The Hofstra University Department of Physician Assistant Studies is committed to achieving program goals as listed below. Please click on each goal to view program efforts and success attaining goals.
Train highly qualified PAs to enter clinical practice
The Hofstra University Physician Assistant Program prides itself on achieving a high first-time PANCE rate while maintaining a high graduation rate
First Time Pass Rate for Hofstra University PA Program
Program defined benchmark: Five-year first-time PANCE pass rate that meets or exceeds the national average.
Actual outcome: The Hofstra PA Program five-year (2019-2023) first time PANCE pass rate is 97.6% versus the national average of 93%.
Displayed below: The graduate pass rates on the Physician Assistant National Certifying Examination (PANCE), required to become a certified physician assistant, support the program goal to graduate competent physician assistants.
Hofstra University PA Program Graduation Rates
Program defined benchmark: Graduation rate greater than 90%
Actual outcome: Graduation rate has been greater than 90% for the past five years (2019-2024)
| Number of Entering Students | Number of Graduated Students | Hofstra Graduation Rate | National Graduation Rate * | |
|---|---|---|---|---|
| Class of 2020 | 57 | 56 | 98.2% | No Data |
| Class of 2021 | 63 | 62 | 98.41% | 94.2% |
| Class of 2022 | 69 | 63 | 91.30% | Awaiting data |
| Class of 2023 | 75 | 70 | 93.30% | Awaiting data |
| Class of 2024 | 75 | 72 | 96% | Awaiting data |
*Data obtained from the Physician Assistant Education Association Annual Reports.
Promotion of self-directed lifelong learning, appreciating the significance of scholarly activities and scientific knowledge.
Students are surveyed after graduation to obtain feedback about their experiences while completing Hofstra's PA program. On a 5-point Likert Scale where a 4 is ‘Effective’ and a 5 is ‘Very Effective’, the chart below represents the yearly average graduate survey score relating to the effectiveness of the program in providing the skills necessary for lifelong learning.
Program-defined benchmark: Graduate survey average score of 4 or above
Actual outcome: For the past four years, graduate survey data collected demonstrate yearly average scores above 4 relating to how effective the program was in providing the skills for lifelong learning.
Student and Faculty Scholarly Activity
Program-defined benchmark: A minimum of 10 yearly scholarly activities by faculty and or students that support the advancement of the profession and innovation in medicine. Activities include but are not limited to grants, publications, peer-reviewed presentations, the pursuit of an upper-level degree, and clinical certifications.
Actual outcomes: Academic Year 2023 – 2024
Presentations
- November 2023 – NYSSPA Fall CME Conference (Saratoga Springs, NY)
- Emerging Trends in Pediatrics. 2023 NYSSPA Fall CME Conference. Presented by Christine Zammit and Kelly Porta.
- Faculty Forum for PA Faculty. 2023 NYSSPA Fall CME Conference. Presented by Carina Loscalzo
- January 2024 – Hofstra University Teaching and Learning Conference: Art in Medicine. Presented by Gina Pontrelli and Savina Morelli
- April 2024 – JEMS/FDIC 2024 (Indianapolis, Indiana): Intubating the Physiological Nightmare: Tips and Trics for the Pre-Hospital Provider. Presented by William Heuser
- May 2024 – Academic Competition and Research Symposium at the Zucker School of Medicine at Hofstra/Northwell – Student Research Poster Presentations
- Confidence in artificial intelligence in healthcare. Kristen DeCicco, Fahtima Khwaja, Emily Montague, Sophie Webster, Greta Apterbach – 1st Place Winner
- Assessing the predictive factors contributing to parents and guardians’ decision to vaccinate their children against COVID-19 – Zoel Weber, Thomas Martin, Kelly Jampolis, Julia Nager, Britney Yee, Gina Pontrelli. 2nd Place Winner
- May 2024 – New York Voices – Sharing our Stories of Health and Healing. Invited speaker, Mary Banahan.
- May 2024 – SAEM/AEMP (Phoenix, Arizona): Delayed sequence intubation (DSI) vs. Rapid Sequence Intubation (RSI). Presented by William Heuser.
- June 2024 - NYS Perinatal Conference. Poster Presentation: Confronting Racial Inequities in Indigenous Women, presented by Mary Banahan. 1st Place Winner
- June 2024 – FAST24 Conference (Wilmington, North Carolina). Pharmacotherapy Debates in Pre-Hospital Care. Presented by William Heuser
- July 2024 – Postpartum Support International 2024 Annual Conference. Confronting Racial Inequities in Indigenous Women. Presented by Mary Banahan
Publications
- Loscalzo, C., Pontrelli, G., Apterbach, G. (2023). Physician Assistant Perceptions Regarding the Establishment of an Entry-Level Doctoral Degree. Education in the Health Professions 6(3) 107-13.
- Loscalzo, C., Apterbach, G., Pontrelli G. (2023). Physician Assistant Perceptions Regarding the Establishment of an Entry-Level Doctoral Degree. Education in the Health Professions, 6(3), 107-113. Physician Assistant Education, 34(1), 28–34.
- Ho, H., Heuser, W., & Mohan, S. (2024). Epinephrine induced digital ischemia treated with phentolamine. Visual Journal of Emergency Medicine, 35(4).
- Roberts, A., Rizzolo, D., Bruza-Agatis, M., Pontrelli, G., Zammit, C., & Banahan, M. (2024). PAs’ perspective on leadership in medicine. Journal of the American Academy of PAs, 37(7), 38-42.
Pursuit of Advanced Degree
- Mark L’Eplattenier – DMSc awarded, University of Lynchburg, October 2023
- Shannan Ricoy – PhD candidate, University of the Cumberlands
- Christine Zammit – PhD candidate, University of the Cumberlands
Promote professionalism and leadership skills
Professionalism and Relating to Patients and Colleagues
Program Defined Benchmark: Average score of 4 or above on a 5 point evaluation instrument, where 4 is good and 5 is excellent on preceptor evaluation in the categories of professionalism and relating to patients and colleagues.
Actual Outcome: For the past 4 years, all cohorts have an average score of 4 or above on their preceptor evaluation in the categories of professionalism and relating to patients and colleagues.
* Data extracted from analysis of Preceptor Evaluations from the graduating classes of 2021, 2022, 2023, and 2024
Leadership Skills
Students are surveyed after graduation to obtain feedback about their experiences while completing Hofstra's PA program. On a 5-point Likert Scale where a 4 is ‘Effective’ and a 5 is ‘Very Effective’, the chart below represents the yearly average graduate survey score relating to the effectiveness of the program in promoting leadership skills
Program-defined benchmark: Graduate survey average score of 4 or above.
Actual outcome: For the past four years, graduate survey data collected demonstrate yearly average scores above 4 relating to how effective the program was in providing the skills for lifelong learning.
Cultivate the collaborative learning and working styles necessary for participation in an interprofessional, patient-centered health care team.
Preceptor Assessment – Collaborative Learning
Program Defined Benchmark: Average score of 4 or above on a 5-point evaluation instrument, where 4 is good and 5 is excellent on preceptor evaluation in the category of ‘Ability to work collaboratively in interprofessional teams’.
Actual Outcome: For the past 4 years, all cohorts have an average score of 4 or above on their preceptor evaluation in the category of ‘Ability to work collaboratively in interprofessional teams’.
Graduate Survey – Collaborative learning and working styles
Students are surveyed after graduation to obtain feedback about their experiences while completing Hofstra's PA program. On a 5-point evaluation scale, where a 4 is ‘Effective’ and a 5 is ‘Very Effective’, the chart below represents the yearly average graduate survey score relating to the effectiveness of the program in cultivating collaborative learning and working styles necessary for participation in an interprofessional, patient-centered healthcare team.
Program-defined benchmark: Graduate survey average score of 4 or above.
Actual outcome: For the past four years, graduate survey data collected demonstrate yearly average scores above 4 relating to how effective the program was in cultivating collaborative learning and working styles.
Empower PAs to value inclusivity and diversity, and deliver quality care to all patients, recognizing health care disparities and populations with limited access to care.
Empowering PAs to value inclusivity and diversity.
Students are surveyed after graduation to obtain feedback about their experiences while completing Hofstra's PA program. On a 5-point evaluation scale where a 4 is ‘Effective’ and 5 is ‘Very Effective’, the chart below represents the yearly average graduate survey score relating to the effectiveness of the program in empowering PAs to value diversity and inclusivity.
Program-defined benchmark: Graduate survey average score of 4 or above.
Actual outcome: For the past four years, graduate survey data collected demonstrate yearly average scores above 4 relating to how effective the program was in empowering PAs to value inclusivity and diversity.
Diverse Patient Populations
Our program strives to provide a clinical curriculum in which students care for diverse patient populations. The following data represents demographic information extracted from student patient logs.
Program-defined benchmark: Students will encounter at least four racially and/or ethnically diverse patient populations while on clinical rotations.
Actual outcome: For the past 3 years, students have encountered at least four racially and/or ethnically diverse patient populations while on clinical rotations.