PANCE Results

The FSU SPAP continuously strives to ensure student success in passing the Physician Assistant National Certifying Examination (PANCE) to prepare for clinical practice. 

Five Year First Time Taker Summary Report



FSU SPAP Goals and Outcomes

1.  Recruit a diverse pool of qualified applicant

The Florida State University (FSU) School of Physician Assistant Practice (SPAP) continues to seek a diverse applicant pool for each matriculating class.  The FSU SPAP Recruitment Committee constantly seeks opportunity to highlight the PA profession and the FSU SPAP through outreach efforts to future applicants currently in their undergraduate and high school phase of preparation.   

A summary of the characteristics and demographics of the FSU SPAP application pool and class cohorts supports the FSU SPAP’s efforts to achieve this goal. 


Year Submitted Applications Seats % Disadvantaged Background % HPSA % MUA %URM
2016-2017 528 40 38 65 48 35
2017-2018 1210 50 45 48 38 35
2018-2019 1321 60 47 86 55 39
2019-2020 1449 60 36 ND 40 ND


Class of 2019                  
  Number of % of     % of       Number of % of
White 24 65   HPSA 65%     Economically disadvantaged 7 19%
Hispanic 10 27   MUA 47.50%     Free or reduced price lunches. 9 24%
Asian 3 8   Rural 7.50%     First generation in my family to attend college 7 19%
Total 37     Panhandle 22.50%     Family that receives public assistance 1 3%
        Vet 1 3%     English as a 2nd language 7 19%


Class of2020                  
  Number of % of             Number of % of
White 31 65   HPSA 48%     Medically Underserved Indicator, Childhood Self Reported 10 21
Hispanic 9 19   MUA 38%     Childhood Federal or State Assistance Program Indicator 12 25
AA 3 6   Rural 18%     Economically disadvantaged 6 13
Asian 5 10   Panhandle 30%     Childhood Paid Employment Indicator 25 52
Total 48     Vet 4%     Contribution to Family Income Indicator 7 15
                School district where 50% or less of graduates go to college 3 6
                Free or reduced price lunches. 13 27
                Low percentage of seniors received a high school diploma 2 4
                First generation in my family to attend college 14 29


Class of 2021                  
  Number of % of     Number of % of     Number of % of
White 36 61   HPSA 52 86%   Childhood Federal or State Assistance Program Indicator 17 29
Hispanic 13 22   MUA 33 55%   Economically disadvantaged 9 15
AA 4 7   Rural 6 10%   Childhood Paid Employment Indicator 41 69
Asian 6 10   Panhandle 14 23%   Contribution to Family Income Indicator 12 20
  59     Vet 1 2%   Free or reduced price lunches. 14 24
                First generation in my family to attend college 17 29
                Family that receives public assistance 4 7
                English as a 2nd language 2 3
                Military Dependent 3 5

Key:  Disadv BKGND-disadvantaged background; HPSA-health professional shortage area; MUA-medically underserved area; URM-underrepresented minority; HRSA-Health Resources and Service Administration.

Additional information for each class can be found under the “Statistics” tab on our homepage.


2.  Educate physician assistants that practice evidence-based, patient-centered healthcare in rural and underserved communities throughout the state of Florida.

The FSU SPAP curriculum provides opportunity for students to become competent in evidence-based practice through four evidence-based medicine courses, by applying evidence-based practice principles to clinical practice during clinical clerkships, and through the completion of a scholarly project as a requirement of program completion. 

The student’s scholarly projects are presented in the following ways: a written critical analysis of the medical literature of a clinical question, the development of a poster that is displayed during a poster session at the FSU College of Medicine (COM), and an oral presentation summarizing the student’s findings of their critical analysis of the clinical question.

To date, one FSU student has been published in the Journal of the American Academy of Physician Assistants.   

The FSU SPAP faculty model faculty model engagement in scholarly work as all the faculty have published in peer reviewed journals.  Faculty members have authored book chapters and books serve as journal peer reviewers and regularly present at local, state and national conferences.

During the didactic portion of the FSU SPAP training, students participate in patient-centered encounters in which feedback is provided from peers, standardized patients, and faculty.  Opportunities for self-reflection also enhance the focus on patient-centered care. 

Through the FSU COM’s regional campus model, students develop patient-centered healthcare skills as mentored through one on one interaction with their clinical clerkship preceptors and regional campus faculty and staff.  The FSU SPAP’s first graduating class accomplished this goal through over 45,000 patient encounters during their clinical experience.

PA Class of 2019

Total clinical encounters


Number of encounters during clerkship

Family Medicine


Internal Medicine




Women’s Health


General Surgery


Behavioral Health


Emergency Medicine


Geriatric Medicine






The graduates of the FSU SPAP have secured employment in clinical positions throughout the state of Florida from the panhandle to south Florida and across the country in the following medical specialties:  family medicine, obstetrics/gynecology, internal medicine, psychiatry, emergency medicine, dermatology, radiology, general surgery and surgical subspecialties.


3.       Develop a culture of leadership and professionalism that inspires our graduates to take leadership roles within the community and the profession.

As citizens in the FSU COM, FSU SPAP students have the opportunity to participate in numerous Recognized Student Organizations (RSOs).  Service and leadership opportunities are provided through being involved in the RSOs. 

Each FSU SPAP class elects class leadership.  The class leadership is supported and mentored by the FSU COM faculty and staff.  Elected class leadership may choose to participate in a leadership development course led by the FSU SPAP Program Director.

Student membership in the Florida Academy of Physician Assistants (FAPA) and the American Academy of Physician Assistants (AAPA) is required.  A member of the FSU PA Class of 2019 served as the FAPA Student Affairs Chair.

The FSU SPAP supports a chapter of the Student Academy of the American Academy of Physician Assistants (SAAAPA).  Officers are elected annually.  The FSU SPAP chapter is actively engaged in service opportunities on campus and in the community.  Previous service activities have included creating a medical history summary sheet with persons in the geriatric population, canned food and clothes drives, and the development and delivery of presentations on “fall prevention” given in various communities throughout Florida.  In addition, both the Class of 2020 and 2021 collectively published a book, “Health Careers in Florida.”

The FSU SPAP faculty model service and leadership through their local, state, and national involvement with community and professional organizations.


4.  Achieve PANCE pass rates that are consistently above the national average.

            The FSU SPAP continuously strives to ensure student success in passing the Physician Assistant National Certifying Examination (PANCE) to prepare for clinical practice. 


5.  Encourage a commitment to lifelong learning and personal and professional growth.

The framework for personal and professional lifelong learning is continuously laid during a student’s FSU SPAP experience, which begins in the first semester.  Intellectual curiosity, a Core Value of the FSU SPAP, is encouraged during each course and clerkship.   Activities including classroom instruction, small group projects, interactions with standardized patients, clinical simulation, clerkship experiences, interprofessional collaboration during planned events and clinical clerkships are included in the student’s learning opportunities. 

Students have the opportunity to participate in professional society continuing medical education conferences, weekly “Deans Rounds” during their clinical year and many other educational opportunities outside of the regularly designed coursework.

The FSU SPAP curriculum is influenced by the PANCE blueprint.  Together with the expertise of the FSU SPAP faculty and clinical preceptors, each learning opportunity is developed to prepare the student to successfully complete the PANCE to achieve certification, prepare to maintain certification, and function as a clinically competent PA. 


6.  Maintain program accreditation that ensures continuity in the academic experience and ensures our graduates have the requisite knowledge and skills for entry into clinical practice.

The FSU SPAP has received Provisional-Accreditation status by the ARC-PA and has successfully completed two of the three required site visits to gain the status of Accreditation-Continued.  Our third visit is scheduled for October 2021 and plan to receive the Accreditation-Continued status during the Spring of 2022.




At its September 2020 meeting, the Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) placed the Florida State University School of Physician Assistant Practice Program sponsored by Florida State University on Accreditation-Probation status until its next review in September 2022

Probation accreditation is a temporary accreditation status initially of not less than two years. However, that period may be extended by the ARC-PA for up to an additional two years if the ARC-PA finds that the program is making substantial progress toward meeting all applicable standards but requires additional time to come into full compliance. Probation accreditation status is granted, at the sole discretion of the ARC-PA, when a program holding an accreditation status of Accreditation - Provisional or Accreditation - Continued does not, in the judgment of the ARC-PA, meet the Standards or when the capability of the program to provide an acceptable educational experience for its students is threatened. 

Once placed on probation, programs that still fail to comply with accreditation requirements in a timely manner, as specified by the ARC-PA, may be scheduled for a focused site visit and/or risk having their accreditation withdrawn. 

The program’s accreditation history can be viewed  on the ARC-PA website