Goals & Outcomes

The WCM Physician Assistants Program has been effective in meeting its stated program goals, as measured by the benchmarks defined and reported below.

1. Matriculate and graduate a distinguished cohort of students marked by academic excellence and vast clinical and life experiences.

Rationale: The WCM PA Program offers an academically rigorous curriculum grounded in a team-based approach to healthcare. In our admissions process, we seek not only academically strong candidates but also value a wide range of experiences that enrich our learning community.

Program Defined Benchmark: On time graduation rates of originally matriculated class will be at or above 94% which aligns with national data. Goal attrition less than 6%.

Actual Outcome: Both graduation rate and attrition met benchmark in the last three years.

Class of	On Time Graduation Rate	Attrition
2024	100%	0%
2025	100%	0%
2026	100%	0%

Program Defined Benchmark: The program values applicants with broad and meaningful healthcare experience that enriches classroom learning and patient care training. Therefore, while the minimum healthcare experience requirement for admission is 500 hours, the program seeks to enroll students with extensive and varied clinical backgrounds. Our benchmark is for the average healthcare experience of each matriculating class to be 2,000 hours or greater.

Actual Outcome: For the past three matriculating classes, average healthcare experiences hours have exceeded 2,400 hours.

Average Healthcare Experience Hours
Class of 2025	2418
Class of 2026	2419
Class of 2027	2851

Program Defined Benchmark: Although our expected minimum GPA for acceptance is 3.0 (B or better), our goal is to admit students with strong undergraduate preparation, as evidenced by an average overall and science GPA of each matriculating class of greater than or equal to 3.5.

Actual Outcome: For the past three matriculating classes, the average overall GPA was greater than or equal to 3.68 and average science GPA was greater than or equal to 3.60.

Average Overall and Science GPA
	Class of 2025	Class of 2026	Class of 2027
Overall GPA	3.68	3.78	3.74
Science GPA	3.60	3.75	3.66

Program Defined Benchmark: Greater than or equal to 10% of the incoming class will be first generation college students or from economically disadvantaged backgrounds.

Actual Outcome: For the past three admitted classes, greater than or equal to 11% of the class were first generation college students or from economically disadvantaged backgrounds, including the Class of 2026 where 29% of students were from an economically disadvantaged background.

Vast Life Experiences
Outcome Measure	Benchmark	Class of 2025	Class of 2026	Class of 2027
Admitted students are first-generation college students	10%	13%	23%	21%
Admitted students are from economically disadvantaged backgrounds	10%	11%	29%	18%

2. Prepare graduates with comprehensive medical knowledge and supervised clinical experiences to gain the practical skills required for successful entry into clinical practice.

Rationale: The program is committed to delivering an exceptional education that thoroughly prepares students for clinical practice. Our curriculum is structured around core competencies established by the four leading PA organizations—AAPA, PAEA, NCCPA, and ARC-PA. Both the didactic and clinical phases are continuously evaluated using data from course performance, assessments, and student feedback to ensure ongoing improvement and excellence.

Program Defined Benchmark: First time PANCE pass rate (averaged over the last 5 years) will be at or above national average.

Actual Outcome: Weill Cornell PA Program 1st time pass rate averaged over the last 5 years is 96.6% and the national average is 92% (pending 2026 results).

Weill Cornell Medicine 1st Time Pass Rate by Cohort
	WCM Pass Rate	National Pass Rate
Class of 2022	94%	92%
Class of 2023	97%	92%
Class of 2024	96%	92%
Class of 2025	96%	91%
Class of 2026	100%	TBD

Program Defined Benchmark: 80% of graduates will pass both the Summative OSCE and Summative Technical Skills Exam without the need for remediation.

Actual Outcome: For the past 2 years, greater than 80% of graduates passed both the Summative OSCE and Summative Technical skills exam without the need for remediation.

	Passed All Components of Summative OSCE Without Remediation	Technical Skills Summative 1st Time Pass
Class of 2024	34/45 = 75%	45/45 = 100%
Class of 2025	45/47 = 96%	47/47 = 100%
Class of 2026	23/26 = 88%	26/26 = 100%

Program Defined Benchmark: Average PAEA EOC performance of each class will be at or above the national average.

Actual Outcome: For the past two years that the program has administered the PAEA EOC exam, program performance has been above the national mean.

	WCM Mean Score	National Mean Score
Class of 2025	1525	1516
Class of 2026	1525	1516

Program Defined Benchmark: Average score of 4 or above on a 5-point evaluation instrument where students rate how well the clinical training component of the program prepares students for the PANCE and to practice clinically.

Actual Outcome: For the past three years, students have rated how well the clinical training component of the program prepares them for the boards above our program defined benchmark of 4.0.

Class of 2024	Class of 2025	Class of 2026
4.32	4.19	4.36

3. Prepare graduates to communicate effectively within an interprofessional team to optimize patient care.

Rationale: Equipping graduates with strong communication skills fosters teamwork, enhances care coordination, and contributes to more efficient, compassionate healthcare delivery.

Program Defined Benchmark: Greater than or equal to 80% of graduates pass the interprofessional communication section of the OSCE without the need for remediation.

Actual Outcome: For the past three years, at least 96% of the class has passed the interprofessional communication section of the OSCE without the need for remediation.

Passed Interprofessional Communication Component of Summative OSCE Without Remediation
Class of 2024	45/45 = 100%
Class of 2025	47/47 = 100%
Class of 2026	25/26 = 96%

Program Defined Benchmark: Average score of 4 or above on a 5-point evaluation instrument where students rate how well the program prepared students to work on interprofessional team.

Actual Outcome: New Benchmark, data collection pending.

Program Defined Benchmark: Average score of 4 or above on a 5-point evaluation instrument where preceptors rate students’ ability to work on interprofessional teams during their required clerkships.

Actual Outcome: For the one year of available assessment data, preceptors rated students' effectiveness in working within interprofessional teams during required clerkships at an average of greater than 4.5.

	Average Preceptor Rating on Ability to Work on Interprofessional Team
Class of 2026	4.72

4. Promote and support faculty and student engagement in scholarly activity and leadership development that advances clinical practice, healthcare education, and the PA profession.

Rationale: Promoting and supporting faculty and student engagement in scholarly activity and leadership development is essential for advancing clinical practice, healthcare education, and the physician assistant (PA) profession. By fostering a culture of inquiry, innovation, and professional growth, institutions empower individuals to contribute meaningfully to evidence-based practice, improve patient outcomes, and shape the future of healthcare delivery. Encouraging leadership and scholarship also enhances academic excellence, supports accreditation standards, and strengthens the visibility and impact of the PA profession within the broader medical community.

Program Defined Benchmark: A minimum of 6 scholarly activities yearly, by faculty and/or students that support the advancement of the program, the profession and innovation in medicine. Activities include but are not limited to grants, publication, peer-reviewed presentations, and advanced clinical certifications.

Actual Outcome: The benchmark was achieved in two of the three years under review, with faculty and students collectively completing at least six scholarly activities annually that supported program advancement, the PA profession, and innovation in medicine.

AY 2025 – 2026

Presentations

May 2026 – Applying the Autistic SPACE Framework and AI-Standardized Patient Simulation to Build Inclusive Care in PA Education. OneCornell Health Educators Conference. Presented by Lisa Doron
December 2025 – Understanding How Enhances PA/Physician Collaboration Can Improve Patient Care. Weill Cornell Medicine: David Rogers Health Policy Colloquium. Presented by Kelly Porta and Christine Zammit
October 2025 - PICU Pearls for the Non-PICU Provider. 2025 New York State Society of PAs Fall CME Conference. Presented by Kelly Porta and Christine Zammit
September 2025 – Career Pathways: Lessons Learned, Challenges and Transitions. Advanced Practice Providers Oncology Summit. Panel Presentation with William Ameres
July 2025: Department of Emergency Medicine (DedicatED) NYP/WCM, Apprenticeship Program Peer Mentor and Speaker, Carol Fiore.

Publications

Timko-Swaim, L., Loscalzo, C., Pontrelli, G., Ricoy, S., Williams, H., Shulgin, K. (2026).  The virtual interview and physician assistant/associate program diversity.  The Journal of Physician Assistant Education. DOI: 10.1097/JPA.0000000000000711

AY 2024 – 2025

Presentations

Publications

L’Eplattenier, M., Pontrelli, G., Loscalzo, C. (2025).  Triple inhaler therapy in adolescents and adults with moderate or severe persistent asthma. Journal of the American Academy of Physician Assistants. DOI: 10.1097/01.JAA.0000000000000153
Roberts, A., Rizzolo, D., Bruzatis, M., Pontrelli, G., Zammit, C. (2024).  PAs’ perspective on leadership in medicine. The Journal of Physician Assistant Education, 37(1).

AY 2023 – 2024

Presentations

November 2023 – Emerging Trends in Pediatrics. 2023 New York State Society of PAs Fall CME Conference. Presented by Kelly Porta and Christine Zammit
October 2023 – What to Consider When Applying to Physician Assistant Programs. 2023 IVY League Health Advisors Annual Forum. Presented by Carol Fiore

Publications

Fiore, C. (2023). Bridging Gaps: Sexual and gender minority curricular change in physician assistant education. Lynchburg Journal of Medical Science, MS#2763. https://digitalshowcase.lynchburg.edu/dmscjournal/vol5/iss1/140
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).
Roberts, A., Pontrelli, G., Zammit, C., Banahan, M. (2023).  Enhancing PA psychiatry interviewing skills using standardized patients. The Journal of Physician Assistant Education, 34(3).

Grants

December 2023 – Banahan M, Zammit C, Roberts A. nccPA Health Foundation - Be the CHANGE grant program: Leveling the Playing Field: Improving the Lives of Sick Children in Underserved Pediatric Populations with Pediatric Pep Talk
April 2024 – Zammit, C & Roberts, A. Faculty Innovation Grant: Innovation Teaching Fellows – Hofstra University: The Institute of Innovation and Entrepreneurship. POCUS Trainer-the-Trainer Program

Program Defined Benchmark: At least one faculty member with a defined role or significant recognition, in/from an outside organization.

Actual Outcome: The benchmark has been consistently achieved over the past three years, with more than one faculty member each year holding a defined role in, or receiving significant recognition from, an external professional organization.

Maria Compte, MD, MPH, TM

Nominee, Elsevier Education Award, 2026
Abstract Reviewer, American Public Health Association, 2026 Annual APHA Conference

Kelly Porta, DMSc, PA-C

Nominee, Elsevier Education Award, 2026
Co-Chair, New York State Society of Physician Assistants Pediatric Special Interest Group (2024, 2025, 2026)
Co-Chair, New York State Society of Physician Assistants Pediatric Special Interest Group CME Conference (2025)
Proposal Reviewer, Physician Assistant Education Association Forum (2025, 2026)

Gina Pontrelli, DHSc, PA-C

Nominee, Elsevier Education Award, 2026
Abstract and Brief Report Editor, The Journal of Physician Assistant Education (2026)
New York State Society of Physician Assistants (NYSSPA) Judicial Affairs Committee Member, (2023 - present)

Christine Zammit, PhD, PA-C

Co-Chair, New York State Society of Physician Assistants Pediatric Special Interest Group (2024, 2025, 2026)
Co-Chair, New York State Society of Physician Assistants Pediatric Special Interest Group CME Conference (2025)
Proposal Reviewer, Physician Assistant Education Association Forum (2026)