Be everything you want to be and more.
Our Joint MSPAS/MPH Program is uniquely supportive and comprehensive. In Touro's one-of-a-kind program, you'll earn a second master's in Public Health — all in less than 3 years.
Our Mission & Values
In our joint MSPAS/MPH program you'll graduate with a special combination of knowledge and understanding. The integration of TUC's MSPAS and MPH degrees provides our graduates with the skills to assess both the individual and the community in which they live. That means you'll not only achieve your PA dream, but you'll be able to further benefit those you serve with a public health focus.
Using a social justice framework and a public health lens, the mission of the Joint MSPAS/MPH Program is to:
- Recruit applicants from under-resourced communities and individuals with a demonstrated interest in serving these communities.
- Educate PAs who will provide culturally sensitive care and advocate for under-resourced communities.
- Increase access to high-quality care for under-resourced communities with an emphasis on primary care.
Educating caring Physician Assistants to Serve, to Lead, to Teach.
The Touro California Joint MSPAS/MPH Program values:
- Primary care as the backbone of the U.S. healthcare system to achieve health equity.
- Caring for patients with a social justice lens, especially in under-resourced populations.
- Clinicians who are empathetic professionals who provide patient-centered, culturally sensitive, gender-equitable, evidence-based care to all patients as part of an interprofessional team.
The Goals of the Joint MSPAS/MPH Program are to:
Accept a diverse cohort of students that:
Accept a cohort of students where 70% or more self-identify as one or more of the following:
- First-generation college student
- Military background
- Grew up in an area that has been medically underserved or in a health professional shortage area
- Candidates from an economically disadvantaged background
- Class of 2026: 100% of students self-identify.
- Class of 2025: 92% of students self-identify.
- Class of 2024: 85% of students self-identify.
Emphasize personal wellness to combat burnout by:
Organize well-being activities thereby modeling to students the need to emphasize personal wellness to combat burnout:
- Organize 3 events throughout the year for our students with a focus on wellness and encourage them to participate by accommodating the didactic schedule.
- 2023: We have exceeded 3 events for the 2023 academic year.
Meet or exceed three clinical rotations within:
The cohort will meet or exceed an average of three clinical rotations to be within medically under-resourced areas or with medically underserved populations such as sites designated as Health Resource& Service Administration (HRSA) rural, Federally Qualified Health Center (FQHC), Medically Underserved Areas (MUA) or Indian Health Service (IHS).
- Cohorts will, on average, rotate through 3 clinical sites designated as HRSA rural, FQHC, MUA, or IHS.
- Class of 2023: Averages 4 rotations Class of 2022: Averages 4 rotations.
Meet or exceed the average first-time PANCE pass rate:
Meet or exceed the national average first-time pass rate on the PANCE.
- Class of 2022: we exceeded our goal with a 98% Pass rate (National: 92%).
Graduates need to have a comprehensive understanding of pathophysiology, patient presentation, differential diagnosis, patient management, surgical principles, health promotion, and disease prevention.
- MK 1: Demonstrate knowledge of pathophysiologic principles of specific disease processes and differential diagnoses for general medical and surgical conditions.
- MK 2: Identify signs, symptoms, and physical manifestations of medical and surgical conditions
- MK 3: Select and monitor the appropriate pharmacological therapy for medical and surgical conditions.
- MK 4: Management, treatment, and follow-up of medical and surgical conditions
- MK 5: Identify appropriate patient education regarding preventable conditions and lifestyle modifications including preventative screening.
- MK 6: Demonstrate knowledge of medical care across the lifespan including prenatal, infant, children, adolescents, adults, and elderly.
Interpersonal and Communication Skills
Graduates will demonstrate verbal, nonverbal, and written communication skills that are effective for exchanging information with patients, their families, collaborating physicians, and other members of team care team.
- ICS 1: Establish a meaningful and therapeutic relationship with patients ensuring the individual’s psychosocial, socioeconomic, and personal beliefs are explored to deliver culturally competent care.
- ICS 2: Effectively communicate with members of the health care team.
- ICS 3: Perform patient education which considers health literacy and other social determinants to encourage treatment adherence.
- ICS 4: Demonstrate effective medical documentation
Clinical and Technical Skills
Graduates will demonstrate the clinical and technical skills required to provide age-appropriate assessment, evaluation, and management of patients.
- CTS 1: Elicit and perform a history and physical for any given medical condition; recognize normal from abnormal findings
- CTS 2: Perform clinical procedures using aseptic technique.
- CTS 3: Select the appropriate laboratory and diagnostic studies in the aid of decision-making.
Clinical Reasoning and Problem-Solving
Graduates will be able to analyze and synthesize clinical, diagnostic, and cultural information to diagnose and manage patients' health care needs across their lifespan.
- CRPS 1: Synthesize history and physical exam findings to formulate a differential diagnosis for acute and chronic conditions
- CRPS 2: Incorporate diagnostic data into medical decision-making.
- CRPS 3: Formulate health management plans that include pharmacologic and non-pharmacologic therapies for the treatment of acute, chronic, and emergent conditions.
Professional Behaviors and Ethics
Graduates will demonstrate a high level of responsibility, ethical practice, sensitivity to a diverse patient population, and adherence to legal and regulatory requirements.
- PB 1: Demonstrate compassion, integrity, and respect for others.
- PB 2: Collaborate within interprofessional teams while understanding the roles of others to improve the quality of patient care.
- PB 3: Recognize the importance of patient safety strategies to help improve patient outcomes and quality of care.
- PB 4: Exhibit a clear understanding of the medical ethics and legal aspects of health care.
- PB 5: Demonstrate a growth mindset by recognizing personal limitations, ensuring individual accountability, and accepting constructive feedback.
- PB 6: Demonstrate understanding of the regulatory environment, laws, and regulations regarding professional practice.
Society and Population Health
Graduates will be able to recognize and understand that the influences of the larger community may affect the health of patients and integrate knowledge of social determinants of health into care decisions. Patient care includes the promotion of wellness.
- SPH 1: Recognize the cultural norms, influences, socioeconomic, environmental, and other population-level determinants affecting the health of the individual and community being served.
- SPH 2: Acknowledge and reflect on personal and professional limitations in providing patient care.
- SPH 3: Reflect on how one might utilize their master's in public health degree to affect the health of patients and the larger community.
- SPH 4: Use credible sources to make evidence-based decisions on patient care
- SPH 5: Approach quality care with consideration to financial impact, safety, and cost-effective resource allocation.
Dean, College of Education and Health Sciences
Dr. Norton joined the College of Education and Health Sciences - under whose leadership the MSPAS/MPH Program falls - in 2016. Previously, she served as Associate Dean of Education and Health Professions at the University of Arkansas at Little Rock.
There, she coordinated the first student success center in the College of Education and Health Professions to help students, especially those historically underserved, stay or get back on track.
Assistant Dean, College of Education and Health Sciences; MSPAS/MPH Program Director; Associate Professor
A 2012 graduate of the Touro University California Joint MSPAS/MPH Program, Dr. Moverley became Director of that same program in August 2021.
Dr. Moverley currently practices in Emergency Medicine and Diabetes Management. She is a member of the Diabetes Research, Education, and Management (DREAM) team at Touro University. She is a PA representative to the American Diabetes Association.
Her public health and research interests include the impact of health literacy, psychosocial support, and diversity on health outcomes.
Touro University California
Touro University California is accredited by WASC Senior College and University Commission (WSCUC).
The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the Touro University California Physician Assistant Program sponsored by Touro University California. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.
The approximate date for the next validation review of the program by the ARC-PA is September 2029. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.
The Touro University California (TUC) Public Health Program is accredited by the Council on Education for Public Health (CEPH). On December 9, 2022, the TUC Public Health Program received notice of accreditation from the Council regarding the decision of its Board of Councilors to reaccredit the MPH Program at TUC for a 7-year term, the maximum period of accreditation for a graduate public health program.