How PA-CAT Results Help Programs Support Students Earlier

Across multiple physician assistant programs and cohorts, research consistently shows that students’ PA-CAT scores are meaningfully related to how they perform in specific PA courses, especially during the didactic phase of training.

In simple terms, students who score higher on the PA-CAT tend to perform better in foundational courses such as anatomy, physiology, pathophysiology, clinical medicine, and early clinical skills. Conversely, students with lower PA-CAT scores are more likely to struggle in these same areas.

This matters because the PA-CAT is taken before students ever enter the program. That means programs are not learning about academic risk for the first time after a student fails an exam or course. Instead, they already have an early signal that highlights which subject areas may require additional support.

Learn more about ongoing PA-CAT research by visiting our Reports & Research Abstracts page.

Programs can use this information proactively. Rather than waiting for poor grades, remediation, or academic probation, faculty can identify students who may benefit from early interventions such as targeted tutoring, structured study plans, supplemental instruction, or closer academic advising in specific courses. This shifts student support from a reactive model—responding after difficulties occur—to a preventive model focused on early success.

Hear how programs utilize the PA-CAT by watching our webinar “PA-CAT in Practice”.

Importantly, the research does not suggest that the PA-CAT determines a student’s outcome. Many students with lower scores still succeed. Instead, the data show that PA-CAT performance provides actionable insight that programs can use to allocate resources efficiently, support students earlier, and strengthen overall academic outcomes. Used this way, the PA-CAT becomes not just an admissions tool, but a student success tool.

Connect with Exam Master to explore PA-CAT as an early intervention tool for your program.