Page 10 |
Save page Remove page | Previous | 10 of 136 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
2
increased to 2%, 4%, 9%, 20% and finally to 20% The faculty alleged that the
decline in student performance resulted from the inability of the admission selection
process to adequately predict the success and failure of students in the program.
Background of the Problem
The American Academy of Physician Assistants (AAPA), the National
Commission on Certification of Physician Assistants (NCCPA), the Physician
Assistant Education Association (PAEA) and the Accreditation Review Commission
on Education for the Physician Assistant (ARC-PA), Inc. worked together
collaboratively to define and outline professional competencies and skills that
physician assistant graduates must demonstrate to obtain entry into the profession.
The ARC-PA (whose responsibility it is to grant accreditation status to physician
assistant programs in the United States) established accrediting guidelines that
echoes these values and the NCCPA (author of the certification examination)
designed the certification examination to assess graduates’ competency in these
skills.
The certification examination is based on a practice analysis report that
reflects the knowledge and skills graduates need as entry level practitioners. The
NCE assesses graduates in seven basis skill areas identified as history taking and
physical examination, interpretation of laboratory and diagnostic test, formulating
diagnoses, health maintenance, clinical intervention, pharmaceutical therapeutics and
the application of basic science concepts (www.nccpa.net). A practice analysis is
performed every four years to ensure that the skills and competencies tested on the
Object Description
| Title | A predictive valdity study: correlation of admission variables with program completion and student performance on the National Certification Examination in a physician assistant program |
| Author | Middleton, Delores E. |
| Author email | delores.middleton@rcc.edu; lolokinard@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-08-29 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-18 |
| Advisor (committee chair) | Jimenez y West, Ilda |
| Advisor (committee member) |
Cole, Darnell Hocevar, Dennis J. |
| Abstract | The purpose of this investigation was to examine the reliability and predictive validity of the of admission data in predicting student success in completing a community college-based physician assistant program and their performance on the National Certification Examination (NCE). The files of 170 graduates were reviewed and the following data was complied: 1) science grade point average (GPAsci), 2) cumulative grade point average (GPAcum), 3) reference letter ratings, 4) personal statement ratings, and 5) work experience -- each identified as a predictor measure in this study. The criterion measures identified in the study were 1) program completion, 2) performance on the NCE, and 3) skills. Findings demonstrated variations in the degree of relationship among predictor measures and criterion measures. The GPAsci demonstrated the greatest degree of correlation with student outcome in comparison with other predictor measures, which is consistent with previous research. Overall, the research demonstrated that there was practical significance or potentially significance correlations between the majority of the predictor measures. |
| Keyword | admission variable; criterion measures; national certification examination; criterion related evidence; reliability and predictive validy; prior academic achievement; letters of reference; personal statement; work experience |
| Coverage date | 1999/2005 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1678 |
| Contributing entity | University of Southern California |
| Rights | Middleton, Delores E. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Middleton-2420 |
| Archival file | uscthesesreloadpub_Volume32/etd-Middleton-2420.pdf |
Description
| Title | Page 10 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 2 increased to 2%, 4%, 9%, 20% and finally to 20% The faculty alleged that the decline in student performance resulted from the inability of the admission selection process to adequately predict the success and failure of students in the program. Background of the Problem The American Academy of Physician Assistants (AAPA), the National Commission on Certification of Physician Assistants (NCCPA), the Physician Assistant Education Association (PAEA) and the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA), Inc. worked together collaboratively to define and outline professional competencies and skills that physician assistant graduates must demonstrate to obtain entry into the profession. The ARC-PA (whose responsibility it is to grant accreditation status to physician assistant programs in the United States) established accrediting guidelines that echoes these values and the NCCPA (author of the certification examination) designed the certification examination to assess graduates’ competency in these skills. The certification examination is based on a practice analysis report that reflects the knowledge and skills graduates need as entry level practitioners. The NCE assesses graduates in seven basis skill areas identified as history taking and physical examination, interpretation of laboratory and diagnostic test, formulating diagnoses, health maintenance, clinical intervention, pharmaceutical therapeutics and the application of basic science concepts (www.nccpa.net). A practice analysis is performed every four years to ensure that the skills and competencies tested on the |
