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Overcoming Common Challenges in Launching a New PA Program

Overcoming Common Challenges in Launching a New PA Program

June 19, 20243 min read

Launching a new PA program is a complex endeavor that can encounter several obstacles. Through years of experience and collaboration with multiple PA programs, Scott Massey has identified five major issues and offers strategies to overcome them, ensuring your program thrives.

1. Ensure the Launch of Your Programmatic Assessment

Many provisional programs face probation due to inadequate assessment (C1.01, C1.02). The commission website highlights numerous provisional programs on probation, emphasizing the importance of a robust assessment plan.

Strategies for Compliance:

- Implement Data Collection Early: Begin data collection as soon as the first class matriculates. This helps track progress and identify issues early.

- Functional Committee Structure: Ensure committees are active and engaged, particularly in the first year, despite the faculty’s potential lack of experience.

- Faculty Development: Provide comprehensive training on assessment to ensure all faculty members are prepared to participate actively.

- Prepare for Monitoring Visits: Complete and document the entire assessment process before the first class graduates, showing evidence of data collection, analysis, and action plans.

- Secure Additional Resources: If needed, review the fifth edition standards (appendix 14B) and ensure you have the resources required for programmatic assessment.

2. Support Your Faculty During the Crucial First Year

New programs often have faculty transitioning directly from clinical practice, creating understandable chaos. Supporting faculty during this time is essential to prevent burnout and disillusionment.

Strategies for Compliance:

- Mentoring Program: Establish a mentoring system where experienced faculty provide ongoing support and mentorship, including peer reviews and access to development resources like PAEA.

- External Development Sources: Provide access to external faculty development programs to help new faculty acclimate to their roles.

3. Avoid Student Professionalism Issues in the Inaugural Class

Inaugural classes can sometimes exhibit a sense of entitlement and discord. Consistent policies on professionalism can mitigate these issues.

Strategies for Compliance:

- Student Affairs Committee: Create a committee to address professionalism issues early, set clear expectations, and document any concerns with student signatures.

- Educational Opportunity: Use this as a chance to teach students about the transition from undergraduate to professional behavior.

4. Avoid Program Director Burnout

Program directors in newly accredited programs face multitasking challenges, often with the most educational experience but with new faculty members.

Strategies for Compliance:

- Robust Support: Provide robust faculty development support for program directors, including seminars and leadership development programs.

- Mentorship: Find experienced program directors to mentor new directors.

- Institutional Awareness: Ensure senior administration understands the program’s unique needs and supports the program director adequately.

5. Ensure Institutional Support

New programs are vulnerable, especially in institutions unfamiliar with graduate health science programs. Pro forma budgets may become obsolete, and unexpected costs can arise.

Strategies for Compliance:

- Regular Budget Discussions: Hold regular budget meetings with your immediate supervisor to address unexpected costs with data-driven proposals.

- Careful Planning: Plan requests for new staff and faculty hires using national benchmarks and institutional workload policies.

- Use Accreditation Standards: Refer to standards like E1.11 to provide valid information when budgetary support is unexpectedly reduced.

Summary and Conclusions:

Identifying and addressing these five key areas can help ensure the success of your new PA program. Proactive planning and strategic implementation will help you navigate the challenges and establish a strong foundation for your program’s future. Celebrate your initial provisional status, but prepare thoroughly for the journey ahead.


Programmatic AssessmentFaculty SupportProfessionalism IssuesProgram Director BurnoutInstitutional Support
blog author image

Scott Massey

With over three decades of experience in PA education, Dr. Scott Massey is a recognized authority in the field. He has demonstrated his expertise as a program director at esteemed institutions such as Central Michigan University and as the research chair in the Department of PA Studies at the University of Pittsburgh. Dr. Massey's influence spans beyond practical experience, as he has significantly contributed to accreditation, assessment, and student success. His innovative methodologies have guided numerous PA programs to ARC-PA accreditation and improved program outcomes. His predictive statistical risk modeling has enabled schools to anticipate student results. Dr Massey has published articles related to predictive modeling and educational outcomes. Doctor Massey also has conducted longitudinal research in stress among graduate Health Science students. His commitment to advancing the PA field is evident through participation in PAEA committees, councils, and educational initiatives.

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Overcoming Common Challenges in Launching a New PA Program

Overcoming Common Challenges in Launching a New PA Program

June 19, 20243 min read

Launching a new PA program is a complex endeavor that can encounter several obstacles. Through years of experience and collaboration with multiple PA programs, Scott Massey has identified five major issues and offers strategies to overcome them, ensuring your program thrives.

1. Ensure the Launch of Your Programmatic Assessment

Many provisional programs face probation due to inadequate assessment (C1.01, C1.02). The commission website highlights numerous provisional programs on probation, emphasizing the importance of a robust assessment plan.

Strategies for Compliance:

- Implement Data Collection Early: Begin data collection as soon as the first class matriculates. This helps track progress and identify issues early.

- Functional Committee Structure: Ensure committees are active and engaged, particularly in the first year, despite the faculty’s potential lack of experience.

- Faculty Development: Provide comprehensive training on assessment to ensure all faculty members are prepared to participate actively.

- Prepare for Monitoring Visits: Complete and document the entire assessment process before the first class graduates, showing evidence of data collection, analysis, and action plans.

- Secure Additional Resources: If needed, review the fifth edition standards (appendix 14B) and ensure you have the resources required for programmatic assessment.

2. Support Your Faculty During the Crucial First Year

New programs often have faculty transitioning directly from clinical practice, creating understandable chaos. Supporting faculty during this time is essential to prevent burnout and disillusionment.

Strategies for Compliance:

- Mentoring Program: Establish a mentoring system where experienced faculty provide ongoing support and mentorship, including peer reviews and access to development resources like PAEA.

- External Development Sources: Provide access to external faculty development programs to help new faculty acclimate to their roles.

3. Avoid Student Professionalism Issues in the Inaugural Class

Inaugural classes can sometimes exhibit a sense of entitlement and discord. Consistent policies on professionalism can mitigate these issues.

Strategies for Compliance:

- Student Affairs Committee: Create a committee to address professionalism issues early, set clear expectations, and document any concerns with student signatures.

- Educational Opportunity: Use this as a chance to teach students about the transition from undergraduate to professional behavior.

4. Avoid Program Director Burnout

Program directors in newly accredited programs face multitasking challenges, often with the most educational experience but with new faculty members.

Strategies for Compliance:

- Robust Support: Provide robust faculty development support for program directors, including seminars and leadership development programs.

- Mentorship: Find experienced program directors to mentor new directors.

- Institutional Awareness: Ensure senior administration understands the program’s unique needs and supports the program director adequately.

5. Ensure Institutional Support

New programs are vulnerable, especially in institutions unfamiliar with graduate health science programs. Pro forma budgets may become obsolete, and unexpected costs can arise.

Strategies for Compliance:

- Regular Budget Discussions: Hold regular budget meetings with your immediate supervisor to address unexpected costs with data-driven proposals.

- Careful Planning: Plan requests for new staff and faculty hires using national benchmarks and institutional workload policies.

- Use Accreditation Standards: Refer to standards like E1.11 to provide valid information when budgetary support is unexpectedly reduced.

Summary and Conclusions:

Identifying and addressing these five key areas can help ensure the success of your new PA program. Proactive planning and strategic implementation will help you navigate the challenges and establish a strong foundation for your program’s future. Celebrate your initial provisional status, but prepare thoroughly for the journey ahead.


Programmatic AssessmentFaculty SupportProfessionalism IssuesProgram Director BurnoutInstitutional Support
blog author image

Scott Massey

With over three decades of experience in PA education, Dr. Scott Massey is a recognized authority in the field. He has demonstrated his expertise as a program director at esteemed institutions such as Central Michigan University and as the research chair in the Department of PA Studies at the University of Pittsburgh. Dr. Massey's influence spans beyond practical experience, as he has significantly contributed to accreditation, assessment, and student success. His innovative methodologies have guided numerous PA programs to ARC-PA accreditation and improved program outcomes. His predictive statistical risk modeling has enabled schools to anticipate student results. Dr Massey has published articles related to predictive modeling and educational outcomes. Doctor Massey also has conducted longitudinal research in stress among graduate Health Science students. His commitment to advancing the PA field is evident through participation in PAEA committees, councils, and educational initiatives.

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