MASTER IN PHYSICIAN ASSISTANT STUDIES (MS-PAS)
Allied Health careers are rapidly expanding in the United States and in Alabama. According to current estimates from the Bureau of Labor Statistics (BLS), 11 of the top 30 fastest-growing occupations are in health-related fields. Specifically, Physician Assistant employment is expected to grow five times faster than average through 2026, with a national employment change of 37.3%.
There are projected to be over 39,000 new jobs for Physician Assistants (PAs) over the next ten years. In 2018, the median annual salary was $130,020, and is expected to continue to increase (BLS Employment Projections). Likewise, Alabama data indicates a comparable growth rate (36.7%) for PAs (Alabama Rate of Job Growth).
The vision of the Department of Physician Assistant Studies is to earn a reputation as one of the leading contributors to the field of healthcare by graduating outstanding Physician Assistants, developing distinguished faculty members, and serving the local community by providing increased access to quality medical providers.
The mission of the Faulkner University Physician Assistant program is to train competent and caring medical professionals, in a Christian environment, to address the physical, mental, emotional, and spiritual needs of individuals in the communities where they live and work.
Program Goals and Competencies
First Time PANCE Pass Rate
Admission Data Summary
2024-2025 Application and Admission Requirements
Timeline for 2024-2025 Admissions Cycle:
May 1, 2024 CASPA Cycle Opens
April 1, 2025 Application deadline
- The program utilizes CASPA for application verification. Once an application is verified in CASPA, the CHS Admissions Coordinator sends the required Faulkner University Supplemental Application, and the Technical Standards Form to the applicant. Upon completion, the CHS Admissions Coordinator marks the applicant as “Ready to Be Reviewed” in CASPA.
- The PA Program Admissions Director (AD) assigns “Ready to Be Reviewed” applications to members of the PA Program’s Admissions Committee for review. Each reviewer assigns a score using an admissions pre-screening rubric, which is based on the admissions requirements and enhancements listed on the program’s website. After completing the pre-screening rubric, the reviewers recommend whether to offer an interview or deny the applicant.
- Applicants selected for an interview are notified by the AD and offered the option of an in-person or virtual interview. The interview panel includes program faculty and community providers when available. Interviewers use a standard rubric to evaluate the interview session.
- Following the interviews, program faculty and the Admissions Committee meet to review each interviewee’s application, pre-screening rubric, and interview performance. Objective scores and any additional insights gained during the interview are discussed. Based on the comprehensive review, the Admissions Committee makes a decision to accept, deny, or place the applicant on a waitlist.
- The final decision is communicated to the applicant via the PA Admissions email account.
Program Applicant Minimum Requirements:
- Official transcripts from every accredited United States College or University attended, or from a University outside of the United States with verified US equivalency.
- Courses completed at Faulkner University do not require official transcripts to be requested.
- Evidence of earned, or pending, bachelor’s degree from a regionally accredited United States University or from a University outside of the US with verified US equivalency and all prerequisite courses:
- Up to 2 prerequisite courses may be in progress at the time of application as long as they are successfully completed (with a letter grade of C or better while maintaining minimum GPA requirements of ≥3.0) by June 1st of the matriculation year.
- Accompanying labs are not considered additional courses.
- If Medical Terminology has not been completed, this will not count towards the two outstanding prerequisite course limit.
- All prerequisites must be completed within 10 years of matriculation date. Courses completed more than 10 years prior to the date of matriculation will not be accepted.
- At the discretion of the Admissions Committee, comparable courses completed during a terminal health related degree may be considered in lieu of undergraduate prerequisite courses.
- Up to 2 prerequisite courses may be in progress at the time of application as long as they are successfully completed (with a letter grade of C or better while maintaining minimum GPA requirements of ≥3.0) by June 1st of the matriculation year.
- Cumulative undergraduate GPA ≥ 3.0:
- This will include post-baccalaureate courses; graduate-level coursework will be excluded.
- Extra consideration will be given to candidates who excelled in their academic coursework.
- Prerequisite GPA ≥ 3.0 (minimum of a C in each course, extra consideration will be given to candidates who excelled in their prerequisite coursework).
- If courses are repeated, all grades achieved in that course will be averaged for GPA calculation.
- Three letters of recommendation
- At a minimum, one letter must be from an MD, DO, PA, or NP.
- Character references from family or friends (regardless of credentials) will NOT count towards the 3 letter requirement.
- Personal Statement
- 100 minimum Direct Patient Care Experience Hours (Documented in CASPA):
- Direct Patient Care Experience Hours will be accepted with experience in any of the following fields:
- Allied Healthcare Provider
- Military Medic/Clinical Specialist Corpsman
- Emergency Department/Hospital Clinic Technician
- Medical Assistant
- Certified Nursing Assistant (CNA) or Aide
- EMT or Paramedic
- Operating Room Technician
- Emergency Department/Clinic Scribe
- Physical Therapist/Physical Therapist Assistant
- Respiratory Therapist/Aide
- Radiology Technician/Technologist
- RN/LPN
- Pharmacy Technician
- Other types of experience may be considered at the discretion of the admissions committee
- Direct Patient Care Experience Hours will be accepted with experience in any of the following fields:
- 40 minimum Shadowing Hours with a PA (documented in CASPA, virtual shadowing hours not accepted)
- Supplemental Faulkner graduate application ($75 fee)
Applicants may enhance their application by meeting any of the below conditions:
- Missional Alignment with Faulkner University
- Faulkner Legacy Student, defined as one of the following:
- Previous degree from Faulkner University
- Completion of at least half of prerequisite coursework at Faulkner University
- Submission of a character reference letter from someone affiliated with Faulkner University
- Excellence in Cumulative, Prerequisite, and last 60-hour coursework GPA.
- Prerequisite science courses taken in a university setting.
- Completion of additional coursework with letter grade of B or higher, examples listed below, that would enhance performance in the PA Program:
- Immunology
- Genetics (While Genetics is not a required prerequisite course, it is strongly encouraged.)
- Pathophysiology
- Biochemistry
- Physics
- Cell Biology
- Organic Chemistry
- Direct patient care experience as one of the following:
- Nurse (LPN, RN), EMT/Paramedic, Military Medic/Clinical Specialist Corpsman
- CNA, AT, PT/OT, Home health with verification of duties, Scribe
- Additional Patient Care and Shadowing Hours over and above the minimum requirements (documented in CASPA).
- Healthcare Related Volunteer Hours (minimum of 100 hours for enhancement, documented in CASPA).
- Military Service
- Advanced Degree in Health Related Studies (example: Master's in Public Health)
- Leadership experience in a service area related to the healthcare profession
- Graduate of a school that has established an articulation agreement with Faulkner University's Physician Assistant Studies program.
Additional Notes
- Due to the COVID-19 pandemic, the program will honor up to two “Pass” grades in prerequisite classes taken anytime between January 1, 2020, and December 31, 2020. No more than 2 total prerequisite courses may be pass/fail.
- Advanced Placement (AP) credit is accepted to satisfy up to one prerequisite course if the AP credit is accepted by the applicant's degree-granting institution and is posted on official academic transcripts as credit toward a specific course.
- Note: While AP credits are accepted, it is recommended to have AP prerequisite courses repeated in a university setting.
- CLEP examination credit is not accepted.
- Science prerequisites must be specifically for science majors.
- Online courses that meet the general coursework requirements are typically accepted; however, prerequisite science courses are recommended to be in-person/on-ground.
- For applicants with many online courses on their transcript, it is recommended to take several in-person upper-level sciences. This demonstrates the ability to handle the level of rigor of an in-classroom setting.
- Each course may only satisfy one prerequisite.
- Applicants submitting prerequisite courses and/or a bachelor’s degree from a university outside of the United States must provide a certified, translated transcript from NAIA Incred or World Education Services that specifically states the US equivalent course(s) and/or degree.
- Please refer to the Faulkner University website for admission requirements for international students: https://www.faulkner.edu/admissions/international-students/
- The Program seeks to promote a cohort of students from varied backgrounds and experiences in order to foster a learning environment that prepares PAs to address the needs of a diverse society.
- The Faulkner University Physician Assistant Studies program does not accept advanced placement credit toward PA Studies courses. (Standard A3.13(c))
- A completed application must be submitted through CASPA in order to be reviewed by Faulkner University. The application cycle for the Fall start will begin in May annually. The deadline for all application materials to be verified in the CASPA application portal is December 1st annually.
- Refer to the Faulkner University Physician Assistant Studies website for additional matriculation requirements. https://www.faulkner.edu/graduate/graduate-degrees/physican-assistant-studies-ms-pas/
Matriculation Requirements
Once candidates have been offered a seat in our program, there are several requirements that must be met prior to matriculating in the Fall. All acceptances are contingent upon satisfactory completion of the following requirements. Acceptance letters will provide detailed instructions for each item listed below.
- Seat Deposit: Once an offer is extended, the candidate will be required to pay a non-refundable deposit in order to reserve their seat.
- Prerequisites / Bachelor’s Degree: If any prerequisites were in progress at the time of application, the candidate will be required to submit official transcripts to verify successful completion. If a bachelor’s degree is pending at the time of application, the candidate will be required to submit official transcripts showing degree conferral. All items must be completed by June 1st of the matriculation year.
- Criminal Background Check and Drug Screen: The PA Program will set up an account for the candidate to complete a criminal background check and drug screen. The candidate will be responsible for the cost of the background check and drug screen. Unsatisfactory results will result in forfeiture of the candidate’s seat.
- Health Insurance - All students must maintain a valid major medical insurance policy while registered at Faulkner University. This includes classes during the didactic and clinical phases of the program.
- Physical Examination - Candidates must have a comprehensive physical examination performed by their healthcare provider to demonstrate that the student is free of any physical or mental impairment(s) which may pose a potential risk to him/herself or to patients or which may interfere with the performance of clinical responsibilities.
- Immunizations - All students are required to maintain immunizations that are recommended by the CDC for healthcare workers. These include: hepatitis B, influenza, COVID-19 (or exemption), measles/mumps/rubella (MMR), varicella (chickenpox), meningococcal, and tetanus/diphtheria/pertussis (Tdap).
Additional questions should be submitted to:
PA Admissions
paadmissions@faulkner.edu
2025-2026 Application and Admission Requirements
|
Timeline for 2025 – 2026 Admission Cycle |
|
|
April 24, 2025 |
CASPA Opens |
|
September 1, 2025 |
Priority Admissions Deadline* (App must be Verified in CASPA by this date to qualify for Round 1 Interviews and Priority admissions.) |
|
October 2025 |
Priority Admissions Interviews |
|
November 2025 |
Priority Admissions Offers |
|
November 1, 2025 |
Application Deadline (App must be verified in CASPA by this date for Round 2 - 3 Interviews) |
|
November 2025 |
Round 2 Interviews |
|
November – December 2025 |
Round 3 Interviews |
|
December 2025 |
Rounds 2 and 3 Interview Offers |
|
April 1, 2026 |
Late Application Deadline (App must be verified in CASPA by this date to qualify for review if seats are still available.) |
*Applicants qualifying for priority admissions:
- Faulkner legacy candidates (Graduate of Faulkner University, completion of at least half of prerequisite courses at Faulkner, or submission of character reference or letter of recommendation from Faulkner University affiliate)
- Applicants of schools that have an Affiliation Agreement with Faulkner University for PA studies
- Applicants with a cumulative GPA of 3.75 or greater
- Applicants demonstrating missional alignment
PA Studies Admissions Procedures:
The program utilizes CASPA for application verification. Once an application is verified in CASPA, the CHS Graduate Admissions Coordinator sends the required Faulkner University Supplemental Form which includes the Technical Standards Attestation to the applicant. Upon completion, the CHS Admissions Coordinator marks the applicant as “Ready to Be Reviewed” in CASPA.
“Ready to Be Reviewed” applications are reviewed by one or more member of the PA Program’s Admissions Committee. The reviewer assigns a score using an admissions pre-screening rubric, which is based on the admissions requirements and enhancements listed on the program’s website.
Applicants able to meet all minimum requirements prior to matriculation will be offered an interview (in-person or virtual option) while seats remain available. All interview panels include program faculty and may also include community providers and Faulkner employees from other CHS graduate programs. Interviewers use a standard rubric to evaluate the interview.
Following the interviews, the total points from the admissions pre-screening rubric will be added to the applicant’s interview rubric score and applicants will be ranked according to total score. The admissions committee will then meet to review rankings and discuss any additional insights gained from the interviews. Based on the comprehensive review, the Admissions committee decides to accept, deny, or place the applicant on a wait.
The final decision is communicated to the applicant via CASPA.
Program Minimum Application Requirements:
- Official transcripts submitted via CASPA from every accredited United States College or University attended, or from a university outside of the United States with verified US equivalency.
- Courses completed at Faulkner University do not require official transcripts to be requested.
- Transcripts must provide evidence of earned or pending bachelor’s degree from a regionally accredited United States University or from a university outside of the US with verified US equivalency a
- Transcripts must provide evidence of all required prerequisite coursework.
- Up to 2 prerequisite courses may be in progress at the time of application if they are successfully completed (with a letter grade of C or better while maintaining minimum GPA requirements of ≥3.0) by August 1st of the matriculation year.
- Accompanying labs are not considered in progress prerequisite courses.
- Medical Terminology, if not yet completed, may be in progress in addition to the 2 prerequisite courses.
- At the discretion of the Admissions Committee, comparable courses completed during a terminal health related degree may be considered in lieu of undergraduate prerequisite courses.
- Up to 2 prerequisite courses may be in progress at the time of application if they are successfully completed (with a letter grade of C or better while maintaining minimum GPA requirements of ≥3.0) by August 1st of the matriculation year.
- GPA Requirements:
- Cumulative GPA: ≥ 3.0
- Science GPA: ≥ 3.0
- Last 60 hrs. GPA ≥ 3.0
*GPAs are taken as determined by CASPA. It is the applicant’s duty to ensure that GPAs are accurately reflected in CASPA.
- Minimum grade of ‘C’ in each prerequisite course.
- Three Letters of Recommendation
- No relatives
- At least one letter must be from an MD, DO, NP, or PA.
- At least one letter must be from a supervisor or professor.
- Recommenders should be able to speak to the skill, knowledge, professionalism, work ethic, or unique qualifications of the applicant.
- Letters of recommendation are evaluated based on strength of recommendation.
- Personal Statement
- Personal statements are evaluated based on quality of writing, demonstration of program missional alignment, and demonstration of motivation to pursue PA education or the PA profession.
- Minimum of 200 Direct Patient Care Hours (Documented in CASPA)
- Direct patient care experience refers to hands-on, patient-facing work where the individual interacts directly with patients to provide medical care, assistance, or support. This experience helps demonstrate clinical knowledge, empathy, communication skills, and an understanding of patient care.
- Examples of direct patient care experiences include, but are not limited to: Licensed Health Provider, Tech (OR, ER, Clinic, Hospital, Radiology, Patient Care, Lab, etc.), Medical Assistant, EMT, Paramedic, CNA/ Aide (home health, nurse, PT, OT), Scribe, Physical Therapist, Occupational Therapist, Phlebotomist, Medical Volunteer (medical mission work, hospice, etc.), RN/LPN, Health Educator, Certified Pharmacy Technician, etc.
- Direct patient care experiences do NOT include: Any experiences involving solely clerical work. Examples of experiences that will not satisfy direct patient care requirements include, but are not limited to: Camp Counselor, Front Desk Worker, Social Worker, Unit Clerk, Clerical Pharm Tech, etc.
- Submission of Faulkner PA Supplemental Form which includes technical standards attestation.
Additional Requirements for International Students:
Applicants submitting prerequisite courses and/or a bachelor’s degree from a university outside of the United States must provide a certified, translated transcript from NAIA Incred or World Education Services that specifically states the US equivalent course(s) and/or degree.
Applicants whose native language is not English are required to take an examination of their English language ability. The test required is the Test of English as a Foreign Language (TOEFL), and a minimum score of 550 is required on the paper-based test and 213 on the computer-based test. On the computer-based TOEFL, we require a total score of 80 with 20 on each section (listening, speaking, reading and writing).
Prospective and current international students are responsible for staying informed of the United States Department of Homeland Security and regulations for the International Student and Exchange Visitor Program (SEVP). It is your responsibility to obtain your visa, file your I-901 form and pay the mandatory SEVIS fee, and make any necessary travel arrangements.
*Only international students with a valid immigration student status of F-1 will be permitted to register.
Applicants may enhance their application by demonstrating any of the following:
- Missional Alignment with Faulkner University
- Faulkner Legacy Student, defined as one of the following:
- Previous degree from Faulkner
- Completion of at least half of prerequisite coursework at Faulkner
- Submission of character reference letter of recommendation from someone affiliated with Faulkner
- Excellence in Cumulative, Science, and Last 60-hour GPAs.
- Completion of any of the following additional science coursework with a letter grade of B or higher:
- Immunology
- Genetics
- Pathophysiology
- Biochemistry
- Physics
- Cell Biology
- Organic Chemistry
- More than 200 Direct Patient Care Hours
- PA Shadowing Hours
- Military Service
- Leadership experience in a healthcare profession
- Advanced Degree in Health-Related Studies (Ex: Master’s in Public Health)
Matriculation Requirements
Once candidates have been offered a seat in our program, there are several requirements that must be met prior to matriculating in the Fall. All acceptances are contingent upon satisfactory completion of the following requirements. Acceptance letters will provide detailed instructions for each item listed below.
- Seat Deposit: Once an offer is extended, the candidate will be required to pay a non-refundable seat deposit of $1,000 in order to reserve their seat.
- Prerequisites / Bachelor’s Degree: If any prerequisites were in progress at the time of application, the candidate will be required to submit official transcripts to verify successful completion. If a bachelor’s degree is pending at the time of application, the candidate will be required to submit official transcripts showing degree conferral. All items must be completed by August 1st of the matriculation year.
- Criminal Background Check and Drug Screen: The PA Program will set up an account for the candidate to complete a criminal background check and drug screen. The candidate will be responsible for the cost of the background check and drug screen. Unsatisfactory results will result in forfeiture of the candidate’s seat.
- Health Insurance - All students must maintain a valid major medical insurance policy while registered at Faulkner University. This includes classes during the didactic and clinical phases of the program.
- Physical Examination - Candidates must have a comprehensive physical examination performed by their healthcare provider to demonstrate that the student is free of any physical or mental impairment(s) which may pose a potential risk to him/herself or to patients or which may interfere with the performance of clinical responsibilities.
- Immunizations - All students are required to maintain immunizations that are recommended by the CDC for healthcare workers. These include: hepatitis B, influenza, COVID-19 (or exemption), measles/mumps/rubella (MMR), varicella (chickenpox), meningococcal, and tetanus/diphtheria/pertussis (Tdap).
Prerequisites
|
Prerequisite Course Requirements for 2025-2026 *All science prerequisites must be at the level required for science majors. *All prerequisite courses must be completed with a minimum grade of “C” |
||
|
Course Requirement |
Required Hrs. |
Supplemental Information |
|
General Biology with Lab |
7-8 credit hours |
An upper-level biology elective may be accepted in place of one of the general biology courses. |
|
Microbiology with Lab |
4 credit hours |
|
|
Human Anatomy & Physiology with Lab |
8 credit hours |
|
|
General Chemistry with Lab |
8 credit hours |
An upper-level chemistry elective may be accepted in place of one of the general chemistry courses. |
|
Statistics |
3 credit hours |
Statistics must be completed in the Math or Psychology Department. Business Statistics is NOT acceptable. |
|
Psychology |
3 credit hours |
General, Developmental, or Abnormal Psychology accepted; Must be taken in the psychology department. |
|
Medical Terminology |
1 credit hours |
|
Additional Information Regarding Prerequisite Course Requirements
- All science courses must be at the level required for science majors.
- All prerequisite courses must be completed with a minimum grade of “C”.
- Due to the COVID-19 pandemic, the program will honor up to two “Pass” grades in prerequisite classes taken anytime between January 1, 2020, and December 31, 2020. No more than 2 total prerequisite courses may be pass/fail.
- Advanced Placement (AP) credit is accepted to satisfy up to one prerequisite course if the AP credit is accepted by the applicant's degree-granting institution and is posted on official academic transcripts as credit toward a specific course.
- CLEP examination credit is not accepted.
- Online courses are accepted; however, prerequisite science courses are recommended to be in-person/on-ground.
- Each course may only satisfy one prerequisite.
- The Program seeks to promote a cohort of students from varied backgrounds and experiences to foster a learning environment that prepares PAs to address the needs of a diverse society.
- The Faulkner University Physician Assistant Studies program does not accept advanced placement credit toward PA Studies courses. (Standard A3.13(c))
Tuition and Fees
Faulkner University Physician Assistant Studies Program
Tuition, Fees, and Associated Cost of Attendance
Please Note: Tuition, fees, and associated costs of attendance are estimates only. Tuition and fees are officially established annually at the Faulkner University Board of Trustees meeting.
| Tuition and Fees: 2025-2026 | Tuition | Fees |
| $900 per credit hour | $1960 per semester |
| Tuition | $900/credit hours x 116 | $104,400 |
| General Fee | $350 x 7 semesters | $2,450 |
| Clinical Fee | $1,610 x 7 semesters | $11,270 |
| Total Program Cost | $118,120 | |
Program Required Expenses
The table below includes *estimates of additional expenses incurred by students.
| Books / Medical Equipment | $4,300 |
| Laptop / iPad | $2,000 |
| Scrubs | $120 |
| Health Insurance | $8,400 |
| Background Check (Required annually) | $60 |
| Drug Screen (Required annually, and as needed) | $29 |
Other Expenses
Other expenses are *estimated in the table below.
| Lodging | $36,400 |
| Transportation | $3,500 |
| Graduation Fee | $150 |
| PA National Certifying Exam (PANCE) Fee | $550 |
| Student Memberships (AAPA, ASPA) | $100 |
| Miscellaneous (renters insurance, additional study resources, etc.) | $2,000 |
*Estimated expenses updated in 2024 based on a survey of previous students.
Withdrawal and Refunds
The MS-PAS Program will follow Faulkner University's policy for refunds in the case of student withdrawal. If a student withdraws from classes, they are only subject to a refund if they withdraw within a certain time frame. A student who withdraws through the 14th day from the start date of term will receive 100% refund, less $200. From the 15th day through the 21st day from the start date of term will receive 50% refund, and after the 21st day from the start date of the term: 0% refund. Refer to Faulkner University's Student Accounts page for complete information.
Accreditation
Curriculum
MS Degree Plan
Students will complete the program with their cohort in the following sequence:
|
Course # |
Semester 1 (Fall) |
Hours |
|
PAS 5500 |
Human Anatomy with Lab |
5 |
|
PAS 5410 |
Foundations of Health and Disease I |
4 |
|
PAS 5210 |
Professional Development I |
2 |
|
PAS 5211 |
Clinical and Technical Skills I |
2 |
|
PAS 5111 |
Clinical and Technical Skills Lab I |
1 |
|
PAS 5112 |
Pharmacology I |
1 |
|
Total |
15 |
|
|
Course # |
Semester 2 (Spring) |
Hours |
|
PAS 5215 |
Neuroanatomy |
2 |
|
PAS 5220 |
Foundations of Health and Disease II |
2 |
|
PAS 5120 |
Professional Development II |
1 |
|
PAS 5221 |
Clinical and Technical Skills II |
2 |
|
PAS 5121 |
Clinical and Technical Skills Lab II |
1 |
|
PAS 5113 |
Clinical Medicine - Dermatology |
1 |
|
PAS 5122 |
Clinical Medicine - Hematology |
1 |
|
PAS 5233 |
Clinical Medicine - Infectious Disease |
2 |
|
PAS 5244 |
Clinical Medicine - Pulmonology |
2 |
|
PAS 5455 |
Behavioral Medicine and Social Sciences |
4 |
|
PAS 5123 |
Pharmacology II |
1 |
|
Total |
19 |
|
|
Course # |
Semester 3 (Summer) |
Hours |
|
PAS 5230 |
Foundations of Health and Disease III |
2 |
|
PAS 5130 |
Professional Development III |
1 |
|
PAS 5231 |
Clinical and Technical Skills III |
2 |
|
PAS 5131 |
Clinical and Technical Skills Lab III |
1 |
|
PAS 5160 |
Clinical Medicine - EENT |
1 |
|
PAS 5270 |
Clinical Medicine - Neurology |
2 |
|
PAS 5280 |
Clinical Medicine - MSK/Rheumatology |
2 |
|
PAS 5490 |
Clinical Medicine - Cardiology / ECG |
4 |
|
PAS 5128 |
Geriatrics |
1 |
|
PAS 5132 |
Pharmacology III |
1 |
|
Total |
17 |
|
|
Course # |
Semester 4 (Fall) |
Hours |
|
PAS 5240 |
Foundations of Health and Disease IV |
2 |
|
PAS 5140 |
Professional Development IV |
1 |
|
PAS 5241 |
Clinical and Technical Skills IV |
2 |
|
PAS 5141 |
Clinical and Technical Skills Lab IV |
1 |
|
PAS 5260 |
Clinical Medicine - Gastroenterology |
2 |
|
PAS 5125 |
Clinical Medicine - Urology |
1 |
|
PAS 5133 |
Clinical Medicine - Nephrology |
1 |
|
PAS 5143 |
Clinical Medicine - Endocrinology |
1 |
|
PAS 5250 |
Clinical Medicine - Women’s Health |
2 |
|
PAS 5217 |
Pediatrics |
2 |
|
PAS 5142 |
Pharmacology IV |
1 |
|
PAS 5100 |
Clinical Phase Preparation |
1 |
|
Total |
17 |
|
Course # |
Semesters 5, 6, 7 (Clinical Rotations) (Spring) |
Hours |
|
PAS 6508 |
Women’s Health |
5 |
|
PAS 6509 |
Behavioral and Mental Health |
5 |
|
PAS 6510 |
Elective I |
5 |
|
PAS 5150 |
Professional Development V |
1 |
|
PAS 6503 |
Internal Medicine |
5 |
|
PAS 6501 |
Pediatrics |
5 |
|
PAS 6502 |
Family Medicine |
5 |
|
PAS 5161 |
Professional Development VI |
1 |
|
PAS 6504 |
General Surgery |
5 |
|
PAS 6511 |
Elective II |
5 |
|
PAS 6505 |
Emergency Medicine |
5 |
|
PAS 5170 |
Professional Development VII |
1 |
|
PAS 5099 |
Summative Seminar |
0 |
|
Total |
48 |
*SCPE courses may be taken in any combination and sequence throughout the clinical year.
*Professional Development (PD) courses will be taken in numerical order with one PD course per semester.
|
Curriculum |
Total Credit Hours |
|
Didactic |
68 |
|
Clinical |
48 |
|
Overall |
116 |
|
Graduation Requirements: |
|
|
Successful completion of all required courses. |
|
|
Minimum 1,200 clinical hours |
|
Course Name |
Credit Hours |
Course Description |
|
PAS 5500 |
5 |
This is a systems based course that will emphasize the application of anatomical knowledge to clinical practice. This course covers gross anatomy while demonstrating the design inherent in the human body and how alterations from the norm can affect function. Structure-function relationships will be explored at multiple levels of organization, specifically, cell, tissue, organ, and systems. |
|
PAS 5410 |
4 |
This is a systems based course that will emphasize the application of knowledge of human physiology to primary care practice. This is the first of four Foundation courses presented in the didactic year; the subsequent three courses will align with the Clinical Medicine series. The courses cover important foundational information and review content for organ system and disease-specific conditions: anatomy and physiology, approach to the patient, pathophysiologic basis of disease, and genetic basis of disease. |
|
PAS 5210 |
2 |
The professional development sequence of courses spans the entire program curriculum and is intended to introduce and integrate principles of professionalism, ethics, advocacy, research, the public health system, and the business of medicine with the practice of medicine. The first semester focuses on the history of the profession, and integrating advocacy and evidence based medicine with the practice of medicine. |
|
PAS 5211 |
2 |
This course is the first in a sequence of four didactic courses presented in the first year. The in-person course is designed to develop the clinical skills necessary for practice as a physician assistant in primary care. This course introduces the student to the art of obtaining the patient history and performing the physical examination. Lectures will detail how to elicit a medical history, perform a complete physical examination, and correct medical documentation. |
|
PAS 5111 |
1 |
This lab course will complement the Clinical and Technical Skills lecture based course. Weekly small group labs facilitated by the faculty will allow the student to practice and develop history and physical exam skills. Students will ultimately learn the proper techniques in order to perform a comprehensive physical examination. |
|
PAS 5112 |
1 |
This course introduces the pharmacologic principles and concepts which are essential for making sound pharmacotherapeutic decisions. This course covers pharmacokinetics, pharmacodynamics, drug metabolism, and pharmacogenomics. |
|
PAS 5215 |
2 |
This course is an in depth study of the structure and function of the neurological system, including gross anatomy, histology, embryology and physiology. Students will be introduced to selected pathologies and special tests that facilitate the understanding of the relationship of the nervous system to function of the human body. |
|
PAS 5220 |
2 |
This is a systems based course that will emphasize the application of knowledge of human physiology to primary care practice. This is the second of four Foundation courses presented in the didactic year; these courses will align with the Clinical Medicine series. The courses cover important foundational information and review content for organ system and disease-specific conditions: anatomy and physiology, approach to the patient, pathophysiologic basis of disease, and genetic basis of disease. |
|
PAS 5120 |
1 |
The professional development sequence of courses spans the entire program curriculum and is intended to introduce and integrate principles of professionalism, ethics, advocacy, research, the public health system, and the business of medicine with the practice of medicine. The second semester focuses on the medical ethics, medical professionalism, and interprofessional collaboration with the practice of medicine. |
|
PAS 5221 |
2 |
This course is the second in a sequence of four didactic courses presented in the first year. The course is designed to develop the clinical skills necessary for practice as a physician assistant in primary care. This course will enhance the knowledge and skills relevant to obtaining a medical history, conducting a physical examination, formulating a differential diagnosis, and developing an initial management plan. The focus of this course is to develop critical thinking skills as well as procedural skills required in physician assistant practice. Topics included in this course are closely aligned with those in the Clinical Medicine courses. The student will also be introduced to laboratory and imaging basics which will lead to systems-based diagnostic imaging and laboratory medicine concepts to align with the Clinical Medicine courses. In addition, practice in selection and interpretation of routine diagnostics is incorporated throughout this course. |
|
PAS 5121 |
1 |
This course is the second in a four course series that will complement the Clinical and Technical Skills Lecture course. It will introduce clinical decision-making skills as well as procedural skills required in physician assistant practice. Topics included in this course are closely aligned with those in the Clinical Medicine and Pharmacotherapeutics courses. Each topic is presented in a variety of formats to include but not limited to small group exercises and laboratory exercises. Clinical case study discussions, led by program faculty, are utilized to develop problem solving skills. Standardized Patients (SPs) and/or Objective Structured Clinical Examinations (OSCEs) prepare the student for clinical patient interactions. The student will be introduced to Simulation which will be utilized in subsequent Clinical Skills blocks in the didactic year. The student will also be introduced to laboratory and imaging basics which will lead to systems-based diagnostic imaging and laboratory medicine concepts to align with the Clinical Medicine courses. In addition, practice in selection and interpretation of routine diagnostics is incorporated throughout this course. |
|
PAS 5113 |
1 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the dermatological system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5122 |
1 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the hematologic system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5233 |
2 |
This course uses a generalized approach to study infectious diseases by examining the mechanisms of disease transmission and pathogenicity, methods of diagnosis, antimicrobial pharmacotherapy, common and systemic clinical presentations, and methods for infection control and prevention. Common bacterial, viral, fungal, and parasitic pathogens are explored. Organ system specific infections are primarily discussed in their corresponding clinical science courses. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5244 |
2 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the pulmonary system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5455 |
4 |
This course is designed to provide students with a comprehensive understanding of behavioral medicine and social sciences essential for successful clinical practice. Students will develop a solid foundation in medical knowledge, skills, and attitudes crucial for the clinical year. Topics covered will include psychological principles, social determinants of health, patient communication strategies, cultural competency, and ethical considerations in healthcare. By exploring the intersection of medicine and behavioral sciences, students will be equipped to address the diverse psychosocial factors influencing patient care and outcomes. This course will prepare students to navigate complex clinical scenarios with empathy, professionalism, and a patient-centered approach, setting the stage for a successful transition into the clinical year. |
|
PAS 5123 Pharmacology II |
1 |
This course is the second in a four course sequence that is designed to teach students appropriate pharmacotherapeutics in an organ systems-based approach that complements the sequencing in the clinical medicine course. |
|
PAS 5230 |
2 |
This is a systems based course that will emphasize the application of knowledge of human physiology to primary care practice. This is the third of four Foundation courses presented in the didactic year; these courses will align with the Clinical Medicine series. The courses cover important foundational information and review content for organ system and disease-specific conditions: anatomy and physiology, approach to the patient, pathophysiologic basis of disease, and genetic basis of disease. |
|
PAS 5130 Professional Development III |
1 |
The professional development sequence of courses spans the entire program curriculum and is intended to introduce and integrate principles of professionalism, ethics, advocacy, research, the public health system, and the business of medicine with the practice of medicine. The third semester focuses on research methods and advocating for the PA profession with the practice of medicine. |
|
PAS 5231 |
2 |
This course is the third in a sequence of four didactic courses presented in the first year. The course is designed to further develop the clinical skills necessary for practice as a physician assistant in primary care. This course will enhance the knowledge and skills relevant to obtaining a medical history, conducting a physical examination, formulating a differential diagnosis, and developing a management plan. The focus of this course is to develop critical thinking skills as well as procedural skills required in physician assistant practice. Topics included in this course are closely aligned with those in the Clinical Medicine courses.The student will also be introduced to laboratory and imaging basics which will lead to systems-based diagnostic imaging and laboratory medicine concepts to align with the Clinical Medicine courses. In addition, practice in selection and interpretation of routine diagnostics is incorporated throughout this course. |
|
PAS 5131 |
1 |
This course is the third in a four course series that will complement the Clinical and Technical Skills Lecture course. It will introduce clinical decision-making skills as well as procedural skills required in physician assistant practice. Topics included in this course are closely aligned with those in the Clinical Medicine and Pharmacotherapeutics courses. Each topic is presented in a variety of formats to include but not limited to small group exercises and laboratory exercises. Clinical case study discussions, led by program faculty, are utilized to develop problem solving skills. Standardized Patients (SPs) and/or Objective Structured Clinical Examinations (OSCEs) prepare the student for clinical patient interactions. The student will be introduced to Simulation which will be utilized in subsequent Clinical Skills blocks in the didactic year. |
|
PAS 5160 |
1 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the EENT system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5270 |
2 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the neurological system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5280 |
2 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the musculoskeletal and rheumatological system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5490 |
4 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the cardiological system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5128 |
1 |
This course will focus on issues specific to geriatrics, examining the similarities and, primarily, the differences inherent to this population. The process of death and dying and end of life issues will be discussed. |
|
PAS 5132 |
1 |
This course is the third in a four course sequence that is designed to teach students appropriate pharmacotherapeutics in an organ systems-based approach that complements the sequencing in the clinical medicine course. |
|
PAS 5240 Foundations of Health and Disease IV |
2 |
This is a systems based course that will emphasize the application of knowledge of human physiology to primary care practice. This is the second of four Foundation courses presented in the didactic year; these courses will align with the Clinical Medicine series. The courses cover important foundational information and review content for organ system and disease-specific conditions: anatomy and physiology, approach to the patient, pathophysiologic basis of disease, and genetic basis of disease. |
|
PAS 5140 |
1 |
The professional development sequence of courses spans the entire program curriculum and is intended to introduce and integrate principles of professionalism, ethics, advocacy, research, the public health system, and the business of medicine with the practice of medicine. The fourth semester focuses on the public health system and the business of medicine including: health policy, healthcare delivery systems, patient advocacy, and maintenance of population health. |
|
PAS 5241 |
2 |
This course is the last in a sequence of four didactic courses presented in the first year. The course is designed to further develop the clinical skills necessary for practice as a physician assistant in primary care. This course will enhance the knowledge and skills relevant to obtaining a medical history, conducting a physical examination,formulating a differential diagnosis, and developing a management plan. The focus of this course is to develop critical thinking skills as well as procedural skills required in physician assistant practice. Topics included in this course are closely aligned with those in the Clinical Medicine courses. The student will also be introduced to laboratory and imaging basics which will lead to systems-based diagnostic imaging and laboratory medicine concepts to align with the Clinical Medicine courses. In addition, practice in selection and interpretation of routine diagnostics is incorporated throughout this course. |
|
PAS 5141 |
1 |
This course is the last in a four course series that will complement the Clinical and Technical Skills Lecture course. It will introduce clinical decision-making skills as well as procedural skills required in physician assistant practice. Topics included in this course are closely aligned with those in the Clinical Medicine and Pharmacotherapeutics courses. Each topic is presented in a variety of formats to include but not limited to small group exercises and laboratory exercises. Clinical case study discussions, led by program faculty, are utilized to develop problem solving skills. Standardized Patients (SPs) and/or Objective Structured Clinical Examinations (OSCEs) prepare the student for clinical patient interactions. The student will be introduced to Simulation which will be utilized in subsequent Clinical Skills blocks in the didactic year. |
|
PAS 5260 |
2 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the gastrointestinal system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5125 |
1 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the urological system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5133 |
1 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the Nephrological system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5143 |
1 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the endocrine system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5250 |
2 |
This system-based lecture course is designed to teach the student fundamental principles in epidemiology, physiology, pathophysiology, clinical presentation, diagnostic testing, and treatment of disease states and conditions commonly encountered in the reproductive system across the lifespan. Appropriate ordering and interpretation of diagnostic tests and pharmacological treatment as related to the disease states presented are included. This course is coordinated with the Foundations of Health and Disease, Pharmacology, and Clinical and Technical Skills courses. Together, these evidence-based courses encompass initial presentation through follow-up care with a patient centered medical model that includes physical, mental, emotional, and spiritual aspects throughout the lifespan. Lectures present the most common clinical conditions (acute, emergent, and chronic) seen by primary care providers. In addition, the course incorporates patient education, health promotion and disease prevention, and provides opportunities for the student to develop and refine critical thinking skills in preparation for clinical practice. |
|
PAS 5217 |
2 |
This course is designed to introduce students to pediatric care by providing an overview of specific illnesses, diagnostic tests, terminology and treatment in this special population while emphasizing the role of the PA in a general pediatric practice. The course will explore normal growth and development and immunization recommendations and, also, provide an overview of the similarities and differences between pediatric and adult populations. |
|
PAS 5142 |
1 |
This course is the last in a four course sequence that is designed to teach students appropriate pharmacotherapeutics in an organ systems-based approach that complements the sequencing in the clinical medicine course. |
|
PAS 5100 Clinical Phase Preparation |
1 |
This course is designed to equip students with the essential knowledge and skills necessary for a successful transition into the clinical year of their physician assistant program. This includes: understanding policies and procedures governing the clinical year, safety in the clinical setting, effective preparation for clinical rotations, understanding student and preceptor expectations, and professional and legal requirements for practice as a student. |
|
PAS 6508 |
5 |
This course is a five week supervised clinical practice experience in women’s health, including prenatal and gynecologic care in various clinical settings, and is designed to provide encounters necessary to acquire the requisite competencies of a practicing physician assistant. |
|
PAS 6509 |
5 |
This course is a five week supervised clinical practice experience in behavioral and mental health in varied clinical settings and is designed to provide encounters necessary to acquire the requisite competencies of a practicing physician assistant. |
|
PAS 6510 |
5 |
This course is a five week supervised clinical practice experience designed to allow students to explore new areas of PA practice or reinforce and strengthen areas of perceived deficits. Students may also choose to utilize the elective rotation to evaluate, and be evaluated by, a potential employer. |
|
PAS 5150 |
1 |
The professional development sequence of courses spans the entire program curriculum and is intended to introduce and integrate principles of professionalism, ethics, advocacy, research, the public health system, and the business of medicine with the practice of medicine. The fifth semester focuses on the provider wellness, patient safety, prevention of medical error, quality improvement, and risk management within the practice of medicine. |
|
PAS 6503 |
5 |
This course is a five week supervised clinical practice experience in internal medicine and is designed to provide exposures to patients across the lifespan of adults and elderly. Education may occur in varied clinical settings and is designed to provide encounters necessary to acquire the requisite competencies of a practicing physician assistant. |
|
PAS 6501 |
4 |
This course is a five week supervised clinical practice experience in general pediatric care providing exposure to patients across the lifespan of infants, children, and adolescents. Education may occur in varied clinical settings and is designed to provide encounters necessary to acquire the requisite competencies of a practicing physician assistant. |
|
PAS 6502 |
5 |
This course is a five week supervised clinical practice experience in family medicine and is designed to provide exposures to patients across the lifespan of infants, children, adolescents, adults, and elderly. Education may occur in varied clinical settings and is designed to provide encounters necessary to acquire the requisite competencies of a practicing physician assistant. |
|
PAS 5161 |
1 |
The professional development sequence of courses spans the entire program curriculum and is intended to introduce and integrate principles of professionalism, ethics, advocacy, research, the public health system, and the business of medicine with the practice of medicine. The sixth semester focuses on PA professional practice to include: licensure, credentialing, laws and regulations regarding professional practice and conduct, and policy issues that affect clinical practice. |
|
PAS 6504 |
5 |
This course is a five week supervised clinical practice experience in general surgery and is designed to provide exposures to patients across the lifespan and include management of pre-, intra-, and post-operative issues. Education may occur in varied clinical settings and is designed to provide encounters necessary to acquire the requisite competencies of a practicing physician assistant. |
|
PAS 6511 |
5 |
This course is a four week supervised clinical practice experience designed to allow students to explore new areas of PA practice or reinforce and strengthen areas of perceived deficits. Students may also choose to utilize the elective rotation to evaluate, and be evaluated by, a potential employer. |
|
PAS 6505 |
5 |
This course is a five week supervised clinical practice experience in emergency medicine and is designed to provide exposures to patients across the lifespan and include management of urgent and emergent issues. Unique opportunities to be an integral part of a multidisciplinary team are expected. Education may occur in varied clinical settings and is designed to provide encounters necessary to acquire the requisite competencies of a practicing physician assistant. |
|
PAS 5170 |
1 |
This course is designed to aid students in pinpointing areas of improvement within clinical practice and inspiring them to conduct research to enhance the delivery of care and patient outcomes. Furthermore, it aims to cultivate an enthusiasm for advancing Physician Assistant scholarship and fostering lifelong learning. |
|
PAS 5099 |
0 |
The purpose of this pass/fail seminar is twofold: to comprehensively demonstrate knowledge, patient care skills, and professional competency sufficient to function as an entry-level physician assistant, and to prepare graduation candidates for the physician assistant national certifying examination (PANCE). |
Technical Standards
The Master of Science in Physician Assistant Studies (MS-PAS) is designed to provide comprehensive knowledge and skills to allow the graduate to enter into a practice environment equipped to be an effective health care provider. In order to achieve this goal, students must possess and exhibit emotional, physical, and cognitive capabilities to complete this rigorous program. Faulkner University is committed to providing the necessary accommodations to prepare students from both didactic and clinical aspects. The faculty of the MS-PAS program has identified the following minimal technical standards that are required to complete the program:
Critical Thinking: Students must exhibit the mental capacity to assimilate, analyze, synthesize, and integrate concepts and apply problem-solving skills to formulate assessments and create treatment plans.
Communication Skills: Students must exhibit both oral and written abilities that allow for clear, concise, and effective communication with patients and colleagues.
Sensory and Observational Skills: Students must possess visual, auditory, tactile, and other sensory abilities sufficient to allow them to observe classroom demonstrations, participate in technical procedures, and elicit accurate patient information to formulate correct diagnoses and treatment plans.
Motor Skills: Students must exhibit the gross and fine motor skills needed to execute the technical procedures involved in the practice of medicine and surgery. They must be able to calibrate and use the equipment, maneuver in restricted spaces, and move and position patients.
Interpersonal Skills: Professionalism is a core competency for Physician Assistant;, therefore, students must possess a wide range of interpersonal skills. These include:
- maintaining the emotional health required to manage high-stress situations while simultaneously displaying full intellectual abilities;
- having an ability to exercise good judgment;
- possessing excellent time management skills (arriving on time, starting and finishing tasks on time);
- exhibiting a propensity to complete all assigned patient care responsibilities in a timely manner;
- having the capacity to develop mature, compassionate, and effective relationships with colleagues, faculty, staff, patients, and their families;
- cultivating an ability to recognize and channel one’s own emotional states in a way that allows you to engage with others in a constructive way;
- being a team player.
About Us
As part of Faulkner University's commitment to Christian services, this new master's program in physician assistant studies provides a nurturing environment for our students while increasing access to quality medical care in our community.
Our systems-focused curriculum presents medical knowledge, technical skills, and clinical experience in a clinically relevant manner so that you are not just learning information, but becoming a physician assistant. As a member of Faulkner's developing College of Health Sciences, you will collaborate with students from other disciplines and experience the optimal team practice approach that is central to the PA Practice.
Faculty/Staff Profiles
Brittany Syner, DMSc, PA-C
Program Director
(334) 386-7450
Lora-Emily Banks, PA-C, MHS
Assistant Program Director, Associate Professor
(334) 386-7332
Kristi Witcher, MD
Medical Director
kwitcher@faulkner.edu
(334) 386-7450
Stacey Whitaker, DMSc, MMS, PA-C, CAQ-Psych
Director of Didactic Education
swhitaker@faulkner.edu
(334) 386-7287
Rebecca Johnson, MSPAS, PA-C
Director of PA Admissions, Associate Professor
(334) 386-7655
Deet Scott, MD
Principal Faculty
(334) 386-7272
Nathan Stanton, MS PA-C, PA-C, ATC
Principal Faculty
(334) 386-7335
Karen Harness, DMSc, PA-C
Principal Faculty
(334) 386-7247
Trudie Seirafi, PA
Principal Faculty, Director of Clinical Education
(334) 386-7202
Cathy Koonce
Clinical Coordinator
334-386-7497
Trinity Goff
Administrative Coordinator
(334) 386-7383
FAQs
How will clinical site choices work?
All core clinical sites have been established and vetted by the Director of Clinical Education and the program. Additional sites may be developed on a case-by-case basis and at the discretion of the DCE and the Program Director.
I am most curious about the general program structure and where clinical rotations will take place.
The PA Program is 28 months in length with 16 months of in-classroom didactic education and 12 months of clinical education. Clinical rotations mostly occur local to the university or at clinical sites within a 70-mile radius of Montgomery. However, the program also utilizes clinical sites in many different states.
What are the names of the hospital and health care facilities that will be affiliated with Faulkner‘s PA Program?
Faulkner has partnered with several health systems and private based clinics throughout the state. Locally, we have an excellent relationship with both Jackson and Baptist Hospital Systems, Health Services Inc. (our local FQHC), and Veterans Affairs.
How many clinical rotations does this program plan to offer, and how many of those rotations are electives?
Students currently have 9 Clinical Rotations:
Family Medicine
Internal Medicine
Emergency Medicine
Pediatrics
Women's Health
Behavioral Medicine
General Surgery
Two Electives
Clinical rotations will include office-based (outpatient), hospital-based (inpatient), surgical, and emergency department experiences.
Does Faulkner University allow for clinical rotations abroad or within different states?
- We do not currently offer any clinical rotations abroad. However, the opportunity to offer rotations abroad is being actively pursued. ARC PA’s new standards only allow utilizing abroad clinical sites for elective rotations. All core rotations must be completed in the U.S.
- Faulkner‘s PA program does have contracts in place with several health systems in neighboring states.
- ARC-PA mandates that all clinical sites and preceptors must be extensively vetted by the DCE. This will be the major rate-limiting step for the development of additional sites.
After each clinical, will we have summation exams? Lectures? Meet physically back on campus?
Students will meet back on campus after clinical rotations for debriefing and for End of Rotation Exams.
What is the process of remediation if a student is struggling?
PA program faculty are dedicated to the success of our students and believe in early identification of students that are demonstrating a negative trend in grades or behaviors. Effective for Cohort 3 entering in the fall of 2022, grades are reflected as letter grades (A, B, C, D, F). Students are kept abreast of their performance during their course by their course directors, at mid-term, and at routine meetings with their advisor. Students at risk of successful progression in their courses and/or in the Program are identified early on and placed on a remediation plan to support their success and retention.
ls the curriculum mostly lecture style? Small group/case study? Problem-based learning where a group of students teach each other the concepts?
The curriculum is mostly lecture style but also includes team-based learning, case-based learning, discussion, and simulation.
Assessments are varied and include written exams, discussion questions, oral presentation, case-based learning, team-based learning, and simulation.
Will there be opportunities to do community service, a certain number of hours each quarter?
Community service will largely be elective but offered routinely. We value service to the community highly and recommend these interactions to engage with other members of the medical community.
Will there be a Capstone project as we approach our graduation month?
The Capstone project will be introduced in the 4th semester as the main focus of PAS 5325 Research Methods.
What do you (Faculty/Staff) believe sets the Faulkner University Physician Assistant Studies Program apart from other physician assistant programs?
Faulkner's PA program has a few unique strengths: Extensive clinical experience from a diverse core faculty and staff; extremely close relations and interprofessional opportunities within the College of Health Sciences (PA, PT, OT, and SLP); deeply rooted Christian faith-based approach to caring for the whole person.
There is $1,000 amount worked into our tuition for computers from the website... any particular type?
It is listed as a cost, not part of tuition. Any will do.
Are there simulation labs in which we get to interact with robots that can provide us with many different health-related scenarios?
Yes, CHS is actively enhancing our in-house simulation lab. Additionally, we have an agreement with a 20,000 sq. ft. simulation center: Baptist Health Institute for Patient Safety and Medical Simulation.
How early are we exposed to hands-on patient interaction?
First Semester.
What characteristics are you looking for in your applicants?
When evaluating applicants for our program, we look for evidence of a commitment to healthcare, a team-based focus, professionalism, and a strong work ethic.
When would be the projected dates of orientation?
September.
What would a typical day look like for us (Monday-Friday) during the first 4 semesters? The last 3 semesters?
PA education is rigorous. During the first 4 semesters, you need to be available to the program 8AM-5PM M-F and occasional Saturdays. ln the clinical phase, your schedule is determined by your preceptor and will include nights and weekends.
What materials are we required to purchase? Are any materials included in the tuition?
See costs section on website.
Student Attrition Table
| Graduated Classes | |||
|---|---|---|---|
| Class of 2022 | Class of 2023 | Class of 2024 | |
| Maximum entering class size (as approved by ARC-PA) | 35 | 50 | 50 |
| Entering class size | 35 | 48 | 50 |
| Graduates | 33 | 46 | 44 |
| * Attrition Rate | 5.7% | 4.2% | 12% |
| ** Graduation Rate | 94.3% | 95.8% | 88% |
* Attrition rate calculation: Number of students who attritted from cohort divided by the entering class size.
** Graduation rate: Number of cohort graduates divided by the entering class size.
Student Handbooks
Program Policies
Program Policies
A3.01 Program Policy Application
All student program policies apply to all PA students regardless of location. All faculty/administrative program policies apply to all principal PA faculty regardless of location. All faculty/administrative program policies apply to the program director/medical director regardless of location. The program affirms that some of its policies may be superseded by those of clinical sites, as applicable.
A3.02 Informed of Policies
PA students will be informed of program policies and practices in multiple ways:
● Program policies are posted on the public website for prospective student review.
● During orientation, the student didactic handbook and all policies will be discussed. Students will sign attestation of their intent to review the handbook in order to document their awareness of the policies and practices.
● During clinical orientation which occurs prior to the start of the clinical year, the student clinical handbook and all policies will be discussed. Students will sign attestation of review to document their awareness of the policies and practices.
A3.03 Student Recruitment of Clinical Sites
Students will not be required to provide or solicit for any clinical sites or preceptors on behalf of the program. All communication regarding a clinical site placement should be initiated by the program. Students who have a potential opportunity for employment and/or would like to do an elective rotation with a certain preceptor or clinical site, are instructed to provide the contact information to the Director of Clinical Education (DCE). The DCE will contact the site and preceptor to evaluate the qualifications of the preceptor and ability of the student to meet the required learning outcomes.
A3.04, A3.05 Physician Assistant Student Employment Policy
Faulkner University PA Studies will in no way require students to work for the program. Students will not be substituted for or function as instructional faculty or clinical or administrative staff while in the didactic phase of the program, or while on clinical rotations.
The Physician Assistant Program is extremely demanding in terms of workload and time commitment. Therefore, PA students are strongly advised to not be employed while in PA school. However, if students choose to be employed, work commitments will not be considered an excused absence. PA Program expectations, assignments, deadlines, and responsibilities will not be altered or adjusted to accommodate working students throughout the didactic and clinical phases of the program.
A3.06 Clinical Rotation Attire
Students should wear only their program approved Faulkner PA scrubs, or clinical site approved attire, approved outerwear, and appropriate shoes. A short white coat will be provided to students during the White Coat Ceremony at the completion of the didactic phase of the program. The short white coat differentiates students from professionally practicing providers, and should be worn at all times unless indicated otherwise by the clinical site. Student ID badges must be conspicuously placed so that patients are made aware of students’ status as a physician assistant (PA) student, and to clearly distinguish the PA student from other health profession students and practitioners.
A3.07 Student Health and Immunizations
The following health screening and immunization requirements are necessary for entry into the program:
1. All students must be enrolled in a comprehensive health insurance program. Students are responsible for ensuring that their health insurance provides coverage in Alabama, as well as in all geographic locations where they may be rotating during the clinical year. The students will be responsible for any cost that the student’s health insurance plan does not cover.
2. The PA program requires all students to meet the health and immunization requirements listed below. These immunization requirements are those recommended by the Centers for Disease Prevention and Control (CDC) for Healthcare Workers and include:
a. Hepatitis B (see special note below regarding Hepatitis B immunization)
b. Influenza
c. Measles, mumps, rubella
d. Varicella
e. Tetanus, diphtheria, pertussis
f. Meningococcal
Specific immunization requirements:
● Health Insurance: Proof of current health insurance is required. This is mandatory for each year of enrollment in the program. Students will be required to provide a copy of their insurance card to the program in August of each year. This will be maintained in the student file.
● MMR: Proof of two immunizations against measles, mumps, and rubella (MMR) or laboratory evidence of a positive (immune) titer against each of the three infections is required.
- If the student is non-immune at first titer and has documentation of previous two-dose MMR Vaccination series, the student will be considered to have presumptive immunity and no further action is required.
● TB: Proof of a negative PPD skin test for tuberculosis.
- If positive, proof of a chest x-ray negative for active disease. Additionally, the TB skin test must be repeated each year. An acceptable alternative test is a negative InterferonGamma Release Assay (IGRA). The commercial names of these tests are QuantiFERON TB Gold In-tube or T-SPOT.
● Varicella: Documentation of two varicella (chickenpox) immunizations or proof of positive (immune) varicella titer is required.
● Diphtheria, pertussis, and tetanus: Documentation of a completed primary series with Tdap or DTP and booster within the last 10 years is required. All students must have documentation of a one time dose of Tdap either as part of their primary series or as a booster.
● Hepatitis B: Proof of the three-dose immunization against hepatitis B, and titer (Antibody to Hepatitis B Surface Antigen (Anti-HBs)) demonstrating immunity is required.
- Note: If a student has completed the three-dose series, but the titer does not demonstrate immunity, per CDC guidelines, the student should be tested for HBsAg and anti-HBc to determine infection status. If negative infection status, the student will be able to matriculate; however, he/she must receive a booster dose of vaccine followed by a re-titer. If re-titer is still negative, the student must proceed with two more vaccine doses to complete the full three-dose series of Hepatitis B immunizations, followed by a re-titer. If re-titer still does not demonstrate immunity, the student will be documented as a non-converter, but considered immune. All repeat immunizations and re-titer must be completed prior to beginning clinical rotations.
● If a student has a positive hepatitis B infection status, the program will follow the Updated CDC Recommendations for the Management of Hepatitis B Virus-Infected Health-Care Providers and Students guidelines. Students whose hepatitis B level is not undetectable or below the level of 1,000 IU may require limitation of exposure-prone invasive procedures or modifications in their clinical training as required by the program or clinical education sites.
● Meningococcal vaccine: Proof of at least one type of meningococcal vaccine is required. Vaccination against all meningococcal strains is preferred; however, depending on the student’s age, MenB may not be available or recommended to give. See CDC recommendations for healthcare workers for details.
● Influenza: Proof of influenza vaccination annually is required. Proof of vaccination must be provided to the program by November 1st of each year enrolled.
● Students are financially responsible for the cost of maintaining compliance with health, health insurance, and immunization requirements.
● With the exception of the hepatitis B immunization series and titer demonstrating immunity, all immunizations must be completed prior to matriculation.
● A student with chronic hepatitis B infection will be allowed to enroll if they meet all other program requirements, but will be monitored to ensure that they are in compliance with the 2012 Updated CDC Recommendations for the Management of Hepatitis B Virus-Infected Health-Care Providers and Students.
● Once completed, students must maintain compliance with all CDC-recommended immunizations throughout the program or they will not be allowed to participate in patient care in clinical settings.
** NOTE: At this time Faulkner University College of Health Sciences is not mandating the COVID19 Vaccination; however, many of our clinical site placements are requiring students to have the vaccine in order to operate on their premises. For all students that choose to decline the vaccine, a total of 2 attempts will be made to place the student at facilities that do not require the COVID-19 vaccination; if the student is not able to be placed and still declines the vaccine, the student understands that the program may not be able to place the student in required clinical rotations which may delay and/or prevent graduation from the PA program.
A3.08 Student Exposure Policy
Faulkner University Physician Assistant Studies (PA) is a program housed within the College of Health Sciences which has adopted the following Blood Borne Pathogens (BBP) guidelines:
A3.08a - Prevention:
Safety expected behaviors and universal precautions recommended by the Centers for Disease Control (CDC) will be employed by the Faulkner PA Studies program to minimize exposure incidents, including (but are not limited to):
1. Wash hands frequently.
2. Wear gloves if there is a possibility of contact with another person’s body fluids.
3. After the removal of gloves or after exposure to blood or other potentially infectious materials, wash hands with antibacterial soap.
4. Wear gloves once and discard; do not attempt to wash and reuse.
5. Clothing or supplies contaminated with body fluids should be placed in doubled plastic bags, tied and discarded.
6. Used needles and sharp/instruments must be discarded in a Biohazard Infectious Waste Sharps Container.
7. Equipment and devices that touch intact mucous membranes but do not penetrate a patient's body surface should be sterilized when possible or undergo high-level disinfection if they cannot be sterilized before being used for each patient.
8. Instruments and other reusable equipment used in performing invasive procedures must be appropriately disinfected and sterilized.
9. Training on proper expected behaviors for finger testing and required equipment is mandatory.
10. Recapping of needles or lancets should not be attempted.
11. If a safety lancet is not available, the PA student should ask the source individual to conduct the test on themselves, if possible.
12. Sharps or lancets must not be passed to others or accepted from others.
A3.08b - Procedures for care and treatment after exposure:
An exposure incident is a specific eye, mouth, other mucous membrane, non-intact skin (dermatitis, abrasions, chafing, hangnail, etc.), or parenteral contact with blood or other potentially infectious materials (OPIM) that results from the performance of a PA student’s duties.
When hazardous exposure to chemical agents or blood or body fluids occurs on campus:
1. Initial first aid/safety procedures to limit injury and risk of infection should be completed immediately. (e.g. thorough hand washing, flushing of mucous membranes, etc.).
2. The incident must be reported to the Program Director as soon as initial first aid is complete.
3. Medical evaluation and treatment of injuries and/or to evaluate/limit the risk of infection should be conducted at the student’s primary care provider or nearest urgent care/emergency department.
When hazardous exposure to chemical agents or blood or body fluids occurs at a Supervised Clinical Practice Experience (SCPE) location:
1. Initial first aid/safety procedures to limit injury and risk of infection should be completed immediately. (e.g. thorough hand washing, flushing of mucous membranes, etc.).
2. The incident must immediately be reported to the preceptor and subsequently reported to the program’s Director of Clinical Education.
2. Medical evaluation and treatment of injuries and/or to evaluate/limit the risk of infection should be conducted following the exposure. Clinical sites may choose to treat the student, but are not required to do so. If treatment is not provided at the clinical site, the student should go to their primary care provider or nearest urgent care/emergency department.
Annual training on safety precautions and post-exposure expected behaviors will be conducted. All students (new and returning) are required to participate in this training.
A3.08c - Financial Responsibility
The student is responsible for all costs associated with their medical care in the event of an exposure whether on campus or at a clinical site. PA students are required to show proof of personal health insurance upon admission to the PA program. This insurance will be needed for coverage of laboratory testing and medications (if necessary) in the event of an exposure incident. Students are responsible for ensuring that their health insurance provides coverage in Alabama, as well as all geographic locations where they may be rotating during the clinical year. The student will be responsible for any cost that the student’s health insurance plan does not cover.
A3.09 Student Health Services
The program’s principal faculty, program director, or medical director will not provide any medical care for a Faulkner University physician assistant studies student, except in an emergency situation.
If students need medical care, they may utilize the University Health Center, located on the first floor of the Tine Davis Gym on the Montgomery campus, which provides a registered nurse (RN) to assist students with basic health services and health care needs. These services are provided by the RN, are free to all students, and include (pursuant to the Alabama Board of Nursing: Nursing Practice Act 610-X-6-.03):
● Nursing care and patient counseling.
● Health promotion and well-being services such as blood pressure checks and temperature checks.
● Basic treatment of minor cuts, minor sprains, flu, cold, and other minor illnesses.
● Referrals and assistance in making appointments with a physician, nurse practitioner, physician assistant or other healthcare providers for other treatments and care. Note: All fees associated with these providers or services are the sole responsibility of the student.
The university also supplies Eagles Care, which is a convenient way for Faulkner University students and employees to receive 24/7, no-cost Medical, TalkNow and Scheduled Counseling for common conditions that can be safely and accurately diagnosed and treated online.
A3.10 Student Access and Referral Policy
The University Counseling Center, located on the second floor of the Harris-Parker Bible building on the Montgomery Campus, provides confidential counseling services for personal, emotional, social, and mental health concerns students may face. The University Counseling Center is a service for current Faulkner students. Counseling is available by appointment. The program may provide a referral for these services, but referral is not required to schedule an appointment. Referrals will be made to community mental health providers when the needs of the student cannot be met by the University Counseling Center. Note: All fees associated with community providers or services are the sole responsibility of the student. The university also supplies Eagles Care, which is a convenient way for Faulkner University students and employees to receive 24/7, no-cost Medical, TalkNow and Scheduled Counseling for common conditions that can be safely and accurately diagnosed and treated online.
A3.15a Academic Progression and Standing
Successful graduation is dependent on passing all courses in the Physician Assistant Studies Program with a final grade of 80% and above in all didactic and clinical year courses. However, a student will be allowed to receive two final grades of a “C” (70-79%) in didactic or clinical courses and still be allowed to progress in the program without delay in graduation. Upon earning any final course grade of C, the student will be placed on Academic Probation and an individualized course of remediation will be developed through the Student Progress Committee (SPC).
A student receiving a final course grade of “D” or below in didactic or clinical year will be automatically dismissed from the program. A student receiving a third final course grade of a “C” in a didactic or clinical year will be automatically dismissed from the program.
Note: There is no rounding of final course grades. Final course grade values with decimal points will be truncated to the whole number, for instance, a 72.2 will reflect as a 72 and a 72.9 will also reflect as a 72.
The Physician Assistant Studies program follows the grade grievance policies set forth in the CHS Graduate Student Handbook by completing the Student Complaint Record: Academic form in Appendix C of the CHS handbook. Grade Grievances in the College of Health Sciences are handled by the Dean’s office. CHS Dean: Dr. Boyd cboyd@faulkner.edu Assistant Dean: Dr. Free hfree@faulkner.edu
A3.15c Deceleration
Deceleration is not provided as a component of academic intervention or remediation. Deceleration is only allowed if a leave of absence is granted. See Leave of Absence Policy below. All requirements for completion of the program must be completed within one year from the original graduation date (A3.15b).
Leave of Absence
Students may request a leave of absence when personal (non-academic) circumstances arise which jeopardize the likelihood for successful completion of their studies. Students must submit a formal written request for a leave of absence with an explanation for the request to the Program Director. The Program Director will make a decision to approve or deny the request in partnership with program faculty and/or the SPC. The program reserves the right to approve or deny the request, as well as outline conditions that must be met for the student to return. Students who are granted a leave of absence should formally withdraw in the Registrar’s Office. Additional remedial courses may be required on a case-by-case basis prior to readmission.
A3.15c Remediation
Remediation may be initiated at the course level by the course director. Summative assessment scores less than 70% requires the faculty instructor to initiate remediation. Formative assessment scores of less than 70% may or may not require remediation based upon the discretion of the individual course instructor as outlined in the course syllabus. Remediation action may take the form of additional assignments and/or reassessment.
Remediation may also take the form of an official remediation plan constructed by the course director or the Student Progress Committee (SPC) for the student that outlines deficient areas, objectives to meet, tasks to complete, and outcomes to achieve. When implementing the remediation plan the standard Remediation Contract is used. This form is signed by the student, the SPC, and the Program Director and placed in the student file.
The university offers free tutoring through the Learning Resource Center to all students in need of remediation and/or intervention.
A3.15d Dismissal
A student in the Physician Assistant Program at Faulkner University will be subject to dismissal for any of the following reasons:
● Student receives a final course grade of below 70% in any course, didactic/clinical, at any time in the program.
● Inability to successfully complete the Remediation Contract objectives, as defined by the Student Progress Committee
● Student receives a third final course grade of below 80% in any course, didactic/clinical, during the program.
● Behavior outside the program that results in a felony conviction, which may deem a student ineligible for licensure.
● Students will attest to their ability to perform all of the criteria within the Program’s “Technical Standards” document with or without reasonable accommodations. If it becomes apparent to PA faculty and staff that the student cannot perform components of the Technical Standards with reasonable accommodations; or the accommodations are not reasonable and would put an undue hardship on the university; or that the performance of these functions would significantly increase the risk the harm or jeopardize the safety of others, the program may dismiss the student from the program.
● Inability to use professional judgment and emotional maturity to seek help when needed to address personal issues that interfere with professional practice, act in a professional manner and ensure the safety of patients/ clients/ colleagues and faculty.
● Students may be dismissed for unprofessional behaviors such as: Violations of the PA Code of Ethics and Core Values, University Code of Conduct, or Academic Integrity Policy
A3.15d Withdrawal
Students may voluntarily withdraw from the Program at any time. The student must notify the Program Director in writing of their request to withdraw from the Program. All voluntary withdrawals are effective at the time the request is received. Any student who voluntarily withdraws from the Program will not automatically be readmitted at a later date. To be considered for possible readmission, the student must reapply through CASPA.
A3.15f Harassment and Mistreatment Policy
The Anti-Harassment Policy can be found in the CHS Graduate Student Handbook located on the CHS website.
A3.15g Academic Grievances
If a student does not understand the reason for a grade or sanction, it is the student’s responsibility to consult the instructor. If after such consultation the student does not agree with the instructor’s decision, the student may initiate an official academic appeal. The Academic Complaint/Appeal process can be found in the CHS Graduate Student Handbook. Students should report Academic Complaints on the “Student Complaint Record: Academic” form found in Appendix C of the CHS handbook.
Non-Academic Grievance Policy and Procedure can be found in the CHS Graduate Student Handbook. If students have a non-academic grievance or complaint, they should complete the “Non-Academic Complaint/Grievance Form” available in Appendix D of the CHS student handbook.