Presented By: Sarah Neguse, Rocky Vista University
Co-Authors: Jennifer Hellier, Rocky Vista University
Scott Massey, Massey & Martin LLC
Cathy Ruff, Rocky Vista University
Darcy Solanyk, Rocky Vista University

Purpose
The purpose of this study is to examine the correlation between the number and type of prerequisite science courses taken by students entering a PA training program, and the resulting student outcomes. With the wide variation in required courses for PA applicants and limited data proving benefit, it remains difficult to determine which prerequisite courses, if any, are necessary for success. Therefore, one program elected to eliminate prerequisite coursework. Applicant data from the initial cohort with required prerequisites was compared with data from subsequent cohorts who had no required coursework, and the relationship to student outcomes was examined. 

Methods
Science prerequisite courses were gathered from 2018-2020 CASPA records of matriculated applicants to a PA training program. Students' performance on the PACKRAT, summative written examination (ROSH), and national board exam (PANCE) were tabulated. Stratification analysis was employed to determine relationships between the number of science credit hours (0-1 to >15) against clinical year variables and PANCE scores. Data were analyzed using a descriptive stratification analysis. Pearson correlation coefficient and regression analyses for statistical significance are in progress.  

Results 
There was not a consistent relationship with number of completed prerequisite credit hours and students' subsequent performance on PACKRAT, summative written exam (ROSH), and PANCE. This demonstrated that applicants with 0-1 credit hours in basic science courses have similar scores in performance variables as applicants with >15 credit hours.

Conclusion
This study demonstrates that the number of science credit hours has no relationship with performance of a student's clinical year variables and PANCE. This suggests that student performance is not contingent upon completion of specific science courses. Limitations include a smaller number of students in the control group, variability of course quality and rigor between institutions.These data will be further analyzed with Pearson correlation coefficient, and stepwise and individual regression.