University of the Cumberlands Master of Science in Physician Assistant Studies Program

Transcription

1 University of the Cumberlands Master of Science in Physician Assistant Studies Program PA Catalog and Policy Handbook

2 Contents PART I: GENERAL POLICIES AND PROCEDURES...6 INTRODUCTION... 7 PROGRAM ACCREDITATION... 7 PROGRAM SPONSORSHIP AND PHILOSOPHY... 9 University Mission Statement... 9 Program Mission Statement Program Vision Statement Goals of the Physician Assistant Program DEPARTMENT FACULTY & STAFF Program Director Standard A Medical Director Standards A2.11, A Principal Faculty Standard A Instructional Faculty Standards A2.13, A Department Administrative Support Standard A PROGRAM ESSENTIAL FUNCTIONS Technical Standards Professional Responsibility Additional standards PROGRAM DETAILS Physician Assistant Studies Degree Requirements Curriculum Standards B1.02, B1.03, and B ACADEMIC POLICIES AND PROCEDURES Absence /Attendance/Timeliness General Policy Academic Honesty and Integrity Policy Standard B Advisement Standard A Appeals and Conflict Resolution Standard A Program Policy Appeals Communication Drugs and Alcohol (Students) Harassment Policy Standard A3.11, A3.17g Health and Immunization Documentation Standards A3.21, A Injuries and Needle Stick/Blood/Bodily Fluids Contamination Protocol Standard A Name and Contact Information Changes Nondiscrimination Policy Participation of Students as Human Subjects Privacy Rights of Students and Informed Consent Professional Appearance Standard B Professional Development Assessment Tool Standard C Professionalism Standard C Performance Standards and Progression Requirements - Standard A3.17c Grading Policy Remediation Standard C3.03, A3.17f Deceleration Standard A3.17f Readmission Procedure Retention Standards Student Conduct in Clinical Facilities Student Representation Student Security and Safety MISCELLANEOUS POLICIES Employment During the Program Standard A3.04, A3.05, A3.06, A3.14h Examination Security Holidays Weather-Related Emergencies PA Resources Academic Tutoring Standard A Counseling and Career Center Standard A

3 PA Professional Oath PA Website Student Health Services Standard A1.05, A University Library PART II: ADDITIONAL RESOURCES PROFESSIONAL ORGANIZATIONS Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) American Academy of Physician Assistants (AAPA) National Commission on Certification of Physician Assistants (NCCPA) Kentucky Academy of Physician Assistants (KAPA) PART III: APPENDICES APPENDIX A: Student Handbook Receipt APPENDIX B: Contact List APPENDIX C: Faculty Advising APPENDIX D: Mid Semester Advisement Sheet APPENDIX E: PDAT APPENDIX F: PANCE Blueprint APPENDIX G: Academic Mentoring Form APPENDIX H: Incident Report APPENDIX I: Competencies APPENDIX J: Summative Professionalism Assessment Tool APPENDIX K: Withdraw and Policies and Procedures for Refunds of Tuition and Fees... 78

4 PA Catalog & Policy Handbook 5 INSTITUTIONAL ACCREDITATION University of the Cumberlands is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate, baccalaureate, master s, education specialist, and doctoral degrees. Contact SACSCOC at 1866 Southern Lane, Decatur, GA or call (404) for questions about University of the Cumberlands. Notice: POLICY MANUAL UPDATES This Program Policy Manual for the Master of Science in Physician Assistant Studies (MSPAS) Program contains policies and procedures unique to the MSPAS program and is first distributed to students as they begin the first professional year. Updated versions of this Policy Manual may be provided during a student s enrollment in the program, and the most recent Policy Manual will supersede all previously distributed versions. Where no specific MSPAS program policy exists, students are to consult the general guidelines of the University Student Handbook. The MSPAS program reserves the right to update this Policy Manual without prior notice. In the event of an update without prior notice, all matriculated students will be provided with an electronic copy of any updated policies. A student s continuation in the MSPAS program will be contingent upon submission of a signed and dated Receipt and Acknowledgement form (see Appendix A) for the most recent update of the Policy Manual. Version: Spring, 2015

5 PA Catalog & Policy Handbook 6 PART I: GENERAL POLICIES AND PROCEDURES Welcome to the Master of Science in Physician Assistant Studies Program at University of the Cumberlands! We are pleased that you have chosen to join us for your education and we look forward to working with you to help achieve your professional goals. This manual is designed to serve as a supplement to other University publications such as the Student Handbook and the University s Catalog. It will provide you with important information as you work your way through your studies.

6 PA Catalog & Policy Handbook 7 INTRODUCTION Standards A3.01 A3.02 Standard A3.01 Program policies must apply to all students, principal faculty and the program director regardless of location. Standard A3.02 The program must inform student of program policies and procedures. The MSPAS Policy Manual is designed to give students general information regarding the MSPAS program. It is an adjunct to the University academic catalog and the University Student Handbook. These program policies apply to all students, principal faculty and the program director. Please keep this manual in a convenient location so you can refer to it throughout your physician assistant training. This manual provides vital information about the MSPAS program and the PA profession. As a beginning MSPAS student, you are entering into the professional world. You will be afforded respect and honor as a PA. With this respect comes a great deal of responsibility. Most PAs look back at their student experience as one of the most challenging and rewarding times in their lives. We are confident you will regard becoming a physician assistant as one of your life s most significant milestones. Our faculty and staff are dedicated to your success, and we wish each of you a bright future as a healthcare provider. PROGRAM ACCREDITATION Standard A3.14a Standard A3.14a The program must define, publish and make readily available to enrolled and prospective students general program information to include: the program s ARC-PA accreditation status. The ARC-PA has granted Accreditation-Provisional status to the Master of Science in Physician Assistant Studies Program sponsored by the University of the Cumberlands. 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. This handbook is in part based on the 4 th edition Accreditation Standards for Physician Assistant Education, first published in March The Standards will be referenced throughout the manual, as they inform and guide the curriculum, policies and procedures adopted by the MSPAS program. The Standards constitute the requirements to which an accredited program is held accountable and provide the basis on which the ARC-PA will confer or deny program accreditation. According to the ARC-PA, these Standards were initially adopted in 1971 and were revised in 1978, 1985, 1990, 1997, 2000, 2005 and 2010.

7 PA Catalog & Policy Handbook 8 ARC-PA commissioners include individuals nominated from the collaborating organizations of the ARC-PA, which include: American Academy of Family Physicians American Academy of Pediatrics American Academy of Physician Assistants American College of Physicians American College of Surgeons American Medical Association Physician Assistant Education Association The collaborating organizations cooperate with the ARC-PA to establish, maintain and promote appropriate standards of quality for entry level education of PAs and to provide recognition for educational programs that meet the requirements outlined in the Standards. These Standards are used for the development, evaluation, and self-analysis of PA programs. Physician assistants are academically and clinically prepared to practice medicine under the direction and responsible supervision of a doctor of medicine or osteopathic medicine. The physician-pa team relationship is fundamental to the PA profession and enhances the delivery of high-quality health care. Within the physician-pa relationship, PAs make clinical decisions and provide a broad range of diagnostic, therapeutic, preventive and health maintenance services. The clinical role of PAs includes primary and specialty care in medical and surgical practice settings. PA practice is focused on patient care and may include educational, research and administrative activities. The role of the Physician Assistant demands intelligence, sound judgment, intellectual honesty, appropriate interpersonal skills, and the capability to react to emergencies in a calm and reasoned manner. An attitude of respect for self and others, adherence to the concepts of privilege and confidentiality in communicating with patients, and a commitment to the patient s welfare are essential attributes of the graduated PA. The professional curriculum for PA education includes basic medical, behavioral, and social sciences; introduction to clinical medicine and patient assessment; supervised clinical practice; and health policy and professional practice issues. The Standards recognize the continuing evolution of the PA profession and practice and endorse experiential competency-based education as a fundamental tenet of PA education. While acknowledging the interests of the sponsoring institution as it works with the program to meet the Standards, the Standards reflect a determination that a commonality in the core professional curriculum of programs remains desirable and necessary to offer curricula of sufficient depth and breadth to prepare all PA graduates for practice. The Standards allow programs to remain creative and innovative in program design and the methods of curriculum delivery and evaluation used to enable students to achieve program goals and student learning outcomes. Mastery of learning outcomes is key to preparing students for entry into clinical practice.

8 PA Catalog & Policy Handbook 9 The PA profession has evolved over time to one requiring a high level of academic rigor. Institutions that sponsor PA programs are expected to incorporate this higher level of academic rigor into their programs and award an appropriate master s degree. The ARC- PA acknowledges ongoing changes in the delivery of health care and in the education of health professionals. - Accreditation Standards for Physician Assistant Education, 4 th Edition PROGRAM SPONSORSHIP AND PHILOSOPHY Standard B1.01 Standard B1.01 The curriculum must be consistent with the mission and goals of the program. The faculty and administration of University of the Cumberlands initiated and began developing a Physician Assistant Program in This program was established to extend the institution s historical service to the region and build upon the strengths of its current science programs. The MSPAS has been carefully researched, organized, and articulated so that it may be a worthwhile learning experience for degree candidates. The MSPAS faculty look forward to the continued opportunity to pursue fulfillment of the program mission in this region. The mission statement of the MSPAS Program was developed in 2013 to reflect program outcomes, the developing curriculum, and vision of the founding program director. As demonstrated below, the program mission statement reflects the underlying university mission statement. University Mission Statement University of the Cumberlands has historically served students primarily, but not exclusively, from the beautiful mountain regions of Kentucky, Tennessee, West Virginia, Virginia, Georgia, North Carolina, South Carolina, Ohio and Alabama which have traditionally been described as Appalachia. The University's impact can be seen in the achievements of its graduates who have assumed roles of leadership in this region and throughout the nation. While located in the resort like area of Appalachia, with emphasis primarily on serving the beautiful mountain area, the University now reaches into every state and around the world through its student body and alumni. UC continues to offer promising students of all backgrounds a broad-based liberal arts program enriched with Christian values. The University strives for excellence in all of its endeavors and expects from students a similar dedication to this pursuit. Its commitment to a strong academic program is joined with a commitment to a strong work ethic. UC encourages students to think critically and creatively so that they may better prepare themselves for lives of responsible service and leadership. This focus of its undergraduate programs is extended and extrapolated into its graduate programs. These programs prepare professionals to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decisionmaking in the pursuit of the life-more-abundant for both the individual and society.

9 PA Catalog & Policy Handbook 10 Program Mission Statement The mission of the Physician Assistant program is to educate and prepare competent, compassionate, and committed Physician Assistant leaders who, as integral members of the modern professional healthcare team, are driven by academic excellence to be servant leaders in their communities. The faculty and staff of the Physician Assistant program strive to provide academic and clinical excellence in an environment of compassion and team cooperation, seeking to prepare clinicians for a lifelong commitment to continuing education, leadership, and medical service. Program Vision Statement The faculty and students of the University s Physician Assistant program aspire to be recognized for the quality of care they render through academic and professional excellence, moral character, integrity, empathy, team effort, and service to those in their communities. Goals of the Physician Assistant Program In pursuit of this mission, the Program has established these goals: Goal 1: Develop admission policies to recruit students nationally with an emphasis on recruitment of students from the underserved Appalachian region; identifying not only academic excellence but also a commitment to moral character, professionalism and personal growth. Goal 2: Offer a didactic curriculum comprised of basic science, behavioral and pre-clinical sciences of medicine along with clinical and critical thinking/evaluative skills that provides the foundation required for entry into the clinical phase of the program. Goal 3: Prepare students to integrate knowledge of anatomy and physiology and other clinical sciences to evaluate patients, arrive at an appropriate differential diagnosis, and formulate the best plan of management. Goal 4: Demonstrate competency in basic clinical procedures expected from a graduate Physician Assistant. Goal 5: Offer didactic and clinical experiences that nurture the development of professional judgment and propriety. Goal 6: Prepare students to apply evidence-based medicine by incorporating knowledge of study designs and statistical methods into the evaluation of clinical studies and other information on diagnostic and therapeutic effectiveness, and by integrating findings from scientific studies into future clinical practice to improve patient care. Goal 7: Prepare students to make significant contributions to the community they serve, advancement of the Physician Assistant profession, and enhance their own professional development. Goal 8: Instill in each student the interpersonal and communication skills necessary for effective information exchange with patients and their families as well as professionals in the healthcare system. Goal 9: Graduate Physician Assistants who extend the services of their supervising physician as part of the physician-pa team and collaborate with other members of an interdisciplinary healthcare team to provide quality patient care. Goal 10: Review regularly student, clinical site and program evaluations in order to effectively measure competencies and continue to improve compatibility with NCCPA Blue Print and Standards of academic excellence.

10 PA Catalog & Policy Handbook 11 DEPARTMENT FACULTY & STAFF - Standards A1.04, A1.08, A2.01, A2.13, A2.14 Standard A1.04 The sponsoring institution must provide the opportunity for continuing professional development of the Program Director and principal faculty by supporting the development of their clinical, teaching, scholarly and administrative skills. Standard A1.08 The sponsoring institution must provide the program with the human resources necessary to operate the educational program and to fulfill obligations to matriculating and enrolled students. Standard A2.01 All faculty must possess the educational and experiential qualifications to perform their assigned duties. Standard A2.13 Instructional faculty must be: a) qualified through academic preparation and/or experience to teach assigned subjects and b) knowledgeable in course content and effective in teaching assigned subjects Standard A2.14 In addition to the principal faculty, there must be sufficient instructional faculty to provide students with the necessary attention, instruction and supervised clinical practice experiences to acquire the knowledge and competence required for entry into the profession. The faculty and staff of the Master of Science in Physician Assistant Studies Program are dedicated professionals who are focused on preparing students to become physician assistants. Both principal and instructional faculty are carefully selected to teach courses based on their academic preparation and professional experience. University of the Cumberlands takes great care in selecting qualified faculty and investing in their continued education and professional growth. Thus, faculty members attend local and national workshops and conferences throughout the year. Most faculty members continue to practice clinically. Thus, when students need to meet with a faculty member about issues related to your education, it is suggested that they make an appointment to meet with the appropriate individual to address concerns. If they cannot reach their MSPAS faculty advisor, or if there is a true emergency, the student may contact the Program Director, Ms. Lesley Tipton, or the Vice President for Medical Services, Dr. Eddie Perkins and the issue will be promptly addressed. Program Director Standard A2.06 Standard A2.06 The program director must be a PA or a physician; a) If the program director is a PA, s/he must hold current NCCPA certification. The Program Director, Lesley Tipton MPAS, PA-C is responsible for the overall oversight of the MSPAS program. Any issues which cannot be resolved to satisfaction with a course instructor or

11 PA Catalog & Policy Handbook 12 faculty advisor should be brought to the Program Director s attention. The Program Director will meet regularly with cohorts to discuss any concerns. She holds certification from the National Commission on Certification of Physician Assistants and is licensed to practice in the state of Kentucky. Additionally, she is a member of the American Academy of Physician Assistants, the Kentucky Academy of Physician Assistants and the Physician Assistant Education Association. Professor Tipton graduated from the University of the Cumberlands in 2009 with a Bachelor s Degree in Biology. She then continued her education at the University of the Cumberlands and was part of the first cohort in UC s Master of Physician Assistant Studies. She practices clinically at the University s Campus Health Clinic. Medical Director Standards A2.11, A2.12 Standard A2.11 The medical director must be a currently licensed allopathic or osteopathic physician and certified by an ABMS- or AOA- approved specialty board. Standard A2.12 The medical director must be an active participant in the program. Dr. David Williams serves as the MSPAS Program s Medical Director. He is responsible for ensuring that classroom instruction and clinical experiences provide an appropriate level of instruction for students in the MSPAS program and is actively involved in evaluating student performance; and evaluating the program. He is board-certified in Family Medicine by the American Board of Family Medicine approved by the American Board of Medical Specialties and holds licensure as an allopathic physician in the state of Kentucky. He received his Doctor of Medicine degree from the University of Tennessee in Knoxville. He serves on various boards and committees as reflected in the faculty roster and has extensive clinical experience. He also serves as Medical Director of the Williamsburg Nursing Home and works for Baptist Health in a family practice. In bringing a wealth of clinical experience to the program, Dr. Williams provides strong leadership in the program and acts as a community advocate for the program. Principal Faculty Standard A2.02 Standard A2.02 The program must have program faculty that include the program director, medical director, and at least three FTE principal faculty positions and instructional faculty. B) Two FTE principal faculty positions must be filled by PA faculty who currently are NCCPA certified. The principal faculty of the MSPAS program provides classroom instruction and assist with administration of the program. Prof. Kendall Gilbert, RN, BSN, MPAS, PA-C, currently serves as Academic Coordinator/Assistant Professor of Physician Assistant Studies. Kendall Gilbert is a licensed registered nurse in the state of Kentucky. Additionally, he received a Bachelor of Science degree in Nursing at Eastern Kentucky University in Later, he attended the University of the Cumberlands and graduated earning a physician assistant degree. Prof. Gilbert has worked as a Physician Assistant in Cardiology and as a Hospitalist. He has also worked in a variety of healthcare settings as a registered nurse for many years with various age groups. Prof. Gilbert, given his

12 PA Catalog & Policy Handbook 13 years of healthcare experience, knowledge base and academic preparation will contribute significantly to our program administration and candidate approval/instruction. Prof. Joseph Reed, M.S., PA-C, currently serves as the Director of Clinical Education and has academic assignments during the didactic phase. Mr. Reed received a Master s in Physician Assistant Studies from University of Nebraska, holds certification from the NCCPA as a certified physician assistant, as well as licensure in Kentucky. He has served as an adjunct clinical faculty for the Debusk College of Osteopathic Medicine at Lincoln Memorial University and a clinical preceptor for the University of Kentucky, College of Allied Health Professions. His professional clinical experience includes work as a physician assistant in medical clinics and a hospital. In these settings he has served as a family medicine practitioner, as a hospitalist, and as first assistant in general surgery, obstetrical and gynecological surgery, vascular surgery and orthopedics. Prof. Kenneth Reed, M.S., PA-C, serves as full-time, principal faculty as an Assistant Professor. He received a Master of Physician Assistant Studies from the University of Nebraska, holds NCCPA certification as a physician assistant, and is licensed in both Tennessee and Kentucky. He has over 30 years of extensive clinical experience. In addition to family medical practice, he has served in United States Air Force and Army National Guard as a Medical Service Specialist and later as a Physician Assistant. Instructional Faculty Standards A2.13, A2.14 Standard A2.13 Instructional faculty must be: qualified through academic preparation and/or experience to teach assigned subjects and knowledgeable in course content and effective in teaching assigned subjects. Standard A2.14 In addition to the principal faculty, there must be sufficient instructional faculty to provide students with the necessary attention, instruction and supervised clinical practice experiences to acquire the knowledge and competence required for entry into the profession. We are fortunate to have access to qualified instructional faculty to assist in teaching the curriculum. Dr. Eddie Perkins, DO, FACOOG currently serves at the Vice President of Medical Affairs and Associate Professor. He is board-certified in Obstetrics and Gynecology by the American College of Osteopathic Obstetricians and Gynecologists approved by the American Osteopathic Association and holds licensure as an osteopathic physician in the state of Kentucky. Additionally, he is a member of the American Medical Association and a Diplomat of the National Board of Osteopathic Medical Examiners. He obtained a Doctor of Osteopathic Medicine degree from Kansas City University of Medicine and Biosciences College of Medicine in 1992 with extensive residency and clinical experience in the area of obstetrics and gynecology. Dr. Rick Loudermelt, DPh, RPh, RD, LD, CDE serves as an adjunct professor. He attended the University of the Cumberlands (at that time Cumberland College), has a pharmacy degree from Samford University in Birmingham, AL and a dietetics degree from the University of Kentucky. Dr. Loudermelt is board certified in diabetes education by the National Certification

13 PA Catalog & Policy Handbook 14 Board for Diabetes Educators (NCBDE). He practices as a pharmacist and dietitian in Williamsburg where he specializes in diabetes self-management. He is active in the Kentucky Association of Diabetes Educators and is a member of the University of Kentucky Superfund Advisory Committee. Dr. Joan Hembree, PhD earned her BS from the University of Tennessee, Knoxville in animal science, MS from University of Tennessee, Knoxville in reproductive physiology, and PhD from University of Minnesota in biochemical nutrition. Dr. Hembree also completed her Postdoctoral fellowship in biochemistry and was a cancer research scientist at Case Western Reserve University. Her research publication topics include nutrition, muscle physiology, cancer biology, and alopecia areata and is currently conducting research on hemoglobin assays. She has seventeen years teaching experience in college science (Biochemistry, physiology, endocrinology, nutrition, statistics, cancer biology, and vitamins and minerals. Department Administrative Support Standard A2.18 Standard A2.18 There must be at least a 1.0 FTE position, which should be dedicated exclusively to the program, to provide administrative support for the program. Gregory S. Manning, Office administrator, is responsible for maintaining classrooms for instructional purposes; maintaining office/classroom equipment: manikins, simulators, anatomage and other medical equipment, computers, and medical supplies; coordinating travel, conferences, CME training, membership fees for faculty; and coordinating between the program and other programs on campus as well as external establishments. Mr. Manning has 27 years of experience of active duty in US Army NCO. Brad Hall serves as Clinical Coordinator for the Physician Assistant Program. He has over 20 years of experience in healthcare management in long term care, acute and community health, nearly 10 of which include graduate medical education. As Clinical Coordinator he develops partnerships with providers and healthcare facilities that will provide clinical training opportunities for UC Health Programs. Included in his experience is healthcare disaster preparedness and planning. Mr. Hall completed a Bachelor s Degree from the University of the Cumberlands in Public Health Administration and will complete his Master of Business Administration degree in December 2013 from the University of the Cumberlands. In addition to his duties in the UC Health Programs, he serves as an Assistant to the President, the Vice President of Institutional Advancement and the Vice President for Medical Services and works extensively in the Northern Kentucky Area with the UC Center in Florence. Kelly Cozmanciuc serves as Data Analyst for the Physician Assistant Program. She develops and applies methods for analyzing trends in student and program performance. Ms. Cozmanciuc completed a Bachelor s Degree from the University of the Cumberlands in Mathematics and Physics and a Master of Arts in Teaching with an emphasis in mathematics secondary education.

14 PA Catalog & Policy Handbook 15 PROGRAM ESSENTIAL FUNCTIONS The University of the Cumberlands MSPAS program is committed to the education of all qualified individuals, including persons with disabilities who, with or without reasonable accommodation, are capable of performing the essential functions of the educational program in which they are enrolled and the profession that they pursue. It is the policy of the program to comply with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and state and local requirements regarding students and applicants with disabilities. Under these laws, no otherwise qualified and competent individual with a disability shall be denied access to or participation in services, programs, and activities solely on the basis of the disability. In accord with federal regulations established by the Americans With Disabilities Act, the following standards are described to assist each candidate in evaluating his/her prospect for academic and clinical success. General standards for the MSPAS program are followed by standards that apply to the professional discipline to which you have applied (see additional standards below). When a student s ability to perform is compromised, the student must demonstrate alternative means and/or abilities to perform the essential functions described. It is important that you read each standard carefully. Each student is given the opportunity to read and acknowledge their understanding of the standards prior to beginning of the program. Technical Standards Individuals applying to the University of the Cumberlands Physician Assistant Program must meet certain basic/essential requirements (referred to as the Technical Standards) that are necessary for obtaining employment and performing as a Physician Assistant. The Technical Standards each student must master include cognitive, physical and behavioral characteristics. Reasonable accommodation for persons with documented disabilities will be considered on an individual basis; but, a candidate must be able to perform in an independent manner. All students must possess the intellectual, ethical, physical, and emotional capabilities required to undertake the full curriculum and to achieve the levels of competence required by the program core faculty. The following skills are required of each Physician Assistant student, with or without accommodation: Sufficient capacity for observation in academic, clinical, and other medical settings; functional vision, hearing, and tactile sensation sufficient to observe a patient s condition and perform procedures regularly required during a physical examination Effective written and verbal communications skills sufficient to both academic and healthcare settings Sufficient motor function to carry out movements necessary for patient diagnosis and care; for free movement in patient care and between facilities and buildings in academic and healthcare environments; physical stamina to complete didactic and clinical coursework Sufficient intellectual ability to measure, calculate, reason, analyze, and synthesize, in the context of medical problem-solving and patient care

15 PA Catalog & Policy Handbook 16 Sufficient emotional health and stability required for exercising good judgment and promptly completing all academic and patient care responsibilities Professional Responsibility: Students must exhibit the ability to meet the challenges of any medical situation that requires a readiness for immediate and appropriate response without interference of personal or medical problems. This requires training for emergencies (e.g., CPR, infection control). It is each student s responsibility to attend and be able to travel to and from classes and clinical assignments on time, and possess the organizational skills and stamina for performing required tasks and assignments within allotted time frames. This involves frequent oral, written, and practical examinations or demonstrations. The student must have the ability to perform problemsolving tasks in a timely manner. Students will exhibit adherence to policies of the university, their program, and clinical sites. This includes matters ranging from professional grooming, dress, and behavior, to attending to their program s academic schedule, which may differ from the University s academic calendar and be subject to change at any time. Students must demonstrate knowledge of and commitment to the code of ethics of their profession and behavior that reflects a sense of right and wrong in the helping environment. Students will take initiative to direct their own learning. They need to work cooperatively and collaboratively with other students on assigned projects, and participate willingly in a supervisory process involving evaluation of abilities and reasoning skills. Additional standards relevant to specific discipline, Physician Assistant Program: In addition to the general standards above, students applying to the Physician Assistant program must consider that they will be required to: Participate in patient assessment and evaluation. Participate in invasive and non-invasive procedures Participate in emergency care Work lengthy and irregular hours Attend and participated in didactic and clinical education training on or off campus. Perform physical examinations on male and female peers along with being examined by both male and female peers during laboratory instruction. PROGRAM DETAILS Physician Assistant Studies Degree Requirements The Master of Science in Physician Assistant Studies Degree (MSPAS) is earned through the continuous twenty-seven-month program of studies consisting of 113 master s level credit hours. These hours are divided into sixty-eight credit hours of classroom focused instruction and fortyfive credit hours of clinical rotations and professional courses. A complete list of courses with course descriptions is located in the curriculum section.

16 PA Catalog & Policy Handbook 17 Curriculum Standards B1.02, B1.03, and B1.04 Standard B1.02 The curriculum must include core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care. Standard B1.03 The curriculum must be of sufficient breadth and depth to prepare the student for the clinical practice of medicine. Standard B1.04 The curriculum design must reflect sequencing that enables students to develop the competencies necessary for current and evolving clinical practice. Professional Phase Curriculum The courses offered by the MSPAS program have been specifically designed and sequenced to prepare students to administer health care to patients. According to the ARC-PA 4 th Edition Standards, the program curriculum should prepare students to provide patient centered care and collegially work in physician-pa teams in an inter-professional team environment. The curriculum establishes a strong foundation in health information technology and evidence-based medicine and emphasizes the importance of remaining current with the changing nature of clinical practice. Further, according the ARC-PA 4 th Edition Standards, the professional curriculum for PA education should include, applied medical, behavioral and social sciences; patient assessment and clinical medicine; supervised clinical practice; and health policy and professional practice issues. In accordance with the ARC-PA Standards and with the desire to graduate competent health practitioners who are capable of delivering high quality health care, rigorous academic standards have been established for continued matriculation in the MSPAS program. Students are expected to complete all course assignments as outlined in the individual course syllabus and to meet the university s academic standards as outlined in this manual. Students will be given updates to these standards as they occur. MSPAS Required Curriculum- Standard A3.14d, e Standard A3.14d The program must define, publish, and make readily available to enrolled and prospective students general program information in include: d) all required curricular components, e) academic credit offered by the program. Didactic Year Spring Semester 1 # Course title SCH ARC-PA Standard(s) MSPAS 510 Human Anatomy 5 B2.02 MSPAS 520 Human Medical Physiology 4 B1.02, B1.03, B2.02 MSPAS 530 Introduction to Patient Assessment 3 B2.04, B2.05 MSPAS 540 Foundations to Clinical Medicine 2 B1.02, B1.03, B1.05, B1.06, B1.07, B1.08, B2.03, B2.04, B2.05, B2.06 MSPAS 550 Introduction to the PA Profession 1 B2.11, B2.12, B2.14, B2.16, B2.17 Total 15 Summer Semester 2

17 PA Catalog & Policy Handbook 18 # Course title SCH ARC-PA Standard(s) MSPAS 501 Integration Seminar I 1 B1.07, B2.13 MSPAS 521 Medical Pathophysiology I 2 B1.02, B1.03, B2.02 MSPAS 531 Patient Assessment I 3 B2.04, B2.05 MSPAS 541 Clinical Medicine I 5 B1.02, B1.03, B1.05, B1.06, B1.07, B1.08, B2.03, B2.04, B2.05, B2.06 MSPAS 571 Pharmacology and Therapeutics I 3 B1.02, B1.07, B2.02, B2.13 MSPAS 581 Health Care Issues I 2 B1.06, B2.06, B2.08, B2.09 MSPAS 591 Research, Epidemiology, and Stats 1 B2.10 Total 17 Fall Semester 3 # Course title SCH ARC-PA Standard(s) MSPAS 502 Integration Seminar II 1 B1.07, B2.13 MSPAS 505 Medical Procedures and Surgery I 3 B2.07 MSPAS 522 Medical Pathophysiology II 2 B1.02, B1.03, B2.02 MSPAS 532 Patient Assessment II 3 B2.04, B2.05 MSPAS 542 Clinical Medicine II 5 B1.02, B1.03, B1.05, B1.06, B1.07, B1.08, B2.03, B2.04, B2.05, B2.06 MSPAS 572 Pharmacology and Therapeutics II 3 B1.02, B1.07, B2.02, B2.13 MSPAS 582 Health Care Issues II 2 B1.06, B2.06, B2.08, B2.09 Total 18 Spring 2016-Semester 4 # Course title SCH ARC-PA Standard(s) MSPAS 503 Integration Seminar III 1 B1.07, B2.13 MSPAS 506 Medical Procedures and Surgery II 3 B2.07 MSPAS 523 Medical Pathophysiology III 2 B1.02, B1.03, B2.02 MSPAS 533 Patient Assessment III 2 B2.04, B2.05 MSPAS 543 Clinical Medicine III 5 B1.02, B1.03, B1.05, B1.06, B1.07, B1.08, B2.03, B2.04, B2.05, B2.06 MSPAS 544 Emergency Medicine 2 B3.02, B3.03, B3.04 MSPAS 573 Pharmacology and Therapeutics III 3 B1.02, B1.07, B2.02, B2.13 Total 18 Clinical Year Summer Semester 5 # Course title SCH ARC-PA Standard(s) MSPAS 600 Family Medicine I - Clinical Rotation 4 B3.02, B3.03 MSPAS 605 Family Medicine II - Clinical Rotation 4 B3.02, B3.03 MSPAS 610 Emergency Medicine- Clinical Rotation 4 B1.07, B2.05, B2.10, B2.13, B2.14 MSPAS 620 Internal Medicine I - Clinical Rotation 4 B3.02, B3.03 MSPAS 692 CAPSTONE I 2 B2.10

18 PA Catalog & Policy Handbook 19 Total 18 Fall Semester 6 # Course title SCH ARC-PA Standard(s) MSPAS 625 Internal Medicine II - Clinical Rotation 4 B3.02, B3.03 MSPAS 630 Pediatrics - Clinical Rotation 4 B3.02, B3.03 MSPAS 640 Psychiatry- Clinical Rotation 4 B3.02, B3.03 MSPAS 650 Surgery- Clinical Rotation 4 B3.02, B3.03 Total 16 Spring Semester 7 # Course title SCH ARC-PA Standard(s) MSPAS 660 Women s Health- Clinical Rotation 4 B3.02, B3.03 MSPAS 670 Clinical Elective - Clinical Rotation 4 B3.02, B3.03 MSPAS 680 Professional Development 1 B2.14 MSPAS 693 CAPSTONE II 2 B2.10 Total 11 Course Descriptions MSPAS # Course Title SCH MSPAS 510 Human Anatomy In this course, the student will build upon his/her current knowledge base of human anatomy through an intensive laboratory phase with the use of pro-sections and gross anatomy dissections when applicable. The student will expand upon their knowledge of 5 basic anatomical concepts. The student/s will develop, upon completion of this course, a vast knowledge in the understanding and application of human anatomy. MSPAS 520 Human Medical Physiology The goal of this course is to provide an introduction to human physiology. The students learn to recognize and explain the basic concepts that govern each organ and organ system and their integration to maintain homeostasis. This course will focus on homeostatic 4 control systems, function of individual organs and organ systems, and integration of organ systems in the intact organism. MSPAS 530 Introduction to Patient Assessment This course is designed to introduce students to patient history taking, documentation, and communication skills. The content includes medical vocabulary, professional conduct, patient interviewing, how to take and record medical history, and develops clinical 3 reasoning based on the chief complaint. Students will begin using diagnostic equipment as they develop the skills needed to perform complete and focused physical examinations. Students will also receive OSHA and HIPAA training during the course. MSPAS 540 Foundations to Clinical Medicine This course provides an introduction to the clinical medicine courses. Students will build a foundation on pertinent topics discussed later in the didactic phase. Topics for the 2 course will include the following: laboratory medicine, nutrition, medical terminology, basic pharmacology, basic imaging interpretation, and prescription writing. MSPAS 550 Introduction to the PA Profession This course provides an historical perspective of the physician assistant profession, as 1

19 PA Catalog & Policy Handbook 20 MSPAS 501 MSPAS 521 MSPAS 531 MSPAS 541 MSPAS 571 MSPAS 581 well as an investigation of current trends and issues. The course stresses the importance of biomedical ethics and professional responsibilities in relation to the physician assistant s role as a health care provider. Content relating to physician assistant professional organizations, program accreditation, graduate certification and re-certification, employment considerations, and professional liability is included. This course also includes Service-Learning, an educational method in which the participants perform service work and actively learn from it. Integration Seminar I This course helps the student developing analytical skills to assess patient s conditions and use clinical laboratory data to develop a differential diagnosis and treatment plan. Working as a group students learn to work through a case from diagnosis to therapy to expected outcomes. Case based integration is a longitudinal course (meaning that it runs concurrently with the system courses) during the second, third and fourth semester of the PA program. It consists of a series of small group case exercises and multidisciplinary conferences. This course integrates dermatology, HEENT, cardiology and pulmonology systems. Medical Pathophysiology I In this course, students learn integrative human physiology and pathophysiology involving concepts of the HEENT, dermatology, cardiovascular and pulmonary systems, with an emphasis upon homeostatic mechanisms and etiologies of disease. Students learn the interrelationships of function and dysfunction at the molecular, cellular, tissue, organ, and systemic levels. Patient Assessment I This course teaches foundational skills and techniques required to gather a complete medical history and perform a thorough physical examination. The course introduces the student to the practice of history taking and physical examinations of the skin, HEENT, lungs and heart. During the course, integration of the student s knowledge of the structure and function of the human body is coupled with laboratory sessions emphasizing the proper use of diagnostic equipment and techniques for performing a comprehensive physical examination. Clinical Medicine I The purpose of the Clinical Medicine I course is to introduce the student to clinical conditions commonly encountered in practicing primary care medicine. Lectures will emphasize the epidemiology, pathophysiology, presentation, and disease course, diagnostic, and treatment modalities of each medical topic. Topics for the course will include the following: dermatology, (HEENT), pulmonary and cardiology with EKG interpretation. Pharmacology and Therapeutics I In this course, the student will be introduced to pharmacodynamic, pharmacokinetic and pharmacotherapeutic principles that provide a foundation for the study of pharmacology and therapeutics. Combined lecture and active learning exercises are designed to develop the pharmacologic and therapeutic skills that a physician assistant will need to enhance patient care in clinical practice. Topics this semester will emphasize on the following areas: Dermatology, HEENT, pulmonary and cardiology diseases. Antibiotic coverage for specific illnesses will also be covered. Health Care Issues I In this course, physician assistant students will gain a greater appreciation for and comprehension of the socio-behavioral aspects of medical practice. Students learn effective

20 PA Catalog & Policy Handbook 21 MSPAS 591 MSPAS 502 MSPAS 505 MSPAS 522 MSPAS 532 MSPAS 542 counseling and preventive education strategies for enhancing treatment compliance, promoting positive health patterns, and enhancing positive response to illness. Research, Epidemiology, and Stats In this course students receive instruction in research methods and application in the clinical setting. They integrate basic concepts of epidemiology and statistics as these concepts relate to medical practice. Students critically read published reports of clinical research and identify strengths and weaknesses in the structure and presentation of data and conclusions in those reports. They interpret and search evidence-based literature related to clinical problems encountered in physician assistant practice. Students will choose a proposal topic that will then be developed during the clinical year in the capstone I course. Students will be given the opportunity to select from a menu of possibilities. This includes the following: Quasi-experimental study with data gathering and analysis, case based study, evidence-based medicine project with comprehensive literature review, and community-based research. Integration Seminar II This course helps the student developing analytical skills to assess patient/s conditions and use clinical laboratory data to develop a differential diagnosis and treatment plan. Working as a group students learn to work through a case from diagnosis to therapy to expected outcomes. Case based integration is a longitudinal course (meaning that it runs concurrently with the system courses) during the second, third and fourth semester of the pa program. It consists of a series of small group case exercises and multidisciplinary conferences. This course integrates gastroenterology, nephrology, endocrinology, neurology, musculoskeletal, infectious disease, rheumatology and hematology oncology. Medical Procedures and Surgery I In this course, students employ knowledge, skills, and techniques learned in MSPAS Patient Assessment I-II to evaluate surgical patients. Students learn to perform procedures such as hand washing, sterile technique, intravenous insertions, SQ and IM injection technique, suturing, wound care nasogastric tube placement and Foley catheter insertion. Medical Pathophysiology II In this course, students learn integrative human physiology and pathophysiology involving concepts of the renal, endocrine system, gastroenterology, neurology, infectious disease, hematology/oncology, rheumatology and musculoskeletal systems with an emphasis upon homeostatic mechanisms and etiologies of disease. Students learn the interrelationships of function and dysfunction at the molecular, cellular, tissue, organ, and systemic levels. Patient Assessment II In this course, the student will build on the knowledge and foundational skills and techniques learned in MSPAS 532 Patient Assessment I, in the performance of a thorough physical examination and medical history. The student will integrate the knowledge obtained in MSPAS 542 Clinical Medicine I with laboratory sessions emphasizing the proper use of diagnostic equipment and technique for performing a comprehensive physical examination. The course topics will include the endocrine system, gastroenterology, renal, infectious disease, hematology/oncology, rheumatology, neurology and musculoskeletal systems. Clinical Medicine II This course builds on the pathology of disease presented in MSPAS 542, Clinical Medicine

21 PA Catalog & Policy Handbook 22 MSPAS 572 MSPAS 582 MSPAS 503 MSPAS 506 MSPAS 523 MSPAS 533 I and continues with the presentation of the following systems: endocrinology, gastroenterology, neurology, hematology/oncology, infectious disease, rheumatology, musculoskeletal and renal systems. These disorders are presented by system and specialty as well as augmented with clinical therapeutics. Pharmacology and Therapeutics II In this course, the student will build upon the knowledge and skills obtained in MSPAS 562, Pharmacology & Therapeutics I. Combined lecture and active learning exercises are designed to aid the student in demonstrating the pharmacologic and therapeutic skills that a physician assistant will need to enhance patient care in clinical practice. Topics this semester will focus on the following areas: renal, endocrine, gastroenterology, neurology, infectious disease, hematology/oncology, rheumatology and musculoskeletal systems. The student will use clinical literature and evaluate patient cases as they relate to pharmacology. Health Care Issues II In this course, students build upon concepts in patient care discussed in MSPAS 581 Health Care Issues by learning ethical concepts as they relate to practical decision-making and problem-solving. Students study risk management strategies and the legal definitions of, and their responsibilities toward, informed consent and confidentiality. Students examine health care policy, nationally and locally, as it impacts health care delivery, the practice of medicine as a physician assistant, and the socioeconomic factors pertaining to relevant health care decision making. Integration Seminar III This course helps the student in developing analytical skills to assess patient/s conditions with the use of clinical laboratory data to develop a differential diagnosis and treatment plan. Working as a group students learn to work through a case from diagnosis to therapy to expected outcomes. Case based integration is a longitudinal course (meaning that it runs concurrently with the system courses) during the second, third and fourth semesters of the PA program. It consists of a series of small group case exercises and multidisciplinary conferences. This course integrates special populations: women & men s health, pediatrics, psychiatric, geriatrics. Medical Procedures and Surgery II This course is a continuation of MSPAS 505, Medical Procedures & Surgery I. Students will learn to perform procedures such as casting and splinting, surgical scrub, gloving and gowning, minor surgical procedures and chest tube placement, ET intubation as well as the principles of surgery, including pre-operative, intra-operative and post-operative care. Medical Pathophysiology III In this course, students learn integrative human physiology and pathophysiology involving concepts of the neuropsychiatric and genitourinary with an emphasis upon homeostatic mechanisms and etiologies of disease. Students learn the interrelationships of function and dysfunction at the molecular, cellular, tissue, organ, and systemic levels. In this course, the student studies the disorders and diseases of the following systems: psychiatry, preventive medicine, genetics, women and men s health, pediatrics, geriatrics and complementary/ alternative medicine. These disorders are presented by system and specialty as well as augmented with clinical therapeutics. Patient Assessment III This course is a continuation of Patient Assessment II, MSPAS 533. Students will learn the