ÌÇÐÄVlogÆƽâ°æ

ARC-PA upheld the decision to withdraw accreditation from the ÌÇÐÄVlogÆƽâ°æ PA program. The Panel has modified that decision to allow the Program to be continued on accreditation probation status through September 30, 2025 in order to permit the class of 2025 to graduate from an accredited PA program. Click here to read the whole statement.

The program’s accreditation history can be viewed on the .

Specific questions regarding the Program and its plans should be directed to the Program Director and/or the appropriate institutional official(s).

Higher Learning Commission (HLC)

ÌÇÐÄVlogÆƽâ°æ is accredited by the , a regional accreditation agency recognized by the U.S. Department of Education. Learn more about our accreditation here.

PANCE scores and goals accomplished

Please view the National Commission on Certification of Physician Assistants, the PANCE First Time Pass Rates, and the NCCPA PANCE Exam Performance Summary Report Last 5 years.

Program goals

The goals of the ÌÇÐÄVlogÆƽâ°æ PA program:

• Goal 1 - PANCE: PA graduates from ÌÇÐÄVlogÆƽâ°æ will have a first-time PANCE rate at or above the national average and show consistent performance between all organ systems and tasks.
• Goal 2 - Mission: The Physician Assistant program at ÌÇÐÄVlogÆƽâ°æ prepares students to become competent physician assistants who provide high quality health care in a respectful, culturally sensitive, caring and knowledgeable manner. ÌÇÐÄVlogÆƽâ°æ PA graduates are committed to caring for patients in mind, body and spirit with an emphasis on continual lifelong learning.
• Goal 3 - Interprofessional Education (IPE): The program will prepare graduates to work effectively in interprofessional health care teams.
• Goal 4 - Curriculum: The program will deliver a curriculum that ensures that all graduates possess the requisite knowledge and skills for entry into PA practice.

Read about the achievement of the ÌÇÐÄVlogÆƽâ°æ PA program goals.

The ÌÇÐÄVlogÆƽâ°æ PA program has specific technical standards that apply to all candidates for admission and those selected to enter the program.  Students selected to enter the program must have the capacity to complete the entire course curriculum to achieve the Master of Science in Physician Assistant Studies degree.  Some accommodations may be able to be made for some disabilities in some of these areas, but the Physician Assistant’s role in the provision of health care requires that he/she be able to perform in an independent manner that does not compromise patient care.

In order to perform the functions required of a physician assistant in a variety of clinical situations and render competent patient care stipulated by the faculty, accreditation agencies, and the standards of practice as a PA, students in the program must meet the following technical standards: 

Technical standards for admission to the pa program

1. Observation: Students must be able to observe demonstrations, visual presentations, lectures, and laboratory studies in the basic medical and clinical settings. The candidate must be able to accurately observe a patient both close and at a distance; this requires functional use of vision, sensation, and smell. Adequate visual capabilities are necessary for proper evaluation and treatment integration, including the assessment of symmetry, range of motion, and tissue texture changes. 
2. Communication: Students must be able to speak, hear, and observe patients to gather pertinent data, describe their observations (including activity and function, mood, and posture) and be able to perceive nonverbal communications. Students must be able to effectively communicate with patients, families, faculty, and colleagues from different cultural backgrounds in oral, written, computer and telephonic formats.
3. Motor and Sensory: Students must have gross and fine motor function and coordination in order to auscultate, palpate, and percuss as well as the ability to use appropriate diagnostic techniques and instruments to provide routine and emergent medical care and common diagnostic procedures such as, but not limited to, performance of cardiopulmonary resuscitation, advanced cardiac life support, administering intravenous medications, suturing of simple and complex wounds, treatment of respiratory distress or bleeding, and routine obstetric and gynecologic care, as well as assisting in surgery. Students should have adequate sensory skills, including tactile sensory and proprioceptive capability.  Students must be able to transport themselves from one location to another in a timely fashion in order to facilitate patient care responsibilities and to receive educational training. Strength, mobility and endurance: Students must be able to tolerate physically taxing workloads.
4. Cognitive, Integrative, and Quantitative Skill: Students must exhibit skills in problem solving, and critical thinking, measurement, calculation, and comprehension of three dimensional relationships consistent with medical practice. Students must be able to assimilate and learn large amounts of complex, technically detailed information in the form of lectures, discussions, videos, handouts, and clinical exam demonstrations and to synthesize and apply concepts arising from it to create diagnostic and therapeutic plans.
5. Behavioral and Social Skills: Students must possess sufficient emotional health to allow them to optimally utilize intellectual, cognitive, and reasoning judgment required of medical professionals and be able to quickly complete all duties and responsibilities commensurate with effective diagnosis and treatment of patients of all ages. Students must be able to demonstrate empathy, sensitivity, and the ability to quickly establish rapport with patients, exhibiting adequate interpersonal communication skills, compassion, concern for others, honesty, and integrity. Students must be able to tolerate physically demanding workloads (which may involve nights, weekends, and on call), noisy environments, and long hours.  Students need to be able to maintain composure and emotional stability in challenging and stressful, changing circumstances and to deal effectively with uncertain, possibly emotionally charged situations.  Students must be able to accept constructive criticism and respond via appropriate behavior modification. Students must be able to complete all assignments and activities as assigned by the program.  Students must be able to attend all classes, labs, examinations, and rotations on time and act in a professional manner.
6. Zoom Lectures/Meetings/Presentations: Standards for joining a video meeting/lecture/presentation via Zoom ensures all students are conveying professionalism. The following details must be met during each Zoom event:
   • Students must be able to participate, and actively engage, in on-line learning experiences.
   • Cameras must be kept on at all times. If you need to turn your camera off, please direct message the faculty hosting the event.
   • Audio should be muted, unless otherwise indicated.
   • Be aware of the environment you are in. What is visible in the background should be appropriate and professional.
   • Display your first and last name to your Zoom frame.

Candidates for admission to the ÌÇÐÄVlogÆƽâ°æ’s PA program will be required to certify in writing that they understand and meet the above technical standards.  Candidates who feel that they may not or cannot meet these technical standards will need to contact the Academic Resource Center in Luther 200 to see if reasonable accommodations as determined by the ARC and their disability policies can be made.

Concordia University will attempt, to the best of its ability, to develop mechanisms by which otherwise qualified candidates for admission can be accommodated; however, the integrity of the curriculum and the need to provide optimal patient care must be maintained in order to ensure that all parts of PA education are delivered to all students.

Students with Disabilities

If you need accommodations of any kind, please contact the Academic Resource Center Accessibility Services. Location: R206 - (between the library and faculty offices), Hours: Monday - Friday 8:00am to 4:30pm, Office Phone: 262-243-2623.

ÌÇÐÄVlogÆƽâ°æ offers resources, information, and assistance to students with disabilities through Disability Support Services (DSS) and the Academic Resource Center (ARC). Our goal is to ensure that each student has a clear path to success through providing equal access to facilities and programs of the University. DSS provides accommodations to students with disabilities as mandated by Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the Americans with Disabilities Act as Amended of 2010. Furthermore, the confidentiality of the student and the nature of his/her disability is of the utmost importance to our office. We maintain all student records in accordance with the Family Educational Rights and Privacy Act (FERPA) and we deeply respect the student’s right to privacy.

DSS works closely with students, faculty, and staff in order to ensure that qualified students with disabilities are able to fully participate in academic programs, functions, and the facilities at ÌÇÐÄVlogÆƽâ°æ. Students with disabilities must self-identify with DSS and submit documentation from a licensed professional of his/her disability/impairment. In accordance with ÌÇÐÄVlogÆƽâ°æ’s values, DSS strives to serve others in caring, helpful, respectful, and knowledgeable ways.

It is the sole responsibility of the student to provide documentation that verifies that a diagnosed condition meets the legal definition of a disability covered under Section 504 of the Rehabilitation Act (1973) and the Americans with Disabilities Act as Amended (2010). Eligibility for academic accommodations is based on documentation from a medical professional that clearly demonstrates that a student has one or more functional limitations in an academic setting. Furthermore, it must be clear that such functional limitations require the implementation of academic accommodations in order to ensure equal access.

For your convenience, you may choose to provide your health care professional with the Disability Verification Form (available from the ARC).

The ÌÇÐÄVlogÆƽâ°æ PA program can only provide accommodations as stated by the information obtained from the student provided from the ÌÇÐÄVlogÆƽâ°æ Disability Services.

Estimated Program Costs-Didactic and Clinical Years - students starting the program in May 2023 who will graduate in 2025 will be on a a four term billing cycle. The total tuition for the entire PA Program is listed below and additional fees are labeld as "other costs" in the next section. 

(Fees are subject to change)

Cost will vary depending on the equipment selected by the student.

**Costs are the same for both resident and non-resident. Student’s own food, transportation and housing costs are not included.

Estimated Program Costs-Didactic and Clinical Years - for students starting the program in May 2022 who will graduate in 2024 

(Fees are subject to change)

Total Tuition for the entire PA Program is listed above, there is not an additional charge for the two Winterim terms you will take. You will be billed for 7 total terms. 

Estimated Program Costs-Didactic and Clinical Years - for students starting the program in May 2021 who will graduate in 2023 

(Fees are subject to change)

Cost will vary depending on the equipment selected by the student.

**Costs are the same for both resident and non-resident. Student’s own food, transportation and housing costs are not included.

Students who withdraw from the University will receive a pro-rated refund of educational fees and board fees, according to the following schedule (a week runs Mon.- Sun.):

Students who are charged for summer and winterim class but then withdraw will receive refunds on a pro-rated basis as follows:

The PA program at ÌÇÐÄVlogÆƽâ°æ has the freedom and ultimate responsibility for selection and evaluation of students; curriculum design, implementation and evaluation; and determination of who will be awarded a degree and certificate of completion.  Retention/program completion, and graduation decisions are made based on satisfactory academic and clinical performance and upon nonacademic, behavioral factors which serve to ensure overall success in the PA profession.

ACADEMIC PROGRESSION

Progression in the Physician Assistant Program is contingent on continued mastery of program student learning outcomes, course objectives, course content, and the demonstration of professional behavior.

To remain in good academic standing, all PA students must:

• Maintain a minimum term cumulative GPA of 3.00 (Note: A term GPA less than 3.00 will result in a review by the Student Progress Committee)
• Earn a final grade of at least 79% in every course (Note: a final grade less than 79% in any course will result in a review by the Student Progress Committee)
• Demonstrate professional behavior (Note: any issues related to professionalism will result in a review by the Student Progress Committee)

Requirements for Successful Completion of the Didactic Year

In order to successfully complete the didactic year and advance to the clinical rotation year, the student MUST:

1. Comply with all policies and procedures published by ÌÇÐÄVlogÆƽâ°æ (ÌÇÐÄVlogÆƽâ°æ) and those of the Physician Assistant Program.
2. Achieve a grade of 79% or higher in all didactic courses.
3. Maintain a GPA of 3.0 or higher at the end of each term.
4. Submit documentation of health requirements required.
5. Maintain BLS certification (on your own) throughout the program and obtain or maintain ACLS certification (provided by the PA program) prior to entering clinical rotations. ACLS certification must remain valid through graduation from the program.
6. Comply with professional expectations.

A student with a cumulative GPA of < 3.00 at the end of the 2 ^nd summer term of the didactic year will be placed on probation for Rotation 1. The DCE will determine the most appropriate clinical setting.  The student must pass Rotation 1 EOR exam on first attempt and also receive a B or better as a final grade in Rotation 1. If the student fails to achieve these benchmarks, h/she will be referred to the SPC committee and may be dismissed from the program.  Please see the Clinical Handbook for further details about probation in the Clinical Year .

Program competencies

The program required competencies for entry level practice, consistent with the competencies as defined by the PA profession and defined by the ÌÇÐÄVlogÆƽâ°æ PA program are as follows:

1. Medical Knowledge/Patient-Centered Practice Knowledge
   
   1. Identify etiology, epidemiology, and risk factors in evaluating medical conditions, including
      the signs and symptoms.
   2. Possess the fundamental knowledge to care for patients across the lifespan in acute,
      chronic, preventive, and emergent settings.
   3. Educate patients on health promotion and disease prevention.
   4. Recognize the financial implications of the provision of healthcare and use available
      resources to optimize patient care.
2. Interpersonal and Communication Skills
   
   1. Interact respectively and effectively with patients and their families.
   2. Interact respectively and effectively with all members of the healthcare team.
3. Clinical and Technical Skills (Patient Care)
   
   1. Perform age-appropriate, patient-centered, and pertinent history and physical exams for
      patients across the lifespan in acute, chronic, preventive, and emergent settings.
   2. Select and interpret appropriate lab and diagnostic studies.
   3. Convey accurate and timely information to healthcare teams in both written and verbal
      formats.
   4. Perform clinical and technical skills and procedures essential to primary care.
4. Professional Behaviors
   
   1. Accept accountability and admit errors, respond positively to constructive criticism,
      maintain self-awareness of limitations, and seek guidance and collaboration, as needed.
   2. Demonstrate active enhancement of medical knowledge.
   3. Interact in a professional manner with patients and their families and other healthcare
      providers.
5. Clinical Reasoning and Problem-Solving
   
   1. Synthesize historical information and physical exam findings to establish a differential
      diagnosis.
   2. Interpret and understand data from lab and diagnostic results to establish a definitive
      diagnosis.
   3. Manage common medical conditions, including pharmacologic and non-pharmacologic
      modalities, by applying scientific principles and evidence-based medicine.
   4. Identify systems-based practice issues and potential solutions.

PROBATION

Students who do not maintain a GPA of 3.0 or higher overall will be placed on academic probation. Students who do not meet professional expectations will be placed on professionalism probation. Students will be notified in writing by the PA Program Director. In the written notification, the PA Program Director will specify the reason(s) for probation, the requirements that the student must meet while on probation, the process for removal from probation, and the deadline for completing the requirements. 

Students placed on probation:

• May not hold any student society position
• Must submit a written plan (approved by their mentor) to the Chair of the Student Progress Committee (SPC), Program Director, and to their designated mentor summarizing how they plan to improve their
• This plan must be submitted to all parties named within 2 business days of the student receiving the SPC’s decision.
• Must meet with their mentor a minimum of once a month and the course directors they have classes with for the upcoming term at a minimum once.
• If this process is not followed, the student may be dismissed from the program.
• For academic probation, if the student fails to obtain a GPA of 3.0 the next term (Winterim is excluded) s/he will be referred to the SPC committee to consider dismissal from the program.
• If a student fails to demonstrate professionalism while on probation, s/he will be dismissed from the program.

Student Progression during the Clinical Year

• Any student evaluation by a preceptor receiving ‘clearly inadequate (D)”, or “lacks in basic skills “C” on the Preceptor Evaluation of Student Performance will be reviewed by the DCE. The preceptor will be contacted for further information, and the details of the deficiency will be discussed and potential remediation agreed upon with the preceptor.
• If a review of the “Evaluation of Student Performance” indicates deficits in either Clinical Performance or Professional Conduct, a change in future site placement(s) may be made.
• If a review of the “Evaluation of Student Performance” indicates that conduct or performance by the student is deemed unsafe or inappropriate by the Clinical Site or Program Faculty, the behavior will be reviewed by the SPC to determine if the incident requires remediation of the student or dismissal from the program. A change in future site placement(s) may be made if the student is allowed to progress in the program.
• During a rotation, termination of a rotation by a Preceptor as a result of poor or inadequate performance, unsafe behavior, or lack of professionalism on the part of the student shall result in dismissal from the program.

REQUIREMENTS FOR GRADUATION

A student will be recommended for the Master of Science in Physician Assistant Studies degree provided h/she:

1. Successfully completes all components of the program (didactic, clinical and capstone). The capstone includes the portfolio and multiple written and practice summative exams that will be conducted within the last four months prior to graduation.
2. Maintains an overall GPA of 3.0 or higher.
3. Maintains professionalism standards (see pp. 34-43 in this handbook).
4. Fulfills all financial obligations to ÌÇÐÄVlogÆƽâ°æ.
5. Complies with all ÌÇÐÄVlogÆƽâ°æ and Physician Assistant Program policies and procedures

Deceleration

Physician Assistant Program Deceleration Policy :

Deceleration Policy : ARC-PA defines deceleration as “the loss of a student from the entering cohort, who remains matriculated in the physician assistant program.”

The ÌÇÐÄVlogÆƽâ°æ PA program does not decelerate students who cannot meet the program's academic and/or professionalism/behavioral conduct requirements.

Deceleration for a personal medical issue requiring a Leave of Absence or a family medical issue requiring a Leave of Absence may be allowed per University’s "Temporary Stop Out from the University" policy. Please refer to the to review the "Temporary Stop Out from the University" policy.

• Students may request a temporary stop-out by writing to the Program Director, and must provide written evidence of the medical issue related to the request.  Prior to the student’s return to the program, the program director will provide the student with a specific deceleration plan. The plan will be developed on a case-by-case basis by the student’s mentor, the Student Progress Committee and the Program Director.
• Students whose leave of absence extends past the two semesters allowed by the University’s temporary stop-out policy will be required to re-apply to the program.
• During the didactic year, the deceleration plan may require the student to repeat courses in which the content has been updated. During the clinical year, the student may be required to repeat a clinical course(s). Per the Registrar, when a course is repeated, the student’s transcript will reflect the higher of the grades earned.
• It is the responsibility of the student to contact the Financial Aid Office to discuss financial aspects of deceleration and of repeating courses
•  Deceleration will result in a delay of graduation, and may result in additional tuition and fee expenses .

Withdrawing from Courses

Students who wish to withdraw from the University during a term must notify the Director of the Physician Assistant Program. If withdrawal is authorized, the student will receive the notation ‘‘W’’ on their permanent academic record for each course in which they are in good academic standing. For each course in which the student is doing failing work, they receive the notation ‘‘WF.’’ In the event that a student is seriously injured/ill, receives an official leave of absence, or cannot continue for any acceptable reason, the student will receive a ‘‘W’’ in all registered courses. A student who discontinues attending classes without official permission to withdraw will receive a grade of ‘‘WF’’ for all registered courses.

Students must complete an Add/Drop Form through the Office of the Registrar. 

• If a withdrawal is not made through the Office of the Registrar, a failing grade will be recorded for the affected course(s)
• Withdrawals may be made without penalty within the first half of a term (please see the current Academic Catalog for current dates)
• After the beginning of the tenth week of a semester or the second half of a summer session, withdrawals are reported with a grade of WF (Withdraw Fail)
• Exceptions may be made for withdrawals due to extenuating circumstances such as illness or some other unavoidable occurrence by working with the Professor and Director of Physician Assistant Program.

Students wishing to re-enter the Physician Assistant program after a withdrawal must follow the procedure for re-entry below:   

• The student must notify the PA Program Director in writing no later than January 15th of the given year that they will to return to the program. 
• The student must be approved by the PA Program Director for return to the program in May of that year.  Medical Reasons: If a student leaves the program due to medical reasons, the readmission request must have a letter from a physician stating the student is cleared for release and will be able to comply with the Technical Standards set by the Physician Assistant Program. Acceptance may be conditional on the length of time the student has been away from the program and space available in the class.

PROFESSIONAL BEHAVIOR AND ACADEMIC INTEGRITY

Professional Behavior Expectations

The National Board of Medical Examiners has identified behaviors consistent with professionalism, listed below.  Each member of the PA program should strive to model these behaviors to ensure quality patient care and the health of the profession. 

Altruism

1. Helps colleagues and team members who are overwhelmed
2. Takes on extra work to help the team
3. Serves as knowledge of skill resource to others
4. Advocates for policies, practices and procedures that will benefit patients
5. Endures inconvenience to accommodate patient needs

Honor and Integrity

1. Admits errors and takes steps to prevent reoccurrence
2. Deals with confidential information appropriately
3. Does not misuse resources (i.e. school property)
4. Attributes ideas and contributions appropriately for other’s work
5. Upholds ethical standards in research and scholarly activity
6. Requests help when needed
7. Assumes personal responsibility for mistakes

Caring and Compassion

1. Treats the patient as an individual, considers lifestyle, beliefs and support systems.
2. Shows compassion to patients and maintains appropriate boundaries in professional relationships
3. Responds to patient’s needs in an appropriate way
4. Optimizes patient comfort and privacy when conducting history, physical examination and procedures

Respect

1. Respects institutional staff and representatives; respects faculty and colleagues during teaching sessions
2. Adheres to appropriate dress code
3. Participates constructively as a team member
4. Adheres to institutional and departmental policies and procedures
5. Displays compassion and respect for all patients even under difficult circumstances
6. Discusses patients/faculty/colleagues without inappropriate labels or comments

Responsibility and Accountability

1. Presents self in an appropriate manner to patients and colleagues
2. Completes assignments and tasks in a timely manner
3. Responds promptly when called or when pages, emails or phone calls are sent
4. Intervenes when unprofessional behavior presents a clear and present danger
5. Uses resources effectively
6. Responds appropriately to an impaired colleague
7. Makes valuable contributions to class, rounds and group interactions
8. Elicits patient’s understanding to ensure accurate communication of information
9. Facilitates conflict resolution
10. Remains flexible to changing circumstances and unanticipated changes
11. Balances personal needs and patient responsibilities
12. Provides constructive feedback

Excellence

1. Has internal focus and direction, sets goals to achieve excellence
2. Takes initiative in organizing, participating and collaborating with peer groups and faculty
3. Maintains composure under difficult situations
4. Inspires confidence in patients by proper preparation for clinical tasks and procedures

Adapted from Behaviors Reflecting Professionalism: National Board of Medical Examiners.

Unprofessional Behavior/Professional Misconduct

An important aspect of any professional educational curriculum is the development of professional behaviors and role identity.  Evidence shows that unprofessional behavior exhibited during training is a predictor of future problems with state regulatory boards and requires disciplinary actions (Papadakis, Hodgson, Teherani and Kohatsu, 2004). Since such behavior presents a potential danger to the provision of good patient care and may damage the credibility of the profession, professional behavior is equal in importance to content knowledge and manual skills.

The PA Program takes breaches of professional conduct seriously. 

Definitions

Cheating: includes, but is not limited to:

• The use of unauthorized assistance in taking any type of test or completing any type of classroom assignment.
• Assisting another student in cheating on a test or class assignment, including impersonation of another student.
• Turning in someone else's work as your own (with or without his or her knowledge).
• Turning in a completely duplicated assignment is a flagrant offense, but even copying only a portion of the assignment and turning it in as your own is considered cheating.
• Allowing someone else to turn in your work as his or her own.
• Several people writing one paper, or other work, and turning in multiple copies, all represented (implicitly or explicitly) as individual work.
• Using any part of someone else's work without proper acknowledgement.
• Stealing an examination or a solution from the instructor. This is an extremely flagrant offense.

Plagiarism: includes, but is not limited to:

• Failure to give full and clear acknowledgement of the source of any idea that is not your own.
• Handing in the same assignment for two different courses without the consent of the instructors.

Academic Misconduct: includes, but is not limited to:

• Intentionally or recklessly interfering with teaching, research, and/or other academic functions.

Any Physician Assistant student involved in behavior which is deemed unprofessional, unethical, or immoral is subject to disciplinary action which may include reprimand, probation, suspension, or dismissal from the program.  Any rude, disrespectful, or derogatory remark, gesture, or act towards any instructor, program, university faculty, or staff member, clinical preceptor, peer, and patient or staff member of any clinic or hospital is not consistent with professional behavior.

ACADEMIC DISHONESTY POLICY

• First instance: The faculty member determines the This may include any of the following: an opportunity to redo the assignment or test, a reduced grade on the assignment or test, a failing grade on the assignment or test, a lower grade in the course, a failing grade in the course, or removal of the student from the course.
• Second instance: The faculty member determines the penalty, and the campus-specific Chief Academic Officer (CAO) or designee connects with the student at which time additional sanctions may be
• Third instance : The faculty member determines the penalty, and the Academic Conduct Board (ACB) meets with the student at which time additional sanctions may be imposed, including suspension or expulsion. On the Mequon campus the ACB consists of the CAO at Mequon, AVP of Academics for Student Success, and the Dean of the School in which the student resides. If the student is an adult learner, the appropriate Center Director joins the ACB. If the student is a graduate student, the appropriate Program Director joins the ACB. The decision of the ACB is final.

STUDENT CONDUCT CODE

All students should refer to this link for the complete policies related to the University.

APPEAL PROCESS

On the Mequon campus students may appeal a faculty-issued academic dishonesty decision or penalty in writing to the Dean of the School in which the course was offered within 15 working days of receiving the report. The Dean (in consultation with the Department Chair or Program Director or Center Director) will consider the appeal and render a decision within 10 working days of receiving the appeal and issue a written response to the student.

GENERAL ACADEMIC GRIEVANCES

The steps listed below are to be carried out with an attitude of Christian love and concern for academic, moral, and spiritual growth.  Face-to-face meetings are encouraged throughout the process, but may not be possible because of the situation. A PA student would utilize this procedure if s/he wants to dispute a grade (either test grade or final grade).

Step I: The student meets with the instructor to resolve the matter informally.

Step II: Graduate students submit a written grievance to the Program Director of the program in which the course was taught within 10 working days after meeting with the instructor.  Upon receipt of the student’s grievance, the Program Director will notify the instructor, who will then have 10 working days to submit a written explanation of the incident to the Program Director. Within 5 working days of receiving the instructor’s report, the Program Director will send a written response to the student and the instructor. 

Step III: If the student is still not satisfied, s/he may file a written complaint with the Dean of the School (of Health Professions) in which the course was taught within 10 working days of receiving the step II report (if applicable). The Dean will render a decision and send a written response to the student, the instructor, and the Program Director within 10 working days of receiving the grievance. The Dean’s decision is final.

GENERAL POLICIES AND PROCEDURES

Fair Practices

PA students have equal access to facilities and programs of the ÌÇÐÄVlogÆƽâ°æ as students of other programs.  ÌÇÐÄVlogÆƽâ°æ is committed to equality of opportunity and does not discriminate against applicants, students, or employees based on race, religion, color, national origin, gender, age, sexual orientation, or disability.  All policies concerning equal opportunity/affirmative action, sexual harassment, discrimination, and conflicts of interest are found in the Code of Student Conduct and in this Handbook. 

Health Requirements

Applicants accepted for admission are required to submit a completed health certificate provided by the program that certifies that the student is free from communicable diseases and physical limitations that may cause injury to the individual or to another person if they were to perform procedures related to the Physician Assistant Program of ÌÇÐÄVlogÆƽâ°æ.  It also will note if the student is in good physical and mental health. The form must be completed and signed by a licensed health care provider and uploaded and checked off by CastleBranch.com by the designated date set by the program. Also, applicants must have their own health insurance policy and provide evidence of such at the start of each Academic Year. This document is also uploaded to CastleBranch.com.  Students who do not fulfill this requirement will not be allowed in any activity that requires seeing patients, with no exceptions.

The PA program follows the Centers for Disease Control and Prevention (CDC) guidelines for healthcare personnel recommendations. The PA program requires the following:

1. Current PPD or Quantiferon. CXR may be required for conversions.
2. Hepatitis B immunization (established by three reported dates of immunization or by documented testing of antibody titer);
3. Completed Dtap or Tdap series, and have Tdap or Td given within the past 10 years
4. Rubella immunity (established by two reported dates of vaccination or documented antibody titer)
5. Varicella immunity (established by two reported dates of vaccination or documented antibody titer)
6. Annual Influenza vaccination

In order to assure our affiliated healthcare facilities that our students are appropriately immunized, the following PA program policy is in effect:

1. All PPDs and Quantiferon must be current on April 20th of every year.
2. Failure to provide a current PPD or Quantiferon evaluation will prevent the student from participating in any clinical experiences.
3. All immunization documentation must be uploaded to CastleBranch.com. Failure to provide completed documentation will prevent the student from participating in clinical experiences.

Health Insurance

Physician assistant students must have basic health insurance coverage. The clinical sites where the students will be completing their rotations require all students to have health insurance.

Students who do not have up-to-date health insurance will not be allowed to participate in any activity that involves patient contact. This may result in the student not being able to fulfill the requirements of certain courses and activities which could have a detrimental effect on the student’s progress/grade.

*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