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Assessing the Assessments: Do Preceptor Evaluations Predict Physician Assistant National Certifying Exam and End of
Kevin Bogenschutz1,2,3,4,5,6,7,8,9, Andrew Chastain1,2,3,4,5,6,7,8,9, Jaclyn Demeter1,2,3,4,5,6,7,8,9
1Kevin Bogenschutz, DMS, PA-C, is an assistant professor at Butler University, and also a clinical director at Near West Free Clinic, Indianapolis, Indiana.
Introduction:
Physician associates/assistants (PAs) require extensive clinical training through supervised clinical practice experiences (SCPEs) to meet accreditation standards. While PA programs must document student performance during rotations, there is considerable variability in assessment methods. Many programs use a 2-pronged approach: end-of-rotation (EOR) exams and preceptor evaluations. This study aims to evaluate whether SCPE preceptor evaluations are associated with student performance on EOR exams or Physician Assistant National Certifying Examination (PANCE).
Methods:
This retrospective study analyzed data from 782 students across 3 PA programs over 5 years (2020-2024). The study focused on Family Medicine, Emergency Medicine, and Internal Medicine rotations, comparing preceptor evaluations with EOR and PANCE scores.
Results:
Mean PANCE score was 468.2 ± 73.9, with mean EOR scores of 410.6 ± 23.2 for internal medicine, 409.3 ± 22.7 for family medicine, and 410.2 ± 22.1 for emergency medicine. Preceptor evaluations averaged 4.36 ± 0.7 on a 5-point Likert scale. While some statistically significant correlations were identified between preceptor evaluations and standardized exam performance, correlation coefficients were weak (-0.11 to 0.17).
Discussion:
Despite some statistically significant correlations, the practical utility of preceptor evaluations in predicting standardized exam performance is negligible. This suggests that preceptor evaluations, although essential to evaluate for clinical competencies beyond standardized evaluations, may not be predictive of academic student success. Preceptor evaluations reveal a weak correlation, when present, with standardized examinations. These findings prompt reflection upon the traditional reliance on preceptor evaluations and suggest that future research is needed at both the programmatic and national levels to capture a comprehensive understanding of student competence as a future clinician.
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