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We define an innovative curriculum as one that considers current knowledge in adult learning theory and looks ahead to workforce readiness. Current adult learning theories focus on active (engaged), student-centered learning.^[1] Providing hands-on (engaged) learning activities that prepare students for the workplace are key. Active learning is a process that involves attaining knowledge through participation or contribution.^[2] The “teacher” designs and prepares activities that allow the students to take learning into their own hands.^[1]

Engaged learning (active learning) activities include case-based learning, problem-based learning, hands-on learning experiences, gamification, metacognitive exercises such as schema building and retrieval practice, and simulated patient experiences.

Point of Care Ultrasound (POCUS) integration is an example of active learning and a useful professional skill that PAs can use. Literature recommends the need to be trained as early as possible.^[3] Medical literature also points to the facts that POCUS is both within the scope of practice for PA’s and is used in multiple settings common for PA employment. However, the absence of curricular training is the major barrier to their using POCUS professionally.^[4-7] POCUS has also been demonstrated in PA literature as an educational adjunct to improve students’ medical knowledge and clinical exam skills.^{��8����}Additionally, simulation provides learners with “praxis”—an opportunity to practice and demonstrate skills in a lower stakes environment while strengthening learning.^[9]

Benchmarks and Outcomes

• B1.1 The curriculum offered includes engaged learning activities for both pre-clinical and clinical learners
  • Outcome 1.1: 100% of Elon PA didactic courses include some form of active (engaged) learning. .

• B1.2 The curriculum includes integrated simulation and POCUS in each module of the program. Modules 1-6 progress through the didactic curriculum. Modules 7 and 8 reflect the clinical curriculum.
  • Outcome 1.2a: Simulation and POCUS are integrated into the curriculum
    • Simulation and POCUS occur in every module of the curriculum
    • 100% of Elon PA learners have access to basic POCUS training

Academic excellence is defined as meeting program progression standards at competency-based program checkpoints (as defined in the ) and passing the national certifying exam for PAs (PANCE).

An evidence-based approach to clinical decision-making involves developing an understanding of academic integrity, the application of evidence-based guidelines, the development of a research question and using current scientific evidence to make decisions related to the care of patients.^[2]

Self-direction means that learners have opportunities to self-assess and choose assignments that best serve their growth and development in some courses. Self-direction is an important skill for developing lifelong learning.^[3]

Benchmarks and Outcomes

• B2.2 An evidence-based approach to medicine is included in each module of the curriculum. Modules 1-6 include didactic education. Modules 7 and 8 are clinical education.
  • Outcome 2.2:�� . There are evidence-based assignments in each module, starting with academic integrity and culminating in an evidence-based research project.

A cohort with diverse backgrounds and experiences includes learners with lived experiences that are currently underrepresented in the medicine (URiM), as well as with a variety of pre-matriculation health experiences such as those who have worked in hospital settings, community health settings, and clinical research, etc.

The AAMC defines URiM^[1] as “those racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general population”. For our program, this data is pulled from the Integrated Postsecondary Education Data System (IPEDS)^[2] and includes anyone voluntarily self-identified as: American Indian or Alaska Native; Black or African American; Hispanic, Latino, or of Spanish Origin; or Native Hawaiian or Other Pacific Islander; Nonresident Alien; two or more races.

Benchmarks and Outcomes

• B3.1 Elon PA recruits and matriculates cohorts with diverse backgrounds and experiences that meet or exceed the current national average ^{[(PAEA ProgramReport36_2023, Table 47, currently mean 3,235 hours3]})
  • Outcome 3.1a:��The pre-matriculation health care experiences for current Elon PA students is provided in with a variety of experiences noted from outpatient, inpatient, surgical, allied health, and clinical research. 
  • Outcome 3.1b: The includes data (contact hours and pre-matriculation healthcare experiences) on the current first year cohort. The health care experience hours of Elon PA learners are double the national average.

Community-based learning is an established means of encouraging student academic growth and has been shown to improve understanding communities and their needs.^[1] These benefits are augmented when the learning is embedded and integrated into a curriculum in an intentional, meaningful manner.^[2]

Community engagement opportunity examples include integrated co-curricular activities through Start Early in Medicine, voluntary extracurricular activities with the Open Door Clinic of Alamance County and the Dream Center, and optional clinical practicums (an elective) in global or national locations.

Benchmarks and Outcomes

• B4.1 Elon PA will provide opportunities for co-curricular and voluntary community engagement during the pre-clinical phase of education
  • Outcome 4.1:
• B4.2 Elon PA learners in good academic standing will have an opportunity to participate in global or national (“Study USA”) locations for supervised clinical practicum experiences (SCPEs)
  • Outcome 4.2: