Our Mission

The mission of the Dominican University Physician Assistant Studies Program is to produce graduate-level physician assistants to provide highly competent patient-centered and compassionate health care in collaboration with physicians. Our physician assistants will serve as an integral member of an inter-professional healthcare team. Our graduates will demonstrate leadership, service and lifelong learning.

Our Vision

The Dominican University Physician Assistant Studies Program will provide an innovative relationship-based curricular teaching and learning model including competency-based educational outcomes that challenge students and faculty to develop a healthcare learning community. Our graduates will transfer their healthcare knowledge to their patients and communities of service and our graduates will enhance the diversity of the PA profession.

Our Goals

Goal One

Recruit highly qualified applicants that include underrepresented minorities* in health care and U.S. military veterans. Composite data about accepted students is published and will be subsequently reported annually. The graduate rate will be published annually beginning in 2019. The AAMC definition of underrepresented in medicine means those racial and ethnic populations in the medical profession relative to their numbers in the general population

Goal Two

Develop, implement, and maintain a program whose focus is to graduate students with the knowledge, technical and professional skills for embarking on a physician assistant practice.

Outcome 1

The program is striving for excellence according to the ARC-PA standards and will maintain ARC accreditation.

Outcome 2

Medical knowledge is assessed throughout the curriculum with frequent examinations, culminating in successful passing of the PANCE. The university will supplement our curriculum by fully funding a recognized board review course for our students, requiring 100% participation as part of the Senior Seminar class before graduation. Dominican will publish PANCE pass rate annually beginning in 2019.

Outcome 3 

Technical and professional skills are assessed throughout both years of the curriculum. In the didactic year, technical and professional skills will be graded by faculty in Patient Assessment and Counseling I, II, and III, with competency determined through observed standardized patient encounters and graded simulation scenarios utilizing high fidelity mannequins and specialized task trainers. In the clinical year, Typhon tracking is utilized to monitor exposure by patient demographics, to a variety of practice settings, procedures and diagnoses. Competency in technical and professional skills will be determined through: 

  • Simulations graded by faculty during the Bridge Course, Senior Seminar and at each end of rotation “Call Back Day.”
  • Preceptor evaluation forms
  • Summative exam
Outcome 4

Student and graduate surveys are conducted annually as part of our Educational Continuous Quality Improvement Program (ECQIP) to assess the program's achievements in meeting learning outcomes:

  • End of Didactic Student Evaluation of Program
  • Pre-Graduation Student Evaluation of Program (end of clinical year)
  • Alumni Evaluation of Program (9-12 months postgraduation)
Goal Three

Prepare and graduate physician assistants as generalists with multi-potential medical skills needed in contemporary healthcare practice with a focus on primary care.

Outcome 1

In addition to the required core rotations for every PA program as outlined in the ARC-PA Accreditation Standards, students’ clinical rotation requirements include an extra 4-week Primary Care Selective.

Outcome 2

Students will be surveyed upon graduation and then annually as alumni to ascertain their area of practice, including requesting information about working in areas with healthcare disparities.

U.S. Territory or State of Employment*
Area of Practice*
Medical Subspecialty*
Surgical Subspecialty*
*Most Recent Graduating Class Data

Goal Four

Emphasize the need for faculty, staff and students to become involved in professional and local community engagement activities.

Outcome 1

In addition to PAEA membership, 100% of full-time faculty are required to participate in professional engagement through membership in at least one of the following PA specific professional organizations:

  • American Academy of Physician Assistants (AAPA)
  • Illinois Academy of PAs (IAPA)
Outcome 2

All faculty are given the opportunity to participate in various continuing medical educational opportunities on an annual basis. Selected conference attendance includes:

  • PAEA: Faculty Skills 101 Pando™ Workshop
  • PAEA: Clinical Coordinator 101 Pando™ Workshop
  • PAEA: Program Directors Pando™ Workshop
  • PAEA: Simulation Pando™ Workshop
  • American Academy of Physician Assistants (AAPA) National Conference
  • Chicago Simulation Consortium Annual Conference
  • Anatomage User Meeting
  • American Academy of Pediatrics National Conference and Exhibition
Outcome 3

The department will actively seek to present and publish scholarly work.

DU Faculty

“Visual-Spatial Cognition and Anatomy Knowledge in PA Students Following Anatomage™ Virtual Cadaver Exposure Using a Multi-site Collaborative Curricular Framework”. Submitted Letter of Intent to PAEA, August 31, 2016.

Richard Salcido, MD, EdD
  • Health Care Disparities Leadership Program: Enhance Cultural Competency of Physicians Caring for Veterans, The Disparities Solutions Center at the Mongan Institute for Health Policy Massachusetts General Hospital Boston Massachusetts, 2015-2016.
  • Editor in Chief, Advances in Skin and Wound Care Peer reviewed Journal, 1998-Present
  • Associate Editor, American Journal of Physical Medicine and Rehabilitation, 2005-Present
  • Course Director, 30th Annual Clinical Symposium on Advances in Skin and Wound Care: The Conference for Prevention and Healing, at the Hyatt Regency in New Orleans, LA, 2015
  • Annual National Clinical Conference of The American Professional Wound Care Association. Keynote: Wounded Warriors. 2015. Philadelphia, PA, Loews Philadelphia Hotel.
  • Grand Rounds.  Wounded Warriors: Advancements in Rehabilitation Technology.  Rehabilitation Institute of Chicago: 9.3.16

Selected Publications

  • Salcido R. Histopathologic Determinants of Diagnosis and Treatment Options. Adv Skin Wound Care. 2016 Aug;29(8):342
  • Salcido R. From Pressure Ulcers to "Pressure Injury": Disambiguation and Anthropology. Adv Skin Wound Care. 2016 Jul;29(7):295
  • Salcido R. Claudication: Diverse Diagnostic Dilemmas. Adv Skin Wound Care. 2016 Jun;29(6):247
  • Salcido R. The Construction of a Clinical Case for Publication. Adv Skin Wound Care. 2016 May;29(5):199
  • Salcido R. The FDA Pivots Toward Patient-Centeredness: Patient Engagement Advisory Committee. Adv Skin Wound Care. 2016 Mar;29(3):102
  • Salcido R. Venous Ulcers, Falls, Balance Confidence, and Strength: Cause and Effect. Adv Skin Wound Care. 2016 Feb;29(2):53
  • Salcido R. Delphi: From Mythology to Research. Adv Skin Wound Care. 2016 Jan;29(1):5
  • Book Chapter: Goldman,RJ;deLeon,J;Popescu,A;Salcido,R. Chronic Wounds Chapter 24,pp511 in Cifu, David X. ED, Braddom's Physical Medicine and Rehabilitation. Elsevier Health Sciences, 2015
Mary Groll, MD, MS

A Victorian New Woman: The Pioneering Career of Dr. Lucy A. Gaynor, The Pharos-Journal of Alpha Omega Alpha Honor Medical Society. 2017.

Outcome 4

All program faculty and staff members are required to participate in at least one volunteer activity per year. The following are a list of current faculty community service activities:

  • Department of Defense Health Policy Board (Subcommittee)
  • Test item writer National Board of Medical Examiners
  • Science Fair Judge, Oak Park-River Forest High School
  • Children's Oncology Services, Inc. One-Step Medical Staff
  • Chicago Marathon Medical Team
  • Rush Medical Center, Cancer Survivor Day Volunteer
  • Ronald McDonald House Breakfast Volunteer
  • ImPACT Concussion Protocol Administrator
  • Youth Football Coach Chicago Park District
  • Youth Basketball Coach Chicago Park District
  • Youth Baseball Coach Chicago Park District
  • Junior High School Volleyball Coach
  • Parent Volunteer: Elementary, Middle and High School
Outcome 5

100% of students in the didactic year are required to participate in at least one community service project in conjunction with faculty. 

Volunteer opportunties for our inaugural cohort included the Chicago Marathon Medical Team, OPRF Science Fair Judging and the Shamrok Shuffle Medical Team.

Accreditation Statement
The ARC-PA has granted Accreditation-Provisional status to the Dominican University Physician Assistant Program sponsored by Dominican University. Accreditation-Provisional is an accreditation status granted when the plans and resource allocation, if fully implemented as planned, of a proposed program that has not yet enrolled students appear to demonstrate the program’s ability to meet the ARC-PA Standards or when a program holding Accreditation-Provisional status appears to demonstrate continued progress in complying with the Standards as it prepares for the graduation of the first class (cohort) of students. Accreditation-Provisional does not ensure any subsequent accreditation status. It is limited to no more than five years from matriculation of the first class.