University of the Cumberlands
Physician Assistant Program
Didactic Student Handbook
Welcome to the University of the Cumberlands Master of Physician Assistant Studies Program
(MPAS). This program-specific MPAS Student Handbook is published as an addendum to the
University of the Cumberlands Catalog to aid students who are applying, preparing to begin
Physician Assistant (PA) training at University of the Cumberlands, or actively engaged in two
challenging years of career pursuit. The handbook must be used in conjunction with the
• Current edition of the University of the Cumberlands online catalog, which may be
accessed at: www.ucumberlands.edu click on ACADEMICS, then REGISTRAR, then
• Internet posting of University of the Cumberlands policies found at:
• PA Program Clinical Practice Preceptor Handbook
• Program Web Site: http://www.ucumberlands.edu/academics/pa
Each applicant and student needs to clearly understand both the college and program-specific
policies. Please read these sources carefully and contact the PA Program with any questions or
concerns you may have with respect to these important documents and how they apply to you.
Occasionally, updates, corrections, additions or other changes to this handbook become
necessary. The PA Program reserves the right to alter the contents of this handbook as needed
and at any time. Any changes apply to all current and prospective students. The faculty
reserves the right to alter the curriculum, schedule of required courses, exams and other
regulations affecting admission and graduation requirements. Every effort will be made to
keep students well informed with respect to any changes.
Validation of college registration implies the student’s acceptance of the published academic
rules and regulations found in this and any other official program or college publication.
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TABLE OF CONTENTS
The Role of a Physician Assistant..............................................................................................3
Physician Assistant Professional Oath........................................................................................4
University of the Cumberlands Mission Statement....................................................................5
Master of Physician Assistant Studies Program ........................................................................5
Faculty and Staff.........................................................................................................................7
Application and Admission.........................................................................................................8
Didactic Curriculum (61 Hours)...............................................................................................10
Costs, Financial Aid..................................................................................................................16
2010-2011 Program Academic Calendar..................................................................................21
Program Standards of Performance..........................................22
Professional Standards - Code of Ethics...................................................................................37
Retention Standards/Changes in Student Status ......................................................................39
Policies and Procedures.............................................................40
Program Policies and Procedures..............................................................................................40
Academic Policies and Procedures...........................................................................................42
General Policies & Procedures.................................................................................................49
Appendix 1: Technical Standards Statement............................................................................57
Appendix 2: Participation as Human Subjects..........................................................................58
Appendix 3: Health History Questionnaire...............................................................................59
Appendix 4: Immunization Information Release Form............................................................64
Appendix 5: Professional Development Assessment Tool.......................................................65
FROM THE PROGRAM DIRECTOR
Putting together a comprehensive program has been a challenging undertaking, but in each
step of the process the program has been laid out with future students such as you in mind. It
has been the aim of the department that you will be provided with the extensive knowledge
and skills required to prepare you as competent and successful physician assistant
With the ever growing demand for physician assistants, a decision to study for licensure is a
well founded one. The job market can take you anywhere in the United States and to a growing
number of other countries as well. It is a job for those who love problem solving and people. It
requires a high level of work ethic and dedication, but in the end, the rewards for a job well
done are both intrinsic and extrinsic as you will likely make life-long friends while earning a
Outlined in the pages to follow are description, objectives, and admission requirements of the
Eddie Perkins, DO, FACOOG
Program Director, Physician Assistant Program
The Role of a Physician Assistant
The physician assistant is a health care professional licensed to practice medicine under the
supervision of a physician. The role of the physician assistant is to perform medical duties from
basic primary care to technically advanced procedures in emergency medicine or within
medical specialties. The typical duties of a physician assistant include: Taking a patient medical
history; performing complete physical examinations; ordering and interpreting laboratory tests;
diagnosing and treating medical illnesses; assisting physicians in surgery; performing routine
medical procedures such as suturing and wound care; and prescribing medications. This is a
team approach to medicine and health care, augmenting the needs and growing shortages
within the current American health care delivery system.
Physician assistant education is based on the medical model to emphasize the collaboration of
the PA-physician team. It is primary care oriented and prepares the physician assistant to be
professionally competent and able to identify with physicians in terms of thought, patterns of
action, and dedication to ethical and legal values and concerns.
The physician assistant’s work setting varies from practice at a rural clinic, an office-based
practice, within inpatient or long-term care facilities or in industrial settings. They also work in
education, health care administration, and research. The myriad of settings allows for career
flexibility and the ability to specialize.
Physician Assistant Professional Oath
(Source: Student Academy of the American Academy of Physician Assistants. URL:
“I pledge to perform the following duties with honesty and
• I will hold as my primary responsibility the health,
safety, welfare and dignity of all human beings.
• I will uphold the tenets of patient autonomy,
beneficence, nonmaleficence and justice.
• I will recognize and promote the value of diversity.
• I will treat equally all persons who seek my care.
• I will hold in confidence the information shared in the
course of practicing medicine.
• I will assess my personal capabilities and limitations,
striving always to improve my medical practice.
• I will actively seek to expand my knowledge and
skills, keeping abreast of advances in medicine.
• I will work with other members of the health care
team to provide compassionate and effective care of
• I will use my knowledge and experience to contribute
to an improved community.
• I will respect my professional relationship with the
• I will share and expand knowledge within the
These duties are pledged with sincerity and upon my honor.”
University of the Cumberlands Mission Statement
Today the Mission Statement of University of the Cumberlands reads as follows:
University of the Cumberlands has historically served students primarily, but not
exclusively, from the beautiful mountain regions of Kentucky, Tennessee, West Virginia,
Virginia, Georgia, North Carolina, South Carolina, Ohio and Alabama which have
traditionally been described as Appalachia. The University's impact can be seen in the
achievements of its graduates who have assumed roles of leadership in this region and
throughout the nation.
While located in the resort like area of Appalachia, with emphasis primarily on serving
the beautiful mountain area, the University now reaches into every state and around
the world through its student body and alumni.
UC continues to offer promising students of all backgrounds a broad-based liberal arts
program enriched with Christian values. The University strives for excellence in all of its
endeavors and expects from students a similar dedication to this pursuit. Its
commitment to a strong academic program is joined with a commitment to a strong
work ethic. UC encourages students to think critically and creatively so that they may
better prepare themselves for lives of responsible service and leadership. This focus of
its undergraduate programs is extended and extrapolated into its graduate programs.
These programs also nurture critical and creative thinking in pursuit of the “life-more-
abundant” for both the individual and society. At UC, graduate study prepares
professionals to be servant-leaders in their disciplines and communities, linking research
with practice and knowledge with ethical decision-making.
The master’s degree in Physician Assistant Studies is clearly driven by, and contributes to, the
Master of Physician Assistant Studies Program
Mission The mission of University of the Cumberlands Physician Assistant Program is to
educate competent, compassionate and caring Physician Assistants to be an integral part of the
modern professional health care team for underserved areas of Kentucky, the nation and on an
Vision University of the Cumberlands Physician Assistant program strives for professional
excellence in an environment of compassion and team cooperation with the common goal of
producing professionals who serve as a vital part of the health care team. It is our intent to
prepare clinicians whose lifestyle reflects a commitment to lifelong learning, leadership and
service to their community.
Goals In accordance with its mission, the UCPAP strives to graduate clinicians fully prepared
for employment as competent and caring physician assistants. In order to do this the program
has outlined several goals aligned with the ARC-PA competencies. It is thus the purpose of the
1. Prepare physician assistants with a strong knowledge base in biomedical and clinical
sciences supported by the ability to apply analytic thinking to clinical situations.
2. Instill students with the interpersonal communication skills necessary to develop effective
information exchange with patients, their families, and professionals in the healthcare
3. Teach students to provide effective patient care necessary for treatment of health problems
and the promotion of physical, psychological, and spiritual wellness.
4. Develop physician assistants knowledgeable in legal requirements and respectful of the
diversity of the PA profession in order to graduate PAs possessing a high degree of
professionalism, commitment to Christian ethics, and integrity.
5. Provide students with the opportunity to understand practice-based learning and
improvement by engaging each student in critical analysis of their own experience and
medical literature so that they continuously self-improve.
6. Expose students to clinical practice that encompasses the societal, organizational and
economic systems that tie into healthcare delivery in order that they may be prepared to
deliver optimal patient care.
Williamsburg Institute opened its doors in Williamsburg, Kentucky in 1889. Williamsburg
Institute became Cumberland College on March 15, 1913. The name reflected the institution’s
location along the Cumberland River and its proximity to Cumberland Falls and the Cumberland
Gap. From its inception, the institution has been affiliated with the Baptist Church. The mission
of University of the Cumberlands is to train and educate leaders (lay and clergy) for service in
the greater community.
Although Cumberland College was founded as a senior college, in 1918 the institution officially
became a junior college having phased out its junior and senior classes, beginning in 12916. The
College received its first accreditation from the Southern Association of Colleges and Schools
(SACS) in 1931. The Board of Trustees began investigating the possibility of bringing the College
back to senior college status in 1956. The junior year was added in 1959-1960 and the senior
year in 1960-1961. SACS granted initial accreditation as a senior college to the institution in
December 1964. SACS has reaffirmed the College’s accreditation in 1974, 1985, 1995, and 2006.
The institution has years of successful experience in developing and offering graduate programs
and programs aimed at non-traditional students. Cumberland College first received authority to
award its first graduate degree, the Master of Arts in Education (M.A.Ed.), on April 6, 1988. The
graduate program in education is now an integral part of the institution. Currently the
institution is expanding its online graduate offerings. On July 7, 2005, the institution received
authorization to offer a Masters of Arts in Teaching (M.A.T.) program. And in November 2006,
the institution received permission from the Commission on Colleges to offer both the M.A.Ed.
and M.A.T. degrees fully online. Its experience with online courses and non-traditional students
extends to its degree completion programs dating back to 2003.
On July 1, 2005, after action by the Board of Trustees the previous April, Cumberland College
changed its name to University of the Cumberlands. Under this new designation, the University
continues to provide a quality education in a Christian environment, and in doing so to serve its
Application for provisional accreditation by the Accreditation Review Commission on Education
for the Physician Assistant (ARC-PA) has begun. A formal site visit was held May 11-12, 2009. A
decision on the program’s provisional accreditation status will be issued in September 2009.
Pending accreditation, the first cohort of students will begin classes in January 2010.
Accreditation is required prior to starting the program in order for graduates to be able to sit
for the national certification examination for physician assistants, a credential required for state
University of the Cumberlands is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097:
Telephone number 404-679-4501) to award the Bachelor of General Studies, Bachelor of
Science, Bachelor of Arts, Bachelor of Music, Master of Arts in Education and Master of Arts in
Teaching Degrees. It is approved by the Kentucky State Department of Education for Teacher
Education and Certification.
University of the Cumberlands complies with all applicable federal and state non discrimination
statutes and does not engage in prohibited discrimination on the basis of race, color,
nationality, ethnic origin, sex, age, or handicap. The University may discriminate on the basis of
religion in any position of employment in order to fulfill its purpose.
Faculty and Staff
The full-time program faculty coordinates, direct, and oversees the curriculum as well as
monitor and evaluate students’ academic and professional progress. You will work closely with
each of these individuals throughout the 24-month curriculum. Program leadership, faculty,
and staff maintain an open-door policy to enhance accessibility, communication, and
Eddie S. Perkins, DO; Program Director
David Williams, MD; Medical Director
Jennifer Harrington, PA-C; Academic Coordinator
Joe Reed, PA-C; Clinical Coordinator
Peter Geissler, PhD, MD
Kelly Cozmanciuc; Administrative Assistant
Application and Admission
It is the applicant’s responsibility to:
1. Keep the Admissions Counselor for Graduate Programs informed of any changes in
contact information. This must be done in writing (e-mail is acceptable).
2. Ensure program’s receipt of all required application materials.
Individuals who are seeking admission to the University of the Cumberlands Physician Assistant
Program are required to complete and submit the following supplemental information to the
Graduate Admissions office. Applications will be considered incomplete and will not be
evaluated by the program if any of the required application information is not provided by the
application deadline. The supplemental materials require that applicants provide two
separately prepared statements that address the following areas:
Describe what has influenced you the most in your decision to become a Physician
Define the role you will play in the health care system as a Physician Assistant (including
specific details about what it is a Physician Assistant does).
The following specifications for preparation of the supplemental statements must be observed:
Statements must represent the applicant’s own thoughts and ideas in their own words.
The length of each statement must not exceed 400 words.
Each of the documents must be prepared using Times New Roman 12-point font with
one (1) inch borders on all sides of the page.
Selection Process & Preferences
All completed applications (which must include receipt of all program specific supplemental
application materials) undergo a preliminary selection screening process which evaluates and
awards admission points based upon the following program preferences:
Past Academic Performance (60%). This includes a thorough review and scoring for:
o GPAs (40%)
1. Cumulative College GPA (20%) A minimum of 3.0 is required and
awarded (5%). Higher GPA’s are awarded more points, up to (20%).
2. Pre-requisite/Recommended GPA (20%) A minimum of 3.0 is awarded
(5%). Higher GPA’s are awarded more points, up to (20%).
o Graduate Record Examination (GRE) score (20%). A minimum combined
verbal and quantitative score of 1000 is preferred and awarded 5%. Scores
higher than 1000 are given more admission points. Scores lower than 1000
will not automatically disqualify an applicant from consideration.
Geographic Location (10%). In accordance with the stated mission of this Program
to prepare health care providers to meet the needs of this very rural region,
applicants are awarded admissions locality preference points based upon the
o Permanent address within the Program’s stated region: (2%)
o Population of the location in which the applicant graduated from high school
(rural preference 2%)
o Number of credit hours completed at University of the Cumberlands (6%)
1. Completion of UC 3-2 Program (6%)
2. Completion of Bachelor’s including Pre-requisite and Recommended
courses at UC (6%)
3. Completion of Bachelor’s at UC (3%)
4. Completion of Pre-requisite and Recommended Courses at UC (3%)
Clinical Work Experience (20%). Fifty hours of PA shadowing is required. The
remaining required 50 hours may be done shadowing a PA as well but also includes
direct patient care employment as well as any formal health career training (EMT,
CNA, LPN, RN, RT, MT, etc).
Letters of Recommendation (10%). The letter should be written by a health care
professional or educational leader and assess the applicant’s ability to be a future
Personal Statements A personal statement is required but is not used in the initial
pre-screening. The essay/personal statement will be used at a later date to rank
Applications meeting minimum requirements are scored and ranked using the above
mentioned criteria. The PA Program Core Faculty who will then select 25 applicants for an
interview. Applicants meeting minimum requirements but who are not asked to an interview
will have their applications maintained for one year at which time the applicant may choose to
renew their application. Applications not renewed after one year will require the applicant to
begin the process again.
A group of 25 candidates will be interviewed on the 4 prescheduled interview dates. The
applicants present will be interviewed by the interviewing committee. On interview day there
will be a brief faculty and program introduction followed by a student introduction. Students
will then complete a 20 minute timed essay. Following the essay, students will be interviewed
at three stations which each contain two interviewers from the admissions committee. The
interviewers will fill out a questionnaire on each student. At the conclusion of the interviews
the students will be given a brief exit survey and farewell statement. The interviewers will then
convene to determine which students will be selected. Students will be informed by written
letter whether they have been accepted, declined, or wait-listed.
The Master of Science in Physician Assistant Studies is earned through the continuous twenty-
four-month program of studies consisting of 101 master’s level credit hours.
These hours are divided into sixty-one credit hours of Didactics (classroom focused instruction)
and forty credit hours of Clinical Rotations. The fifty-four hours of Didactics classes taken during
the first year of the Professional phase include clinical laboratory and behavioral sciences
coursework with applied clinical skills. The Clinical courses taken during the second year of the
Professional phase consist of eight five-week rotations.
In addition, at the end of the program, degree candidates complete three additional Didactics
classes: a one-hour Professional Development courses, a one-hour Capstone Project course,
and a five-hour course focused on preparing for the PANCE, the licensure examination required
of Physician Assistants.
Didactic Curriculum (61 Hours)
After formal admission, students complete a tightly structured sequence of Didactic courses
during the first year. These courses are listed below. The normal rotation of courses is outlined
later in this document.
MPAS 511 – Clinical Anatomy I 1 hour
MPAS 512 – Clinical Anatomy II 1 hour
MPAS 513 – Clinical Anatomy III 1 hour
MPAS 521 – Health Care Issues I 2 hours
MPAS 522 – Health Care Issues II 2 hours
MPAS 523 – Health Care Issues III 2 hours
MPAS 531 – Physical Diagnosis I 3 hours
MPAS 532 – Physical Diagnosis II 2 hours
MPAS 533 – Physical Diagnosis III 2 hours
MPAS 541 – Clinical Medicine I 6 hours
MPAS 542 – Clinical Medicine II 6 hours
MPAS 543 – Clinical Medicine III 6 hours
MPAS 551 – Pathology/Pathophysiology I 2 hours
MPAS 552 – Pathology/Pathophysiology II 2 hours
MPAS 553 – Pathology/Pathophysiology III 2 hours
MPAS 561 – Pharmacology I 2 hours
MPAS 562 – Pharmacology II 3 hours
MPAS 563 – Pharmacology III 2 hours
MPAS 571 – Practical App. of Medicine I 2 hours
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MPAS 572 – Practical App. of Medicine II 2 hours
MPAS 573 – Practical App. of Medicine III 3 hours
MPAS 680 – Professional Development Course 1 hour
MPAS 691 – Capstone Project 1 hour
MPAS 692 – PANCE Review course summation 5 hours
MPAS 511 – Clinical Anatomy I / 1 Credit Hour This course is part one in a series of three
anatomy courses aligned with Clinical Medicine in a modular format. It provides an
introduction to human anatomy and basic survey of the body. Students will learn basic
concepts related to anatomy as well as examine human morphology and the fundamental
relationships between HEENT, pulmonary, and gastrointestinal systems with conceptual
presentations of these regions of the human body. The clinical application of this knowledge is
applied through case studies. Students will have ample time to explore anatomy during
laboratory sessions using models and computer anatomy technology.
MPAS 512 – Clinical Anatomy II / 1 Credit Hour This course is part two in a series of three
anatomy courses aligned with Clinical Medicine II in a modular format. It builds upon concepts
and systems studies in Clinical Anatomy I. Students will develop knowledge of anatomical
concepts and examine human morphology and the fundamental relationships between cardiac,
neurological, and hematological systems with conceptual presentations of these regions of the
human body. The clinical application of this knowledge is applied through case studies.
Students will have ample time to explore anatomy during laboratory sessions using models and
computer anatomy technology.
MPAS 513 – Clinical Anatomy III / 1 Credit Hour This course is the final in a series of three
anatomy courses aligned with Clinical Medicine in a modular format. It builds upon concepts
and systems studies in Clinical Anatomy I and II. Students will build a comprehensive
knowledge of anatomical concepts. They will examine human morphology and the fundamental
relationships between endocrine, nephrological, men’s, women’s, pediatrics, rheumatology,
and musculoskeletal modules with conceptual presentations of applicable regions of the human
body. The clinical application of this knowledge is applied through case studies. Students will
have ample time to explore anatomy during laboratory sessions using models and computer
MPAS 521 – Health Care Issues I/ 2 Credit Hours This course will be divided into two major
components: Introduction to the PA profession and Research for Physician Assistants. In this
course students will trace the history, development, and current status of the physician
assistant profession. Students will explore the role of the physician assistant as part of the
healthcare team. Students will become familiar with state and national legislation that governs
the profession. This course will also introduce initial steps on a path toward learning to use
research to inform medical reasoning (also known as evidence-based medicine). Students will
continue to learn this skill throughout this program and throughout their career. Concepts
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addressed include: the diagnostic reasoning process, the use of relevant research evidence, and
proper and adequate review and analysis of medical literature.
MPAS 522 – Health Care Issues II / 2 Credit Hours This course will focus on ethical,
socioeconomic, and cultural issues which affect health care. The course will examine the
premise that a very high percentage of morbidity rates are social- behavioral in nature, and that
this has important implications for the medical practitioner. Students will develop counseling
and preventive education skills that foster treatment compliance, promote positive change, and
enhance ability to cope with pain and illness. An emphasis will be given to Christian ethics and
how certain related issues affect patient provider interactions. Through this course students
will gain a respect for self and others, a sense of professional responsibility and integrity, and a
commitment to patient welfare. Students are given opportunity to develop skills in the
application of medical ethics to clinical cases. Students will also build upon their research and
community involvement by continuing the community outreach project which was begun in
Health Care Issues I. Students will have an opportunity to integrate what they are learning into
this project and give feedback.
MPAS 523 – Health Care Issues III / 2 Credit Hours Health Care Issues III is designed to tie
together concepts of professional responsibility, medical ethics, and research skills learned in
the prior two classes. Students will also explore the topics of health care policy and medico-
legal issues related to practicing medicine. Through this course, students will culminate sense
of professional responsibility and integrity and a commitment to patient welfare. Students are
given opportunity to develop skills in the application of medical ethics to clinical cases.
Students will also build upon their research and community involvement by continuing the
community outreach project which was begun in Health Care Issues I. Students will have an
opportunity to integrate what they are learning into this project and give feedback.
MPAS 531 – Physical Diagnosis I / 2 Credit Hours This is one of a series of three classes designed
to teach methods of interviewing and obtaining a complete history and physical exam. In the
first section, physical diagnosis and proper examination techniques of problems relating to the
systems covered in Clinical Medicine I will be covered. Those systems include: infectious
disease, otorhinolaryngology, ophthalmology, pulmonology, allergy, immunology, dermatology,
genetics, gastroenterology, and tropical medicine. Emphasis is placed on professionalism in the
manner and approach to patients; sophistication in taking a history; expertise in the techniques
of physical examination; the ability to integrate, correlate, and interpret the data obtained; and
the ability to record findings accurately, succinctly, and in an organized, logical sequence. The
students will have ample time to practice their skills among themselves with faculty
observation and critique. Students will also be expected to self-assess their strengths and
deficiencies, and seek out tutorials and advice to remedy perceived problems. Opportunity will
be given for students to present and document their findings and receive constructive criticism.
MPAS 532 – Physical Diagnosis II / 2 Credit Hours This is part two in a series of courses where
the student will acquire knowledge required to complete a thorough physical examination
related to the modules studied. Students will integrate the knowledge obtained in Clinical
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Medicine II coupled with laboratory sessions emphasizing the proper use of diagnostic
equipment and technique for performing a physical examination. The semester will include the
modular education in: cardiology, hematology, oncology, neurology, psychology, geriatrics,
rehabilitation, and palliative care. Emphasis is placed on professionalism in the manner and
approach to patients; sophistication in taking a history; expertise in the techniques of physical
examination; the ability to integrate, correlate, and interpret the data obtained; and the ability
to record findings accurately, succinctly, and in an organized, logical sequence. The students
will have ample time to practice their skills among themselves with faculty observation and
critique. Students will also be expected to self-assess their strengths and deficiencies, and seek
out tutorials and advice to remedy perceived problems. Opportunity will be given for students
to present and document their findings and receive constructive criticism.
MPAS 533 – Physical Diagnosis III / 2 Credit Hours This is the third course in a series of three
where the student will acquire knowledge required to complete a thorough physical
examination. Students will integrate the knowledge obtained in Clinical Medicine III coupled
with laboratory sessions emphasizing the proper use of diagnostic equipment and technique for
performing a comprehensive physical examination. The semester will include the following
modules: cardiovascular, pulmonary, musculoskeletal, nephrology, men’s health, OBGYN, and
pediatric. Emphasis is placed on professionalism in the manner and approach to patients;
sophistication in taking a history; expertise in the techniques of physical examination; the
ability to integrate, correlate, and interpret the data obtained; and the ability to record findings
accurately, succinctly, and in an organized, logical sequence. The students will have ample time
to practice their skills among themselves with faculty observation and critique. Students will
also be expected to self-assess their strengths and deficiencies, and seek out tutorials and
advice to remedy perceived problems. Opportunity will be given for students to present and
document their findings and receive constructive criticism.
MPAS 541 – Clinical Medicine I / 6 Credit Hours This is one of a series of three courses in the
study of medicine that will be taught in a modular format utilizing a combination of lecture and
interactive techniques. It is designed to explore the common medical and surgical disorders
encountered in general adult medicine. This will include: clinical presentation, acute care,
etiology, pathophysiology, prevention, genetic involvement, diagnostic work-up, lab
interpretation, appropriate referral, and management of disorders pertaining to the following
modules: laboratory medicine, infectious disease, HEENT, dermatology, pulmonology, allergy
and immunology, genetics, gastroenterology, and tropical/wilderness medicine. Students will
develop a deeper curiosity about the art and science of clinical medicine, a passion about the
field of medicine, and learn the skills of self directed learning.
MPAS 542 – Clinical Medicine II / 6 Credit Hours The student will build upon the knowledge and
skills attained in MPAS 541 to study the presentation in the following modules: cardiology,
hematology, oncology, neurology, psychology, geriatrics, alternative medicine, rehabilitation,
chronic care, occupational medicine, and palliative or end of life care. This is part two of a
series of three courses in the study of medicine that will be taught in a modular format utilizing
a combination of lecture and interactive techniques. It is designed to explore the common
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medical and surgical disorders encountered in general adult medicine. This will include: clinical
presentation, acute care, etiology, pathophysiology, prevention, genetic involvement,
diagnostic work-up, lab interpretation, appropriate referral, and management of disorders
pertaining to the listed modules. Students will develop a deeper curiosity about the art and
science of clinical medicine, a passion about the field of medicine, and learn the skills of self
MPAS 543 – Clinical Medicine III / 6 Credit Hours The student will build upon the knowledge and
skills attained in MPAS 542 to study the following modules: endocrine, nutritional disorders,
nephrology, urology, men’s health, women’s health, gynecology, obstetrics, pediatrics,
rheumatology, and orthopedics. This is part three of a series of three courses in the study of
medicine that will be taught in a modular format utilizing a combination of lecture and
interactive techniques. It is designed to explore the common medical and surgical disorders
encountered in general adult medicine. This will include: clinical presentation, acute care,
etiology, pathophysiology, prevention, genetic involvement, diagnostic work-up, lab
interpretation, appropriate referral, and management of disorders pertaining to the listed
modules. Students will develop a deeper curiosity about the art and science of clinical
medicine, a passion about the field of medicine, and perfect the skills of self directed learning.
MPAS 551 – Pathology/Pathophysiology I / 2 Credit Hours The Pathology & Pathophysiology
course series will combine lectures and student-centered learning for an in-depth exploration
of this foundational science. Students will have the opportunity to reinforce and expand their
knowledge-base beyond what they established as undergraduates. This course also intends to
introduce motivated students to strategies for life-long learning in the basic and applied
sciences. The primary focus will be on solidifying content pertinent to Physician Assistant
practice, but current events and/or other applied physiology may be discussed. The studies of
pathophysiology in this course will be aligned in a module format to what is being studied in
clinical medicine. Modules include: laboratory medicine, infectious disease,
otorhinolaryngology, ophthalmology, Pulminology, allergy, immunology, dermatology,
gastroenterology, and tropical medicine.
MPAS 552 – Pathology/Pathophysiology II / 2 Credit Hours Students will learn integrative
human physiology and pathophysiology involving the cardiological, hematological, oncological,
neurological, and psychological systems with an emphasis upon homeostatic mechanisms and
the etiologies of disease states. Recognition of the interrelationship of function and dysfunction
at the molecular, cellular and tissue levels, as well as the organ and systemic levels provides the
student with the necessary foundation for MPAS 542 and 543 (Clinical Medicine II and III).
MPAS 553 – Pathology/Pathophysiology III / 2 Credit Hours Students will learn integrative
human physiology and pathophysiology involving the endocrine, nephrological, urological,
gynecological, rheumatological, and orthopedic systems with an emphasis upon homeostatic
mechanisms and the etiologies of disease states.
MPAS 561 – Pharmacology I / 2 Credit Hours The first in a 3-course series designed to introduce
the student to principles that provide the foundation for the study of pharmacology and
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therapeutics. Students will be given a thorough introduction to pharmacologic terms,
definitions and principles which are essential to understanding drug properties and actions.
Focus will be on the pharmacologic agents related to infectious, ophthalmic, pulmonary,
allergic, dermatologic, and gastrointestinal disorders. Students will gain knowledge of
pharmacokinetic principles of drug absorption, distribution and metabolism, and elimination.
We will also cover an introduction to prescription writing and legal issues surrounding
prescription writing. When completed with this series of courses students will acquiesce a
working knowledge of the top 200 most commonly prescribed drugs, their pharmacological
actions/properties, and classification.
MPAS 562 – Pharmacology II / 3 Credit Hours Building on the knowledge and skills obtained in
Pharmacology I, this course will enhance pharmacologic and therapeutic principles in relation
to patient treatment. Focus will be on the basic pharmacodynamic, pharacokenetic and
phamacotherapeutic principles and pharmacologic agents of cardiological, hematological,
oncological, neurological, psychological, and geriatric disorders. We will also cover prescription
writing of those medications. When completed with this series of courses students will
acquiesce a working knowledge of the top 200 most commonly prescribed drugs, their
pharmacological actions/properties, and classification.
MPAS 561 – Pharmacology III / 2 Credit Hours Students will build upon the knowledge and skills
obtained in MPAS 561 and 562. Combined lecture and active learning exercises are designed to
develop the pharmacologic and therapeutic skills that a physician assistant will need to enhance
patient care in clinical practice focusing on the following areas: Rheumatic Diseases/Anti-
inflammatories, Pain Management, Endocrinology, nephrological disorders, men’s and
women’s health, obstetrics, pediatrics, and orthopedics. We will also cover prescription writing
of those medications. When completed with this series of courses students will acquiesce a
working knowledge of the top 200 most commonly prescribed drugs, their pharmacological
actions/properties, and classification.
MPAS 571 – Practical Applications in Medicine I / 2 Credit Hours This course introduces the
application of medical knowledge in emergency treatment and surgical procedures. Skills are
learned which are necessary to treat patients in a variety of life threatening and surgical
situations. Students learn appropriate diagnostic and hands on therapeutic and procedural
measures relating to the following modules: infectious disease, EENT, ophthalmology,
gastrointestinal, pulmonary, allergy, immunology, dermatology, genetics, and tropical
medicine. This class is taught using a variety of learning methods, including traditional lectures,
case-based learning, simulated patient encounters, and laboratory exercises.
MPAS 572 – Practical Applications in Medicine II / 2 Credit Hours This course builds upon
previous acquisition of procedural and emergency care skills and focuses on applying that
knowledge to additional emergency and surgical situations. Students learn appropriate
diagnostic, therapeutic, and surgical measures relating to the following modules: cardiology,
hematology, oncology, neurology, psychiatry, geriatrics, rehabilitation, and palliative care. This
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class is taught using a variety of learning methods, including traditional lectures, case-based
learning, simulated patient encounters, and laboratory exercises.
MPAS 573 – Practical Applications in Medicine III / 2 Credit Hours This culminating course ties
together previous acquisition of procedural and emergency care skills and focuses on applying
that knowledge to additional emergency and surgical situations. Students learn appropriate
diagnostic, therapeutic, and surgical measures relating to the following modules: endocrine,
nephrology, urology, sexual health, gynecology, obstetrics, pediatrics, rheumatology, and
orthopedics. This class is taught using a variety of learning methods, including traditional
lectures, case-based learning, simulated patient encounters, and laboratory exercises. Students
will also learn principles of surgery including pre-operative, intra-operative, and post-operative
MPAS 680 – Professional Development / 1 Credit Hour Students will prepare to transition to the
professional role by developing employment skills and learning about professional practice
issues. Students will develop a framework necessary to achieve and maintain certification.
MPAS 691 – Capstone / 1 Credit Hour Students synthesize knowledge and skills obtained during
the program through successful completion of a summative evaluation (Objective Skills Clinical
Evaluation) and a comprehensive written exam. By displaying competency in both analyzing
and integrating patient data, students demonstrate skills necessary for competent PA practice.
Students also develop individual clinical portfolios to provide a framework for lifelong learning.
MPAS 692 – PANCE review / 5 Credit Hours This course prepares students for successful
completion of the Physician Assistant National Certifying Examination (PANCE), necessary for
entering medical practice. Students learn study strategies that lead to successful completion of
board-style exams. Students are prepared to take a systems approach, integrating all aspects of
medicine encountered in the practice of medicine. Topics also include typical clinical
presentation, etiology, pathophysiology, diagnostic work-up, lab interpretation and
management of disorders.
Costs, Financial Aid
Upon notification of acceptance to the University of the Cumberlands Physician Assistant
Program, applicants are required to submit a $500 non-refundable admissions deposit. This
deposit, which must be received within seven days (excluding Saturdays, Sundays and holidays)
of being verbally notified of acceptance, will be applied toward first year tuition:
First Year $29,500
Second Year $29,500
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Students are responsible for arranging their own housing accommodations, transportation, and
any expenses associated with travel and relocations performed as a requirement of the
During the first year of the Program, students will occasionally be commuting to clinics and
hospitals throughout the Williamsburg area.
During the second year, much longer distances of travel and extended periods of time away
from Williamsburg may be required depending upon the location(s) of the individual clinical
practice rotations. All Program participants can anticipate temporary relocation for at least
one of their required clinical practice experiences during the final year of the Program.
Students who elect to perform clinical practice rotations outside the Program’s primary
geographic area will also be financially responsible for any costs associated with site visits
performed by Program faculty during a clinical rotation at these more distant locations.
For details on financial aid opportunities, refer to the following:
University of the Cumberlands Financial Aid webpage www.ucumberlands.edu.
Textbooks and Information Resources
Each student will be required to purchase textbooks (a list will be provided for all incoming
students). The approximate cost for textbooks will be $300 per semester. A trainee
subscription to UpToDate (~$195.00 per year), an online evidence-based peer reviewed
medical information resource, is also required. A one-time fee of $75 is required for a TYPHON
PAST membership (used for clinical experience tracking). Additional TYPHON options will be
made available for additional cost.
Each student must have a laptop computer for use through the entire 24-month curriculum.
The following minimum specifications are recommended:
Intel Pentium 4 with 1GHz processor or faster
40 Gb Hard Drive
Screen resolution of at least 1280x800
LCD screen privacy filter (attaches to LCD to allow frontal viewing only and
prevents others from viewing screen from a tangential view)
4 hour fully-charged battery operation
10/100/1000 base-T Ethernet card
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802.11b/g wireless network card
WPA2 security authentication
56K standard modem
Microphone/Headset combination (recommended)
Sound care (recommended)
USB memory device i.e. jump drive (recommended)
Windows Operating System (Windows 2000 or later)
Microsoft Office (Word, Excel, PowerPoint, and Outlook)
Antivirus program: Must maintain a current anti-virus update subscription
Adobe Acrobat Reader 8.0 or later (Free download)
Microsoft Internet Explorer 6.0 or later
Real Player 6.0 or later (Free download)
The Program requires that each student obtain the following medical equipment prior to the
beginning of the first Fall Semester following matriculation:
Stethoscope: We strongly recommend you invest in a high quality stethoscope, as
this will have a profound effect on your technical ability to hear the subtle and
significant physiologic sounds of the human body
White lab coat, half-length ONLY (no full length coats are allowed). Lab coats may be
purchased for the bookstore located on campus.
Tuning Fork Set
Equipment costs vary widely, depending upon individual preferences. The total cost for quality
equipment may range from $150 to $200.
Students are required to wear nametags during clinical rotations and may be required a certain
times during the didactic year. The program may provide these nametags at a nominal fee.
Students are required to carry their own insurance policies.
Health Insurance Students MUST carry and maintain health insurance throughout the Program.
Proof of insurance must be submitted to the Graduate Admissions office prior to matriculation.
Students will not be allowed to participate without proof of health insurance.
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Worker’s Compensation Insurance An increasing number of clinical practice sites are
requiring students to provide proof of compensation coverage in addition to personal
health insurance coverage. If a student performs at a clinical rotation at a facility that
mandates this added insurance, the cost of purchasing the required policy must be
borne by the student.
The Program maintains group liability insurance coverage for enrolled students in the amount
of $1,000,000 per claim/$3,000,000 aggregate. An individual student policy is not required.
Student Privacy and Informed Consent
Students in the Department of Physician Assistant Studies are granted privacy trough the Family
Educational Rights and Privacy Act of 1974 (FERPA) enacted to protect the privacy associated
with educational records, to establish the rights of students to inspect and review their
educational records and to provide guidelines for the correction of inaccurate or misleading
data through informal and formal hearings.
In compliance with FERPA, University of the Cumberlands Department of Physician Assistant
Studies requires its students’ informed consent to the sharing of personal information with its
educational partners (clinical rotation sites) strictly on a need-to-know basis. This personal
information may include, but is not limited to, social security numbers, immunization records,
e-mail addresses, telephone numbers, results of health care tests, results of credit checks and
criminal records known to University of the Cumberlands. Notice is hereby given that random
drug screenings or additional criminal background checks may be requested of the students at
anytime during the didactic or clinical years as well as for placement in certain clinical rotation
sites as standard operating procedure. The student may be responsible for the cost of drug
screenings or additional criminal background checks.
All students accepted for admission to the Physician Assistant program are required to submit a
completed Health History Questionnaire form (see Appendix 3) prior to matriculation. In order
to insure confidentiality, this documentation must be submitted directly to the University of the
Cumberlands Graduate Admissions. DO NOT send any health screening information to the PA
The Graduate Admissions staff is responsible for evaluating the health information provided to
determine the applicant’s ability to complete the entire educational program without risk to
her/himself or the patients. In order to maintain confidentiality of the information submitted, a
Certificate of Health Compliance is the only documentation provided to the Program following
completion of the health screening.
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Applicants must provide documentation of tuberculosis screening through PPD testing, unless
contraindicated, within the 6 months preceding Program matriculation. For individuals with a
history of previous positive PPD test results, documentation regarding follow-up evaluation
(including results of last chest x-ray) and any treatment taken must be provided. Some clinical
sites have more strict tuberculosis screening requirements including two-step testing or testing
within a specific period of time of rotation onset. In these cases, additional PPD testing may be
Students must provide documentation demonstrating current immunization or laboratory
evidence of immunity for those infectious conditions required by the State of Kentucky or
prospective clinical practice rotation site-specific requirements and/or those recommended by
the CDC for Health Care Workers. These immunizations include:
• Measles (Rubeola)
• German Measles (Rubella)
• Chicken Pox (Varicella)
• Hepatitis B
As the Program receives frequent requests for verification of its students’ immunization status
during the clinical practice rotations, applicants will be required to sign a Health Information
Release form (Appendix 4). The Clinical Coordinator will maintain this information until
completion of all clinical practice rotations. The Program’s copy of this information will be
destroyed one year after a student completes or leaves the Program.
Students will be assigned an academic advisor at matriculation. All faculty advisors are
members of the Program’s core faculty. Students should maintain regular communication with
their advisor, especially if academic, technical or professional difficulties are identified.
One of the academic advisor’s specific responsibilities is to work with each student on
developing professionalism. Professionalism is just as crucial to your ability to succeed as is
your acquisition of the basic medical, clinical, and social sciences knowledge base.
Students are responsible for meeting with their advisor at least twice each semester, at
midterm and during finals week. Advisors will provide feedback about current academic
standing (especially at midterm) and review the end-of-semester faculty evaluations of the
Responsibilities of the faculty advisor include but are not limited to:
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Closely monitoring the students’ academic progress. If concerns arise, the faculty
advisor will schedule individual conferences to address specific performance
problems and develop a plan for remediation/correction.
Addressing concerns about individual professionalism or academic issues that are
raised by other faculty, staff or students.
2010-2011 Program Academic Calendar
The following is a tentative academic calendar for the Class of 2010 and is subject to change.
Didactic Year Dec 13-Jan 11 Winter Holiday
January 13 Classes begin SPRING 2011
March 15-19 Spring Break January 12 Classes begin
April 2 Good Friday Holiday April 22 Good Friday Holiday
April 30 Final Exam May 2-May 5 Final Examinations
May 3-May 6 Semester Break
May 10 Classes Begin June 6 Classes Begin
August 13 Final Exam June 7 Last day to register for classes
August 16-24 Semester Break July 28 Last day of classes
FALL 2010 FALL 2011
August 25 Classes Begin August 24 Classes Begin
September 6 Labor Day, no classes December 12-16 Final Examinations
October 14-17Fall Break
Nov 11-12 KAPA Conference
Nov 24-28 Thanksgiving Break
Dec 10 Final Exam
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PROGRAM STANDARDS OF PERFORMANCE
Dishonesty in any form will not be tolerated in the Physician Assistant Studies Program. In
addition to the ethical issue of honesty, as a professional program, we hold all our students to
the AAPA Guidelines for Ethical Conduct for the Physician Assistant Profession. These
guidelines can be found at the following website: http://www.aapa.org/policy/ethical-
Honesty and scholarship require that a person exercise care to make proper acknowledgement
when using another's intellectual work. Disregard of this standard of morality and scholarship
lays a person open to charges of plagiarism or cheating. Refer to the University of the
Cumberlands Catalog for details on standards for academic integrity.
Course grades are calculated on a percentage basis as outlined in the respective course syllabi.
All final course grade percentages are rounded to the nearest integer.
XX.50% or higher is rounded up to the next higher integer. XX.49% or less is rounded
Final course grades are assigned according to the following academic standards:
Didactic & Research Courses Clinical Rotations
Percent Grade Percent Grade
90 – 100 A 90 – 100 A
80 – 89 B 80 – 89 B
70-79 C Less than 80 F
Less than 70 F
Grades are considered a reflection of how well a student has done in comparison to the
After a remediation plan is mapped out and if after completing the plan a student does not
achieve the minimum requirements for progression in the program, the student will not be
allowed to move forward in the program. The student will be permitted to join the next cohort
the following year. If at that time, the student again fails to meet the minimum requirements
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for progression, the student will be dismissed from the program. Any student wishing to be
readmitted will have to file a new application with the program.
Academic Assessment Tools
Student assessments of learning and academic achievement will take several forms during the
Physician Assistant Program. Course instructors will follow syllabi for guidelines and use a
variety of methods to assess students. These may include:
1. Written examinations- to be aligned with PA competencies
2. Clinical Skills Assessments- aligned with technical standards
3. Objective Standardized Clinical Evaluations (OSCE):
Obtain a patient’s medical history.
Appropriately perform physical examinations.
Critically analyze diagnostic data to establish a differential diagnosis.
Formulate a treatment plan.
Provide appropriate patient education.
4. Written Reports on medical topics
5. Pre-prep notes- aligned with the PANCE blueprint
6. Faculty Evaluations of professional performance.
7. Clinical correlation group assignments.
8. Research projects.
Students are required to maintain a minimum grade point average (GPA) of 3.0 and achieve a
course letter grade of “C” or better in all courses to progress within the Program.
1. Any individual who does not meet the specified end-of-semester GPA requirements will
be placed on Academic Probation for one semester.
2. A student placed upon probation must meet with the Program Director and Academic
Coordinator to establish a Remediation Plan. The terms of this plan must be completed
before probation is lifted.
3. The cumulative GPA must be raised to the minimum requirement during the
4. Probationary students who do not improve their academic status after one semester
normally will not be allowed to continue as a degree candidate. Failure to meet the
minimum GPA at the end of the probationary semester will result in immediate
dismissal from the program.
5. Unless a Leave of Absence has been granted, students must complete all the
requirements of the MPAS program within three years of being admitted to the
A student earning less than a “B” on any course will be placed on academic probation. A
student placed upon probation must meet with the Program Director and Academic
Coordinator to establish a Remediation Plan. The terms of this plan must be completed before
probation is lifted. Probationary students who do not improve their academic status after one
semester normally will not be allowed to continue as a degree candidate.
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The National Commission on Certification of Physician Assistants (NCCPA), in conjunction with
the AAPA, PAEA and ARC-PA, has developed a document entitled Competencies for the
Physician Assistant Profession (latest revision: available online at http://www.nccpa.net). This
document serves as a foundation by which physician assistants can chart their individual course
toward attaining the fundamental competencies of the PA profession.
The University of the Cumberlands PA Program has adopted this manuscript as a resource for
defining the basic knowledge, clinical skills, and professional attitudes and behaviors individuals
enrolled in this program should strive to attain and demonstrate throughout their course of
study. Students in the University of the Cumberlands PA Program must demonstrate
competence in the following six categories:
1. Medical knowledge which includes an understanding of pathophysiology, patient
presentation, differential diagnosis, patient management, surgical principles, health
promotion and disease prevention.
2. Interpersonal and communication skills which encompasses verbal, nonverbal and
written exchange of information.
3. Patient care including age-appropriate assessment, evaluation and management.
4. Professionalism manifested through:
a. The expression of positive values and ideals as care is delivered,
b. Prioritizing the interests of those being served above one’s own,
c. Knowing one’s professional and personal limitations,
d. Practicing without impairment from substance abuse, cognitive deficiency or mental
e. Demonstrating a high level of responsibility, ethical practice, and sensitivity to
patient diversity and adherence to legal and regulatory requirements.
2. Practice-based learning and improvement by engaging in critical analysis of one’s own
practice experience, the medical literature and other information resources for the
purpose of self-improvement in order to assess, evaluate and improve personal patient
3. Systems-based practice demonstrates a provider’s awareness of, responsiveness toward
and work to improve the larger system of health care, encompassing the societal,
organizational and economic environments in which health care is delivered, to provide
patient care that is of optimal value.
Additionally, the NCCPA has created a blueprint for entry-level physician assistant certification
in which the examination content is divided into two critical dimensions:
1. Knowledge of clinical skills physician assistants should exhibit when confronted with
diseases and disorders, and
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2. Knowledge of organ systems and the diseases, disorders and medical assessments
physician assistants encounter within those systems.
The following tables have been extracted from the NCCPA website to illustrate the
breadth of competency expected of those who are seeking entry into the PA profession.
Knowledge of Clinical Skills
History Taking & Performing Physical Examinations
• Pertinent historical information associated with selected medical
• Risk factors for development of selected medical conditions
• Signs and symptoms of selected medical conditions
• Physical examination techniques
• Physical examination findings associated with selected medical
• Appropriate physical examination directed to selected medical
• Differential diagnosis associated with presenting symptoms or
Cognitive skills in:
• Conducting comprehensive and focused interviews
• Identifying pertinent historical information
• Performing comprehensive and focused physical examinations
• Associating current complaint with presented history
• Identifying pertinent physical examination information
Using Laboratory & Diagnostic Studies
• Indications for initial and subsequent diagnostic or laboratory
• Cost effectiveness of diagnostic studies or procedures
• Relevance of common screening tests for selected medical
• Normal and abnormal diagnostic ranges
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• Risks associated with diagnostic studies or procedures
• Appropriate patient education related to laboratory or diagnostic
Cognitive skills in:
• Using diagnostic equipment safely and appropriately
• Selecting appropriate diagnostic or laboratory studies
• Collecting diagnostic or laboratory specimens
• Interpreting diagnostic or laboratory studies results
Formulating Most Likely Diagnosis
• Significance of history as it relates to differential diagnosis
• Significance of physical findings as they relate to diagnosis
• Significance of diagnostic and laboratory studies as they relate to
Cognitive skills in:
• Correlating normal and abnormal diagnostic data
• Formulating differential diagnosis
• Selecting the most likely diagnosis in light of presented data
• Epidemiology of selected medical conditions
• Early detection and prevention of selected medical conditions
• Relative value of common screening tests
• Appropriate patient education regarding preventable conditions or
• Healthy lifestyles
• Prevention of communicable diseases
• Immunization schedules and recommendations for infants,
children, adults and foreign travelers
• Risks and benefits of immunization
• Human growth and development
• Human sexuality
• Occupational and environmental exposure
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• Impact of stress on health
• Psychological manifestations of illness and injury
• Effects of aging and changing family roles on health maintenance
and disease prevention
• Signs of abuse and neglect
• Barriers to care
Cognitive Skills in:
• Using counseling and patient education techniques
• Communicating effectively with patients to enhance health
• Adapting health maintenance to the patient’s context
• Using informational databases
Knowledge of :
• Management and treatment of selected medical conditions
• Indications, contraindications, complications, risks, benefits and
techniques for selected procedures
• Standard precautions and special isolation conditions
• Sterile technique
• Follow-up and monitoring of therapeutic regimens
• Conditions that constitute medical emergencies
• Indications for admission to or discharge from hospitals or other
• Discharge planning
• Available community resources
• Appropriate community resources
• Appropriate patient education
• Roles of other health professionals
• End-of-life issues
• Risks and benefits of alternative medicine
Cognitive skills in:
• Formulating and implementing treatment plans
• Recognizing and initiating treatment for life-threatening
• Demonstrating technical expertise related to performing specific
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• Communicating effectively
• Using counseling techniques
• Facilitating patient adherence and active participation in treatment
• Interacting effectively in multidisciplinary teams
• Mechanism of action
• Indications for use
• Side effects
• Adverse reactions
• Follow-up and monitoring of pharmacologic regimens
• Risks for drug interactions
• Clinical presentation of drug interactions
• Treatment of drug interactions
• Drug toxicity
• Methods to reduce medication errors
• Cross reactivity of similar medications
• Recognition and treatment of allergic reactions
Cognitive skills in:
• Selecting appropriate pharmacologic therapy for selected medical
• Monitoring pharmacologic regimens and adjusting as appropriate
• Evaluating and reporting adverse drug reactions
Applying Basic Science Concepts
• Human anatomy and physiology
• Underlying pathophysiology
• Microbiology and biochemistry
Cognitive skills in:
• Recognizing normal and abnormal anatomy and physiology
• Relating pathophysiologic principles to specific disease processes
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• Correlating abnormal physical examination findings to a given
• Correlating abnormal results of diagnostic tests to a given disease
Knowledge of Organ Systems
Cardiomyopathy Congestive Heart Failure Vascular Disease
Dilated Hypertension Acute rheumatic fever
Hypertrophic Essential Aortic
Restrictive Secondary aneurysm/dissection
Conduction Disorders Malignant Arterial
Atrial fibrillation/flutter Hypotension embolism/thrombosis
Atrioventricular block Cardiogenic shock Chronic/acute arterial
Bundle branch block Orthostasis/postural occlusion
Paroxysmal supraventricular Ischemic Heart Disease Giant cell arteritis
tachycardia Acute myocardial Peripheral vascular disease
Premature beats infarction Phlebitis/thrombophlebitis
Ventricular tachycardia Angina pectoris Venous thrombosis
Ventricular • Stable Varicose veins
fibrillation/flutter • Unstable Valvular Disease
Congenital Heart Disease • Prinzmetal's/variant Aortic
Atrial septal defect stenosis/insufficiency
Coarctation of aorta Mitral
Patent ductus arteriosus stenosis/insufficiency
Tetralogy of Fallot Mitral valve prolapse
Ventricular septal defect Tricuspid
Other Forms of Heart
Acute and subacute
Infectious Disorders Neoplastic Disease Pulmonary Circulation
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Erythema multiforme Paronychia Vitiligo
Anemias Coagulation Disorders Malignancies
Aplastic anemia Factor VIII disorders Acute/chronic lymphocytic
Vitamin B12 deficiency Factor IX disorders leukemia
Folate deficiency Factor XI disorders Acute/chronic
Iron deficiency Thrombocytopenia myelogenous leukemia
G6PD deficiency • Idiopathic Lymphoma
Hemolytic anemia thrombocytopenic Multiple myeloma
Sickle cell anemia purpura
Thalassemia • Thrombotic
• Von Willebrand's
Fungal Disease Mycobacterial Disease Viral Disease
Candidiasis Tuberculosis Cytomegalovirus infections
Cryptococcosis Atypical mycobacterial Epstein-Barr virus
Histoplasmosis disease infections
Pneumocystis Parasitic Disease Erythema infectiosum
Bacterial Disease Amebiasis Herpes simplex
Botulism Hookworms HIV infection
Chlamydia Malaria Human papillomavirus
Cholera Pinworms infections
Diphtheria Toxoplasmosis Influenza
Gonococcal infections Spirochetal Disease Mumps
Salmonellosis Lyme borreliosis Rabies
Shigellosis • Lyme disease Roseola
Tetanus Rocky Mountain spotted Rubella
Syphilis Varicella-zoster virus
Technical standards refer to those physical, cognitive and behavioral abilities required of all
Physician Assistant candidates. Students admitted to the Physician Assistant Program must
meet certain basic/essential requirements (technical standards) that are necessary to perform
as a Physician Assistant. Reasonable accommodation for persons with documented disabilities
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will be considered on an individual basis; but, an applicant must possess the intellectual,
ethical, physical and emotional capabilities required to independently undertake and complete
the full Program curriculum and achieve the required level of competence in the time period
allotted by program design/policy.
Candidates for the physician assistant profession must have use of all somatic sensations and
the functional use of vision and hearing. Diagnostic skills will be lessened without the use of
the senses of equilibrium, smell and taste. Additionally, they must have sufficient exteroceptive
sense (touch, pain, and temperature), proprioceptive sense (position, pressure, movement,
stereognosis, and vibration) and motor function to permit them to carry out the activities
described in the sections that follow. Candidates must be able to integrate all information
received by whatever sense(s) employed, consistently, quickly, and accurately, and they must
have the intellectual ability to learn, integrate, analyze and synthesize data.
Applicants will be required to sign a verification statement that they meet the Technical
Standards as part of the Program-specific application Supplemental Materials (Appendix 1).
Students in the University of the Cumberlands Physician Assistant Program will subsequently be
evaluated each semester by faculty or clinical preceptors as to their ability to perform these
Technical Standards throughout their educational experience. Individuals who do not
satisfactorily demonstrate the required skills and abilities outlined in the Technical Standards
will be placed on Academic Probation, provided remediation and academic counseling, and
reassessed at the end of the subsequent semesters and/or clinical rotations for evidence of
improvement. Failure to demonstrate satisfactory progress in future assessments will result in
dismissal from the Program.
The granting of an entry level master’s degree signifies that the holder has developed the basic
clinical skills requisite to perform their professional role, under the ‘supervision’ of a Doctor of
Medicine or Osteopathy, in accordance with the laws of medical practice. The services they
provide must, for the safety and welfare of the patient, be of the same professional quality that
would be rendered by their supervising physician. The PA Program has the responsibility to
assure its graduates are fully competent and capable of complying with the Hippocratic Oath
“to benefit and do no harm” to the public they will serve.
A candidate for the physician assistant profession must possess the skills and abilities defined in
the following five categories:
1. Observation Skills
The candidate must be able to observe demonstrations and experiments in the basic sciences,
including but not limited to physiologic and pharmacologic demonstrations in animals,
microbiologic cultures, and microscopic studies of microorganisms and tissues in normal and
pathologic states. A candidate must be able to observe a patient accurately at a distance and
close at hand. Observation necessitates the functional use of the sense of vision, hearing,
olfaction, and somatic sensation.
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2. Communication Skills
A candidate should be able to speak, hear, and observe patients in order to elicit information,
describe changes in mood, activity and posture, and perceive nonverbal communications. A
candidate must be able to communicate effectively and sensitively with patients.
Communication includes not only speech but also reading and writing. The candidate must be
able to communicate effectively and efficiently in oral and written form with all members of the
health care team and patients.
3. Motor Skills
Candidates should have sufficient motor function to elicit information from patients by
palpation, auscultation, percussion, and other diagnostic maneuvers. A candidate should be
able to do basic laboratory tests, carry out diagnostic procedures, and read EKGs and X-ray films.
A candidate should be able to execute motor movements reasonably required to provide
general care and emergency treatment of patients. Examples of emergency treatment
reasonably required of physician assistants are cardiopulmonary resuscitation, the
administration of intravenous medication, the application of pressure to stop bleeding, the
opening of obstructed airways, the suturing of simple wounds, and the performance of simple
obstetrical maneuvers. Such actions require coordination of both gross and fine muscular
movements, equilibrium and functional use of the senses of touch and vision.
4. Intellectual-Conceptual, Integrative and Quantitative Abilities
These abilities include measurement, calculation, reasoning, analysis and synthesis. Problem
solving, the critical skill demanded of physician assistants, requires all of these intellectual
abilities. In addition, the candidate should be able to comprehend three-dimensional
relationships and to understand the spatial relationships of structures.
5. Behavioral and Social Attributes
A candidate must possess the emotional health and stability required for full utilization of
her/his intellectual abilities, the exercise of good judgment, the prompt completion of all
responsibilities attendant to the diagnosis and care of patients, the development of mature,
sensitive and effective relationships with patients. Candidates must be able to adapt to
changing environments, to display flexibility and to learn to function in the face of uncertainties
inherent in the clinical problems of many patients. Compassion, integrity, concern for others,
interpersonal skills, interest and motivation are all personal qualities that are assessed during
the admission and educational processes.
Technological compensation can be made for some disabilities in certain areas, but such a
candidate should be able to perform in an independent manner. Students with disabilities are
responsible for requesting accommodations under the Americans with Disabilities Act through
the procedures outlined in the University of the Cumberlands catalog. (See
Accommodations/Disabilities in the General Policies and Procedures section of this handbook.)
Professional Standards - Code of Ethics
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Students are required to demonstrate professional behavior throughout the duration of their
enrollment at University of the Cumberlands – both in the didactic setting as well as in clinical
Professional behavior means having and demonstrating respect for everyone, holding oneself
to ethical and moral standards of behaviors, and developing the knowledge and skills that
enable one to provide competent and compassionate care for their patients. At a minimum,
University of the Cumberlands Physician Assistant students are required to abide by the
profession’s Code of Ethics.
Code of Ethics
The University of the Cumberlands Physician Assistant Program recognizes its responsibility to
prepare its graduates to maintain the highest standards in the provision of quality health care
services. To that end, this Program teaches, endorses, and strives to adhere to the American
Academy of Physician Assistants (AAPA) code of ethics (http://www.aapa.org/manual/22-
1. Physician assistants shall be committed to providing competent medical care,
assuming as their primary responsibility the health, safety, welfare and dignity of all
2. Physician assistants shall extend to each patient the full measure of their ability as
dedicated empathetic health care providers and shall assume responsibility for the
skilful and proficient transaction of their professional duties.
3. Physician assistants shall deliver needed health care services to health consumers
without regard to sex, race, age, creed, socio-economic and political status.
4. Physician Assistants shall adhere to all state and federal laws governing informed
consent concerning the patient's health.
5. Physician assistants shall seek consultation with their supervising physician, other
health providers, or qualified professionals having special skills, knowledge or
experience whenever the welfare of the patient will be safeguarded or advanced by
6. Physician Assistants shall take personal responsibility for being familiar with and
adhering to all federal/state laws applicable to the practice of their profession.
7. Physician Assistants shall provide only those services for which they are qualified via
education and/or experience and by pertinent legal regulatory process.
8. Physician Assistants shall not misrepresent in any manner, either directly or
indirectly, their skills, training, professional credentials, identity or services.
9. Physician Assistants shall uphold the doctrine of confidentiality regarding privileged
patient information, unless required to release such information by law or such
information becomes necessary to protect the welfare of the patient or the
10. Physician Assistants shall strive to maintain and increase the quality of individual
health care services through individual study and continuing education.
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11. Physician Assistants shall have the duty to respect the law, to uphold the dignity of
the physician assistant profession and to accept its ethical principles. The physician
assistant shall not participate in or conceal any activity that will bring discredit or
dishonor to the physician assistant profession and shall expose without fear or favor,
any illegal or unethical conduct in the medical profession.
12. Physician Assistants, ever cognizant of the needs of the community, shall use the
knowledge and experience acquired as professionals to contribute to an improved
13. Physician Assistants shall place service before material gain and must guard against
conflicts of professional interest.
14. Physician Assistants will strive to maintain a spirit of co-operation with their
professional organization and the general public.
Failure to demonstrate any of the qualities defined in the AAPA Professional Code of Ethics
listed above will serve as grounds for dismissal.
Evaluation of Professional Behavior
Formal evaluation of professional behavior will be performed by the course instructors at the
end of each semester. The Professional Development Assessment Tool in appendix 5 is a
guideline of how instructors will assess professionalism. An unsatisfactory rating on any
professionalism evaluation will be cause for the student to be placed on Academic Probation
which will continue until the next regularly scheduled evaluation. Any subsequent
unsatisfactory professionalism evaluation will result in immediate dismissal from the Program.
Professional behavior includes: demonstrating respect for everyone, holding oneself to ethical
and moral standards of behaviors, and developing the knowledge and skills that enable
provision of competent and compassionate care for their patients. At a minimum, University of
the Cumberlands Physician Assistant students are required to abide by the profession’s Code of
Ethics found at the beginning of this handbook. Faculty who believe a student is in direct
breech of the code of ethics will report the incident to the Program Director. Contact and
discussion with the student will take place and a course of action will be taken to remediate the
problem. Unwillingness to resolve the dispute and continual failure to demonstrate the
qualities defined in the AAPA Professional Code of Ethics will serve as grounds for dismissal.
Retention Standards/Changes in Student Status
Earning an MPAS Degree is predicated on the faculty’s determination that a student is suitable
for the practice of medicine in terms of his/her personal professionalism, personal conduct, and
academic achievement. Grades alone are not sufficient to warrant promotion to the next
semester, clinical phase, or graduation. The faculty reserves the right to dismiss any student
when the student’s documented behavior is not in keeping with the standards of the medical
profession or when the student’s presence in the PA Program is considered detrimental to the
student in question, the other students in the college, or to society in general.
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POLICIES AND PROCEDURES
Program Policies and Procedures
The responsibility for the routine administration of the policies and procedures of the Master of
Physician Assistant Studies resides with the Program Director with the assistance of the
Academic Coordinator, the Medical Director, and the Clinical Coordinator. This day-to-day
administration of the program is ultimately under the oversight of the Vice President for
Academic Affairs. Any appeals concerning program policies and procedures must be made in
writing through this chain of administrative oversight.
Admission the program is based on evidence that the applicant has demonstrated academic
proficiency and the capability for success at the graduate level. Successful applicants to the 24-
month MPAS program will typically have completed an undergraduate biology, chemistry, or
health major. An applicant’s undergraduate transcript should ideally include the following
courses (or equivalents), successfully completed within the past ten years, with a GPA of 3.0 or
• Cellular Biology (with lab) • Medical Terminology
• Biodiversity (Organismal Biology w/ lab) • Genetics
• General Chemistry I and II (with labs) • Histology
• Organic Chemistry (with lab) • Microbiology
• College Algebra or higher • Statistics
• Human Anatomy
In addition, post-baccalaureate candidates must document:
• An undergraduate cumulative GPA of 3.0, with a 3.0 GPA in the core required science
• Completion of 100 hours of clinical experience (through a paid position or as a volunteer
with at least 50 of those hours in shadowing a Physician Assistant or Medical Doctor)
• Minimum GRE score of 1000 within the past 5 years
• Letters of recommendation from a science professor and a clinical experience supervisor
• Documentation of language fluency for non-native speakers of English.
• Post-baccalaureate candidates fulfilling these criteria for admission must also
successfully complete an admissions interview before final acceptance into the MPAS
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Otherwise qualified candidates who are deficient in one or two specific criteria for admission to
the Professional or post-baccalaureate program may be admitted conditionally. These
candidates will be given a specific timeframe in which to remediate these deficiencies (usually
one semester). If these deficiencies have not been remediated by the end of the specified time,
the student may not continue in the Physician Assistant Studies program.
Transfer and Course Credit Policy
For students enrolled in the Pre-Professional phase of the program, courses offered for transfer
credit are evaluated by the Registrar with the assistance of the Program Director and the
Academic Coordinator. No transfer credit is normally accepted for courses in the Professional
(post-baccalaureate) phase of the Physician Assistant Studies program.
Leave of Absence
A leave of absence from the Professional (post-baccalaureate) phase of MPAS program may be
granted by the Program Director for medical or personal reasons. Requests for leaves of
absence must be made in writing to the Program Director. A student on a leave of absence
may be permitted to resume course work upon receipt of documentation that satisfactory
resolution has occurred of the problem necessitating the leave of absence. Repetition of
course work satisfactorily completed prior to the leave of absence will not be required
provided resumption in training occurs within one academic year from the date the leave of
Being placed on probation is a warning to the student that academic performance is below the
minimum requirements of the Program. During the probation period, a student has the
opportunity to raise the GPA or correct other specifically identified problems. If these
deficiencies are not remediated, a student may be dismissed from the Program. Probationary
status is determined and monitored by the Program Director in consultation with the Academic
Coordinator and the Registrar. The minimum length of probation is one semester. (See
additional information below under “Academic Status.”)
Students may voluntarily withdraw from the MPAS program in accordance following the
University’s general policies and procedures. Written notice of intent to withdraw must be
provided to the Program Director prior to initiating the formal withdrawal process.
Any individual who has previously matriculated and failed to complete the entire program of
study within the required time period will be required to initiate a new application for
admission. Likewise, applicants who have been previously offered admission into the Program
but failed to matriculate in the designated class will also be required to initiate a new
application for admission.
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Should circumstances necessitate that a student in the MPAS program withdraw from
the University, the University’s standard policy on refunding tuition and fees will apply.
This policy for traditional semester-length courses applies for both Pre-Professional
candidates and for candidates enrolled in Didactics courses or in Clinical Rotations.
The Modular Teaching System
The Program curriculum has been designed around a modular system. In a modular system the
classes are set up so that one body system or topic is covered simultaneously by each class. For
example, during the cardiology module a student may learn about: hypertensive medications in
pharmacology class, how to listen to heart tones in physical diagnosis class, cardiovascular
disorder details in clinical medicine class, cardiac conduction in pathophysiology class,
emergent treatment of arrhythmia in practical application in medicine class, and cardiovascular
anatomy in anatomy class. At the completion of each module a comprehensive exam will be
given covering each of the courses. The exams will have a section of questions covering
information provided in each class.
Academic Policies and Procedures
Students are expected to attend all scheduled lectures, laboratories, case study activities, etc. It
is their responsibility to arrive on time, to be prepared for class, and to remain for the entire
class period. Please follow the outlined attendance policy below:
1. The student makes known any foreseeable absence to the course instructor and/or
Program Director in writing at the earliest possible time (e-mail is acceptable).
2. The course instructor and/or director will inform the student if this will be considered an
3. If an absence is excused, course work may be made up within 3 days.
4. If an absence is unexcused the course instructor may assign a failing grade to any missed
5. At the end of each module, each course instructor will supply the academic coordinator
and/or program director with a list of dates and students who were absent, tardy, or
premature class departure without a known excuse.
6. Unexcused or excessive absence may lead to dismissal from the program.
7. Incomplete course work due to absence may result in a failing course grade.
8. Following any absence, a health care provider’s documentation of the reason for
absence and/or fitness to return to full Program activity may be required by the
Program Director. Failure to do so or information provided by a health care provider
suggesting the absence was not necessary and/or appropriate will be considered
evidence of unprofessional behavior and will be grounds for evaluation of the
individual’s fitness to continue in the Program.
9. If absenteeism hinders the student’s academic performance appropriate action will be
10. For extended illness, a leave of absence from the Program may be considered.
Reasonable efforts will be made by the administration and faculty to provide a means
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for remediating deficiencies incurred during periods of excused absence without penalty
to the student.
Participation of Students as Human Subjects
All students are required to participate in physical exam training in a professional and
cooperative manner. They will be asked to wear clothing that will allow physical examination by
another student. Students will be asked to drape patients properly to limit embarrassment.
Students will never be asked to perform pelvic/rectal examination procedures on one another.
Faculty will follow the guidelines below to report concerns of student unprofessionalism during
physical diagnostics classes:
1. If an instructor has a concern regarding a student’s unprofessional behavior
(including but not limited to inappropriate physical contact, unpreparedness,
unwillingness to participate, inappropriate patient draping, or unsuitable verbal
comments) he will provide, in writing, his concerns to the program director or
academic coordinator and the student within 2 days of the incident.
2. If the unprofessional behavior continues, the program director will notify the
student in writing and meet with the student within 7 days of the continued
3. If the issue remains unresolved, the Vice President for Academic Affairs will be
notified and appropriate action will be taken including but not limited to a failing
grade for the course or dismissal from the program.
Each member of the Program’s faculty (including clinical preceptors) participates in systematic
evaluation of student progress throughout the Program with regards to academic, technical,
and professional performance. When deficiencies are observed, individual student counseling
is performed and a plan for remedial training is developed.
Evaluation of student performance and progress is an ongoing process. Student evaluations are
completed at the end of each semester and clinical rotation. Successful completion of each
training segment is a requirement for continuation within the Program.
The classes are set up in a modular format. One modular system is covered simultaneously by
each class. At the completion of each module a comprehensive exam will be given covering
each of the courses. The exams will have a section of questions covering information provided
in each class. The format of exams includes written examination, clinical skills assessment,
practical physical exam, essay, and oral patient presentation. A general score will be calculated
for the module and sub scores will be calculated for each of the courses. The sub scores will be
assigned as an exam grade to each of the courses. Students are expected to achieve a minimum
grade of “C” or better on each sub score and general score for the module.
End of Module Exams A module exam will be scheduled at the end of each module. All
available course instructors should be available for student evaluation on those days. A
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computerized or written test will be given to students encompassing questions from all coursed
and course instructors. The students will then rotate through physical exam and clinical skills
testing stations. There, they will be evaluated on diagnostic examination skills, ability to
formulate a differential diagnosis, procedural proficiency, written and oral patient presentation,
Collaboration of instructors is required to formulate and each module test and the final exam.
This will be carried out at faculty meetings. Each course instructor will provide test questions
that encompass the objective goals for the syllabus of each module. After the exam the scores
will be appropriately divided to the associated class and the student will be assigned separate
grades for each class.
Computerized testing If a technologic failure should occur during a computerized exam the
program director should be notified. The faculty will make every effort to be equitable in
making decisions about how to adjust for these technical difficulties. Students are required to
adhere to Program decisions if these events occur.
Student Testing Regulations If a test proctor determines that a student is in violation of any of
the following policies during an exam, the program director should be notified and immediate
action will be taken. Based on the offense, the student may be asked to correct the problem,
leave the testing site without finishing the exam, or be assigned a failing grade for the exam. If
a student has violated a policy he may not be permitted to retake the exam.
1. No personal materials, notes, books, cell phones, food or drinks, calculators, PDAs, etc.
may be present during testing.
2. The wearing of baseball caps, visors or other eye-shading headwear is not permitted
during the examination.
3. All computer programs must be closed before logging in to the test site. The student
must not attempt to access any other software programs during testing.
4. No questions may be asked of the testing proctor while the test is being administered.
5. Once a student completes a test he/she must leave the testing area.
Test Absence Students are expected to take examinations at the designated time. In the event
of an illness, the student must contact the Course instructor and/or the Program Director
BEFORE the test to inform her/him of the anticipated absence. A student who has missed an
examination due to excused illness or personal crisis will have NO MORE than 48 hours in which
to complete that examination or the first day back in classes, whichever occurs first. Students
with a prolonged illness or personal crisis will be reviewed individually by the Program Director
and arrangements made accordingly. Student absences from scheduled examinations and
laboratory sessions will be excused only under extraordinary circumstances. Examinations will
not be administered prior to the scheduled examination time without the approval of the
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Re-testing In order to raise an assessment score re-testing may be required for student
remediation in event of poor academic performance. A student may also self-initiate
the retesting process on a portion of the exam. Faculty should make every effort to
follow the guidelines listed below.
1. Students are allowed to re-test no more than four examinations per semester.
2. The request for re-test must be submitted, in writing, to the course instructor within 5
scheduled academic days of the original examination-assessment grades release date.
3. The course instructor will reschedule the exam within 10 academic days of the date the
written request for re-testing is received.
4. The final recorded grade for that examination will be an average of the original test
grade plus the re-test score.
5. The maximum retest exam grade that can be used for grade calculations is 85%.
6. A second re-test over the same course content is not allowed.
Post-test Reviews Post-test reviews shall be conducted in each course on the day
immediately following the examination. A period of time should be taken to review all
questions and answer questions the students may have. Please view this time as an
educational experience for yourself as well as the student.
Each member of the Program’s faculty participates in evaluation of student performance.
Remediation is required whenever a faculty member identifies a deficiency in a student’s
knowledge, skills, abilities, or professionalism. Remediation is also initiated when a failing
grade is earned on a formal examination.
Remediation does not ensure that the student will successfully attain the required level of
performance, but it serves to support the student in their attempt at skill mastery. The course
instructor and academic coordinator must complete documentation of remediation and
academic advising activities performed and file them in the student’s program record. Please
follow the procedure outlined below:
1. The instructor notifies the student and the academic coordinator, in writing, of the
problem and the need to schedule a meeting.
2. The student will be asked to meet with the corresponding course instructor within
two school days of written notification.
3. The student may be placed on probation if academic performance is below the
minimum requirements of the Program.
4. During the probation period, a student has the opportunity to raise the GPA or
correct other identified problems. Probationary status is determined and monitored
by the Program Director in consultation with the Academic Coordinator. The
minimum length of probation is one semester.
5. All correspondence and the appropriate remediation form stating course of action is
to be copied and placed in the student’s file.
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6. The instructor will be responsible for developing a remediation plan which includes
learning activities to assist the student in overcoming the identified deficiencies.
Examples of remedial activities include:
a. Examination review/analysis
b. Individual or group tutorial instruction
c. Assigned topic(s) literature search and written abstraction or summation of
the information learned
d. Assigned case studies with written responses to study questions
e. Oral re-assessment
f. Other learning activities (videos, CME programs, etc)
g. Re-testing of a failed exam
7. The student must also meet with their assigned Faculty Advisor within two days of
the notification of need for remediation to assess the student’s overall program
status and identify any external influences that may have contributed to their
unsatisfactory progress. If a specific need for assistance is identified, the advisor will
refer the student to UC student services for further counseling.
8. Failure to successfully complete the required remediation by the deadline given by
the instructor will result in the assignment of a failing grade (F) for the course in
which the remediation was required.
9. Successful completion of each course is a requirement for continuation within the
program. If remediation is not successful, the student may be dismissed or
withdrawn from the program at that time. Counseling with the Vice President of
Academic Affairs and Student services will be initiated.
10. Any student who must leave the program due to course failure may return the
following year at the discretion of the program director.
11. A student is given three years in which he may complete the program before being
required to reinitiate the application process.
Re-testing during the didactic phase, in order to raise an assessment score, is available on a
voluntary basis. Students are allowed to re-test no more than four (4) formal assessments
(written examinations or clinical skills assessments) per semester subject to the following:
The request for re-test must be submitted, in writing, to the course/module director
within 5 scheduled academic days of the original examination-assessment grades
Re-testing during the didactic curriculum will be scheduled by the course/module director
within 10 academic days of the date the written request for re-testing is received. The
maximum retest exam grade that can be used for grade calculations is 85%. The final recorded
grade for that examination will be an average of the original test grade plus the re-test score. A
second re-test over the same course content is not allowed.
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Re-testing during the clinical phase is mandatory when a student obtains a failing score (less
than 70%) on any end-of-rotation examination. Scores below 70% will require remediation and
re-testing within 10 academic days. No more than two remediation re-test exams during the
Clinical Year will be available to a student. The occurrence of a third test failure during the
clinical year will result in student dismissal from the Program.
All grades are assigned by the Program core faculty. Clinical preceptors DO NOT assign grades
to students during their clinical practice experiences/rotations. Preceptors EVALUATE student
performance (academically, clinically, and professionally) and provide the Program with a
written evaluation which is used by the program faculty to determine a final grade. Students
are encouraged to discuss the preceptor’s evaluation of their performance during the mid-
rotation and end-of-rotation weeks (at a minimum).
Once the evaluation has been submitted to the Program faculty for review/grading, UNDER NO
CIRCUMSTANCES is the student to approach a preceptor for further explanation of their
evaluation. To do so will not only violate program policy, it will be considered a clear example
of unprofessional behavior because it may be interpreted as defensive or threatening to the
preceptor. If a student approaches a past preceptor for any review of the evaluation after the
grade has been assigned to it by the program faculty, the student will be placed on probation or
dismissed from the program (if already in a probationary status).
Students wishing to appeal a grade and pursue a grade change (including any clinical rotation
grade) must follow the Grade Grievances procedure outlined below.
When a grade concern arises, it is the student’s responsibility to resolve the issue with the
faculty module/course director who was responsible for assigning the grade. If the matter
cannot be resolved to the student’s satisfaction with the instructor, the student should contact
his/her advisor for assistance. If still unresolved, a written appeal to the Program Director may
be made within 5 days of the grade assignment. The Program Director will independently
evaluate the situation and render a decision. The decision of the Program Director is final.
The Physician Assistant Program recognizes the rights of a student to appeal Program decisions/
actions affecting student progress within the Program. Student’s appeals must be based upon
the Program’s failure to follow established policies or procedures. Students must present
evidence that supports their appeal of a program decision/action according to the appeal
process as defined herein:
1. All appeals must be submitted to the Program Director, in writing, within 5 working
days of the occurrence that is the subject of the grievance.
2. Appeals will be reviewed during a meeting of the Program core faculty and a
decision will be rendered to the student within 10 working days of receipt of the
appeal. Students will be invited to attend the faculty meeting at which the appeal is
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considered to present their case and respond to any questions the faculty may have.
As this meeting is a purely an academic proceeding, no legal counsel will be allowed
to attend or participate. The appellant student may, however, request participation
by other students or non-program faculty with approval of the Program Director.
Proceedings may not be recorded in any manner (audio, video, digital, etc.)
3. Students who wish to challenge the Program’s appeal decision may initiate a
subsequent appeal to the Office of the Provost/Academic Vice President. This
appeal must be initiated within 10 working days of the Program’s appeal decision
and must be submitted in writing.
4. All academic appeal decisions rendered by the Provost/Academic Vice President are
It is the responsibility of the student and faculty to dress appropriately remaining clean,
modest, and professionally dressed and well-groomed at all times. Students may be requested
to wear their University of the Cumberlands name tag during some lectures and should have
them readily available.
1. The course instructor should warn a student in writing if he/she feels the student is
in violation of professional dress and a copy of that documentation should be placed
in the student file.
2. If the problem continues the Program director should be notified and a meeting will
be scheduled with the student within 1 week. Documentation of this meeting will be
placed in the student file.
3. Recurring unprofessional behaviors may result in dismissal from the program. Further
violations of this policy should be made known to the Program Director who will
consult with student services to determine appropriate disciplinary action. All
documentations of these encounters will be placed in the student file.
Each student will receive a campus photo identification card during orientation. Prior to
participation in any clinical site, each student will be given a special program identification
badge which must be prominently displayed at all times during clinical rotations or clinic
shadowing experiences. The ID card will identify the student as a PA-student. Each student is
responsible for this badge and if lost is responsible for the cost of a replacement badge.
Students may be asked to wear the badge during guest lectures.
Clinical Experience Logging
Students are required to keep accurate records of their participation in clinical rotations.
Minimum requirements (in terms of patient encounter hours, numbers of patients seen,
patient age groups, clinical settings, etc.) are established for each specific rotation. Failure to
meet the minimum requirements, as specified in the rotation syllabus, will result in a failing (F)
grade for that rotation.
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To facilitate recording, data collection and program review of each student’s clinical
experiences, an on-line software system called TYPHON is used. Students are encouraged to
record each patient encounter as soon after it occurs as possible, but no later than 48 hours.
All patient encounters must be recorded within 72 hours of the last day of each clinical
rotation. All TYPHON recorded reports and data available at the 72 hour time limit will be
used to establish whether the student has met the minimum requirements of the rotation.
General Policies & Procedures
University of the Cumberlands and the Physician Assistant Program are committed to providing
courses, programs, services, and facilities that are accessible to students with disabilities.
Students with disabilities are responsible for identifying themselves, providing appropriate
documentation, and requesting reasonable accommodations. In order to ensure provision of
needed accommodations/support services from the onset of participation in the Physician
Assistant Program, students with disabilities are encouraged to contact the University of the
Cumberlands graduate student Section 501/ADA Coordinator immediately after accepting a
position in the Program to provide/initiate the necessary documentation to establish an
accommodations plan. Refer to the most recent edition of the University of the Cumberlands
Catalog for further information.
For more information on ADA visit www.ada.gov .
Name and Contact Information Changes
It is every student’s responsibility to keep the Program Administrative Assistant informed of
current contact information throughout their program application and enrollment. Changes
must be reported within seven days of occurrence and updated by the end of the first week of
each new clinical practice rotation. The contact information that must be kept current includes:
The Program will not be held responsible for consequences incurred as a result of our inability
to contact students in a timely manner due to contact information changes that were not
reported to the Program or for e-mail or other correspondence that goes unread.
Enrolled students are responsible for checking the e-mail account and phone voice messages at
Drugs and Alcohol
Physician Assistant students must follow the University of the Cumberlands policies on drug
and alcohol abuse. These policies are found in the University of the Cumberlands Catalog. The
MPAS Program is concerned about drug and alcohol abuse by any enrolled student and upon
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reasonable evidence may require that a student undergo evaluation and treatment by a
licensed substance abuse counselor in order to remain in the Program. Other appropriate
measures including, but not limited to, random spot testing for drugs and alcohol may be
necessitated upon individual circumstances.
Personal Counseling Policy
Students experiencing a personal problem, whether it is interfering with academic
performance or not, are encouraged to follow the protocol outlined below:
1. Student should report the issue to their instructor/advisor.
2. Instructor/advisor notifies the program director who then files a student
3. The program director refers the problem to Academic Affairs, Associate Dean.
4. The Associate Dean will refer students to the Director of Counseling and Career
Services. Students who are deemed to be in violation of school standards will
also be referred to Dean of Student Life.
5. The Director of Counseling and Career Services will determine if the student
needs to be referred to one of the following for further personal counseling:
1. University Contracted Licensed Therapist
2. Cumberland Comprehensive Care
3. Cornerstone Christian Counseling
Confidentiality waivers are signed and records filed with the agency to which the
student is referred.
Students are strongly discouraged from seeking or maintaining employment while enrolled in
the Program. If a student does work and encounters academic and/or disciplinary problems,
the student may be counseled to cease employment. Under no circumstances will employment
be considered as a reason for excused absence from the student’s didactic or clinical education
commitments nor will student employment considerations mitigate evaluation of outcomes.
Matriculated PA students will not be employed by the Physician Assistant Program under any
circumstances. Students will not be allowed to perform clerical or administrative work for the
During clinical rotations, students will not be used to substitute for regular clinical and/or
administrative staff. If a student is asked to substitute for regular staff on a rotation, he/she
should inform the Clinical Coordinator or Program Director immediately.
All arrangements for and expenses associated with travel and living accommodations during the
clinical phase of the program are the responsibility of the student. The Program does have an
affiliation with the South Eastern AHEC and, in some cases, may be able to provide information
on housing available at distant locations. It is not required that students take advantage of
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these opportunities but is simply an aid in making arrangements. The cost of staying in the
housing suggested by AHEC will be paid for by the student.
It is our policy to afford equal opportunity in employment and admissions to all individuals.
No person, on the basis of race, color, national origin, sex, religion, age, sexual orientation
or handicap shall be excluded or denied benefits or otherwise discriminated against in
employment or admission or participation in education programs or activities.
Discrimination shall not be tolerated in any service or operation including, but not limited
to, recruiting, testing, counseling, awarding financial aid, research, etching, assignment of
work-study and assistantships, granting of degrees, or participation in student activities.
Sexual Harassment Policy
It is the policy of the College to provide a working, learning, and teaching environment free
from unlawful harassment of any kind, including sexual harassment. Sexual harassment of
any student, on or off campus, is prohibited and will not be tolerated. Retaliation against a
person who reports or complains about harassment, or who participates in the investigation
of a harassment complaint, is also prohibited. Employees and students will be subject to
disciplinary action for violation of these policies.
Students are required to complete all module, course, rotation, program and instructor/faculty/
preceptor evaluations. Student input is a vital and integral component of the program’s
ongoing self-assessment and improvement process and is an absolute requirement for program
accreditation. All mandatory evaluations provided by students are completed in a confidential
manner. A student’s history of completing course evaluations is a component of professional
Security and Safety
University of the Cumberlands and the MPAS Program strive to assure the security and safety of
students in all locations in which instruction occurs throughout the curriculum. Student safety
is also considered in the development and approval of clinical sites. Students should assume
responsibility for notifying the program and/or college when security or safety concerns arise.
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The Physician Assistant Department is housed in the first floor the Correll Science Building and
the facilities include classrooms, labs, offices and lounge.
The physician assistant department has two lecture classrooms, one of which is dedicated
specifically for the department’s use. Each of the classrooms have seating capacity for 24
students and is technologically equipped to provide a high standard of instruction delivery.
The physician assistant department has two laboratories. The first lab is a procedures/skills
laboratory. Two round tables centrally located in the lab accommodate 24 students.
Equipment supplied to lab include (3) patient beds, (3) x-ray illuminators, (3) ceiling mounted
privacy curtains, (2) sinks, (2) microscope stations, (1) projection screen, (1) marker board, (1)
reach-in refrigerator, and multiple sets of cabinets complete with locks on each of the doors
The second lab is a physical assessment laboratory. Twenty-four individual student desks and
an instructor’s desk will be supplied to the lab for pre-lab instruction purposes. Also located in
the lab are (8) patient assessment tables each with (1) privacy curtain.
Clinical Skill Equipment, Simulators and Mannequins
The program will acquire an assortment of clinical skills equipment, patient simulators, and
anatomic mannequins that assist students in learning and practicing important physical
assessment, diagnostic, life-saving interventional and therapeutic skills. These resources must
NOT be removed from the classroom.
The University of the Cumberlands Biology Program maintains a anatomy laboratory which is
utilized by the PA students throughout their didactic course work. The laboratory also
maintains a collection of anatomic models and preserved human organs which demonstrate a
myriad of normal and pathologic conditions.
Multiple conference rooms are available on campus for student and program use including two
in the Correll Science Complex.
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Several computer laboratories are located on campus. The two closest (and largest) are found
in the campus library. Each of the two library-based computer labs has 16 to 22 desktop
computers with printer access. Students are provided a University of the Cumberlands user
profile during orientation to utilize any of the campus provided computer terminals and
In the upper level of the campus library students have access to medical resources. The
librarians are specifically trained in the needs of PA students and thus are excellent sources of
information on how to access medical literature.
Bosscher David, DO Wilkens Charles H, Md
402 Cumberland Avenue 475 North Highway 25 West
Williamsburg, KY Williamsburg, KY
Killian James, MD Mundo Cecile Del, MD
402 Cumberland Avenue 821 North Highway 25 West
Williamsburg, KY Williamsburg, KY
Durham Lee G, MD Bluegrass Medical Center LLC
475 North Highway 25 West 965 South Highway 25 West
Williamsburg, KY Williamsburg, KY
These offices provide examinations, diagnosis and treatment of minor illnesses, and primary
treatment of injuries. The student is financially responsible for any costs associated with
prescriptions, referred laboratory work, x-ray film, and/or referrals to other physicians.
All students accepted for admission to the Physician Assistant program are required to submit a
completed Physical form and documentation of required immunization to the Graduate
Admissions office. In order to maintain confidentiality of the information submitted, a checklist
confirming all items have been received and verified is the only documentation provided to the
Program and kept in the student’s files. After students are fully admitted, the files will be
maintained in the Office of the Registrar. Faculty and staff do not review or have access to this
information, except for immunization and tuberculosis screening results.
Core Program Faculty may not participate as health care providers for students in the program.
University of the Cumberlands: http://www.ucumberlands.edu
Campus Mail: http://email.ucumberlands.edu
Program Website: http://www.ucumberlands.edu/academics/pa
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American Academy of Physician Assistants (AAPA)
Student Academy of the AAPA (SAAAPA)
Accreditation Review Commission on Physician Assistant Education (ARC-PA)
National Commission for Certification of Physician Assistants (NCCPA)
Physician Assistant Education Association (PAEA)
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Appendix 1: Technical Standards Statement.............................................58
Appendix 2: Participation as Human Subjects...........................................60
Appendix 3: Health History Questionnaire................................................62
Appendix 4: Immunization Information Release Form.............................66
Appendix 5: Professionalism Assessment Tool ………………………………….67
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Appendix 1: Technical Standards Statement
I understand that individuals applying to the University of the Cumberlands Physician Assistant Program
must meet certain basic/essential requirements (referred to as the Technical Standards) that are necessary for
obtaining employment and performing as a Physician Assistant. The Technical Standards each student must
master include cognitive, physical and behavioral characteristics. Reasonable accommodation for persons with
documented disabilities will be considered on an individual basis; but, a candidate must be able to perform in an
independent manner. All students must possess the intellectual, ethical, physical, and emotional capabilities
required to undertake the full curriculum and to achieve the levels of competence required by the program core
faculty. The following skills are required of each Physician Assistant student, with or without accommodation:
1. Observation Skills
The candidate must be able to observe demonstrations and experiments in the basic sciences, including
but not limited to physiologic and pharmacologic demonstrations in animals, microbiologic cultures, and
microscopic studies of microorganisms and tissues in normal and pathologic states. A candidate must be
able to observe a patient accurately at a distance and close at hand. Observation necessitates the
functional use of the sense of vision and somatic sensation. It is enhanced by the functional use of the
sense of smell.
2. Communication Skills
A candidate should be able to speak, to hear, and to observe patients in order to elicit information,
describe changes in mood, activity and posture, and perceive nonverbal communications. A candidate
must be able to communicate effectively and sensitively with patients. Communication includes not only
speech but reading and writing. The candidate must be able to communicate effectively and efficiently in
oral and written form with all members of the health care team.
3. Motor Skills
Candidates should have sufficient motor function to elicit information from patients by palpation,
auscultation, percussion, and other diagnostic maneuvers. A candidate should be able to do basic
laboratory tests, carry out diagnostic procedures, and read EKGs and X-rays. A candidate should be able
to execute motor movements reasonably required to provide general care and emergency treatment of
patients. Examples of emergency treatment reasonably required of physician assistants are
cardiopulmonary resuscitation, the administration of intravenous medication, the application of pressure
to stop bleeding, the opening of obstructed airways, the suturing of simple wounds, and the performance
of simple obstetrical maneuvers. Such actions require coordination of both gross and fine muscular
movements, equilibrium and functional use of the senses of touch and vision.
4. Intellectual-Conceptual, Integrative and Quantitative Abilities
These abilities include measurement, calculation, reasoning, analysis and synthesis. Problem solving, the
critical skill demanded of physician assistants, requires all of these intellectual abilities. In addition, the
candidate should be able to comprehend three dimensional relationships and to understand the spatial
relationships of structures.
5. Behavioral and Social Attributes
A candidate must possess the emotional health and stability required for full utilization of her/his
intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities
attendant to the diagnosis and care of patients, the development of mature, sensitive and effective
relationships with patients. Candidates must be able to adapt to changing environments, to display
flexibility and to learn to function in the face of uncertainties inherent in the clinical problems of many
patients. Compassion, integrity, concern for others, interpersonal skills, interest and motivation are all
personal qualities that are assessed during the admission and education processes.
I ________________________________________ declare that I am able to meet the program’s Technical
Standards as described above.
Signature Date Signed
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Appendix 2: Participation as Human Subjects
PARTICIPATION OF STUDENTS AS HUMAN SUBJECTS
Functional anatomy and physical diagnosis are best learned through the study of living subjects.
We require the participation of students as living subjects, as well as examiners (in an
interchangeable fashion), during selected courses of the preclinical phase. We expect students
in this Program to willingly participate in all aspects of physical exam training in a professional
and cooperative manner. At various times, students will be asked to wear clothing that will
easily allow physical examination by another student. Females will be asked to wear a
modestly appropriate sports bra and shorts, and males will be asked to wear shorts.
By signing below, I am hereby signifying that I understand this policy and agree to abide by it.
Student Signature Date
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Appendix 3: Health History Questionnaire
Today’s Date ____________________ Single _________
Name __________________________________________________________________ Married ________
All previous occupations_____________________________________________________ Widowed _______
Education: Years in high school ___________________________ Years in college_____________________ Degrees __________________________________
Birthplace______________________________________________________________________________ Date of Birth ________________________________
If Living If Deceased
Note: This is a confidential record of your medical history and will be kept in the UNIVERSITY OF THE CUMBERLANDS Office of the Registrar.
Family History Age Health Age at Cause Has any blood relative or Check if Relationship if Yes
Death husband or wife ever had: yes
2. Brother/Sister Tuberculosis
3. Brother/Sister Heart Trouble
4. Brother/Sister High Blood Pressure
(Circle) Substance Abuse
1. Son/Daughter Depression/Emotional
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2. Son/Daughter Suicide
3. Son/Daughter Birth Defects
Sickle Cell Anemia
4. Son/Daughter Mental Retardation
PERSONAL HISTORY: Please complete blanks in sections below
Date of last physical examination: __________________ Health Care Provider:
HOSPITALIZATIONS: List all for illness or surgery, beginning with the most recent:
Date Reason Hospital Health
CURRENT MEDICATIONS: Circle those you use.
Laxatives Birth Control Pills WEIGHT: Now ______________ HABITS: Use seat belts? _____
Aspirin Decongestants 1 yr. ago ____________________ TOBACCO: Never _________
Vitamins Nasal Sprays Desired ____________________ Cigarettes_____ - ____ packs/day
Tranquilizers Cortisone Cigars _______ Pipe_____________
Hormones Diet Pills ALCOHOLIC BEVERAGES: Age started smoking _______________
Antacids Diuretics/Water Pills Never ______________________ Age stopped smoking ______________
Cold/Allergy Pills Less than 6 drinks/week ________ Snuff __________________________
ADDITIONAL MEDICATIONS: 7-24 drinks/week _____________ Chewing tobacco __________________
Over 24/week _______________ ANY SPECIAL DIET? ______________
Ever treated for alcoholism? _____ Type: __________________________
DATE OF LAST: _______________________________
Pap Smear ____________ EKG (or treadmill) _________ RECREATIONAL DRUGS: _______________________________
Mammogram __________ Stool test (Blood) __________ Marijuana ___________________ EXERCISE?Type:
Cholesterol ____________ Sigmoidoscopy ____________ Cocaine _____________________ ________________________________
Heroin ______________________ ________________________________
HAVE YOU HAD Other _______________________ Frequency, distance or amount:
X-RAYS OF: Date Result Ever treated for drug ________________________________
Chest Dependency?________________ ________________________________
Stomach (Upper GI) _______ _______________
Colon/Barium Enema _______ _______________
PERSONAL HISTORY - Circle any of the items listed below that apply to you (past or present):
Measles (10 day) High blood pressure Recent change in appetite or eating habits
German Measles (3 day) Low blood pressure Chest pain or angina pectoris
Mumps Cancer Spitting up of blood
Chicken Pox Food, chemical or drug poisoning Night sweats
Whooping Cough Received blood or plasma transfusions Shortness of breath
Scarlet fever/Scarlatina Broken or cracked bones Palpitations or fluttering heart
Diphtheria Concussion or head injury Heart murmur
Pneumonia Loss of Consciousness Swelling of hands, feet or ankles
Influenza Dislocations Extreme tiredness or weakness
Pleurisy Severe lacerations Varicose veins
Any eye disease, injury, impaired sight Recent sprains Albumin, sugar, blood or pus in urine
Any ear disease, injury, impaired hearing Frequent infections or boils Difficulty urinating
Any troubles with nose, sinuses, mouth, throat Hay fever or asthma Get up at night to urinate
Problems with your teeth Hives Abnormal thirst
Rheumatic fever Eczema Stomach trouble or ulcer
Rheumatism Fainting spells Colitis or other bowel disease
Any bone or joint disease Convulsions or seizures Liver or gall bladder disease
Neuritis or neuralgia Frequent or severe headaches Hemorrhoids
Bursitis, sciatica or lumbago Dizziness Rectal bleeding
Stiff, swollen or painful joints Anxiety/tension Constipation or diarrhea
Polio or meningitis Difficulty remembering or concentrating Black bowel movements
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Bladder or kidney infection or stones Difficult sleeping Change in bowel or bladder habits
Gonorrhea, syphilis, or herpes Frequent crying spells Indigestion or difficulty swallowing
Chlamydia, Venereal warts Work or family problems Change in a wart or mole
Anemia Thoughts about committing suicide Hoarseness or cough
Yellow jaundice or hepatitis Nervous breakdown Non-healing sores
Tuberculosis Paralysis or numbness Lumps in breasts or elsewhere
Mononucleosis Enlarged thyroid or goiter Unusual bleeding or discharge
Diabetes Enlarged glands Tubal infections
Hypoglycemia Skin problems
MEN ONLY: Have you ever had swellings of or lumps on testicles? Yes No
Do you do regular testicular self-exam? Yes No
WOMEN ONLY: Do you do regular breast self-exam? Yes No
Menstrual History Pregnancies
Age at onset ____________________ Date of last period ___________ Total Number ______________________________________________
Cycle (from start to start) _________________________________ days How many children born alive _________________________________
Usual duration of flow ____________________________________ days How many stillbirths _________________________________________
Usual duration of flow ____________________________________ days How many premature ________________________________________
Flow is __________ Heavy ___________ Medium _____________ Light How many Cesarean sections __________________________________
Pain or cramps _____________________ Period irregular _____________ How many miscarriages ______________________________________
Have had vaginal infections or frequent discharge ____________________ How many abortions _________________________________________
Have taken birth control pills or used an IUD ________________________
Have had abnormal PAP __________ Date of last PAP ________________
EXPOSURES: Have you been exposed to: ALLERGIES: Are you allergic to
Lead ________________________________________________________ Penicillin, sulfa, other antibiotics _______________________________
DES ________________________________________________________ Aspirin, codeine or morphine __________________________________
Asbestos _____________________________________________________ Any other medicines? ________________________________________
Others (Chemicals, Noise, etc.) ___________________________________ Insect bites or stings _________________________________________
Any foods? ________________________________________________
Health Care Provider
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IMMUNIZATION REQUIREMENTS: Please complete the following from original physician records. Kentucky State law
requires all applicants, born after January 1, 1957, to provide documentation of two (2) measles & rubella vaccinations.
Proof must be from a physician, school, or other official records. If no record is available, immunizations may be performed
by your doctor, a health department, or at the UNIVERSITY OF THE CUMBERLANDS Student Health Service, before
Date of Last Vaccine History of Illness Serologic Immunity Source
(DD/MM/YY) (MM/YY) (DD/MM/YY)
*MMR (measles, mumps, *Must attach copy of
rubella) #1 vaccination official documentation
*MMR (measles, mumps, *Must attach copy of
rubella) #2 vaccination official documentation
Hepatitis B vaccination # 1
Hepatitis B vaccination # 2
Hepatitis B vaccination # 3
*Must attach copy of official documentation
Tuberculin Skin Test (PPD within the last six months) Date: ________________ Result:___________________________________________
LABORATORY EXAMINATION DATA (within the past year):
Hemoglobin or Hematocrit ___________________________________ Urine:
WBC _____________________________________________________ Protein __________________________________________________
PHYSICAL EXAMINATION: “” = Normal “X” = Abnormal Temperature
Pulse _____________ General Appearance Lungs
Respiration _____________ Mental Status Heart
Blood Pressure: _____________ Skin Abdomen
Right _____________ Nodes Back
Left _____________ Head External Genitalia
Height _____________ Eyes Vagina and Cervix
Weight _____________ Fundi Pelvic Contents
Vision: _____________ Ears Rectal
OD _____________ Nose Hernia
OS _____________ Oral Extremities
Color Vision _____________ Throat Peripheral Vascular
Hearing: _____________ Teeth Neurological
Right _____________ Neck
Left _____________ Chest
HEALTH CARE PROVIDER’S COMMENTS
Health Care Provider must indicate health status and sign below.
Based upon the Technical Standards of Performance for Applicants (attached), this applicant:
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Yes, is in satisfactory physical and emotional health to enter and complete physician assistant training.
No, is not in satisfactory physical and/or emotional health to enter and complete physician assistant training at this
Health Care Provider’s Signature: _______________________________________ Phone: ___________________________________ Date:
Print Name: ________________________________________ Address:
Please mail the completed form to: University of the Cumberlands, Graduate Admissions, 7000 College Station Drive Williamsburg, Kentucky
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Appendix 4: Immunization Information Release Form
Authorization for Release of Information
To: University of the Cumberlands
7000 College Station Drive
Williamsburg, Kentucky 40769
City, State, Zip
Date of Birth: Social Security No.:
Home Phone: Other Phone:
1. I hereby authorize representatives of:
1.1 University of the Cumberlands Graduate Admissions to release to University of the
Cumberlands Physician Assistant Program faculty/staff, and
1.2 University of the Cumberlands Physician Assistant Program to release to Physician
Assistant Program clinical affiliates, with whom I am scheduled to perform a clinical
practice rotation in fulfillment of program requirements for the Master of Physician
Assistant Studies degree, a complete record of all immunizations (including dates
administered) and tuberculosis testing (including dates performed and test results).
2. The purpose of disclosure is to assure timely dissemination of this information when
required by clinical affiliates as a condition to any clinical practice experience.
3. I authorize the information to be communicated in oral or written (including facsimile)
4. This authorization shall be in effect for ______ months following the date of signature.
5. I understand that I may revoke this consent at any time by notifying the providing
organization in writing, except to the extent that action has already been taken in reliance
on it and that in any event this consent expires automatically as described above.
6. I understand that information disclosed under this authorization may be disclosed again by
the person or organization to which it is sent. The privacy of this information may not be
protected under the federal privacy regulations.
7. A photocopy is as valid as the original.
Signature of student: _________________________________________ Date: ________
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Signature of witness: _________________________________________
Appendix 5: Professional Development Assessment Tool
As a PA student you are expected to achieve the highest level of professionalism. This is an example of an
assessment tool that may be used to determine if you have achieved professional competency. Questions
from this tool will be utilized by course instructors to determine the portion of the grade assigned to
Scale for Assessment
Did the student represent oneself or one’s role appropriately, whether oral or written? 4 3 2 1
Did the student follow the dress code as regards to its identifying features, or writings? 4 3 2 1
Did the student seek and follow supervisory input in the decisions for care and treatment
4 3 2 1
Did the student exhibit emotional stability, maturity, empathy, physical and mental
4 3 2 1
Did the student demonstrate the ability to learn and function in a wide variety of
settings? ? This includes demonstrating cognitive abilities necessary to master relevant 4 3 2 1
content in basic science and clinical courses to provide the standard of care.
Was there evidence that the student could communicate effectively, both verbally and
4 3 2 1
written, using appropriate grammar, spelling, and vocabulary?
Did the student act calmly in stressful situations? 4 3 2 1
Was the student able to work cooperatively, preserving relationships with other
4 3 2 1
members of the health care team?
Did the student report any physical handicap or health issues that may affect their ability
4 3 2 1
to provide medical care or put the patient in danger?
Did the student uphold ethical standards for health care? 4 3 2 1
Did the student extend a full measure of professional ability and dedication during all
4 3 2 1
assignments and lab sessions?
Did the student show respect for other students or faculty members? 4 3 2 1
Was the student prompt and on time for classes? 4 3 2 1
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Did the student uphold the honor code and exhibit academic integrity? 4 3 2 1
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