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

22 PA Catalog & Policy Handbook 23 MSPAS 543 MSPAS 544 MSPAS 573 MSPAS 600 MSPAS 605 MSPAS 610 MSPAS 620 components of a physical exam, recognize abnormal and normal findings, and communicate the information in written and oral forms. The following patient populations will be focused on during this course of study: pediatric, men and women s health, psychiatric and geriatric related fields. Students must be able to demonstrate full physical assessments at the conclusion of this course. This course will also include an OSCE which the students will be required to pass before advancing to the clinical phase of this program. The students will be exposed to a real life clinical environment through a brief clinical clerkship experience as deemed appropriate/accessible. Clinical Medicine III This course builds on the pathology of disease presented in MSPAS 543, Clinical Medicine I and continues with the presentation of the following areas: 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. Emergency Medicine In this course, students learn treatment of trauma and medical disorders commonly presenting to the emergency department. Taught in a case-based format, the emphasis is on the priority of stabilizing patients with life-threatening trauma or illness and selecting appropriate diagnostic and therapeutic measures. Students are required to become ACLS (Advanced Cardiac Life Support) certified or recertified in anticipation of clinical rotations. Pharmacology and Therapeutics III In this course, the student will learn the pharmacologic and therapeutic skills that a physician assistant needs to enhance patient care in clinical practice focusing on psychology, women and men s health, alternative/complementary medicines as well as pediatric dosing and multi-drug management in geriatric patients. The student will use clinical literature to evaluate patients in relation to pharmacology. Family Medicine I - Clinical Rotation The four week rotation provides practical experience in general primary care through outpatient medicine. Students engage in all aspects of patient care, including historytaking, physical examination, treatment plan design, and evaluation. Students application of patient and family education to treatment and preventive measures is emphasized. Family Medicine II - Clinical Rotation The four week rotation provides practical experience in general primary care through outpatient medicine. Students engage in all aspects of patient care, including historytaking, physical examination, treatment plan design, and evaluation. Students application of patient and family education to treatment and preventive measures is emphasized. Emergency Medicine- Clinical Rotation The four-week rotation provides practical clinical experience in emergency medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students application of patient and family education to treatment and preventive measures is emphasized. Internal Medicine I - Clinical Rotation The four week rotation provides practical clinical experience in internal medicine. Students engage in all aspects of patient care, including history, physical examination, treatment plan design, and evaluation. Students application of patient and family educa

23 PA Catalog & Policy Handbook 24 MSPAS 692 MSPAS 625 MSPAS 630 MSPAS 640 MSPAS 650 MSPAS 660 MSPAS 670 MSPAS 680 tion to treatment and preventive measures is emphasized. CAPSTONE I This course will build upon the concepts presented in the Research, Epidemiology, and Statistics course. The student will be required to develop a capstone project based upon the previously developed research proposal. The student will be required to incorporate evidence-based practice in the project and will formally present the findings to the University community during the capstone 2 course. This course takes place during the entire clinical year and involves students meeting with course coordinator and advisor periodically throughout the year. Internal Medicine II - Clinical Rotation The four week rotation provides practical clinical experience in internal medicine. Students engage in all aspects of patient care, including history, physical examination, treatment plans design, and evaluation. Students application of patient and family education to treatment and preventive measures is emphasized. Pediatrics - Clinical Rotation The four-week rotation provides practical clinical experience in pediatric medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students application of patient and family education to treatment and preventive measures is emphasized. Psychiatry- Clinical Rotation The four-week rotation provides practical clinical experience in psychiatric medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students application of patient and family education to treatment and preventive measures is emphasized. Surgery- Clinical Rotation The four-week rotation provides practical clinical experience in general surgery. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students application of patient and family education to treatment and preventive measures is emphasized. Women s Health- Clinical Rotation The four-week rotation provides practical clinical experience in women s health. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students application of patient and family education to treatment and preventive measures is emphasized. Clinical Elective - Clinical Rotation The four-week rotation will allow the students to choose a specialized area of medicine to explore. Types of rotations can be areas of medicine such as cardiology, radiology, orthopedics, dermatology, plastic surgery, anesthesiology, physical therapy, CT surgery, occupational medicine, rehab medicine, etc. Instead of an EOR exam, the student will be expected to present a Medical Interest Presentation on a pre-approved topic. Professional Development This course will be held at the end of clinical year and will address the technical skills of PA practice and include training/workshops regarding credentialing, licensure, employment strategies and contract negotiation, professional curriculum vitae building, and malpractice issues. Interviewing skills will be taught and practiced in role playing activities. Networking with community health care and other affiliated professional resources will be continually emphasized. Also, included in this course will be participating in a

24 PA Catalog & Policy Handbook 25 MSPAS 693 PANCE review course. This will be a participatory grade meaning that the students receive credit in the course for partaking in the board review exercises. The student will be required to complete an online review course chosen by the program and submit both the self-assessment pretest and post-test results. CAPSTONE II This course provides each student the opportunity to present results of their individual Capstone project or research topic, to synthesize previous study and work experience, and to demonstrate an understanding of the program and profession's principles. Students must also demonstrate the knowledge and skills obtained during the program through successful completion of a summative evaluation (Objective Skills Clinical Evaluation) and a comprehensive written exam. 2 ACADEMIC POLICIES AND PROCEDURES The responsibility for the routine administration of the policies and procedures of the Master of Physician Assistant Studies resides with the Program Director with the assistance of the Academic Coordinator, the Medical Director, and the Director of Clinical Education. This day-today administration of the program is ultimately under the oversight of the Vice President of Academic Affairs and the Vice President for Medical Services. Any appeals concerning program policies and procedures must be made in writing through this chain of administrative oversight. Absence /Attendance/Timeliness General Policy Physician assistant education is intensive. In general, attendance is required at all MSPAS program educational sessions. We recognize that situations beyond your control occasionally arise, but you should make every attempt to attend all scheduled sessions. Students should exercise sound decision making skills when making decisions regarding missing course lectures, assignments, examinations, or clinical rotations. Mild upper respiratory infections will not warrant missing course work or examinations. Weddings, family vacations, or expensive airline reservations will not be considered a valid excuse for missing an examination or requesting an alternative examination date. Unexcused absences may result in a score of zero on assignments and examinations. Make-up examinations may be given in an alternate format. Attendance and timeliness are important aspects of professional behavior. Students must report to all classes, laboratories, seminars, call-back days, clinical sites, and other scheduled activities on time. Timely return from designated breaks is required. Students must return messages from Program staff, faculty, Clinical Preceptors and clinical sites in a timely manner (i.e., in less than 36 hours). Students are to use their UC for any school related purposes and are to check their UC daily Students must submit all required assignments and forms on or before the designated date, and/or time, they are due. Acceptance of late assignments will be at the discretion of the course instructor (s). In formal classroom and clinical situations, students should address faculty and lecturers using the appropriate form of address (Professor/Doctor/Mr. /Ms.). Under no circumstances are children allowed in the classrooms during formal lectures.

25 PA Catalog & Policy Handbook 26 Anticipated Absence Students who know in advance that they will be absent due to events such as employment interviews and religious observances not provided for on the university calendar should clear the absence at least 30 days in advance. Time off must generally be made up within one week. Anticipated Absence First Professional Year Second Professional Year Action Contact Faculty Advisor at least 30 days in advance to discuss clearance. Contact the Director of Clinical Education and Clinical Preceptor at least 30 days in advance to discuss clearance. Unanticipated Absence Occasionally, a student is unable to attend class or rotation due to an unexpected personal or family emergency. Documentation of the event may be required by the Program. Unanticipated Absence First Professional Year Second Professional Year Action Contact Faculty Advisor or office administrator as well as course instructor as soon as possible. Contact program office administrator, the Director of Clinical Education, and Clinical Preceptor as soon as possible. Absence from Examinations Standard C3.01 Standard C3.01 The program must conduct frequent, objective and documented evaluations of students related to learning outcomes for both didactic and supervised clinical education components. Students are expected to take examinations at the designated time. In the event of an illness, the student must contact the program director BEFORE the test to inform her/him of the anticipated absence. All absences of examinations must be excused by the Vice President for Academic Affairs. A student who has missed an examination due to excused illness or personal crisis will have NO MORE than 48 hours in which to complete that examination or the first day back in classes, whichever occurs first. Students with a prolonged illness or personal crisis will be reviewed individually and arrangements made accordingly. Student absences from scheduled examinations and laboratory sessions will be excused only under extraordinary circumstances. Examinations will not be administered prior to the scheduled examination time without the approval of the Program Director. Academic Honesty and Integrity Policy Standard B1.05 Standard B1.05 The curriculum must include instruction about intellectual honesty and appropriate academic and professional conduct. In order to ensure that the MSPAS program graduates competent and ethical practitioners, the faculty of the program have developed the following information regarding academic honesty and integrity. This information will be reviewed with all students entering the program during

26 PA Catalog & Policy Handbook 27 orientation. Students will be given a short quiz to demonstrate their understanding of policies related to academic integrity. It is the responsibility of the student to visit these policies regularly to refresh their understanding. At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include: cheating - using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person s work with or without consent, or assisting another in such activities; lying - falsifying, fabricating, or forging information in either written or spoken presentations; plagiarism - using the published writings, data, interpretations, or ideas of another without proper documentation. Episodes of academic dishonesty are reported to the Vice President for Academic Affairs. The potential penalty for academic dishonesty includes 1) a failing grade on a particular assignment, 2) a failing grade for the entire course, or 3) charges against the student with the appropriate disciplinary body. Any breach of integrity may serve as grounds for dismissal, even on a first offense. Breaches in integrity will be reported to licensing agencies as required by law. Advisement Standard A3.09 Standard A3.09 Principal faculty, the program director and the medical director must not participate as health care providers for students in the program. In the first professional phase, students are assigned to a faculty member who will act as an advisor for the duration of the MSPAS program (see Appendix C). Faculty advisors will meet with students at least once during the semester to discuss academic progress and other issues. Students must take responsibility for their own learning and will be asked to self-evaluate their progress by filling out the Mid-Semester Advisement Sheet (see Appendix D sample for fall semester) prior to meeting with their advisor. Mid-semester evaluations will be placed in student files. Students with academic concerns should address the issue first with the course instructor. Should a student require further assistance, he/she should consult with the faculty advisor. The advisor will involve the Program Director or other university administrative personnel as the situation warrants. Student advisors will assist in identifying areas of strength and weakness to help students focus studies. When problems arise, the advisor will discuss with the student in an attempt to clarify options and devise a plan of action.

27 PA Catalog & Policy Handbook 28 The advisor, or any other faculty member, is not able to act as a medical provider for students. If a student has a medical problem, they should seek assistance from another provider. Student advisors are also not able to act as a mental health counselors for students. If students have non-academic problems that require formal counseling, the advisor will provide access to mental health services available at University of the Cumberlands. Faculty schedules tend to be unpredictable due to clinical and research obligations. If a student has a non-emergent need, it is best to make an appointment with the advisor via telephone or . If you feel your need is emergent and your faculty advisor is not available, you may contact the Program Director for assistance. Appeals and Conflict Resolution Standard A3.11 Standard A3.11 The program must define, publish and make readily available to faculty and students the policies and procedures for processing student grievances and allegations of harassment. Both undergraduate and graduate students have the right to challenge a grade. If discussions with the course instructor and department chair do not lead to a satisfactory conclusion, students may file a formal written appeal with the Vice President of Academic Affairs, who will forward the appeal to the chair of the Academic Appeals Committee. This formal written appeal must be filed by the end of the 4 th week of classes in the next regular term following the term in which the course in question was taken. The Academic Appeals Committee then gathers information from the student, the instructor, and any other relevant parties. The Committee will deliver its recommendation on the complaint to the Vice President of Academic Affairs. After reviewing this recommendation and concurring or amending it, the Vice President of Academic Affairs will inform the student and instructor of the disposition of the complaint no later than the last day of classes of the term in which the complaint was filed. Records of all actions regarding academic grade appeals, including their final disposition, are maintained by the Vice President for Academic Affairs and the Academic Appeals Committee. Program Policy Appeals The Program recognizes the rights of a student to appeal decisions affecting student progress. Appeals must be based upon the Program s failure to follow established policies or procedures. Students must present evidence that supports their appeal of a program decision according to the appeal process as defined herein: All appeals must be submitted to the Program Director, in writing, within 5 working days of the grievance. Appeals will be reviewed and a decision will be rendered to the student within 10 working days of receipt of the appeal. Students who wish to challenge the Program s decision may initiate a subsequent appeal to the Office of the Academic Vice President in writing within 10 working days of the Program s appeal decision.

28 PA Catalog & Policy Handbook 29 Communication CELLULAR PHONES Out of respect for your classmates and lecturers, please turn your cell phones/other communication devices OFF prior to class. COMPUTERS AND OTHER ELECTRONIC DEVICES All computers, tablets, etc. will remain OFF during lectures and labs unless permitted by instructor. S While enrolled as a student in the program, the address of record shall be the University of the Cumberlands address assigned upon admission to the program. It is strongly encouraged that students check their UC account as well as any ILEARN course announcements at least once every 24 hours. The student is advised that the program may track the opening, reading, and response of all s. EMERGENCY PHONE CALLS Please inform friends and family that they should contact the program office administrator if an emergency should arise while class is in session. A message will be delivered to the student, as cellular telephones must be switched off while in class. Please contact Mr. Gregory S. Manning; Drugs and Alcohol (Students) The use or possession of alcoholic beverages and the use, possession, or distribution of illegal controlled drugs and any other substance that is inconsistent with the philosophy of the University is strictly prohibited. Violation of this policy will result in the imposition of one or more of the disciplinary sanctions set forth in the Disciplinary Sanctions section of the University Student Handbook, and may result in severe criminal penalties under local, state and federal law. A detailed explanation of such penalties is found in the University Student Handbook. In addition to procedures carried out by the institution, the program will follow the procedure outlined below concerning student drug/alcohol use: 1. The program director should be notified in writing upon any suspicion of drug or alcohol abuse by a student. 2. The program director is responsible for meeting with that student and making a referral, if appropriate, to student services. 3. Student services may refer that student for evaluation and treatment by a licensed substance abuse counselor.

29 PA Catalog & Policy Handbook If a student refuses treatment for behaviors that are hindering academic and professional performance, he or she may be dismissed from the program at the discretion of the program director and Dean of Student Affairs. Harassment Policy Standard A3.11, A3.17g Standard A3.11 The program must make readily available to faculty and students policies and procedures for processing student grievances and allegations of harassment. Standard A3.17g The program must define, publish and make readily available to student upon admission academic performance and progression information in include g) policies and procedures for processing allegations of harassment. University of the Cumberlands prohibits harassment and intimidation on the basis of one's age, disability, sex, race, color, religion or national origin. Examples of conduct prohibited by these policies include, but are not limited to, repeated insults, humor, jokes and/or anecdotes that belittle or demean an individual's or group's sex, race, color, religion or national origin and physical conduct or verbal innuendo which, because of one's sex, race, color, religion or national origin creates an intimidating hostile or offensive environment. Examples of conduct prohibited by the policy against sexual harassment include, but are not limited to: persistent, unwelcome flirtation advances and/or propositions of a sexual nature; repeated unwelcome comments of a sexual nature about an individual's body or clothing; unwanted displays of sexually suggestive objects or pictures; unnecessary touching, such as patting, pinching, hugging, or repeated brushing against an individual s body; suggestions that submission to or rejection of sexual advances will affect decisions regarding such matters as an individual s employment, work assignments or status, salary, academic standing, grades, receipt of financial aid, or letters of recommendation; sexual assault. It is in the perception of the target of the behavior that sexual harassment is defined; or in other words, harassment is in the eye of the beholder. The law defines sexual harassment from the point of view of the target of the harassment and as such excludes any consideration of intent. Bullying is prohibited behavior. Bullying may be a form of illegal harassment. Whether the conduct is illegal or not, bullying is prohibited by the University. Bullying is any kind of conduct, speech, gesture, communication or other act which causes or is intended to cause one to suffer fear of physical harm, alarm, intimidation, humiliation or embarrassment, or which creates a hostile environment. Persons wishing to file a complaint relative to a violation or violations of this policy should do so within 30 days of the occurrence to Ms. Pearl Baker, Human Resources Director and Title IX Coordinator, Gatliff Administration Office 116. An investigation of the complaint will be completed within 45 days. Recommendations on the merits of the complaint will be made to the President of University of the Cumberlands and the President shall render a decision which shall

30 PA Catalog & Policy Handbook 31 be final. The complainant shall be advised of the decision on the merits of the complaint within 90 days. Health and Immunization Documentation Standards A3.21, A3.07 Standard A3.21 Student health records are confidential and must not be accessible to, or reviewed by, program, principal or instructional faculty, or staff except for immunization and tuberculosis screening results which may be maintained and released with written permission from the student. Standard A3.07 The program must have and implement a policy on immunization of students, and such policy must be based on current Centers for Disease Control recommendations for health professionals. Student Health Records & Immunizations In order to meet the accreditation standards of the ARC-PA for the Master of Science in Physician Assistant degree at University of the Cumberlands and satisfy confidentiality requirements, all health records are stored, monitored and maintained in the office of the Registrar. The Physician Assistant Program Staff do not have access to these records. Each student is expected to maintain their own health record file and secure ready access to pertinent documents during the course of their PA education. It is imperative that the student complete all required health records and immunizations forms prior to matriculation and then ensure the records are up to date before the clinical phase begins. Failure to provide complete health records may delay entry or the ability the progress within the program. Specific health screening and immunization requirements are based on current Centers for Disease Control Recommendations for health professionals. During the clinical phase, the decision to update any records ultimately rests with the facility sponsoring a student for rotation and it will be the student s responsibility to submit to unannounced drug screens, repeated background checks, updated immunizations or repeated serology titers as appropriate to specific facility policy and procedure. Students on clinical year rotations should maintain a file with quick availability of the following documents: Proof of personal health insurance throughout the entire program; Proof of a satisfactory physical examination Proof of TB Tine Test (positive results will require the student to receive a chest x-ray and further evaluation) Proof of Hepatitis B vaccine and positive Hep B Ab Proof of MMR vaccine or immunity Proof of Varicella history or vaccination. Proof of Tetanus/Diphtheria/Pertussis vaccine Proof of Meningococcal vaccine Pneumococcal polysaccharide PPV vaccine Drug Screen

31 PA Catalog & Policy Handbook 32 Prior to entering the clinical phase of the program, students must again update their immunization record and provide proof of the following: Provide proof of current CPR, ACLS, BCLS, PALS certification Provide proof of blood-borne pathogen orientation course Provide proof of current personal health insurance, throughout the clinical year. Background check Satisfactory physical examination Satisfactory drug screen Note: Health Screening and student immunizations may not be conducted by faculty or staff of University of the Cumberlands. Student health records will not be released without written permission from the student. Health screening, immunizations and/or healthcare services will not be conducted by program personnel. Injuries and Needle Stick/Blood/Bodily Fluids Contamination Protocol Standard A3.08 STANDARD A3.08 The program must inform students of written policies addressing student exposure to infectious and environmental hazards before students undertake any educational activities that would place them at risk. Accidents will occasionally occur in the laboratory or in the clinical setting. If a student is injured in a laboratory or classroom setting, the instructor should be notified immediately. If a student is injured at a clinical site, the Clinical Preceptor should be notified immediately and the student must follow that site s protocol for dealing with injuries. In many facilities, this will require students to seek treatment in the employee health department, the occupational medicine department, or the emergency department. If the clinical site lacks these resources, treatment should be sought in the nearest emergency department. Exposure to blood borne pathogens is a risk assumed by all healthcare providers. Students will receive training to minimize their risk during orientation. Individual clinical sites may also provide orientation sessions regarding blood borne pathogens. Observing universal precautions is one method to reduce risk. The principle of universal precautions recognizes that any patient may be infected with microorganisms that could be transmitted to other persons. Of particular concern are the primarily blood-borne pathogens HIV (human immunodeficiency virus) and HBV (hepatitis B virus). However, body fluids other than blood, secretions, and excretions are included in universal precautions. Since infected patients may be asymptomatic, it becomes necessary to use basic precautions with every patient. Observance of universal precautions will help to provide better protection for every staff member. Students should also familiarize themselves with the hospital/clinical sites specific policies regarding universal precautions. Universal Precautions Guidelines: Act as though all patients you have contact with have a potentially contagious blood borne disease

32 PA Catalog & Policy Handbook 33 Avoid direct contact with blood, body fluids, secretions, excretions, mucous membranes, non-intact skin, and lesions Avoid injuries from all sharps Avoid direct contact with items, objects, and surfaces contaminated with blood, body fluids, secretions, and excretions Dispose of all sharps promptly in special puncture resistant containers Dispose of all contaminated articles and materials in a safe manner prescribed by law In practice, using Universal Precautions also requires: Washing hands frequently and thoroughly, especially if they become contaminated with blood, body fluids, secretions, and excretions. Depending on job duties and risk of exposure, using appropriate barriers, including gloves, gowns, aprons, caps, shoe covers, leggings, masks, goggles, face shields, and equipment such as resuscitation devices. These barriers are to be used to protect: A. Skin, especially non-intact skin (where there are cuts, chapping, abrasions, or any other break in the skin) B. Mucous membranes, especially eyes, nose, and mouth NOTE: These items of protective apparel, including gloves are removed after each use and are properly disposed. The same pair of gloves, etc,. are NOT to be worn from one patient or activity to another. Students will wear protective equipment as directed by their Clinical Preceptor or facility protocol All patient specimens are bagged per facility protocol before transport to the laboratory In the event a student is injured by a contaminated sharp or is exposed in any manner to blood or potentially infectious bodily fluids in the course of their assigned clinical work, the following steps should to be followed for proper treatment and follow-up for the student. Upon possible exposure to a blood borne pathogen: 1. For skin and wounds, wash the affected area with soap and water. Eyes and mucous membranes should be copiously flushed with water. Notify your Clinical Preceptor immediately. 2. Follow facility protocols regarding evaluation. Most facilities will require you to report immediately to employee health or the emergency department following exposure. Failure to follow up properly may make it difficult or impossible to obtain source patient blood in facilities in cases in which this may be possible. 3. In sites without employee health or emergency departments, or if the site protocol is unclear, proceed immediately to the nearest emergency department for assessment. In cases in which prophylactic medical treatment is indicated, it is believed to be most effective when administered as quickly as possible.

33 PA Catalog & Policy Handbook The treating healthcare professional will request information about your medical history, the source patient s history (if known) and the nature of the exposure. They may request permission to draw baseline laboratory studies. They will discuss your risk of contracting a blood borne disease and the risks and benefits of prophylactic treatment. In deciding whether to receive post-exposure prophylactic treatment, students might also wish to consult with the National Clinicians Post-Exposure Prophylaxis Hotline: Students should follow up as directed by their treating healthcare provider. Ongoing follow-up may take place at the initial treating facility or the student may be referred to a healthcare provider with expertise in infectious disease. The program may be able to assist the student in finding an infectious disease specialist as requested or required. 6. Since students are neither employees of University of the Cumberlands nor the clinical sites, payment for assessment and treatment is the responsibility of the student and their insurance carrier. Should a student sustain an injury or exposure at a clinical site, the student should report the incident immediately to the preceptor, complete the site incident form (if required), the Incident Reporting Form in Appendix H and receive appropriate medical care. The student is then required to contact the Program Director, Academic Coordinator and Director of Clinical Education. Completion of additional UC Incident Reporting forms may be required. Students are responsible for initiating care and obtaining recommended follow up after injury or exposure to possible infectious pathogens. Injuries which occur at clinical sites and any costs associated with an incident are not covered or reimbursed by the University. All costs for evaluation and treatment are the responsibility of the student. Each student is required to carry their own individual Health and Accident Insurance. Name and Contact Information Changes It is every student s responsibility to keep the Program Office Administrator informed of current contact information throughout their program and enrollment. Changes of name, address and telephone number must be reported within seven days of occurrence. Students are required to use the address provided by the University. The Program will not be held responsible for consequences incurred as a result of our inability to contact students in a timely manner due to unreported contact information changes. Nondiscrimination Policy Standard A3.12 The program must define, publish and make readily available to faculty and students policies and procedures for processing student grievances and allegations of harassment. University of the Cumberlands does not illegally discriminate on the basis of race, color, national or ethnic origin, sex, disability, age, religion, genetic information, veteran or military status, or any other basis on which the University is prohibited from discrimination under local, state, or federal law, in its employment or in the provision of its services, including but not limited to its programs and activities, admissions, educational policies, scholarship and loan programs, and athletic and other University -administered programs. In order to fulfill its purpose, the University may legally discriminate on the basis of religion in employment, and the University has

34 PA Catalog & Policy Handbook 35 sought and been granted exemption from certain regulations promulgated under Title IX of the Education Amendments of 1972 which conflict with the University's religious tenets. The following persons have been designated to handle inquiries or complaints regarding disability non-discrimination policy, including compliance with Section 504 of the Rehabilitation Act of 1973: Dr. Michelle Dykes-Anderson, Student Success Coordinator Boswell Campus Center, (606) , The following persons have been designated to handle employee inquiries or complaints regarding the sex non-discrimination policy, including compliance with Title IX of the Education Amendments of 1972: Ms. Pearl Baker, Human Resources Director and Title IX Coordinator Gatliff Administration Office 103, (606) , The following persons have been designated to handle student inquiries or complaints regarding the sex non-discrimination policy, including compliance with Title IX of the Education Amendments of 1972: Dr. Emily Coleman, Vice President for Student Services and Deputy Title IX Coordinator, Boswell Campus Center, (606) , The following persons have been designated to handle student inquiries or complaints regarding all other portions of the non-discrimination policy: Mr. Steve Morris, Vice President for Business Services Gatliff Administration Office 001, (606) , Participation of Students as Human Subjects All students are required to participate in physical exam training in a professional and cooperative manner. They will be asked to wear clothing that will allow physical examination by another student. Students will be asked to drape patients properly. Students will never be asked to perform pelvic/rectal/breast examination procedures on one another. Students demonstrating unprofessional behaviors (including but not limited to inappropriate physical contact, unpreparedness, unwillingness to participate, inappropriate patient draping, or unsuitable verbal comments) will be counseled by the course instructor. Students continuing to demonstrate unprofessional behaviors will be counseled by the program director and documentation of the incident will be placed in the student file. If the issue remains unresolved, the Vice President for Academic Affairs will be notified and appropriate action will be taken including but not limited to a failing grade for the course or dismissal from the program. Privacy Rights of Students and Informed Consent Students pursuing a Master of Science in Physician Assistant Studies are granted privacy trough the Family Educational Rights and Privacy Act of 1974 (FERPA) enacted to protect the privacy associated with educational records, to establish the rights of students to inspect and review their educational records and to provide guidelines for the correction of inaccurate or misleading data through informal and formal hearings. More details are provided below. The University is subject to the provisions of the Family Educational Rights and Privacy Act (FERPA). This federal law affords students certain rights with respect to the student s education

35 PA Catalog & Policy Handbook 36 records. These rights are: 1. The right to inspect and review the student s education records within 45 days of the day the University receives a request for access. Students should submit to the Office of the Registrar written requests that identify the record(s) they wish to inspect. The Registrar will make arrangements for access and notify the student of the time and place the records may be inspected. 2. The right to request the amendment of the student s education records that the student believes are inaccurate, misleading, or otherwise in violation of the student s privacy rights under FERPA. Students may ask the University to amend a record. They should write the Registrar, clearly identify the part of the record they want changed, and specify why it is inaccurate, misleading, or a violation of their privacy rights. If the Registrar decides not to amend as requested, the Registrar will notify the student of the decision and advise the student of his or her right to a hearing regarding the request and will provide the student with additional information regarding the request and will provide the student with additional information regarding the hearing procedures. 3. The right to consent to disclosures of personal identifiable information contained in the student s education records, except to the extent that FERPA authorized disclosure without consent. One exception which permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic, research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the University has contracted (such as an attorney, auditor, or collection agent) to perform a university function which would otherwise be accomplished by a university employee; a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, the University discloses education records without consent to officials of another school in which a student seeks or intends to enroll. The University may also disclose, without the student s consent, directory information, unless the student has advised the Registrar in writing at least five days following registration that the student does not wish part or all of the directory information to be made public. Once filed, this instruction becomes a permanent part of the student s record until the student instructs the University, in writing, to have the request removed. The primary purpose of directory information is to allow the University to include this type of information in certain University publications, the media, and outside organizations. The University has designated the following as examples of directory information: the student s name, addresses including electronic mail address, telephone numbers, date and place of birth, major field of study, degree sought, attained class level, expected date of completion of degree requirements and graduation, degrees and awards received, picture, dates of attendance, full or part-time enrollment status, the previous educational agency or in-

36 PA Catalog & Policy Handbook 37 stitution attended, class rosters, participation in officially recognized activities and sports, weight and height of athletic team members and denominational preference. The University may disclose education records without the student s consent in certain other circumstances, but shall do so only upon the authorization of the Registrar. 4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the University to comply with the requirements FERPA. The name and address of the office which administers FERPA and to which complaints are to be sent is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, DC, In compliance with FERPA, University of the Cumberlands Department of Physician Assistant Studies requires its students informed consent to the sharing of personal information with its educational partners (clinical rotation sites) strictly on a need-to-know basis. This personal information may include, but is not limited to, social security numbers, immunization records, e- mail addresses, telephone numbers, results of health care tests, results of credit checks and criminal records known to University of the Cumberlands. Notice is hereby given that random drug screenings or additional criminal background checks may be requested of the students at any time during the didactic or clinical years as well as for placement in certain clinical rotation sites as standard operating procedure. The student may be responsible for the cost of drug screenings or additional criminal background checks. Professional Appearance Standard B3.01 A professional appearance demonstrates respect for patients and helps to build their confidence. Physician assistant students must dress in professional, neat, and conservative attire. Good personal hygiene is always required. It is the responsibility of the student to dress appropriately by remaining clean, modest, professional and well-groomed at all times. Students whose dress and grooming do not adhere to this standard may be given a written warning. Continued display of inappropriate dress and/or grooming is considered unprofessional and will be documented in the student file and may have a negative effect on the student s professionalism grade. Students may be requested to wear their University of the Cumberlands name tag during some lectures and should have them readily available. Guidelines for all Program Related Experiences (the Didactic Phase) Dress code will be casual to dressy casual No hats (men and women) No shorts, sweats, cutoff pant legs, pajamas, etc. No midriff, or halter tops No body jewelry/piercing that interferes with class function, especially during laboratory sessions No visible tattoos No open-toed shoes during laboratory sessions in which sharps are handled

37 PA Catalog & Policy Handbook 38 Dress requirements for physical examination laboratory sessions may be found in the appropriate course syllabus. Professional Development Assessment Tool Standard C3.02 Standard C3.02 The program must document student demonstration of defined professional behaviors. The professional conduct of physician assistant students is evaluated on an on-going basis throughout the didactic and clinical phases of the program. Violations of standards of conduct are subject to disciplinary actions administered by the university, and by the program PA students are expected to achieve the highest level of professionalism. The Professional Development Assessment Tool (PDAT) (see Appendix E) is an example of an assessment tool that will be used to determine if students have achieved professional competency to graduate and practice as a physician assistant. This instrument is completed at the end of each semester by faculty advisor and faculty and upon completion of the program. If there are issues in professional behaviors that occur during the course of a semester, the advisor and/or the Program Director will request a meeting with the student to discuss any concerning behavior. The PDAT will be used to document such behaviors and will remain in the student file for the remainder of the academic year. If the behavior does not improve, the student can be subject to reprimand, disciplinary probation, or dismissal. Professionalism Standard C3.02 Standard C3.02 The program must document student demonstration of defined professional behaviors. The MSPAS Technical Standards consider the physical, cognitive, and behavioral abilities required for satisfactory completion of the physician assistant curriculum. The essential required abilities for a physician assistant student include motor, sensory, communicative, intellectual, behavioral, and social aspects. Academic, clinical, and professional development are intertwined and related to each other. A student s growth in the academic and clinical areas may be dependent on their growth as a professional. Physician assistant students must recognize themselves as clinicians providing services to both the physician supervisor as well as to the patient. PA students must be aware that, even as students, they are viewed by both patients and medical providers as part of the larger medical community. It is critical, therefore, that professional development be assessed, just as academic and clinical skills are measured, during a student s growth. As healthcare practitioners, physician assistants are required to conform to the highest standards of ethical and professional conduct. Physician assistant students also are expected to adhere to the same high ethical and professional standards required of physician assistants. The American Academy of Physician Assistants (AAPA) has identified four primary bioethical principles autonomy, beneficence, non-maleficence, and justice that form the foundation of

38 PA Catalog & Policy Handbook 39 the Statement of Values of The Physician Assistant Profession. The Statement of Values provides a guideline for ethical conduct by physician assistants. (A complete discussion of the ethical conduct required of physician assistants can be found at the American Academy of Physician Assistant website, In addition to the AAPA s guidelines, The National Commission on Certification of Physician Assistants (NCCPA) recently adopted a code of conduct for certified and certifying physician assistants. The NCCPA s code of conduct outlines principles that all certified or certifying physician assistants are expected to uphold. A complete discussion can be found at In addition to understanding and complying with the principles and standards promulgated by the AAPA, the NCCPA, and the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA), physician assistant students are required to know and comply with the policies, procedures, and rules of the MSPAS program and the university; and the policies, procedures, and rules of each clinical site to which the student is assigned. Further, physician assistant students are required to conduct themselves in a manner that complies with the following principles and standards: At a minimum, University of the Cumberlands Physician Assistant students are required to abide by the profession s Code of Ethics. Faculty who believe a student is in direct breech of the code of ethics will make this aware to the Program Director. Contact and discussion with the student will take place and a course of action will be taken to remediate the problem. Unwillingness to resolve the dispute and continual failure to demonstrate the qualities defined in the AAPA Professional Code of Ethics will serve as grounds for dismissal. The rubric used in evaluating professional behavior is found in this document. RESPECT Physician assistant students are expected to treat all patients, faculty, staff, Clinical Preceptors, healthcare workers, and fellow students with dignity and respect. For example: Physician assistant students must recognize and embrace their roles as members of a team and interact with others on the team in a cooperative and considerate manner. Physician assistant students train closely with other students, including in physical examinations of fellow students and discussion groups that may reveal personal information. Students must maintain and exhibit respect for the privacy and confidentiality of fellow students. Students should offer criticism or suggestions in a thoughtful and reasoned manner that fosters respect and trust. When confronted with conduct by another member of the team that may be inappropriate, students are not to respond angrily; rather, they must remain calm and respectful, and respond in accordance with the standards of professional conduct required of physician assistant students.

39 PA Catalog & Policy Handbook 40 FLEXIBILITY Although every effort is made to provide training activities at times and places scheduled in advance, physician assistant students often will be required to be flexible because of changes in the schedule. For example, instructors who are also practicing clinicians may not have a regular schedule, and lectures or clinical sessions may, at times, need to be rescheduled with short notice. In addition, clinical sites create the student schedules for each rotation, and such schedules may require physician assistant students to work weekends and nights. STUDENT ROLE AND ACCOUNTABILITY Physician assistant students have a unique role in health care delivery. In that role, students are accountable for such things as: Students shall perform only those procedures authorized by the program, clinical site, supervisor, and/or preceptor. Physician assistant students at clinical sites must always work under the supervision of a preceptor, and are prohibited from assuming primary responsibility for a patient s care. For example, students shall not treat or discharge a patient without prior consultation with, and approval of, a Clinical Preceptor or supervisor. Students are responsible for timely completion of all assignments and duties effectively and to the best of their ability. Students are responsible for identifying and reporting unprofessional, unethical, and/or illegal behavior by healthcare professionals and students, faculty, and staff of the MSPAS program. If a physician assistant student has a reasonable belief that such conduct has occurred, he or she should report it to the Program Director, preceptor, supervisor, or Director of Clinical Education, as may be appropriate under the circumstances. Physician assistant students are expected to accept and apply constructive feedback. Physician assistant students are always required to exercise sound judgment. CONCERN FOR THE PATIENT Physician assistant students must, by their words and behavior, demonstrate concern for the patient. Concern for the patient is manifested in many ways, including, but not limited to, the following: Physician assistant students must treat patients and their families with dignity and respect. At all times, the physical and emotional comfort of the patient are of paramount importance. Students must use appropriate verbal and non-verbal communication to convey concern, pleasantness, compassion, and professionalism to the patient. The patient s modesty should be considered and respected at all times. Students shall deliver healthcare services to patients without regard to their patients race, religion, national origin, age, sex, marital status, citizenship, sexual orientation, creed, disability, medical condition, socioeconomic status or political beliefs, or any status protected by law. Students may not accept gifts or gratuities from patients or their families.

40 PA Catalog & Policy Handbook 41 Sexual or romantic relationships with patients are prohibited and will not be tolerated. MAINTAINING COMPOSURE Physician assistant students must maintain a professional and calm demeanor at all times, even in emergency and other highly stressful situations. Professionalism Conclusion The requirements for professional performance have been established to protect the rights of patients and communities and to foster the team concept in the delivery of health care. More detailed information may be found in Part II of this manual. Performance Standards and Progression Requirements - Standard A3.17c Standard A3.17c The program must define, publish and make readily available to students upon admission academic performance and progression information to include: c) requirements for progression in the program. In addition to fulfilling university requirements and following all university policies for graduate program standing and progression, students enrolled in the MSPAS curriculum or entering from a proposed undergraduate component (please see below) must observe the following progression requirements: Adherence to all course pre-requisites Adherence, as developmentally appropriate, to codes and standards of the Physician Assistant profession and demonstration of generic abilities in professional behavior Maintenance of good program standing, as defined by the university, for entrance into the clinical year of the curriculum Demonstration, as is developmentally appropriate, of progress toward graduation competencies of the MSPAS curriculum Grading Policy Grades are calculated on a percentage basis. All final course grade percentages are rounded to the nearest integer. Final course grades are assigned according to the following standards: Percent Grade Letter Grade A student has exceeded expectations B student has met expectations C student is below expectations Less than 69.5 F student has failed expectations An I may be temporarily awarded to individuals who fail to complete course requirements within the defined time, only in extreme circumstances and under the auspices of the Program Director and Dean of Academic Affairs. A final grade of F in any didactic PA course is a nonpassing grade and results in automatic and immediate dismissal from the PA Program. The program does not allow students to decelerate due to academic reasons. The student may reapply to the program the following year at the discretion of the program director. Reapplying does not guarantee admissions.

41 PA Catalog & Policy Handbook 42 Academic Progress Successful completion of each course will be required in order to progress within the program. Students will be required to maintain a minimum cumulative grade point average (GPA) of 3.0 and achieve a course letter grade of C or better in all courses to make appropriate academic progress within the program. Any individual who does not meet the specified end-of-semester GPA requirements will be placed on academic probation for one semester. See Academic Probation. In addition, a student who earns a grade of C in one or more courses but who maintains the minimum GPA requirement will receive academic and career counseling with the student advisor. Students with a grade of C in multiple courses jeopardize their continued enrollment in the program. This policy is reviewed by the program director and academic coordinator annually. Academic Probation A student with a cumulative GPA below 3.0 will be placed on academic probation. A letter from the program director will be sent to the student and will serve as written confirmation about the requirement for an Academic Improvement Plan (AIP). This plan will be signed by the student and will be tailored to individual student needs. It will most likely include, but not be limited to, creating National Commission on Certification of Physician Assistants (NCCPA) blueprint outlines on all assigned topics and undergo academic counseling with faculty. A meeting with the faculty advisor and program director will precede weekly meetings with the advisor and/or instructor of record for problematic course/s for the student. The student will be required to discuss study methods and progress. Mandatory referral to academic counseling will be made if the student is not already involved. A copy of the AIP will be maintained in his/her student file in the academic coordinator's office. Upon completion of each academic term, a student on academic probation will receive in writing, from the MSPAS program director, a notice of his/her current standing. It is expected that students on probation make progress toward good academic standing at the conclusion of each academic term. At the conclusion of the second consecutive academic term, the student must have achieved good academic standing and have raised the cumulative GPA above 3.0; failure to do so will result in dismissal. For example, if a student has a cumulative GPA of 2.80 after the first semester, the student will be placed on academic probation. If the student raises the cumulative GPA to 3.0 or higher after the second semester, they will be in good academic standing. If the student maintains a GPA below 3.0, the student will be dismissed. Also, if the student elevates the GPA to 3.0 or higher but drops below in a non-consecutive semester, the student will be dismissed. Remediation Standard C3.03, A3.17f Standard C3.03 The program must monitor and document the progress of each student in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation. Standard A3.17f The program must define, publish and make readily available to students upon admission academic performance and progression information to include: f) polices and procedure for remediation and deceleration.

42 PA Catalog & Policy Handbook 43 The MSPAS Program at the University of the Cumberlands will utilize the following remediation policy: O-exam: Original Examination R-exam: Repeat Examination Students must have a final score >75% on the O-exam during the didactic phase using rough quantitative guidance from the performance statistics on the exam, after elimination of unacceptable questions as indicated, and after revision or expansion of accepted answers as needed. If a student scores 75%, the student will meet with the instructor of record for that course as well as their academic advisor. The student must complete a self-analysis form of why they missed certain material/questions. The student must also provide a written rational for the incorrect answer and reference page numbers for supporting evidence. Within 7-10 days working days, the student must submit the analysis materials and the student will take a R-exam with a comparable caliber of questions covering the material missed on the initial test and must score >85%. If the student scores >85%, 5 points will be added to the original score. If the student scores 85% on the R-exam, the student will keep the original score and will meet with the faculty advisor and program director for analysis and for creation of an academic improvement plan (AIP) with that faculty advisor. The faculty advisor will complete a student academic mentoring form with the student detailing what remediation efforts have been suggested, and will follow the student s progress carefully thereafter. This plan will go into their student file and will document improved performance. The student will be referred for mandatory academic counseling with Dr. Susan Weaver, Dean of Teaching and Learning, for the duration of that course at intervals determined by Dr. Weaver. The students will also meet with their faculty advisor at weekly intervals not to exceed 4 meetings prior to the next examination. Remediation during the clinical year will occur if the student receives less than one standard deviation below the national mean using PAEA End-of-Rotation exams and national benchmarks. If the score is less than one standard deviation below the national mean the student must retest within 7-10 days after the original exam is administered. The student must score >75% on the R- exam. If the student does score >75% on the R-exam, the student will be awarded the score of one standard deviation below the national average. If not, the original score will be maintained and the student will meet with the director of clinical education to establish a remediation plan. The minimum required remediation will be for the student to perform a self-analysis of the EO- RE. This will consist of a student making a high-impact outline of the topics missed on the EO- RE. High Impact Outline Examples will be available to the student on ilearn. The students will submit the outlines before the end of the next rotation, or an incomplete will be given for that course. Other possible remediation strategies may include Kaplan Questions and on-site review/analysis of missed answers. Deceleration Standard A3.17f Standard A3.17f The program must define, publish and make readily available to students upon admission academic performance and progression information to include: f) polices and procedure for remediation and deceleration.

43 PA Catalog & Policy Handbook 44 Earning an MSPAS Degree is predicated on the faculty s determination that a student is suitable for the practice of medicine as a PA in terms of his/her personal professionalism, personal conduct, and academic achievement. The MSPAS program does not provide a mechanism for deceleration to occur if the student has been dismissed for any academic or professional reasons. Students will be dismissed for not maintaining a minimum 3.0 GPA for two semesters, failure of any didactic PA course or two clinical rotations, or receiving a score of less than 507 on the summative II exam after two attempts. Grades alone are not sufficient to warrant promotion to the next semester, clinical phase, or graduation. The faculty reserves the right to dismiss any student when the student s documented behavior violates the standards of the physician assistant profession or when the student s presence in the PA Program is considered detrimental to the student in question, the other students in the college, or to society in general. Students who have been dismissed from the program due to academic or professional reasons may wish to apply for readmission. They may reapply at the next admissions cycle. If enrollment in the program was terminated due to academic difficulty, the student must also submit evidence of improved performance in accordance with applicable University policies in order to be considered for re-enrollment. Such students will compete with other applicants in the current admissions cycle, on a space-available basis. There is no guarantee of readmission. A leave of absence from the MSPAS program may be granted by the Program Director for medical or personal reasons. Requests for leaves of absence must be made in writing to the Program Director. Reinstatement is at the discretion of the Program Director. A request for reinstatement does not guarantee that the student can resume study in the program. If the Program Director chooses not to reinstate the student, the student can submit an appeal to the Dean of Academic Affairs. A student on a leave of absence may be permitted to resume course work upon receipt of documentation that satisfactory resolution has occurred of the problem necessitating the leave of absence. Documentation requirements will vary depending on the cause of the leave of absence and will be at the discretion of the Program Director. Repetition of course work satisfactorily completed prior to the leave of absence will not be required provided resumption in training occurs within one academic year from the date the leave of absence begins. The MSPAS program also maintains the right to delay graduation for students under certain circumstances during the clinical phase of the program. Some components of the rotation grade are PASS/FAIL and must be completed in order to pass each individual rotation. Failure to complete these PASS/FAIL items will result in an automatic failure of the course and may delay graduation due to repeating the rotation before the student can graduate. Also, students scoring less than the required minimum on the end of rotation exam (EORE) will be granted the opportunity to complete a retest and be started on a course of academic remediation for that rotation. Students will have up to 10 days to take the retest. Failing to take the retest within the granted time or receiving a score at or below a 75% on the retest will result in automatic failure of the course and may delay graduation due to repeating the rotation at the end of the clinical phase. Finally, in order to successfully complete the UC PA program and to satisfy all components needed for grad-

44 PA Catalog & Policy Handbook 45 uation, the student must achieve a minimum passing score on the SUMMATIVE II examination. The minimum passing score is 507/700. Those that receive a score below 507 will have up to six weeks to retest using the same exam. Because this exam is completed after rotations, a student's graduation could potentially be delayed if required to retest. If after two attempts the student is unsuccessful, the student will be dismissed from the program. Students who have been dismissed from the program may wish to be considered for readmission. They may reapply at the next admissions cycle. The student must also submit evidence of improved performance in accordance with applicable University policies in order to be considered for reenrollment. Such students will compete with other applicants in the current admissions cycle, on a space-available basis. There is no guarantee of readmission. Readmission Procedure Students who have been dismissed from the program may wish to be considered for readmission. They may reapply at the next admissions cycle. If enrollment in the program was terminated due to academic difficulty, the student must also submit evidence of improved performance in accordance with applicable University policies in order to be considered for re-enrollment. Such students will compete with other applicants in the current admissions cycle, on a space-available basis. There is no guarantee of readmission. Retention Standards Earning an MSPAS Degree is predicated on the faculty s determination that a student is suitable for the practice of medicine in terms of his/her personal professionalism, personal conduct, and academic achievement. Grades alone are not sufficient to warrant promotion to the next semester, clinical phase, or graduation. The faculty reserves the right to dismiss any student when the student s documented behavior is not in keeping with the standards of the medical profession or when the student s presence in the PA Program is considered detrimental to the student in question, the other students in the college, or to society in general. Student Conduct in Clinical Facilities Students enrolled in the MSPAS program are expected to conduct themselves in a professional manner at all times. The criteria for evaluating professional performance include, but are not limited to, demonstrating professional competencies and skills; adhering to program and facility policies; displaying sensitivity to patients and community needs; demonstrating an ability to relate appropriately to peers and other members of the health care team; displaying a positive attitude; maintaining regular and punctual attendance; and maintaining acceptable physical appearance. Student Representation Each class may elect a class representative who will bring issues that affect the entire class to the attention of the Program Director. The Physician Assistant Student Society of University of the Cumberlands will represent the entire student body of the PA Program. The students will elect officers and hold class meetings as needed to determine the consensus of the entire student body regarding any issues affecting the entire class. A Faculty Advisor will be assigned to the student society to aid in the use of resources and will coordinate activities of the student body within the Student Academy of the American Academy of Physician Assistants (SAAAPA).

45 PA Catalog & Policy Handbook 46 Student Security and Safety The Program and the University strive to assure the security and safety of students in all locations in which instruction occurs throughout the curriculum. Students should assume responsibility for notifying the Program and/or University when security or safety concerns arise. MISCELLANEOUS POLICIES Employment During the Program Standard A3.04, A3.05, A3.06, A3.14h Standard A3.04 PA students must not be required to work for the program. Standard A3.05 Students must not substitute for or function as instructional faculty. Standard A3.06 Students must not substitute for clinical or administrative staff during supervised clinical practical experiences. Standard A3.14h The program must define, publish and make readily available to enrolled and prospective students general program information to include: h) policies about student employment while enrolled in the program. Students are strongly discouraged from seeking or maintaining employment while enrolled in the program. If a student does work and encounters academic and/or disciplinary problems, the student may be counseled to cease employment. Under no circumstances will employment be considered as a reason for excused absence from the student s didactic or clinical education commitments nor will student employment considerations mitigate evaluation of outcomes. Matriculated PA students will not be employed by the Physician Assistant Program under any circumstances. Students will not be allowed to perform clerical or administrative work for the Program. Additionally, students will not substitute for or function as instructional faculty. During clinical rotations, students will not be used to substitute for regular clinical and/or administrative staff. If a student is asked to substitute for regular staff on a rotation, he/she should inform the Clinical Coordinator or Program Director immediately. Examination Security To maintain security during examinations, examination proctors reserve the right to inspect anything a student brings with them into an examination room. Holidays During the first phase of the program, students will observe the usual academic calendar issued by the university. Please see clinical handbook regarding Holiday schedule during the clinical phase.

46 PA Catalog & Policy Handbook 47 Weather-Related Emergencies In the event of severe weather, students should check with the University webpage or call the university. Students are expected to use their best judgment in deciding to travel. Students on rotation sites not affected by the adverse weather conditions are required to attend their rotation even if the University is closed. Conversely, students at a clinical site with significant adverse weather conditions must use their best judgment in consultation with their preceptors in determining their attendance at the site regardless of the University s status. Students must notify the Program of non-attendance as noted above. PA Resources Academic Tutoring Standard A1.05 STANDARD A1.05 The sponsoring institution must provide academic and student health services to PA students that are equivalent to those services provided other comparable students of the institution. The Teaching and Learning Center is available on campus to provide assistance with academic insufficiencies. Students may be required to report to this center as part of an action plan as appropriate. Counseling and Career Center Standard A1.05 STANDARD A1.05 The sponsoring institution must provide academic and student health services to PA students that are equivalent to those services provided other comparable students of the institution. Students experiencing a personal problem, whether it is interfering with academic performance or not, are encouraged to contact their instructor/advisor. The instructor/ faculty advisor will refer the student to Academic Affairs and the Director of Counseling and Career Services. The Director of Counseling and Career Services will determine if the student needs to be referred to for further personal counseling. (Confidentiality waivers are signed and records filed with the agency to which the student is referred.) PA Professional Oath All Physician Assistants make the pledge to perform the following duties with honesty and dedication: Hold as my primary responsibility the health, safety, welfare and dignity of all human beings. Uphold the tenets of patient autonomy, beneficence, non-maleficence and justice. Recognize and promote the value of diversity. Treat equally all persons who seek my care. Hold in confidence the information shared in the course of practicing medicine. Assess my personal capabilities and limitations, striving always to improve my practice. Seek to expand my knowledge and skills, keeping abreast of advances in medicine. Work with other members of the health care team to provide compassionate and effective care of patients.

47 PA Catalog & Policy Handbook 48 Use my knowledge and experience to contribute to an improved community. Respect my professional relationship with the physician. Share and expand knowledge within the profession. (Source: PA Website Student Health Services Standard A1.05, A3.09 As you progress through your education, it is important that you pay attention to your own health. A career in medicine is stressful, and medical providers are frequently guilty of setting a poor example for their patients. Proper nutrition, exercise and stress coping skills will contribute to your success as a student. Standard A1.05 The sponsoring institution must provide academic and student health services to PA students that are equivalent to those services provided other comparable students of the institution. Standard A3.09 Principal faculty, the Program Director, and the Medical Director must not participate as health care providers for students in the program. Core faculty will not participate as health care providers for any student in the PA program. If a student approaches faculty for health care they will to refer him/her to another available provider not associated with the program. A list of local providers will be given to students during orientation. University Library Available to PA students through the electronic resources supported by the Hagan Memorial Library are many electronic and online databases to which the Library subscribes. The databases have become a major segment of the learning resources available on campus and provide scholarly support for all academic programs, including those in the medical field. Most of these databases include full-text journals and other information resources. Of the available electronic resources, those that are considered particularly useful to the PA program consist of the following: ACP Medicine Health Source: Nursing/Academic Edition MD Consult STAT!Ref Encyclopedia of Environmental Microbiology Encyclopedia of Molecular Biology

48 PA Catalog & Policy Handbook 49 CINAHL CINAHL with Full Text Health Source-Consumer Edition Lexis-Nexis Academic Universe MEDLINE Oxford Reference Online Wilson Web OmniFile Full Text Mega Psychology and Behavioral Sciences Collection Library s support of the MSPAS program extends beyond the efforts to enhance its collections described above. In addition, the Librarians provide instruction in the use of library resources, including databases. A library instruction session will be provided to the initial PA cohort in January Strategies for effectively using the new databases will be included in this session. Several online tutorials for medical databases are also available through the Library Tutorials link ( on the Library s homepage. Furthermore, interlibrary loan services have been improved through the creation of an online electronic request forms. Off-campus students are able to have materials mailed rather than needing to come to the Library for pickup. The collaborative agreements of KYVL members facilitate access of students of University of Cumberlands to other libraries and expedite no-fee interlibrary loans from member institutions. The library catalog, all with all electronic resources, may be accessed on-campus or off-campus through the Library s website at Also available on the Library s homepage are links to online forms for Interlibrary Loan requests and to tutorials on accessing and using library resources.

49 PART II: ADDITIONAL RESOURCES PA Catalog & Policy Handbook 50

50 PA Catalog & Policy Handbook 51 PROFESSIONAL ORGANIZATIONS Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) is the recognized accrediting agency that protects the interests of the public and PA profession by defining the standards for PA education and evaluating PA educational programs within the territorial United States to ensure their compliance with those standards. The ARC-PA encourages excellence in PA education through its accreditation process, by establishing and maintaining minimum standards of quality for educational programs. It awards accreditation to programs through a peer review process that includes documentation and periodic site visit evaluation to substantiate compliance with the Accreditation Standards for Physician Assistant Education. The accreditation process is designed to encourage sound educational experimentation and innovation and to stimulate continuous self-study and improvement. American Academy of Physician Assistants (AAPA) The AAPA is the national professional organization of physician assistants. Its membership includes graduate and student physician assistants as well as affiliate membership for physicians and physician assistant educators. The Academy provides a wide range of services for its members, including representation before federal and state governments and health related organizations, public education, pamphlets and brochures, insurance and financial programs, and employment assistance. As an AAPA member, you also receive multiple publications and are entitled to a membership discount for the annual spring conference. Student Physician Assistant Societies are an integral part of the AAPA and make up a body referred to as the Student Academy of the American Academy of Physician Assistants (SAAAPA). The Student Academy meets yearly at the national spring conference to elect officers and representatives. Release time to attend the national conference held in May of each year can be requested from the Program and will be allowed on a case-by-case basis. The national organization represents you and as such deserves your support during your student years and as a graduate Physician Assistant. Support for membership in professional organizations is another benefit also routinely covered by employers. National Commission on Certification of Physician Assistants (NCCPA) All graduates of Physician Assistant Programs accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) are eligible to sit for the national certifying examination (PANCE) offered by the NCCPA.

51 PA Catalog & Policy Handbook 52 Registration applications are completed during the senior year of the Physician Assistant Program. Most states require graduates to take and successfully pass the national boards to continue employment. Please refer to the link below for exam scheduling requirements. Once certified through the NCCPA, each graduate must obtain and report 100 hours of accredited CME every two years. Recertification examinations are also required every ten years, in addition to the CME requirement. Kentucky Academy of Physician Assistants (KAPA) The Kentucky Academy of Physician Assistants (KAPA) serves the needs of certified PAs and PA Students who work or reside in the state of Kentucky. KAPA's Website serves its members and the public by providing a forum for services and ideas designed to strengthen and promote the PA profession throughout Kentucky. KAPA will strive to publicize the contributions of PAs to patients, employers, and policy makers. As the voice and advocate of PAs in Kentucky, KA- PA promotes continuing education for its members, provides PA employment information to PAs and physicians, and strengthens the role of PAs by supporting and encouraging membership in KAPA. Students will be required to attend annual KAPA conferences while in the program. Cost of attendance/transportation is the responsibility of the student.

52 PA Catalog & Policy Handbook 53 PART III: APPENDICES This section contains examples of forms that you will use frequently during your time with us.

53 54 APPENDIX A: Student Handbook Receipt STUDENT HANDBOOK AND POLICY MANUAL RECEIPT AND ACKNOWLEDGMENT I acknowledge that I have received and read the Physician Assistant Program Didactic Catalog and Policy handbook. I have had an opportunity to have any questions answered with regard to its content. I agree to abide by the policies and procedures contained therein. I have been made aware that, as a student enrolled in a University of the Cumberlands program, I am required to comply with the University's policies on Health and Immunization and Student Health Insurance. I have also been made aware that I am bound by policies and procedures contained in the University of the Cumberlands Student Handbook and University Catalogue. Print Name Signature Date

54 55 APPENDIX B: Contact List Department of Physician Assistant Contact List Vice President of Medical Services Eddie Perkins, DO, FACOOG; Program Director Lesley Tipton, MPAS, PA-C; Medical Director David Williams, MD; Faculty Joe Reed, MS, PA-C; ; Kenneth Reed, MS, PA-C; ; Department Administrative Assistant Gregory S. Manning; ; Kelly Cozmanciuc; Kendall Gilbert, MPAS, PA-C; Clinical Coordinator Brad Hall;

55 56 APPENDIX C: Faculty Advising Advisor Class of 2017 Mr. Kendall Gilbert Anthony Baird Mr. Kendall Gilbert Madelyn Baucum Mr. Kendall Gilbert Cheyenne Blanton Mr. Kendall Gilbert Meghan Bowles Mr. Kendall Gilbert Mollee Bundy Mr. Kendall Gilbert Lyndsay Collette Mr. Kendall Gilbert Tracy Dinh Mr. Kendall Gilbert Marye Lou Hill Mr. Kenneth Reed David Hoover Mr. Kenneth Reed Anna Beth Jones Mr. Kenneth Reed Yuichi Kitagawa Mr. Kenneth Reed Sheena Mobley Mr. Kenneth Reed Bridget O'Brien Mr. Kenneth Reed Mary Rhodes Mr. Kenneth Reed Jennifer Rose Mr. Kenneth Reed Richard Sanchez Mr. Kenneth Reed Erin Shea Mr. Kenneth Reed Grahm Smith Mr. Joe Reed Audrey Szigedi Mr. Joe Reed Houston Thola Mr. Joe Reed Kristen Vance Mr. Joe Reed Chelsey Weaver Mr. Joe Reed Audrey White Mr. Joe Reed Michael Wille Mr. Joe Reed Erin Worzalla Mr. Joe Reed Peter Zayac

56 57 APPENDIX D: Mid Semester Advisement Sheet Mid Semester Advisement Sheet: Spring 2015 Student: Date: General Information How do you feel about your performance in the program so far? What do you feel has been your greatest strength? What has been your greatest weakness? Coursework Course Projected Grade Comments How is your stress level related to school? How is your stress level apart from school? Describe your study habits.

57 58 How many hours per day do you usually study? How happy are you with your study habits? Is there anything else that is important to you that your Faculty Advisor should know? Signature Date Faculty Notes/Follow Up:

58 Always Usually Occasionally Seldom Not Applicable 59 APPENDIX E: PDAT Professional Development Assessment Tool Assessment Category General Does the student exhibit a positive and professional attitude? Does the student exhibit emotional stability, maturity, empathy, and physical and mental stamina? Does the student maintain current immunizations, CPR, and background checks? N/A N/A N/A Does the student act appropriately in stressful situations? N/A Did the student report any physical handicap or health issues that may affect his/her ability to provide safe, effective medical care? N/A Professional Does the student show respect for other students and faculty members? N/A Does the student comply with dress codes on campus and/or clinical sites? N/A Is the student and on time for classes and clinical rotations? N/A Does the student exhibit unprofessional behavior (including unnecessary conversations in class during lectures or laboratory sessions)? Is the student able to work cooperatively, promoting and preserving relationships with peers and other members of the health care team? N/A N/A Academic Does the student demonstrate ability to learn and function in a wide variety of didactic and clinical settings? This includes demonstrating cognitive abilities necessary to master relevant content in basic science and clinical courses to provide the standard of care. Is there evidence that the student can communicate effectively, both verbally and written, using appropriate grammar, spelling, and vocabulary? N/A N/A

59 60 Does the student exhibit academic integrity? N/A Does the student demonstrate adaptability relative to changing situations, environments, and new information? N/A Clinical Does the student protect the patient s safety and promote the patient s well-being? N/A Does the student uphold ethical standards for health care? N/A Does the student provide competent medical care and extend to each patient the full measure of professional ability as a dedicated, empathetic student healthcare provider during clinical rotations? Does the student provide competent medical care under the supervision of an assigned preceptor? Does the student demonstrate the ability to learn and function in a wide variety of clinical settings? N/A N/A N/A Comments Faculty Signature Date Student Signature Date

60 61 APPENDIX F: PANCE Blueprint NCCPA Content Blueprint for PANCE & PANRE Table 1: PANCE Organ System Breakdown Organ System Exam Content (%) Cardiovascular 16 Pulmonary 12 Endocrine 6 EENT 9 Gastrointestinal/Nutritional 10 Genitourinary 6 Musculoskeletal 10 Reproductive 8 Neurologic 6 Psychiatry/Behavioral 6 Dermatologic 5 Hematologic 3 Infectious Disease 3 Table 2: PANCE Exam Content by Task Area Task Area Exam Content (%) History-taking and performing physical examinations 16 Using laboratory and diagnostic studies 14 Formulating most likely diagnosis 18 Health maintenance 10 Clinical interventions 14 Pharmaceutical therapeutics 18 Applying basic science concepts 10 Tables 1 and 2 are adapted from the National Commission on Certification of Physician Assistants: NCCPA-Connect. Accessed April 29, 2014.

61 62 PANCE Content Blueprint Cardiovascular System Cardiomyopathy Dilated Hypertrophic Restrictive Conduction Disorders Atrial fibrillation/flutter Atrioventricular block Bundle branch block Paroxysmal supraventricular tachycardia Premature beats Sick Sinus Syndrome Ventricular tachycardia Ventricular fibrillation/flutter Torsades de pointes Congenital Heart Disease Atrial septal defect Coarctation of aorta Patent ductus arteriosus Tetralogy of Fallot Ventricular septal defect Congestive Heart Failure Hypertension Essential Secondary Malignant Hypotension Cardiogenic shock Orthostasis/postural Ischemic Heart Disease Acute myocardial infarction Non-ST segment elevation MI ST segment elevation MI Angina pectoris Stable Unstable Prinzmetal's/variant Vascular Disease Acute rheumatic fever Aortic aneurysm/dissection Arterial embolism/thrombosis Chronic/acute arterial occlusion Giant cell arteritis Peripheral vascular disease Phlebitis/thrombophlebitis Venous thrombosis Varicose veins Venous insufficiency Valvular Disease Aortic stenosis/insufficiency Mitral stenosis/insufficiency Mitral valve prolapsed Tricuspid stenosis/insufficiency Pulmonary stenosis/insufficiency Other Forms of Heart Disease Acute and subacute bacterial endocarditis Acute pericarditis Cardiac tamponade Pericardial effusion Pulmonary System Infectious Disorders Acute bronchitis Acute bronchiolitis Acute epiglottitis Croup Influenza Pertussis Pneumonias Bacterial Viral Fungal HIV-related Respiratory syncytial virus infection Tuberculosis Neoplastic Disease Bronchogenic carcinoma Carcinoid tumors Lung Cancer Pulmonary nodules Obstructive Pulmonary Disease Asthma Bronchiectasis Chronic bronchitis Cystic fibrosis Emphysema Pleural Diseases Pleural effusion Pneumothorax Primary Secondary Traumatic Tension Pulmonary Circulation Cor pulmonale Pulmonary embolism Pulmonary hypertension Restrictive Pulmonary Disease Idiopathic pulmonary fibrosis Pneumoconiosis Sarcoidosis Other Pulmonary Disease respiratory distress syndrome Hyaline membrane disease Foreign body aspiration Acute

62 63 Endocrine System Diseases of the Thyroid Gland Hyperparathyroidism Hypoparathyroidism Hyperthyroidism Hypothyroidism Thyroiditis Neoplastic disease Diseases of the Adrenal Glands Cushing's syndrome Corticoadrenal insufficiency Neoplastic disease Diseases of the Pituitary Gland Acromegaly/gigantism Dwarfism Diabetes insipidus Neoplastic disease Pituitary adenoma Diabetes Mellitus Type 1 Type 2 Lipid Disorders Hypercholesterolemia Hypertriglyceridemia EENT Eye Disorders Blepharitis Blowout fracture Cataract Chalazion Conjunctivitis Corneal abrasion Corneal ulcer Dacryoadenitis Ectropion Entropion Foreign body Glaucoma Hordeolum Hyphema Macular degeneration Nystagmus Optic neuritis Orbital cellulitis Papilledema Pterygium Retinal detachment Retinal vascular occlusion Retinopathy Diabetic Hypertensive Strabismus Ear Disorders Acute/chronic otitis media Acoustic neuroma Barotrauma Cholesteatoma Cerumen impaction Dysfunction of the eustachian tube Foreign body Hearing impairment Hematoma of external ear Mastoiditis Meniere's disease Labyrinthitis Otitis externa Tympanic membrane perforation Vertigo Nose/Sinus Disorders Acute/chronic sinusitis Allergic rhinitis Epistaxis Foreign body Nasal polyps Mouth/Throat Disorders Acute pharyngitis Acute tonsillitis Aphthous ulcers Dental abscess Epiglottitis Laryngitis Oral candidiasis Oral herpes simplex Oral leukoplakia Peritonsillar abscess Parotitis Sialadenitis Neurologic System Diseases of Peripheral Nerves Complex regional pain syndrome Peripheral neuropathies Headaches Cluster headache Migraine Tension headache Vascular Diseases Cerebral aneurysm Intracranial hemorrhage Stroke Transient ischemic attack Infectious Disorders Encephalitis Meningitis Movement Disorders Essential tremor Huntington's disease Parkinson's disease Seizure Disorders Generalized convulsive disorder Generalized nonconvulsive disorder Status epilepticus Other Neurologic Disorders Altered level of consciousness Cerebral palsy Concussion Dementias Delirium Guillain-Barre syndrome Multiple sclerosis Myasthenia gravis Post-concussion syndrome Seizure disorders Status epilepticus Syncope Tourette disorder

63 64 Gastrointestinal System/Nutrition Esophagus Esophagitis Motility disorders Mallory-Weiss tear Neoplasms Strictures Varices Stomach Gastroesophageal reflux disease Gastritis Neoplasms Peptic ulcer disease Pyloric stenosis Gallbladder Acute/chronic cholecystitis Cholelithiasis Cholangitis Liver Acute/chronic hepatitis Cirrhosis Neoplasms Pancreas Acute/chronic pancreatitis Neoplasms Small Intestine/Colon Appendicitis Celiac disease Constipation Diverticular disease Inflammatory bowel disease Intussusception Irritable bowel syndrome Ischemic bowel disease Neoplasms Obstruction Polyps Toxic megacolon Rectum Anal fissure Anorectal abscess/fistula Fecal impaction Hemorrhoids Neoplasms Pilonidal disease Hernia Hiatal Incisional Inguinal Umbilical Ventral Infectious and Non-infectious Diarrhea Nutritional Deficiencies Niacin Thiamine Vitamin A Riboflavin Vitamin C Vitamin D Vitamin K Metabolic Disorders Lactose intolerance Phenylketonuria Genitourinary System Benign Conditions of the GU Tract Benign prostatic hyperplasia Congenital abnormalities Cryptorchidism Erectile dysfunction Hydrocele/varicocele Incontinence Nephro/urolithiasis Paraphimosis/phimosis Testicular torsion Infectious/Inflammatory Conditions Cystitis Epididymitis Orchitis Prostatitis Pyelonephritis Urethritis Neoplastic Diseases Bladder carcinoma Prostate carcinoma Renal cell carcinoma Testicular carcinoma Wilms' tumor Renal Diseases Acute/chronic renal failure Glomerulonephritis Hydronephrosis Nephrotic syndrome Polycystic kidney disease Renal Vascular Disease Electrolyte and Acid/Base Disorders Hyper/hypovolemia Hypo/hypernatremia Hypo/hyperkalemia Hypo/hypercalcemia Hypomagnesemia Metabolic alkalosis/acidosis Respiratory alkalosis/acidosis

64 65 Reproductive System Uterus Dysfunctional uterine bleeding Endometrial cancer Endometriosis/adenomyosis Leiomyoma Prolapse Ovary Cysts Neoplasms Cervix Carcinoma Cervicitis Dysplasia Incompetent Vagina/Vulva Cystocele Neoplasm Prolapse Rectocele Vaginitis Menstrual Disorders Amenorrhea Dysmenorrhea Premenstrual syndrome Menopause Breast Abscess Carcinoma Fibroadenoma Fibrocystic disease Gyncomastia Galactorrhea Mastitis Pelvic Inflammatory Disease Contraceptive Methods Infertility Uncomplicated Pregnancy Prenatal diagnosis/care Normal labor/delivery Complicated Pregnancy Abortion Abruptio placenta Cesarean section Dystocia Ectopic pregnancy Fetal distress Gestational diabetes Gestational trophoblastic disease Molar pregnancy Multiple gestation Placenta previa Postpartum hemorrhage Pregnancy-induced hypertension Premature rupture of membranes Rh incompatibility Musculoskeletal System Disorders of the Shoulder Fractures/dislocations Soft Tissue Injury Rotator cuff disorders Separations Sprain/strain Disorders of the Forearm/Wrist/Hand Fractures/dislocations Boxer's Colles' Gamekeeper's thumb Humeral Nursemaid's elbow Scaphoid Sprains/strains Soft Tissue Injury Tenosynovitis Carpal tunnel syndrome de Quervain's tenosynovitis Elbow tendinitis Epicondylitis Disorders of the Back/Spine Ankylosing spondylitis Back strain/sprain Cauda equina Herniated nucleus pulposis Kyphosis/scoliosis Low back pain Scoliosis Spinal stenosis Disorders of the Hip Aseptic necrosis Fractures/dislocations Developmental dysplasia Slipped capital femoral epiphysis Disorders of the Knee Bursitis Fractures/dislocations Meniscal injuries Osgood-Schlatter disease Sprains/strains Soft tissue injury Disorders of the Ankle/Foot Fractures/dislocations Sprains/strains Soft tissue injury Infectious Diseases Acute/chronic osteomyelitis Septic arthritis Neoplastic Disease Bone cysts/tumors Ganglion cysts Osteosarcoma Osteoarthritis Osteoporosis Compartment Syndrome Rheumatologic Conditions Fibromyalgia Gout/pseudogout Juvenile rheumatoid arthritis Polyarteritis nodosa Polymyositis Polymyalgia rheumatic Reiter's syndrome Rheumatoid arthritis Systemic lupus erythematosus Scleroderma Sjogren's syndrome

65 66 Psychiatry/Behavioral Science Anxiety Disorders Panic disorder Generalized anxiety disorder Posttraumatic stress disorder Phobias Attention-Deficit Disorder Autistic Disorder Eating Disorders Anorexia nervosa Bulimia nervosa Obesity Dermatologic System Eczematous Eruptions Dermatitis Atopic Contact Diaper Nummular eczematous Perioral Seborrheic Stasis Dyshidrosis Lichen simplex chronicus Papulosquamous Diseases Dermatophyte infections Tinea versicolor Tinea corporis/pedis Drug eruptions Lichen planus Pityriasis rosea Psoriasis Desquamation Stevens-Johnson syndrome Toxic epidermal necrolysis Erythema multiforme Mood Disorders Adjustment Depressive Dysthymic Bipolar Personality Disorders Antisocial Avoidant Borderline Histrionic Narcissistic Obsessive-compulsive Paranoid Schizoid Schizotypal Vesicular Bullae Bullous pemphigoid Acneiform Lesions Acne vulgaris Rosacea Folliculitis Verrucous Lesions Seborrheic keratosis Actinic keratosis Insects/Parasites Lice Scabies Spider bites Neoplasms Basal cell carcinoma Kaposi sarcoma Melanoma Squamous cell carcinoma Hair and Nails Alopecia areata Androgenetic alopecia Onycomycosis Paronychia Psychoses Delusional disorder Schizophrenia Schizoaffective disorder Somatoform Disorders Substance Use Disorders Alcohol abuse/dependence Drug abuse/dependence Tobacco use/dependence Other Behavior/Emotional Disorders Acute reaction to stress Child/elder abuse Conduct disorders Domestic violence Uncomplicated bereavement Suicide Viral Diseases Condyloma acuminatum Exanthems Herpes simplex Molluscum contagiosum Verrucae Varicella-zoster virus infections Bacterial Infections Cellulitis/vasculitis Erysipelas Impetigo Fungal Infections Candidiasis Dermatophyte infections Other Acanthosis nigricans Burns Decubitus ulcers/leg ulcers Hidradenitis suppurativa Lipomas/epithelial inclusion cysts Melasma Pressure ulcers Urticaria Vitiligo

66 67 Hematologic System Anemias Anemia of chronic disease Aplastic anemia Vitamin B12 deficiency Folate deficiency Iron deficiency G6PD deficiency Hemolytic anemia Sickle cell anemia Thalassemia Coagulation Disorders Hypercoagulable states Factor VIII disorders Factor IX disorders Factor XI disorders Thrombocytopenia Idiopathic thrombocytopenic purpura Thrombotic thrombocytopenic purpura Von Willebrand's disease Malignancies Acute/chronic lymphocytic leukemia Acute/chronic myelogenous leukemia Lymphoma Multiple myeloma Infectious Diseases Fungal Disease Candidiasis Cryptococcosis Histoplasmosis Pneumocystis Bacterial Disease Acute rheumatic fever Botulism Chlamydia Cholera Diphtheria Gonococcal infections Salmonellosis Shigellosis Tetanus Mycobacterial Disease Tuberculosis Atypical mycobacterial disease Parasitic Disease Amebiasis Hookworms Malaria Pinworms Toxoplasmosis Spirochetal Disease Lyme borreliosis Lyme disease Rocky Mountain spotted fever Syphilis Viral Disease Cytomegalovirus infections Epstein-Barr virus infections Erythema infectiosum Herpes simplex HIV infection Human papillomavirus infections Influenza Mumps Rabies Roseola Rubella Measles Varicella-zoster virus infections

67 68 APPENDIX G: Academic Mentoring Form STUDENT ACADEMIC MENTORING FORM Student: Date: Faculty: Time Start: End: Mode of Contact: Student Initiated Faculty Initiated Other: Describe the reason for this encounter: Academic Remediation Methods Reviewed: Organization of Notes Group Study Plan Study Strategies Other (see below) COMMENTS/NOTES: PLANS and/or REFERRALS TO STUDENT Referred to Graduate Assistant for Tutoring Referred to Disability Services Referred to Course Coordinator Referred to Program Director Study Skills Referred to counseling services Referred to Faculty Advisor

68 69 FOLLOW-UP SUMMARIES Date: Faculty: Date: Faculty: Date: Faculty:

69 70 APPENDIX H: Incident Report Incident Report In the event you are injured, your highest priority is prompt treatment. Do not delay seeking appropriate treatment to fill out paperwork or make notifications. Students should comply with all accident/injury protocols in place at the clinical site. In the absence of a protocol, seek treatment in the nearest emergency department. Student Name: Date: Rotation: Nature of Incident Date of Incident: Approximate Time of Incident: Did Incident Involve Possible Exposure to Bloodborne Pathogen? No Yes (see below) Description of Incident: Actions/First Aid Taken Immediately Following Incident: Bloodborne Pathogen Exposure Students who are potentially exposed to bloodborne pathogens should seek prompt evaluation. Evidence suggests that prophylactic medications are more likely to be effective when taken soon after an exposure. Students should also consider contacting the National Clinicians Post- Exposure Prophylaxis Hotline:

70 71 Notifications Date and Time Notified Clinical Preceptor Onsite Health Services / Employee Health/Occupational Health or Emergency Department Director of Clinical Education or Program Director Student Signature Date Submit this form to the Director of Clinical Education Additional Follow Up / For Program Use

71 72 APPENDIX I: Competencies Standard B3.02 Self-Evaluation of Competencies Standard B3.02 Supervised clinical practice experiences must enable students to meet program expectations and acquire the competencies needed for clinical PA practice. Student Name: Date: The following competencies were developed by the American Academy of Physician Assistants, the Physician Assistant Education Association, the Accreditation Review Commission on Education for Physician Assistants, and the National Commission on Certification of Physician Assistants. Physician Assistant Competencies: A Self-Evaluation Tool Rate your strength in each of the competencies using the following scale: 1 = Needs Improvement 2 = Adequate 3 = Strong 4 = Very Strong Medical knowledge includes an understanding of pathophysiology, patient presentation, differential diagnosis, patient management, surgical principles, health promotion, and disease prevention. Physician assistants must demonstrate core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care in their area of practice. In addition, physician assistants are expected to demonstrate an investigatory and analytic thinking approach to clinical situations. Physician assistants are expected to: understand etiologies, risk factors, underlying pathologic process, and epidemiology for medical conditions identify signs and symptoms of medical conditions select and interpret appropriate diagnostic or laboratory studies manage general medical and surgical conditions to include understanding the indications, contraindications, side effects, interactions, and adverse reactions of pharmacologic agents and other relevant treatment modalities identify the appropriate site of care for presenting conditions, including identifying emergent cases and those requiring referral or admission identify appropriate interventions for the prevention of pathophysiologic conditions identify the appropriate methods to detect pathophysiologic conditions in an asymptomatic individual differentiate between the normal and the abnormal in anatomic, physiological, laboratory findings, and other diagnostic data appropriately use history and physical findings and diagnostic studies to formulate a differential diagnosis provide appropriate care to patients with chronic pathophysiologic conditions

72 73 INTERPERSONAL & COMMUNICATION SKILLS Interpersonal and communication skills encompass verbal, nonverbal and written exchange of information. Physician assistants must demonstrate interpersonal and communication skills that result in effective information exchange with patients, their patients families, physicians, professional associates, and the health care system. Physician assistants are expected to: create and sustain a therapeutic and ethically sound relationship with patients use effective listening, nonverbal, explanatory, questioning, and writing skills to elicit and provide information appropriately adapt communication style and messages to the context of the individual patient interaction work effectively with physicians and other health care professionals as a member or leader of a health care team or other professional group apply an understanding of human behavior demonstrate emotional resilience and stability, adaptability, flexibility, and tolerance of ambiguity and anxiety accurately and adequately document and record information regarding the care process for medical, legal, quality, and financial purposes PATIENT CARE Patient care includes age-appropriate assessment, evaluation, and management. Physician assistants must demonstrate care that is effective, patient-centered, timely, efficient, and equitable for the treatment of health problems and the promotion of wellness. Physician assistants are expected to: work effectively with physicians and other health care professionals to provide patient-centered care demonstrate caring and respectful behaviors when interacting with patients and their families gather essential and accurate information about their patients make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment develop and carry out patient management plans counsel and educate patients and their families competently perform medical and surgical procedures considered essential in the area of practice provide health care services and education aimed at preventing health problems or maintaining health PROFESSIONALISM Professionalism is the expression of positive values and ideals as care is delivered. Foremost, it involves prioritizing the interests of those being served above one s own. Physician assistants must know their professional and personal limitations. Professionalism also requires that PAs practice without impairment

73 from substance abuse, cognitive deficiency, or mental illness. Physician assistants must demonstrate a high level of responsibility, ethical practice, sensitivity to a diverse patient population, and adherence to legal and regulatory requirements. Physician assistants are expected to demonstrate: understanding of legal and regulatory requirements, as well as the appropriate role of the physician assistant professional relationships with physician supervisors and other health care providers respect, compassion, and integrity responsiveness to the needs of patients and society develop and carry out patient management plans accountability to patients, society, and the profession commitment to excellence and on-going professional development commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, informed consent, and business practices sensitivity and responsiveness to patients culture, age, gender, and disabilities self-reflection, critical curiosity, and initiative PRACTICE-BASED LEARNING AND IMPROVEMENT Practice-based learning and improvement includes the processes through which clinicians engage in critical analysis of their own practice experience, medical literature, and other information resources for the purpose of self-improvement. Physician assistants must be able to assess, evaluate, and improve their patient care practices. Physician assistants are expected to: analyze practice experience and perform practice-based improvement activities using a systematic methodology in concert with other members of the health care delivery team locate, appraise, and integrate evidence from scientific studies related to their patients health problems obtain and apply information about their own population of patients and the larger population from which their patients are drawn apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness apply information technology to manage information, access on-line medical information, and support their own education facilitate the learning of students and/or other health care professionals recognize and appropriately address gender, cultural, cognitive, emotional, and other biases; gaps in medical knowledge; and physical limitations in themselves and others SYSTEMS-BASED PRACTICE Systems-based practice encompasses the societal, organizational, and economic environments in which health care is delivered. Physician assistants must demonstrate an awareness of, and responsiveness to, the larger system of health care to provide patient care that is of optimal value. PAs should work to im- 74

74 prove the larger health care system of which their practices are a part. Physician assistants are expected to: use information technology to support patient care decisions and patient education effectively interact with different types of medical practice and delivery systems understand the funding sources and payment systems that provide coverage for patient care practice cost-effective health care and resource allocation that does not compromise quality of care advocate for quality patient care and assist patients in dealing with system complexities partner with supervising physicians, health care managers, and other health care providers to assess, coordinate, and improve the delivery of health care and patient outcomes accept responsibility for promoting a safe environment for patient care and recognizing and correcting systems-based factors that negatively impact patient care apply medical information and clinical data systems to provide more effective, efficient patient care use the systems responsible for the appropriate payment of services

75 Always Usually Occasionally Seldom Not Applicable 76 APPENDIX J: Summative Professionalism Assessment Tool Summative Professionalism Assessment Tool Assessment Category General Did the student exhibit a positive and profession attitude? N/A Did the student exhibit emotional stability, maturity, empathy, and physical and mental stamina? Did the student maintain current immunizations, CPR, and background checks? N/A N/A Did the student act appropriately in stressful situations? N/A Did the student report any physical handicap or health issues that may affect their ability to provide safe, effective medical care? N/A Professional Did the student show respect for other students and faculty members? N/A Did the student comply with dress codes on campus and/or clinical sites? N/A Was the student on time for classes and clinical rotations? N/A Did the student exhibit unprofessional behaviors (including unnecessary conversation in class during lectures or laboratory sessions? Was the student able to work cooperatively, promoting and preserving relationships with peers and other members of the healthcare team? Academic Did the student demonstrate the ability to learn and function in a wide variety of didactic and clinical settings? This includes demonstrating cognitive abilities necessary to master relevant content in basic science and clinical courses to provide the standard of care. Was there evidence that the student can communicate effectively, both verbally and written, using appropriate grammar, spelling, and N/A N/A N/A N/A

76 77 vocabulary? Did the student exhibit academic integrity? N/A Did the student demonstrate adaptability relative to changing situations, environments and new information? N/A Clinical Did the student protect the patient s safety and promote the patient s well-being? N/A Did the student uphold ethical standards for health care? N/A Did the student provide competent medical care and extend to each patient the full measure of professional ability as s dedicated, empathetic student healthcare provider during clinical rotations? Did the student provide competent medical care under the supervision of an assigned preceptor Did the student demonstrate the ability to learn and function in a wide variety of clinical settings? N/A N/A N/A Comments Faculty Signature Date Student Signature Date

77 APPENDIX K: Withdrawal and Policies and Procedures for Refunds of Tuition and Fees Standards A3.17e, A3.14g Standard A3.17e The program must define, publish and make readily available to students upon admission academic performance and progression information to include: e) policies and procedures for withdrawl and dismissal Standard A3.14g The program must define, publish and make readily available to enrolled and prospective students general program information to include: g) policies and procedures for refunds of tuition and fees A student desiring to withdraw from University of the Cumberlands at any time must complete required paperwork and receive permission from the Vice President for Academic Affairs. The withdrawal process normally begins in the Office of Academic Affairs. The following policies and procedures govern withdrawal from the University for the current term. 1. The permanent record of a student who withdraws from University of the Cumberlands up until the last day to drop a class published on the Academic Calendar for that semester or bi-term will list a mark of W for all courses for which another grade (such as an af ) has not been previously posted. A W carries no grade point penalty. 2. Students withdrawing after the last day to drop a course for the semester or bi-term will receive a grade as determined by the professor. In many cases this may be an F. 3. A student who does not attend or ceases to attend a class but never officially drops or withdraws will receive an af for each class when appropriate. An administrative withdrawal will be posted when non-participation in classes results in an active schedule of less than 1 credit hour, with W s, F s or af s posted on all other courses. 4. No student who withdraws from University of the Cumberlands is entitled to a grade report or transcript of credits until the student s account is cleared by the Bursar s Office. 5. The final date of active enrollment (more information below) will be used by the Bursar s Office and the Office of Financial Planning to determine any adjustments involving financial aid and financial charges. Students must officially withdraw through the Office of Academic Affairs. Students who fail to officially withdraw forfeit all rights to a refund or reduction in fees. Any student that does not cancel prior to their required deadline will be assessed a minimum fee of $150 for classes and a minimum fee of $150 for room & board. Deadline dates are posted with the Registrar Office and Bursar Office. Refund Schedule Courses Fifteen Weeks or Greater in Length Official Date of Withdrawal Charge Refund Last day to Register 0% 100% Week 2 of classes 20% 80% Week 3 of classes 40% 60% 78

78 79 Week 4 of classes 60% 40% Week 5 of classes 80% 20% After 5 th week of classes 100% 0% Courses Greater than Six Weeks but Less than Fifteen Weeks in Length Official Date of Withdrawal Charge Refund Last day to Register 0% Week 2 of classes 50% 50% After 2 nd week of classes 100% 0% Courses Six Weeks or Less in Length Official Date of Withdrawal Charge Refund Last day to Register 0% 100% After 1 st week of classes 100% 0% If a student officially withdraws after the posted cancellation deadline and on or before the first day of the term, they will be charged a non-cancellation fee of $150 for tuition and $150 for room and board for the fall and spring term. There is no non-cancellation fee for the summer term(s). If a student officially withdraws after the first day of classes, they will be charged an administrative withdrawal fee of $100 for the fall and spring terms and $50 fee for the summer and bi-terms. A student is not eligible for any financial aid prior to the first day of class attendance. No Refund of Tuition or fees will be applied for dropping a course after the last day to add a course for the term has expired. Medical/Emergency Withdrawal. Students who must withdraw from classes for medical reasons or because of dire personal circumstances may submit a written request to the Academic Affairs Office as soon as the student intends to stop participating in classes. This request must be supported by a letter from a medical professional or other source supporting the student s request with specific information on the student s diagnosis, current condition and continuing treatment requirements, or on the student s personal emergency that necessitates the withdrawal request. If the medical/emergency withdrawal is granted, the student will receive a grade of W in all current classes. NOTE: Normally, partial medical/emergency withdrawals are not permitted (that is, withdrawal from one or two courses while the student continues in others). Administrative Withdrawal. A student may be withdrawn from all classes by administrative action based upon 1. Disciplinary action against a student confirmed by the Vice President for Academic Affairs, the Vice President for Student Services, or other university officer; 2. Failure of the student to confirm enrollment during the enrollment confirmation period at the beginning of a term. 3. Non-Participation in classes resulting in an active schedule of less than 1 credit hour and the posting of an af, F, W in other classes.

79 80 Final Date of Active Enrollment. Whatever the circumstances, at the time of student withdrawal from the current term, the Registrar determines the final date of active enrollment (normally the last date of class attendance for in-seat classes or the withdrawal date for online courses). The final date of active enrollment is used by the Bursar s Office and the Financial Planning Office to determine any eligibility for tuition refund and any requirement for return of financial aid. Verification of Enrollment A student must confirm enrollment at the beginning of each term during the Confirmation of Enrollment period established by the Registrar and published on the Academic Calendar. For inseat courses, Confirmation of Enrollment normally occurs by attendance in all courses on a student s schedule at least once during the confirmation period. For on-line courses, Confirmation of Enrollment normally occurs via active participation in a learning activity in all courses during the confirmation period. With the assistance of other offices and all faculty, the Registrar s Office administers the procedures by which enrollment is confirmed. NOTE: Student Aid is not dispersed by the Financial Planning Office until enrollment is verified. A student s receipt of aid confirms the student s intent to complete all courses on the schedule for the semester. Once enrollment is confirmed and aid is dispersed, all policies and procedures described elsewhere are followed regarding tuition refund and aid remission should a student choose to drop individual classes or withdraw from all classes. TREATMENT OF TITLE IV AID WHEN A STUDENT WITHDRAWS The law specifies how your school must determine the amount of Title IV program assistance that you earn if you withdraw from school. The title IV programs that are covered by this law are: Federal Pell Grants, Academic Competitiveness Grants, Nation al SMART grants, TEACH Grants, Stafford Loans, PLUS Loans, Federal Supplemental Educational Opportunity Grants (FSEOGs), and Federal Perkins Loans. When you withdraw during your payment period or period of enrollment (your school can define these for you and tell you which one applies) the amount of Title IV program assistance that you have earned up to that point is determined by a specific formula. If you received (or your school or parent received on your behalf) less assistance than the amount that you earned, you may be able to receive those additional funds. If you received more assistance than you earned, the excess funds must be returned by the school and/or you. The amount of assistance that you have earned is determined on a prorated basis. For example, if you completed 30%of your payment period or period of enrollment, you earn 30% of the assistance you are originally scheduled to receive. Once you have completed more than 60% of the payment period or period of enrollment, you earn all the assistance that you were scheduled to receive for that period.

80 If you did not receive all of the funds that you earned, you may be due a post-withdrawal disbursement. If your post-withdrawal disbursement includes loan funds, your school must get your permission before it can disburse them. You may choose to decline some or all of the loan funds so that you don t incur additional debt. Your school may automatically use all or a portion of your post-withdrawal disbursement of grant funds for tuition, fees, and room and board charges (as contracted with the school). The school needs your permission to use the post-withdrawal grant disbursement for all other school charges. If you do not give your permission (some schools ask for this when you enroll), you will be offered the funds. However, it may be in your best interest to allow the school to keep the funds to reduce your debt at the school. There are some Title IV funds that you were scheduled to receive that cannot be disbursed to you once you withdraw because of other eligibility requirements. For example, if you are a firsttime, first-year undergraduate student and you have not completed the first 30 days of your program before you withdraw, you will not receive any FFEL or Direct loan funds that you would have received had you remained enrolled past the 30 th day. If you receive (or your school or parents receive on your behalf) excess Title IV program funds that must be returned, your school must return a portion of the excess equal to the lesser of: 1. Your institutional charges multiplied by the unearned percentage of your funds, or 2. The entire amount of excess funds The school must return this amount even if it didn t keep this amount of your Title IV program funds. If your school is not required to return all of the excess funds, you must return the remaining amount. Any loan funds that you must return, you (or your parent for a PLUS loan) repay in accordance with the terms of the promissory note. That is, you make scheduled payments to the holder of the loan over a period of time. Any amount of unearned grant funds that you must return is called an overpayment. The maximum amount of a grant overpayment that you must repay is half of the grant funds you received or were scheduled to receive. You must make arrangements with your school or the Department of Education to return the unearned grant funds. The requirements for Title IV program funds when you withdraw are separate from any refunds policy that your school may have. Therefore, you may still owe funds to the school to cover unpaid institutional charges. Your school may also charge you for any Title IV program funds that the school was required to return. If you don t already know what your schools Refund policy is, you can ask your school for a copy. Your school can also provide you with the requirements and procedures for officially withdrawing from school. If you have questions about your Title IV program funds, you can call the Federal Student Aid Information Center at fedaid ( ). TTY users may call Information is also available on Student Aid on the Web at 81

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