• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
General Information
 

General Information

on

  • 1,066 views

 

Statistics

Views

Total Views
1,066
Views on SlideShare
1,066
Embed Views
0

Actions

Likes
0
Downloads
5
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    General Information General Information Document Transcript

    • University of the Cumberlands Physician Assistant Program Didactic Student Handbook 1|Page
    • PREFACE 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 following: • Current edition of the University of the Cumberlands online catalog, which may be accessed at: www.ucumberlands.edu click on ACADEMICS, then REGISTRAR, then CATALOG) • Internet posting of University of the Cumberlands policies found at: www.ucumberlands.edu • 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. ii | P a g e
    • TABLE OF CONTENTS General Information....................................................................3 The Role of a Physician Assistant..............................................................................................3 Physician Assistant Professional Oath........................................................................................4 Our Program................................................................................5 University of the Cumberlands Mission Statement....................................................................5 Master of Physician Assistant Studies Program ........................................................................5 Our History.................................................................................................................................6 Accreditation...............................................................................................................................7 Faculty and Staff.........................................................................................................................7 Application and Admission.........................................................................................................8 Degree Requirements................................................................................................................10 Didactic Curriculum (61 Hours)...............................................................................................10 Costs, Financial Aid..................................................................................................................16 Required Supplies.....................................................................................................................17 2010-2011 Program Academic Calendar..................................................................................21 Program Standards of Performance..........................................22 Academic Standards..................................................................................................................22 Competencies Mastery..............................................................................................................24 Technical Standards..................................................................................................................35 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 Resources...................................................................................52 Facilities....................................................................................................................................52 Internet Addresses.....................................................................................................................53 Professional Organizations.......................................................................................................54 Appendices.................................................................................55 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 MPAS Students: 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 professionals. 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 competitive salary. Outlined in the pages to follow are description, objectives, and admission requirements of the program. Eddie Perkins, DO, FACOOG Program Director, Physician Assistant Program 2|Page
    • GENERAL INFORMATION 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. 3|Page
    • Physician Assistant Professional Oath (Source: Student Academy of the American Academy of Physician Assistants. URL: http://saaapa.aapa.org/students/grad/oath.htm.) “I pledge to perform the following duties with honesty and dedication: • 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 patients. • I will use my knowledge and experience to contribute to an improved community. • I will respect my professional relationship with the physician. • I will share and expand knowledge within the profession. These duties are pledged with sincerity and upon my honor.” 4|Page
    • OUR PROGRAM 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 University’s Mission. 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 international level. 5|Page
    • 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 program to: 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 system. 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. Our History 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. 6|Page
    • 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 region. Accreditation 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 licensure. 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 professional exchange. 7|Page
    • Faculty 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 Program Staff 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. Supplemental 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 Assistant.  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%). 8|Page
    • 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 following: 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 physician assistant.  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. Interview Process 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 9|Page
    • 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. Degree Requirements 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 10 | P a g e
    • 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 Course Descriptions 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 anatomy technology. 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 11 | P a g e
    • 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 12 | P a g e
    • 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 13 | P a g e
    • 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 directed learning. 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 14 | P a g e
    • 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 15 | P a g e
    • 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 care. 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 Deposit 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: Tuition/Fees* First Year $29,500 Second Year $29,500 Total $59,000 16 | P a g e
    • Living Expenses/Travel/Transportation Students are responsible for arranging their own housing accommodations, transportation, and any expenses associated with travel and relocations performed as a requirement of the Program. 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. Financial Aid For details on financial aid opportunities, refer to the following: University of the Cumberlands Financial Aid webpage www.ucumberlands.edu. Required Supplies 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. Personal Computer Each student must have a laptop computer for use through the entire 24-month curriculum. The following minimum specifications are recommended: Hardware Requirements  Intel Pentium 4 with 1GHz processor or faster  1Gb RAM  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 17 | P a g e
    •  802.11b/g wireless network card  WPA2 security authentication  56K standard modem  DVD/CD-RW  Microphone/Headset combination (recommended)  Sound care (recommended)  USB memory device i.e. jump drive (recommended) Software Requirements  Windows Operating System (Windows 2000 or later)  Microsoft Office (Word, Excel, PowerPoint, and Outlook)  Antivirus program: Must maintain a current anti-virus update subscription throughout Program  Adobe Acrobat Reader 8.0 or later (Free download)  Microsoft Internet Explorer 6.0 or later  Real Player 6.0 or later (Free download) Medical Equipment 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.  Reflex Hammer  Tuning Fork Set Equipment costs vary widely, depending upon individual preferences. The total cost for quality equipment may range from $150 to $200. Name Tags 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. Insurance 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. 18 | P a g e
    • 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. Liability Insurance 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. Health Screening Physical Examination 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 Program. 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. 19 | P a g e
    • Tuberculosis Screening 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 required. Immunizations 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) • Mumps • Chicken Pox (Varicella) • Tetanus • Hepatitis B • Influenza 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. Academic Advisement 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 students. Responsibilities of the faculty advisor include but are not limited to: 20 | P a g e
    •  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 SPRING 2010 Clinical Year 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 SUMMER 2011 SUMMER 2010 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 21 | P a g e
    • PROGRAM STANDARDS OF PERFORMANCE Academic Standards Academic Integrity 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- conduct.pdf. 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. Grades 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 down. Final course grades are assigned according to the following academic standards: Didactic & Research Courses Clinical Rotations Letter Letter Percent Grade Percent Grade Grade 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 expectations. 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 22 | P a g e
    • 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. Academic Progress 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 probationary semester. 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 program. 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. 23 | P a g e
    • Competencies Mastery 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 illness, and 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 care practices. 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 24 | P a g e
    • 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 Knowledge of: • Pertinent historical information associated with selected medical conditions • 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 conditions • Appropriate physical examination directed to selected medical conditions • Differential diagnosis associated with presenting symptoms or physical findings 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 Knowledge of: • Indications for initial and subsequent diagnostic or laboratory studies • Cost effectiveness of diagnostic studies or procedures • Relevance of common screening tests for selected medical conditions • Normal and abnormal diagnostic ranges 25 | P a g e
    • • Risks associated with diagnostic studies or procedures • Appropriate patient education related to laboratory or diagnostic studies 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 Knowledge of: • 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 diagnosis Cognitive skills in: • Correlating normal and abnormal diagnostic data • Formulating differential diagnosis • Selecting the most likely diagnosis in light of presented data Health Maintenance Knowledge of: • 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 lifestyle modifications • 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 26 | P a g e
    • • 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 maintenance • Adapting health maintenance to the patient’s context • Using informational databases Clinical Intervention 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 facilities • 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 emergencies • Demonstrating technical expertise related to performing specific procedures 27 | P a g e
    • • Communicating effectively • Using counseling techniques • Facilitating patient adherence and active participation in treatment • Interacting effectively in multidisciplinary teams Pharmaceutical Therapeutics Knowledge of: • Mechanism of action • Indications for use • Contraindications • 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 conditions • Monitoring pharmacologic regimens and adjusting as appropriate • Evaluating and reporting adverse drug reactions Applying Basic Science Concepts Knowledge of: • 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 28 | P a g e
    • • Correlating abnormal physical examination findings to a given disease process • Correlating abnormal results of diagnostic tests to a given disease process Knowledge of Organ Systems Cardiovascular System 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 stenosis/insufficiency Pulmonary stenosis/insufficiency Other Forms of Heart Disease Acute and subacute bacterial endocarditis Acute pericarditis Cardiac tamponade Pericardial effusion Pulmonary System Infectious Disorders Neoplastic Disease Pulmonary Circulation 29 | P a g e
    • Acute bronchitis Bronchogenic carcinoma Pulmonary embolism Acute bronchiolitis Carcinoid tumors Pulmonary hypertension Acute epiglottitis Metastatic tumors Cor pulmonale Croup Pulmonary nodules Restrictive Pulmonary Influenza Obstructive Pulmonary Disease Pertussis Disease Idiopathic pulmonary Pneumonias Asthma fibrosis • Bacterial Bronchiectasis Pneumoconiosis • Viral Chronic bronchitis Sarcoidosis • Fungal Cystic fibrosis Other Pulmonary Disease • HIV-related Emphysema Acute respiratory distress Respiratory syncytial virus Pleural Diseases syndrome infection Pleural effusion Hyaline membrane disease Tuberculosis Pneumothorax Foreign body aspiration • Primary • Secondary • Traumatic • Tension Endocrine System Diseases of the Thyroid Diseases of the Adrenal Diabetes Mellitus Gland Glands Type 1 Hyperparathyroidism Cushing's syndrome Type 2 Hypoparathyroidism Corticoadrenal Hypoglycemia Hyperthyroidism insufficiency Lipid Disorders • Graves' disease Diseases of the Pituitary Hypercholesterolemia • Hashimoto's thyroiditis Gland Hypertriglyceridemia • Thyroid storm Acromegaly/gigantism Hypothyroidism Dwarfism Thyroiditis Diabetes insipidus Neoplastic disease EENT (Eyes, Ears, Nose and Throat) Eye Disorders Ear Disorders Mouth/Throat Disorders Blepharitis Acute/chronic otitis Acute pharyngitis Blowout fracture media Acute tonsillitis Cataract Barotrauma Aphthous ulcers Chalazion Cerumen impaction Dental abscess Conjunctivitis Hearing impairment Epiglottitis Corneal abrasion Mastoiditis Laryngitis Dacryoadenitis Meniere's disease Oral candidiasis Ectropion Labyrinthitis Oral herpes simplex 30 | P a g e
    • Entropion Otitis externa Oral leukoplakia Foreign body Tympanic membrane Peritonsillar abscess Glaucoma perforation Parotitis Hordeolum Vertigo Sialadenitis Hyphema Nose/Sinus Disorders Macular degeneration Acute/chronic sinusitis Orbital cellulitis Allergic rhinitis Pterygium Epistaxis Retinal detachment Nasal polyps Retinal vascular occlusion Retinopathy • Diabetic • Hypertensive Strabismus Gastrointestinal System/Nutrition Esophagus Pancreas Hernia Esophagitis Acute/chronic Hiatal Motor disorders pancreatitis Incisional Mallory-Weiss tear Neoplasms Inguinal Neoplasms Small Intestine/Colon Umbilical Strictures Appendicitis Ventral Varices Constipation Infectious Diarrhea Stomach Diverticular disease Nutritional Deficiencies Gastroesophageal reflux Inflammatory bowel Niacin disease disease Thiamine Gastritis Intussusception Vitamin A Neoplasms Irritable bowel syndrome Riboflavin Peptic ulcer disease Ischemic bowel disease Vitamin C Pyloric stenosis Neoplasms Vitamin D Gallbladder Obstruction Vitamin K Acute/chronic cholecystitis Toxic megacolon Metabolic Disorders Cholelithiasis Rectum Lactose intolerance Liver Anal fissure Phenylketonuria Acute/chronic hepatitis Anorectal abscess/fistula Cirrhosis Fecal impaction Neoplasms Hemorrhoids Neoplasms Pilonidal disease Polyps Genitourinary System Benign Conditions of the Infectious/Inflammatory Renal Diseases 31 | P a g e
    • GU Tract Conditions Acute/chronic renal failure Benign prostatic hyperplasia Cystitis Glomerulonephritis Cryptorchidism Epididymitis Nephrotic syndrome Erectile dysfunction Orchitis Polycystic kidney disease Hydrocele/varicocele Prostatitis Electrolyte and Acid/Base Incontinence Pyelonephritis Disorders Nephro/urolithiasis Urethritis Hypo/hypernatremia Paraphimosis/phimosis Neoplastic Diseases Hypo/hyperkalemia Testicular torsion Bladder carcinoma Hypo/hypercalcemia Prostate carcinoma Hypomagnesemia Renal cell carcinoma Metabolic Testicular carcinoma alkalosis/acidosis Wilms' tumor Respiratory alkalosis/acidosis Volume depletion Volume excess Reproductive System Uterus Menstrual Disorders Complicated Pregnancy Dysfunctional uterine Amenorrhea Abortion bleeding Dysmenorrhea Abruptio placentae Endometrial cancer Premenstrual syndrome Dystocia Endometriosis/adenomyosis Menopause Ectopic pregnancy Leiomyoma Breast Fetal distress Metritis Abscess Gestational diabetes Prolapse Carcinoma Gestational trophoblastic Ovary Fibroadenoma disease Cysts Fibrocystic disease Molar pregnancy Neoplasms Mastitis Multiple gestation Cervix Pelvic Inflammatory Placenta previa Carcinoma Disease Postpartum hemorrhage Cervicitis Contraceptive Methods Pregnancy-induced Dysplasia Infertility hypertension Incompetent Uncomplicated Premature rupture of Vagina/Vulva Pregnancy membranes Cystocele Prenatal diagnosis/care Rh incompatibility Neoplasm Normal labor/delivery Prolapse Rectocele Vaginitis Musculoskeletal System 32 | P a g e
    • Disorders of the Shoulder Disorders of the Infectious Diseases Fractures/dislocations Back/Spine Acute/chronic Rotator cuff disorders Ankylosing spondylitis osteomyelitis Separations Back strain/sprain Septic arthritis Sprain/strain Cauda equina Neoplastic Disease Disorders of the Forearm/ Herniated nucleus Bone cysts/tumors Wrist/Hand pulposis Ganglion cysts Fractures/dislocations Kyphosis/scoliosis Osteosarcoma • Boxer's Low back pain Osteoarthritis • Colles' Spinal stenosis Osteoporosis • Gamekeeper's thumb Disorders of the Hip Rheumatologic Conditions • Humeral Aseptic necrosis Fibromyalgia • Nursemaid's elbow Fractures/dislocations Gout/pseudogout • Scaphoid Slipped capital femoral Juvenile rheumatoid Sprains/strains epiphysis arthritis Tenosynovitis Disorders of the Knee Polyarteritis nodosa • Carpal tunnel syndrome Bursitis Polymyositis • de Quervain's Fractures/dislocations Polymyalgia rheumatica tenosynovitis Meniscal injuries Reiter's syndrome • Elbow tendinitis Osgood-Schlatter disease Rheumatoid arthritis • Epicondylitis Sprains/strains Systemic lupus Disorders of the erythematosus Ankle/Foot Scleroderma Sjogren's Fractures/dislocations syndrome Sprains/strains Neurologic System Alzheimer's Disease Infectious Disorders Multiple Sclerosis Cerebral Palsy Encephalitis Seizure Disorders Diseases of Peripheral Meningitis Generalized convulsive Nerves Movement Disorders disorder Bell's palsy Essential tremor Generalized nonconvulsive Diabetic peripheral Huntington's disease disorder neuropathy Parkinson's disease Status epilepticus Guillain-Barre syndrome Vascular Diseases Myasthenia gravis Cerebral aneurysm Headaches Stroke Cluster headache Transient ischemic attack Migraine Tension headache Psychiatry/Behavioral Science 33 | P a g e
    • Anxiety Disorders Mood Disorders Psychoses Panic disorder Adjustment Delusional disorder Generalized anxiety Depressive Schizophrenia disorder Dysthymic Schizoaffective disorder Posttraumatic stress Bipolar Somatoform Disorders disorder Personality Disorders Substance Use Disorders Phobias Antisocial Alcohol Attention-Deficit Disorder Avoidant abuse/dependence Autistic Disorder Borderline Drug abuse/dependence Eating Disorders Histrionic Tobacco use/dependence Anorexia nervosa Narcissistic Other Behavior/Emotional Bulimia nervosa Obsessive-compulsive Disorders Obesity Paranoid Acute reaction to stress Schizoid Child/elder abuse Schizotypal Domestic violence Uncomplicated bereavement Dermatologic System Eczematous Eruptions Vesicular Bullae Viral Diseases Dermatitis Bullous pemphigoid Condyloma acuminatum • Atopic Acneiform Lesions Exanthems • Contact Acne vulgaris Herpes simplex • Diaper Rosacea Molluscum contagiosum • Nummular eczematous Folliculitis Verrucae • Perioral Verrucous Lesions Varicella-zoster virus • Seborrheic Seborrheic keratosis infections • Stasis Actinic keratosis Bacterial Infections Dyshidrosis Insects/Parasites Cellulitis/vasculitis Lichen simplex chronicus Lice Erysipelas Papulosquamous Diseases Scabies Impetigo Dermatophyte infections Spider bites Other • Tinea versicolor Neoplasms Acanthosis nigricans • Tinea corporis/pedis Basal cell carcinoma Burns Drug eruptions Melanoma Decubitus ulcers/leg ulcers Lichen planus Squamous cell Hidradenitis suppurativa Pityriasis rosea carcinoma Lipomas/epithelial Psoriasis Hair and Nails inclusion cysts Desquamation Alopecia areata Melasma Stevens-Johnson syndrome Androgenetic alopecia Urticaria Toxic epidermal necrolysis Onycomycosis 34 | P a g e
    • Erythema multiforme Paronychia Vitiligo Hematologic System 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 thrombocytopenic purpura • Von Willebrand's disease Infectious Diseases 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 fever Measles Syphilis Varicella-zoster virus infections Technical Standards 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 35 | P a g e
    • 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. 36 | P a g e
    • 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 37 | P a g e
    • 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 practice rotations. 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- EthicalConduct.pdf). 1. Physician assistants shall be committed to providing competent medical care, assuming as their primary responsibility the health, safety, welfare and dignity of all humans. 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 such consultation. 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 community. 10. Physician Assistants shall strive to maintain and increase the quality of individual health care services through individual study and continuing education. 38 | P a g e
    • 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 community. 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. 39 | P a g e
    • 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 Requirements 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 better: Required Recommended • 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 • Psychology In addition, post-baccalaureate candidates must document: • An undergraduate cumulative GPA of 3.0, with a 3.0 GPA in the core required science courses • 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 program. Conditional Admission 40 | P a g e
    • 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 absence begins. Probation 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.”) Withdrawal 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. Readmission 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. Refund Policy 41 | P a g e
    • 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 Attendance 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 excused absence. 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 assignments. 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 taken. 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 42 | P a g e
    • 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 violation. 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. Evaluation/Progress Reviews 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. Testing Policies 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 43 | P a g e
    • 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, and professionalism. 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 Program Director. 44 | P a g e
    • 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. Remediation 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. 45 | P a g e
    • 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 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 release date. 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. 46 | P a g e
    • 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. Grade Assignment 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. Grade Grievances 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. Academic Appeals 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 47 | P a g e
    • 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 final. Personal Attire 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. Identification 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. 48 | P a g e
    • 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 Accommodations/Disabilities 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:  Name changes  Mailing address  Telephone number(s)  E-mail address 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 least daily. 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 49 | P a g e
    • 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 encounter form. 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. Student Employment Students are strongly discouraged from seeking or maintaining employment while enrolled in the Program. If a student does work and encounters academic and/or disciplinary problems, the student may be counseled to cease employment. Under no circumstances will employment be considered as a reason for excused absence from the student’s didactic or clinical education commitments nor will student employment considerations mitigate evaluation of outcomes. Matriculated PA students will not be employed by the Physician Assistant Program under any circumstances. Students will not be allowed to perform clerical or administrative work for the Program. 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. Student Housing 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 50 | P a g e
    • 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. Nondiscrimination Policy 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. Program Evaluations 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 evaluation. 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. 51 | P a g e
    • RESOURCES Facilities The Physician Assistant Department is housed in the first floor the Correll Science Building and the facilities include classrooms, labs, offices and lounge. Classrooms 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. Labs 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 and drawers. 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. Anatomy Laboratory 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. Conference Rooms Multiple conference rooms are available on campus for student and program use including two in the Correll Science Complex. 52 | P a g e
    • Computer Laboratories 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 printers. Library 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. Health Services  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. Internet Addresses University of the Cumberlands: http://www.ucumberlands.edu Campus Mail: http://email.ucumberlands.edu Program Website: http://www.ucumberlands.edu/academics/pa 53 | P a g e
    • Professional Organizations American Academy of Physician Assistants (AAPA) http://www.aapa.org/ Student Academy of the AAPA (SAAAPA) http://saaapa.aapa.org/index.htm Accreditation Review Commission on Physician Assistant Education (ARC-PA) http://www.arc-pa.org/ National Commission for Certification of Physician Assistants (NCCPA) http://www.nccpa.net/ Physician Assistant Education Association (PAEA) http://www.paeaonline.org/ 54 | P a g e
    • APPENDICES 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 55 | P a g e
    • 56 | P a g e
    • 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 57 | P a g e
    • 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 58 | P a g e
    • Appendix 3: Health History Questionnaire Today’s Date ____________________ Single _________ Name __________________________________________________________________ Married ________ All previous occupations_____________________________________________________ Widowed _______ Separated _______ 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 Father Allergies Mother Asthma Arthritis (Circle) Glaucoma 1. Brother/Sister Cancer 2. Brother/Sister Tuberculosis Diabetes 3. Brother/Sister Heart Trouble 4. Brother/Sister High Blood Pressure Stroke Spouse Epilepsy/Seizures (Circle) Substance Abuse 1. Son/Daughter Depression/Emotional Prob. 59 | P a g e 2. Son/Daughter Suicide Kidney Trouble 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 Care Provider 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 _______ _______________ _______ _______________ NAME: _______________________________________________________________________ (Please Print) 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 60 | P a g e
    • 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 Date Reviewed 61 | P a g e
    • 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 registration. Date of Last Vaccine History of Illness Serologic Immunity Source (DD/MM/YY) (MM/YY) (DD/MM/YY) Diphtheria-Tetanus Varicella (Chickenpox) *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: Sugar ___________________________________________________ WBC _____________________________________________________ Protein __________________________________________________ Microscopic: ______________________________________________ _________________________________________________________ _________________________________________________________ PHYSICAL EXAMINATION: “” = Normal “X” = Abnormal Temperature 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 Breasts 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: 62 | P a g e
    • 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 time. 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 40769 63 | P a g e
    • Appendix 4: Immunization Information Release Form Authorization for Release of Information To: University of the Cumberlands Graduate Admissions 7000 College Station Drive Williamsburg, Kentucky 40769 From: Student’s Maiden/Former Name: Name: Mailing Address: 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) forms. 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: ________ 64 | P a g e
    • 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 professionalism. Scale for Assessment Occasionally Seldom Not Applicable Always Usually 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 of patients? Did the student exhibit emotional stability, maturity, empathy, physical and mental 4 3 2 1 stamina? 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 65 | P a g e
    • Did the student uphold the honor code and exhibit academic integrity? 4 3 2 1 66 | P a g e