provide feedback, identify areas requiring additional development and determine readiness for progression and graduation.

Didactic Phase: ASCEND

Competency development during the didactic phase is supported through the Assessment of Student Competence and Educational Development (ASCEND) course series:

• PAM 697: ASCEND I
• PAM 698: ASCEND II
• PAM 699: ASCEND III

ASCEND provides a longitudinal framework for assessing student development across the program’s competency domains. Through integrated assessments and faculty review of performance data, ASCEND allows students and faculty to monitor progression, identify strengths and areas for improvement, and provide support or remediation when needed.

By completion of the didactic phase, students are expected to demonstrate Level 2: Advanced Beginner performance appropriate for entry into supervised clinical practice experiences (SCPEs).

Clinical Phase: PA Competencies Assessment

Longitudinal competency assessment continues throughout the clinical phase through the PA Competencies Assessment course series:

• PAM 710: PA Competencies Assessment I
• PAM 711: PA Competencies Assessment II
• PAM 712: PA Competencies Assessment III

During the clinical phase, evidence from supervised clinical practice experiences and other program assessments is used to evaluate continued development across the competency domains. Students are expected to demonstrate progressive movement toward the program’s graduation standard throughout this phase.

Summative Evaluation

The program completes a comprehensive summative evaluation in PAM 800 near the end of the curriculum. Multiple assessment modalities are used to verify that each student demonstrates the program-defined competencies required for entry-level PA practice.

Summative assessment includes measures of:

• Medical knowledge
• Clinical reasoning and patient management
• History-taking, physical examination and patient communication
• Technical and procedural skills
• Evidence-based medicine and medical literature appraisal
• Professionalism, ethical reasoning, communication, patient safety and risk management

Students must demonstrate the program-defined Level 3: Competent graduation expectations in accordance with program progression and summative evaluation policies.

See the PA Program Competency Milestones (PDF) for the complete milestone framework.