PA Program Mission

The mission of the Charles R. Drew University Physician Assistant program is to prepare a diverse group of uniquely qualified physician assistants who provide excellent medical care with compassion while addressing health disparities, seeking social justice and improving the health of medically underserved communities.

Goal 1: Promote diversity and inclusion in the PA profession.

HOW WE DO IT:

  • The program participates in pre-PA and Discover CDU activities which attract applicants from communities underrepresented in medicine and first-generation college students.
Key Performance Indicators

Benchmark

Class of 2018

Class of 2019

Class of 2020

Class of 2021

Class of 2022

Admitted students from communities underrepresented in medicine1 [National average, 2019=14%2]

40%

60%

58%

56%

62%

50%

Admitted students are first-generation college students2

25%

52%

35%

32%

38%

42%

            Excludes those who did not report race/ethnicity
1 Racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general population.
https://www.aamc.org/what-we-do/mission-areas/diversity-inclusion/underrepresented-in-medicine
2 PAEA data, 2020
3 Students enrolled in postsecondary education whose parents have not attended college
https://nces.ed.gov/pubs2018/2018421.pdf

Goal 2: Prepare students with the knowledge and skills necessary for entry-level PA practice

HOW WE DO IT:

  • Exceptional faculty, staff, and clinical sites. 
  • Faculty continuously review, revise and improve curriculum for appropriate depth and sequencing.
  • Use of teaching and learning technology e.g. cadaver lab, Aquifer, iHuman, Anatomage, SonoSim.
  • Use of standardized patients and simulation mannequins.
  • Case-based practice threaded throughout the curriculum.
  • In class and self-paced board exam review throughout the clinical year.
  • Expert guest speakers in didactic and clinical year.
  • Interprofessional education activities involving medical residents, medical, nursing, pharmacy and public health faculty and students.

Key Performance Indicators

 

Benchmark

Actual for Graduating Class

Class of 2018

Class of 2019

Class of 2020

Students meeting overall competencies based on preceptor evaluation

90%

100%

100%

100%

Students completing program courses successfully

90%

96%

100%

100%

Students passing all components of the summative evaluation at 1st or 2nd attempt

90%

100%

100%

100%

PANCE first-time attempt pass rate

86%
[Aspirational goal > National average]

86%

91%

pending

Graduates who ultimately pass PANCE

 

95%
[Aspirational goal =100%]

 

100%

100%

pending

Goal 3: Prepare students who will apply the principles of community engagement, cultural sensitivity and health equity.

HOW WE DO IT:

  • Curriculum includes courses in social medicine and medical Spanish with expert guest speakers.
  • Student-run officers and committees that organize external community outreach events and internal events with special speakers.  
  • Students encouraged to focus their research projects on issues of health equity and social justice.
  • The program prioritizes clinical sites in South LA and Service Provider Area (SPA 6).

Key Performance Indicators

Benchmark

Actual for Graduating Class

Class of 2018

Class of 2019

Class of 2020

Class of 2021

Class of 2022

Successful completion of scholarly projects in topics of heath equity and social justice

100%

100%

100%

100%

100%

pending

Students participating in community engagement service-learning activities

100%

100%

100%

100%

100%

100%

Students with at least one clinical rotation site at a Medically Underserved Area/Population (MUA/P)

100%

100%

100%

100%

pending

pending

Students meeting competency for cultural sensitivity based on preceptor evaluation

100%

100%

100%

100%

pending

pending

Examples of Accomplishments

  • Students volunteer with LA helping hands and Wider Circle to deliver groceries and meals to the elderly during the COVID-19 pandemic.
  • Students volunteer at the CDU-site COVID-19 testing site.
  • Students, faculty, and staff participate in service learning; dozens of opportunities (with more in the works) throughout the year. Examples include community health and nutrition education events, volunteerism at residential substance use treatment facilities, high school career fairs, farmers markets, vulnerable population outreach events, community beautification events and more.
  • Students developed and implemented the CDU-PA Social Justice Club.
  • Program Staff Members, and students manage the Learning and Healing Garden at CDU- “Straight Outta the Garden”. The garden revitalization project was a university wide collaboration project involving students, faculty, and staff from Saturday Science, and the School of Nursing. Since then, we have developed a garden club and received at University Mini Grant for our efforts. The goal of the garden is to promote wellness and prevent burnout for students, faculty, and staff.
  • Students host community leaders and change-makers through guest speakers such as: Rep. Karen Bass (D-CA) (https://youtu.be/RgfmXXT82wk ), author Rebecca Skloot and Lacks family members (https://www.youtube.com/watch?v=qvP_M7m8GmA), author and community advocate Natalie Houser (https://www.youtube.com/watch?v=hWOKbJtb9gI), and Assembly member Mike Gipson (https://youtu.be/Q5WyElEuUIo).
  • Faculty and students partner with organizations, such as TENA, Homies Care, TrapMedicine to organize health screenings and health literacy information events for the community. These initiatives target the issues of homelessness, nutrition, and mental health in underserved communities. Video of one such community event

Goal 4: Prepare students who will practice medicine in medically underserved shortage areas.

HOW WE DO IT:

  • Recruitment of fulltime and guest faculty who work(ed) in medically underserved shortage areas.
  • The program prioritizes clinical sites in medically underserved shortage settings.
  • Students engage in service-learning activities and engage with community organizations in underserved communities.

Key Performance Indicators

 

Benchmark

Actual for Graduating Class

 

Class of 2018

Class of 2019

Class of 2020

Graduates practicing in a Health Professional Shortage Area (HPSA), Medically Underserved Area/Population (MUA/P)^

50%

60%

pending

pending

Graduates practicing in primary care* specialties
[National Average = 25%#]

50%

80%

pending

pending

Students participating in service-learning activities in underserved communities

100%

100%

100%

100%

^ Medically underserved shortage area = Health Professional Shortage Area (HPSA) and Medically Underserved Area/Population (MUA/P).
https://bhw.hrsa.gov/workforce-shortage-areas/shortage-designation
*  Family medicine/general practice, general internal medicine, and general pediatrics.
# NCCPA, 2019

Goal 5: Engage students, faculty and staff in active and on-going professional leadership, advocacy, research, and scholarly activities.

HOW WE DO IT:

  • Students complete and produced scientific submission-eligible and/or presentation-eligible materials
  • Faculty engage in scholastic research, university wide academic planning, lead and engage in university strategic committees.

Key Performance Indicators

 

Benchmark

Actual for Graduating class

Class of 2018

Class of 2019

Class of 2020

Class of 2021

Class of 2022

Preceptor agreement with the prompt: “Student demonstrates the Traits of Life-Long and Self-Directed Learners”

90%

100%

100%

100%

TBD

TBD

Students participating as class officers or student-led committees

 

90%

92%

94%

100%

100%

100%

Student Scholarship

Target: At least 50% of each class will complete scientific submission-eligible and/or presentation-eligible scholarly work

Class of 2018: 100% presented posters at CDU Poster Day and Urban Food Systems Symposium

Class of 2019:
100% submitted scientific posters to AAPA 2020 conference.

Student Authors: Ahmed, W., Eslinger, J., Komen, N., Padilla, C.
Mentors: Martins, D., Assari, S., L. Kibe, Bazargan, M.
Title: Gender Disparity in Analgesic Administration of Acute Pain in the Emergency Department: A Systematic Review
Poster presented at AAPA conference, May 2020
https://www.aapa.org/wp-content/uploads/2020/06/148-Pediatric-Emotion-Regulation.pdf

Student Authors: Pourmoradi, D., Price, M.
Mentors: Martins, D., Assari, S., L. Kibe, Bazargan, M.
Title: The Impact of School-Based Interventions on children and Youth Emotion Regulation: A Scoping Review
Poster presented at AAPA conference, May 2020 https://www.aapa.org/wp-content/uploads/2020/06/129-Gender-Disparity-Pain-in-ED.pdf

Student Authors: De La Paz, N, Onigbinde F, Rodriguez-Vela E, Ward V.
Mentors: Martins, D., Assari, S., L. Kibe, Bazargan, M.
Title: Is Maternal Morbidity & Mortality in African American Women Affected More by Preventable Causes or Non- preventable Cause
Poster presented at AAPA conference, May 2020
https://www.aapa.org/wp-content/uploads/2020/06/128-Maternal-Morbidity-Mortality.pdf

Class of 2020
Due to the COVID-19 pandemic disruption resulting in a change in curriculum sequencing, the Class of 2020 work was not submitted for publication.

Class of 2021
100% of Class of 2021 produced submission-eligible scientific posters which were submitted to AAPA 2021 conference.

Faculty Publications

Target: At least one publication from the program every year
See individual faculty profiles

Faculty and Staff in advocacy, service or professional leadership role:
Target: At least 2 every year

Current Active Roles:

  • 1 faculty: Chair, Commission on Research and Strategic Initiatives, American Academy of Physician Assistants
  • 1 faculty: Item Writer, ROSH Review
  • 1 faculty: Member, member CDU Strategic Planning committee
  • 1 faculty: Member, search committee for Dean of Undergraduate Studies
  • 1 faculty: Member, Sub-committee Chair Academic Reopening Task Force (ARTF)
  • 3 faculty & 2 Staff: Members Sub-committee Chair Academic Reopening Task Force (ARTF)
  •  1 Staff: Member, Occupational Health and Environmental Safety Committee (OHES)

Funded Grants
Target: At least one active grant every year

Current Active Grants:

  • Project Title:  Primary Care Training and Enhancement

FY2019-2024: $2,000,000
Project Identifier Information: G0081700
Funder: Health Research and Service Administration (HRSA)
Kibe LW: Associate Project Director [.05FTE]
Griffith J. Project faculty [0.10FTE]

Funder: Physician Assistant Education Association (PAEA)
FY2020-21: $5,000
Kibe, LW: Project Director
Griffith, J. Associate Project Director

  • Project Title: Multilevel, Multidisciplinary, Faith-Based Participatory Interventions to Reduce COVID-19 Related- Risks among underserved African Americans 

NIMHD
FY 2020-2021: $200,000
Kibe, LW: Co-Investigator (In-kind)
Vines-Douglas, G: Collaborator (In-kind)

  • Other Grants

Song Brown Grant:

  • 2017- ($79,998)
  • 2019- ($120,000)

Move Your Feet Then Eat:

  • 2018-City of Hope ($5000)

LA Helping LA (LAHLA):

  • 2018- CDU Mini Grant ($2500)
  • 2019- CDU Mini Grant ($2000)
  • 2020- CDU Mini Grant ($1900)

Homeboy Institute:

  • 2018- CDU Mini Grant ($1000)

CDU PA Program Learning and Healing Garden:

  • 2020- CDU Mini Grant ($2120)

Pre-PA Conference:

  • 2018- CDU Mini Grant ($2500)
  • 2019- CDU Mini Grant ($2500)

Student Participation in Professional Activities:

  • All students and faculty are members of CAPA and AAPA (paid by the PA Program)
  • Phi Alpha Society was initiated in 2020
  • 2020: Inducted 4 new graduates; 2 alumni; 1 faculty; and 1 honorary member
  • Challenge Bowl:

Class of 2018, 2019, 2020 and 2021 have participated in AAPA or CAPA Challenge Bowl

  • Class of 2018 took 3rd place nationally at AAPA Challenge Bowl in 2018
  • Class of 2021 took 3rd place in CAPA Challenge Bowl in 2020