³ÉÈË¿ìÊÖ

Learner Attrition (A3.12i)

The ³ÉÈË¿ìÊÖ PA Program will post the program’s most current annual student attrition information no later than April first each year.***

	Graduated Classes
	Class of [Year]	Class of [Year]	Class of [Year]
Maximum Entering Class Size (as approved by ARC-PA)	[#]	[#]	[#]
Entering Class Size	[#]	[#]	[#]
Graduates	[#]	[#]	[#]
*Attrition Rate	[#]	[#]	[#]
**Graduation Rate	[#]	[#]	[#]

*Attrition rate calculation: Number of students who attritted from cohort divided by the entering class size.

**Graduation rate: Number of cohort graduates divided by the entering class size.

***The initial cohort for the PA Program will begin in January 2026 and graduate in December of 2027. Data on student attrition will be begin to be posted no later than April 1, 2028.

PANCE Report (A3.12c)

The  is a computer-based, multiple-choice test comprised of questions that assess general medical and surgical knowledge. Graduates must successfully pass this examination to become eligible for licensure.   

The PA Program will post PANCE rates annually beginning no later than April 1 following the graduation of the first cohort in December 2027.

PA Program on Required Academic Standards (A3.15ab)

emphasize the reflective practitioner model, preparing bachelor’s degree holders to apply values, critical reasoning, and inquiry in professional settings. This approach fosters adaptability to career changes, self-directed learning, and practical skill development. The PA program has assigned each learner a faculty advisor mentor who is a resource for the learners throughout the program and will meet with the learner at the beginning of terms 1, 3, and 6 and as needed and requested by the learner or required by the program’s policies and procedures. 

The ³ÉÈË¿ìÊÖ PA Program reflects the university's in graduate study. The university catalog has published the required academic standards for graduate learners.  The grading scale used by the program is as follows:  

±Ê±ð°ù³¦±ð²Ô³Ù²¹²µ±ð â¶Ä¯&²Ô²ú²õ±è;	³Ò°ù²¹»å±ð &²Ô²ú²õ±è;
90 – 100%	´¡â€¯&²Ô²ú²õ±è;
80 – 89%	B  &²Ô²ú²õ±è;
70 - 79% &²Ô²ú²õ±è;	C   &²Ô²ú²õ±è;
60 – 69%	D
<60%	¹ó &²Ô²ú²õ±è;

Graduate learners must maintain a GPA of 3.0 or higher to progress in the program and to graduate. The PA program-specific standards are more restrictive than those of the university due to the responsibilities and professional conduct expected from healthcare providers in society.  In the program, learners must: 

1. Complete each required course/rotation with a grade of 70% (C) or higher, 
   
   AND 

2. Fulfill remediation requirements as directed and specified by the Course Director,  
   
   ´¡±·¶Ù &²Ô²ú²õ±è;

3. Comply with professional and program standards for professional behaviors and meet the program's technical standards.  &²Ô²ú²õ±è;

If learners receive a grade below a “C,” they must complete the program’s remediation assessment.  Please see the remediation policy (A3.15d). Learners who fall below the minimum standards of progress are subject to the following actions: academic probation or dismissal from the program and university.  

Probation 

In addition, learners will be placed on University and Program Academic Probation if they fail to achieve ANY of the following standards: 

1. A second “C” in a second course with remediation. 

2. Not maintaining a cumulative GPA of 3.0. 

3. Earns a “F” 

The PAPC makes academic standing recommendations, which are finalized by the Program Director at the end of each term, as appropriate throughout the program. &²Ô²ú²õ±è;

Learners will be notified in writing to their ottawa.edu email if they are placed on university and/or Program Academic Probation. The notice will include the right to appeal the decision per the found in the university Catalog and stipulations that a learner must achieve to return to Good Academic Standing. These stipulations may vary from learner to learner and depend on individual circumstances.

Degree Completion and Graduation  

³ÉÈË¿ìÊÖ policy requires that graduate learners achieve a minimum, cumulative GPA of 3.0 to graduate. In addition, the PA Program policy requires that to graduate, all learners must:   &²Ô²ú²õ±è;

• Complete each required course/rotation with a grade of 70% (C) or higher, 
  
  ´¡±·¶Ù &²Ô²ú²õ±è;

• Complete each element of the Summative Evaluation with a grade of 70% (C) or higher, 
  
  ´¡±·¶Ù &²Ô²ú²õ±è;

• Complete the Group Capstone based on the grading rubric,  
  
  ´¡±·¶Ù &²Ô²ú²õ±è;

• Complete the Physician Assistant Clinical Knowledge Rating and Assessment Test (PACKRAT) for self-assessment only, 
  
  ´¡±·¶Ù &²Ô²ú²õ±è;

• Comply with program standards of professionalism, 
  
  ´¡±·¶Ù &²Ô²ú²õ±è;

• Complete the Board Review Course. &²Ô²ú²õ±è;

Time Limits on Degree Completion  

Learners must complete all curricular components in twenty-four (24) consecutive months. Please see the Deceleration Policy (A3.15c) for temporary separation from the program. &²Ô²ú²õ±è;

³ÉÈË¿ìÊÖ and the PA Program reserve the right to edit, update, or change the academic standards contained in this policy as educational and financial considerations require. &²Ô²ú²õ±è;

Academic Standards and Requirements for Withdrawal and Dismissal (A3.15d)

Withdrawal  

Withdrawal from the ³ÉÈË¿ìÊÖ PA program should only be considered after a judicious and thorough assessment of the academic, financial, and personal impacts of such action. Before requesting an official program withdrawal, learners must meet with the financial aid office and submit evidence of that meeting to the program director 24 hours prior to meeting with the program director to discuss options.  

Learners may withdraw from the program at their discretion and at any time. Unless a leave of absence is requested and granted (see Deceleration Policy below), withdrawal from any individual course will not allow a learner to progress in the program and, therefore, constitutes withdrawal from the entire program. The program has no “partial withdrawal” or “part-time” status.  

Learner-Initiated Withdrawal  

The process for a learner-initiated official withdrawal from the program and university is as follows:  

• The learner must submit a withdrawal letter in writing to the Program Director, the Dean of Arts and Sciences, and the Office of the Registrar.   
• The learner must also follow the Catalog .  

Administrative Withdrawal  

Learners will be administratively withdrawn from the PA Program and the university after five (5) days of unexplained absence and/or academic inactivity. 

Academic Dismissal  

The university-wide graduate academic policy requires that two consecutive semesters or academic sessions below a cumulative 3.0 GPA be grounds for dismissal. Furthermore, any learner receiving more than 3 credits of F is subject to dismissal.  &²Ô²ú²õ±è;

In addition, a learner is subject to Academic Dismissal if they fail to meet any of the following The PA program-specific standards are more restrictive than those of the university due to the responsibilities and professional conduct expected from healthcare providers in society.  In the program, learners must: 

1. Complete each required course/rotation with a grade of 70% (C) or higher, 
   
   AND 

2. Fulfill remediation requirements as directed and specified by the Course Director, 
   
   ´¡±·¶Ù &²Ô²ú²õ±è;

3. Comply with professional and program standards for professional behaviors and meet the program's technical standards.  &²Ô²ú²õ±è;

If learners are being dismissed from the program, they will be notified in writing to their ottawa.edu email. The notice will include the right to appeal the decision per the Appeals Process for Grading and Other Academic Issue Disputes procedures unless a prior stipulation while under University and/or Program Academic Probation prohibits additional appeals. &²Ô²ú²õ±è;

Access to Records (A3.18, A3.19)

PA Students and other unauthorized persons do not have access to academic records or other confidential information related to other students or faculty. 

PA student health records are confidential and are not accessible to or reviewed by program faculty or staff, except for immunization and tuberculosis screening results, which are retained and released with written permission from the student. Note: The program does not consider needle stick/sharp reports, results of drug screening or criminal background checks as part of the health record.

The PA Program intends to comply with ³ÉÈË¿ìÊÖ’s policy on the Family Educational Rights and Privacy Act of 1974 which is in the Course Catalog and can be found

Administrative Policy (A3.01, A3.02)

The ³ÉÈË¿ìÊÖ PA Program policies apply to all PA program faculty, staff, enrolled and prospective learners anywhere instruction occurs, regardless of location. If discrepancies arise between these policies and those established at supervised clinical practice experience (SCPE) sites, the SCPE site policies will supersede the PA Program policies, and this will be stated in the SCPE site affiliation agreement.  

New Policies

New policies are proposed and drafted by program faculty. The program director will review the initial draft, and then the School of Arts and Sciences dean will review it. The Associate Vice Chancellor of Compliance will then review the policy and either approve it or send it back for further development or modification. If modification is made, the policy will be resubmitted to the Associate Vice Chancellor of Compliance for final approval.  

Policy Review

All policies will be regularly reviewed by the program faculty on at least an annual basis and as necessary in accordance with the PA Program’s self-assessment process.  

Policy Dissemination

PA Program policies will be available on the PA Program website to allow access to prospective learners, enrolled learners, faculty, staff, alumni, and other stakeholders. The PA Program website is found HERE. 

Policy Changes

The ³ÉÈË¿ìÊÖ PA Program reserves the right to change or create policies and apply these changes or new policies to currently enrolled learners. If a moderate change (any policy change that warrants faculty review and approval) or substantive change (any significant change to the operations of the program such as modification to the program’s mission, vision, or goals; or revision of graduation requirements, or changes made in response to changes in federal or state law or regulation), a notation will be made within the policy of the modification date and enrolled learners will be notified of the change.  The Associate Vice Chancellor of Compliance will review and approve all substantive changes. Should a policy change impact academic progression or graduation requirements, enrolled learners will be required to sign a statement of acknowledgment and understanding of the change.  

Learner Commitment to Abide with Policies

During new learner orientation, all policies and procedures applying to enrolled learners will be reviewed, and learners will be given the opportunity to ask questions regarding the policies. Learners will then be required to sign a statement attesting that the policies were reviewed, that they understand the policies, that they are committed to abiding by the policies, and that they have had a chance to ask and have any questions addressed satisfactorily. Policies related to the clinical phase of the program will be reviewed again prior to the start of that phase, and learners will be required to again sign an attestation of understanding and commitment to abide by the policies and have had the opportunity to have any related questions addressed prior to entering the clinical phase.

Deceleration (A3.15c)

We are deeply committed to your success as a learner and future PA at ³ÉÈË¿ìÊÖ. Our mission is to prepare you to deliver evidence-based, patient-centered care with professionalism, compassion, and excellence. Achieving this goal requires that every learner meet the rigorous academic and clinical standards of our Master of Science in PA Studies program. 

To ensure success, all learners must maintain a minimum cumulative GPA of 3.0, demonstrating the mastery required for both graduate-level academic achievement at ³ÉÈË¿ìÊÖ. These standards align with the expectations for entry-level competency in PA practice, passing the NCCPA PANCE, and effectively serving patients in diverse healthcare settings. 

While we understand that challenges may arise during your journey, our deceleration policy is designed to provide support while maintaining the integrity of the program’s requirements. Deceleration is a structured approach that allows for an adjusted program timeline, enabling learners to address significant personal or academic difficulties.  

This policy reflects our commitment to supporting you while upholding the standards necessary for your professional development and future contributions to the healthcare field. 

1. Definition
   Deceleration refers to the loss of a learner from the entering cohort who remains matriculated in the program. That is, a learner's time is interrupted or delayed. 

2. Eligibility for Deceleration 

• Deceleration may be considered under limited circumstances, such as:

  • Significant medical or personal challenges that impede academic progress.

  • Learners miss more than 5 days in a term.

  • Academic deficiencies following unsuccessful remediation, as determined by the PAPC. 

• Deceleration is not an automatic option and is granted only after a thorough review. 

• For a maximum of 24 months. 

3. Procedure for Deceleration

• The learner has 48 hours from the date of the academic separation notification, completion of an appeals petition, or approval of deceleration to address personal, mental health, or physical health issues to submit their decision regarding deceleration to the Program Director via email. This is a one-time offer only. 

• The program director will review:

  1. Academic history.

  2. Personal circumstances with supporting documentation.

  3. Recommendations from program faculty. 

• If approved, the PAPC will develop a revised program plan for the learner and the Program Director will review the plan with the learner.  

4. Restrictions on Deceleration

• Learners may only decelerate once during the program unless there are extenuating circumstances, which the Program Director and Dean will handle on a case-by-case basis. 

• Learners failing to meet the requirements of the revised plan will be dismissed from the program. 

Reentry Into the Program 

Interruption of the educational process does not promote nor ensure retention of the program competencies. To be reinstated in the program, the learner must be prepared to demonstrate competence in the knowledge and skills of all courses, even if they were previously completed successfully. &²Ô²ú²õ±è;

While the criteria for re-entry into the program will be individualized to each learner’s circumstance, learners are advised that, at a minimum, the following re-entry requirements will apply:  

• A competency evaluation covering all material up to separation from the program. Competency must be demonstrated with a minimum of two assessments:  

#1. A multiple-choice question exam  

#2. A clinical and technical skills assessment  

The program reserves the right to require additional assessments for return depending upon a learner's individual circumstances.  

• Learners must demonstrate competency with a minimum grade of 70% (C) on the multiple-choice question exam AND the clinical and technical skills assessment.  

• These competency evaluations must be completed prior to the anticipated re-entry date for the program and at a time arranged by the program. &²Ô²ú²õ±è;

• Upon successful completion of each assessment the learner will reenter at the beginning of the term as defined in their approval letter.  &²Ô²ú²õ±è;

• For learners who have failed a course, this re-entry point must be in the term that the failed course is offered. The failed course must be successfully repeated with a minimum grade of 70% (C) to progress in the program. In addition, the learner must audit all the courses that are offered in the semester that the failed course is offered even if those courses were previously completed successfully. While auditing, the learner must meet all course requirements including attendance, assessments, assignments, exams, quizzes, readings, class participation, or any other activities assigned by the faculty member. The learner is responsible for the full cost. &²Ô²ú²õ±è;

• Once the competency evaluation re complete, the PAPC is responsible for recommending re-entry to the Program Director based upon a learner’s satisfactory completion of reentry requirements. &²Ô²ú²õ±è;

• Failure to successfully complete all reentry requirements will result in academic dismissal from the university and the program. &²Ô²ú²õ±è;

Limitations on the Number of Learners Decelerating &²Ô²ú²õ±è;

The number of learners in the program and those considered decelerated cannot exceed the maximum limit approved and designated by our accrediting agency, the ARC-PA. Therefore, the PA program reserves the right to decline to offer a deceleration option. 

Dress Code and Identification Policy​​​ (´¡3.06) â¶Ä¯&²Ô²ú²õ±è;

³ÉÈË¿ìÊÖ identification badges are issued to all learners upon matriculation. It is important that learners are identified to promote safety and ensure security.

PA learners must always and only identify themselves as “PA student” to faculty, patients, and clinical site staff. PA learners should never present themselves as physicians, residents, medical students, or graduate PAs. While enrolled in the ³ÉÈË¿ìÊÖ PA Program, learners may not use previously earned titles (e.g., RN, MD, DO, EMT, Ph.D., Dr., etc.) for identification purposes.

³ÉÈË¿ìÊÖ identification badges must be worn at all times while on campus and during clinical experiences. The learner's short white lab coat with the PA Program seal patch on the left sleeve must be worn at all times during clinical experiences unless a white coat is not worn in that clinical practice. This is to clearly distinguish ³ÉÈË¿ìÊÖ PA learners from physicians, medical students and other health profession students and graduates.

Dress Code 

Learners may be required to wear an additional site-specific security identification badge at clinical sites. The clinical site(s) will arrange for the learner to attain an identification badge during orientation prior to beginning the clerkship. This badge is to be worn in addition to the ³ÉÈË¿ìÊÖ PA Program identification badge.

Learner professional dress and conduct is, at all times, expected to reflect the dignity and standards of the medical profession. It is important that PA learners dress in a manner that is respectful to their professors, classmates, patients, and interprofessional and administrative colleagues. The ³ÉÈË¿ìÊÖ PA Program has the authority to determine dress code requirements for learners admitted to the program.

Didactic Classroom Setting

•  Scrubs in ³ÉÈË¿ìÊÖ colors (red, black, or yellow) 

• Scrubs with sneakers, tennis shoes, or clogs are permitted. &²Ô²ú²õ±è;

• No open-toe shoes are allowed. &²Ô²ú²õ±è;

• OU logo sweatshirts, pullovers, and jackets are allowed.  

• Business attire during Orientation and Special Guest Presentations
  
  Examples:

  • Khakis, dress pants, trousers, linen pants, and corduroy pants.

  • Shirts, blouses, sweaters, turtlenecks, vests.

  • Shirts must have collars. Three-button polo shirts and partial zipper shirts with collars are acceptable.

  • Shirts should be tucked in unless the style specifically prohibits this (e.g., sweater-style). All buttons except the top button should be fastened.

  • Skirts, dresses.

  • Shoes with socks: oxfords, lace-ups, loafers, leather shoes.

  • Moderate heels (no socks required).

The following items are never permitted in the classroom, clinical sites, or at public events where you are representing the ³ÉÈË¿ìÊÖ PA Program:  &²Ô²ú²õ±è;

• Halter-tops &²Ô²ú²õ±è;

• Tank tops &²Ô²ú²õ±è;

• Exposed midriffs  &²Ô²ú²õ±è;

• Low-cut shirts or dresses  &²Ô²ú²õ±è;

• Dresses with high slits &²Ô²ú²õ±è;

• Short skirts  &²Ô²ú²õ±è;

• Skin-tight clothing on the upper or lower body &²Ô²ú²õ±è;

The following items are not to be worn unless specified appropriate for a particular class, clinical site, or event where you are representing the PA Program: &²Ô²ú²õ±è;

• Jeans &²Ô²ú²õ±è;

• Shorts &²Ô²ú²õ±è;

• Non-OU logo T-Shirts &²Ô²ú²õ±è;

Clinical Sites 

The dress code at various clinical sites may be more or less rigorous than the guidelines outlined below. If the culture of a particular clinical setting supports a dress code that is inconsistent with the policy outlined below, the learner should discuss this with the clinical preceptor and the program director to determine proper dress behavior for the learner.

The learner is expected to wear Business Casual attire unless the clinical site prefers or requires scrubs. In that instance, the learner may wear either scrubs in ³ÉÈË¿ìÊÖ colors (red, black, or yellow) or Clinic/Hospital issued scrubs, depending on clinic site requirements.

Examples of business casual: &²Ô²ú²õ±è;

• Khakis, dress pants, trousers, linen pants, and corduroy pants.   &²Ô²ú²õ±è;

• Shirts with collars, three-button polo shirts, partial zipper shirts, blouses, sweaters, turtlenecks, and vests.   &²Ô²ú²õ±è;

• Skirts and dresses must be no shorter than 3” from the top of the knee and should not have revealing slits. &²Ô²ú²õ±è;

• Shirts should be tucked in unless the style specifically prohibits this (e.g., sweater-style). All buttons except the top button should be fastened.  &²Ô²ú²õ±è;

• Shoes should be worn with socks except for low/moderate heels. Sneakers are only allowed when wearing scrubs.

Specific modifications to this dress code (e.g., for labs and clinical skills courses) are at the course director's discretion. Learners should keep appropriate changes of clothes in their lockers. In both clinical and non-clinical settings, all learners should use discretion with fragrances, as patients, classmates, and instructors may have allergies or sensitivities. Jewelry and other adornments, such as body piercing, should be consistent with policies established in clinical settings.

No clothing should be unprofessionally revealing regardless for any learner. Learners should consult with the program director if they are unsure whether a garment may be unprofessionally revealing.

Whether in class or on your personal time, please remember that your appearance will reflect ³ÉÈË¿ìÊÖ and your chosen profession as a PA.

Learners violating any of the above dress codes may be asked to change into appropriate attire. Repeated violations reflect unprofessional behavior and result in the learner being referred to the Professionalism & Academic Progress Committee (PAPC) for disciplinary action.

Learner Employment Policy (A3.04, A3.05a-b, A3.15e) 

The PA Program strongly discourages any form of employment during the program and does not require enrolled learners to be employed by the program.  

Employment of any kind (paid/volunteer) during the program will not be accepted to excuse absence from scheduled learning activities, justify poor performance, or be considered as extenuating circumstances when assessing the learners’ academic and professional progress. There will be no exceptions or accommodations granted to didactic or clinical course work, scheduling of classes, labs, exams, special assignments, community service work, or supervised clinical practice experience (SCPE) assignments due to outside employment.

The program does not permit matriculated learners to substitute for or function as instructional faculty.  

During SCPEs, learners may not substitute for clinical or administrative staff and must ensure all services provided to patients are directly supervised. Learners must not accept compensation for any services provided during supervised clinical experiences. 

Any violations of any component of this policy will result in referral to the Professionalism & Academic Progress Committee (PAPC).

Grievance and Appeal Process for Allegations of Sexual Misconduct, Student Harassment, and Student Mistreatment (A1.02j, A3.15f, A3.25g) 

³ÉÈË¿ìÊÖ is committed to maintaining academic and work environments that are free of discrimination, harassment, and sexual harassment. Retaliation against a person for reporting or objecting to discrimination or harassment or for participating in an investigation or other proceeding violates this Policy, whether or not discrimination or harassment occurred. This Policy covers discrimination based on race, age, sex, color, religion, ability or disability, national origin, sexual orientation, gender, ethnicity, family or marital status, or any other characteristic protected by law.  

Discrimination is defined as actions that deprive, limit, or deny other members of the community of educational or employment access, benefits, or opportunities. Additionally, this policy covers harassment, sexual harassment, and retaliation occurring on campus or otherwise within the context of university education programs and activities, whether on or off campus.  

Allegations of Sexual Misconduct  

³ÉÈË¿ìÊÖ is committed to providing a learning, working, and living environment that promotes an environment free of discrimination based on sex. The University considers sex discrimination in all forms to be a serious offense. Sex discrimination constitutes a violation of this policy, is unacceptable, and will not be tolerated. Sex discrimination includes discrimination based on pregnancy and gender identity, as well as that based on the failure to conform to stereotypical notions of femininity and masculinity. Sexual harassment, whether verbal, physical, or visual, that is based on sex, is a form of prohibited sex discrimination. Sexual harassment also includes sexual violence. Sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature, when:

• Submission to the conduct is made either explicitly or implicitly a condition of employment; or  
• Submission to or rejection of the conduct is used as the basis for an employment decision affecting the harassed employee; or 
• Such conduct has the purpose or effect of substantially interfering with the person’s performance or creates an intimidating, hostile or offensive work environment. 

A University-wide policy on sexual misconduct is found in Appendix A on page 50 of the Adult, Professional, and Graduate Students Handbook (APGS Handbook). This policy provides specific definitions, grievance processes, and other important information.

The PA Program follows the University's policy and process.

Allegations of Mistreatment 

Mistreatment is any behavior that disrespects the dignity of others or interferes with the learning process. It can be intentional or unintentional. Examples of mistreatment include discrimination, sexual harassment, unprofessional relationships, abuse of authority, and abusive and/or intimidating behavior 

All ³ÉÈË¿ìÊÖ Community members are responsible for sustaining the highest ethical standards of the University and of the broader communities in which it functions. The University maintains a university-wide Code of Conduct and Ethics. The Code applies to administration, faculty, staff, and students; vendors, contractors, and subcontractors of the University; and to volunteers elected or selected to serve in university positions.  

PA Learners who believe they have experienced mistreatment should report such conduct as quickly as possible. The Code of Conduct and Ethics section of the APGS handbook outlines the process for reporting improper conduct, which can be found under the University-wide: Code of Conduct and Ethics section on page 12 of the APGS Handbook. 

Additionally, the University maintains a Compliance Hotline, which is an externally managed call center independent of the University, staffed by intake specialist professionals. Individuals calling the hotline are not required to disclose who they are. This information is welcomed, however, only if a person wishes to do so. Calls are not recorded. A person may contact the Compliance Hotline service at 844-719-2846 or on the internet at www.ottawa.ethicspoint.com. The Intake Specialist takes notes of the conversation, summarizes the call, and forwards it to the University Compliance Officer for investigation. The goal of the hotline, for non-emergency situations, is to have an initial response back from the University in five (5) business days, so that the caller may call the hotline back for an update to the original call. The caller can do this anonymously, if they choose, using the case number assigned when he/she first called the hotline. At that time, the caller may be asked to provide more information or to call back later for an update. Emergency situations are expedited and will be addressed as quickly as possible.

Unprofessional Relationships 

Consensual romantic relationships, which may otherwise be acceptable, create unprofessional situations between learners and someone in a supervisory position, such as faculty, staff, or preceptors. Romantic relationships between employees and any person with direct responsibilities for evaluating the learner's academic performance or grading are prohibited. Employees and any person with direct responsibilities for evaluating the learner's academic performance or grading who becomes involved with a learner must immediately disclose this information concerning the relationship to the Program Director, who will consult with the Dean and the University’s Associate Vice Chancellor of Human Resources.

Disrespectful Behavior 

The PA Program strives to provide an environment where all community members feel supported and respected. Learners who feel they have been subjected to disrespectful behavior from another member of the ³ÉÈË¿ìÊÖ community, including other learners, faculty, staff, or preceptors, may report these instances to the Program Director or appropriate ³ÉÈË¿ìÊÖ, as noted in the sections above.  

PA Program Incidents Report Policy 

Incidents involving harm to learners may occur on or off campus while fulfilling the PA Program requirements. These incidents must be documented for the protection and safety of all learners, faculty, staff, healthcare team members, patients, and/or patient caregivers. In any incident where any learner (didactic or clinical phase) is harmed, the learner must immediately notify the Program Director. If the reported conduct potentially involves management for your location, the disclosure should be made to the University Compliance Officer.

Guidelines for Exposure to Infectious and Environmental Hazards (A3.08a-c)  

The PA Program is committed to protecting the health and well-being of students, faculty, staff, and patients. As a learner in the PA Program, students may be exposed to infectious disease and or environmental hazards. Examples include possible exposure to allergens such as latex in gloves, needlesticks, bloodborne pathogens, and communicable diseases. While the risk of transmission is relatively small, the PA Program has processes in place to minimize that risk. 

PREVENTION (A3.08a) 

Prevention is the first step in reducing risk. PA Program learners are required to show proof of appropriate immunity or documented immunization when beginning the program and before they have any actual patient contact.

During the didactic year of training, learners will receive instruction and presentations on the Centers for Disease Control (CDC) developed standard and universal blood and body fluid precautions, infection control, and prevention of the spread of communicable disease. In addition to instruction on how to prevent exposure, learners will receive instruction on what constitutes exposure and the procedures for care and treatment after exposure. These instructions will be covered during orientation and reviewed prior to entering the clinical phase of the program. Thereafter, learners are expected to consistently and appropriately implement Universal Precautions and other appropriate safety measures.

It is the learner’s responsibility to become familiar with the policies and procedures for employing these precautions at each of the clinical sites to which the learner is assigned. All learners will participate in the clinical affiliation requirements for safety and quality assurance compliance at the direction of the clinical affiliation personnel. It is also the learner’s responsibility to inform their course director and the Program Director if they have a concern that may impact their health or safety while participating in the PA Program or may impact the health or safety of those that the learner will be in contact with in the PA Program (patients, instructors, staff, other learners or faculty.)

All faculty, staff, and learners will utilize CDC developed standard and universal precautions during all activities that present a risk of exposure to bodily fluids, potentially serious infectious diseases, or chemical hazards. Failure to do so may be grounds for disciplinary action.

More information on Precautions to Prevent Transmission of Infectious Agents can be found on the CDC’s website at

PROCEDURES FOR CARE AND TREATMENT POST EXPOSURE (A3.08b) 

An “exposure incident” refers to a specific eye, mouth, other mucous membrane, non-intact skin, or parenteral contact with blood or other potentially infectious materials that results from the performance of a learner’s duties. If a learner is exposed to blood and/or other body fluid or a needle stick injury occurs, the procedure for obtaining appropriate medical care is as follows:

1. Wounds and skin sites that have been in contact with blood or body fluids should be washed with soap and water; mucous membranes should be flushed with water.  
2. Didactic learners must notify their Course Director and the PA Program Didactic Director as soon as possible of any exposure to bodily fluids or potentially serious infectious diseases. Clinical learners must notify their clinical preceptor and the PA Program Clinical Director as soon as possible of any exposure to bodily fluids or potentially serious infectious diseases. &²Ô²ú²õ±è;
3. It is very important that medical evaluation takes place immediately because treatment decisions must be made within 2 hours of exposure for a known HIV infected source and 4-6 hours for all other exposures. It is also extremely important to evaluate the donor’s risk status immediately.  
4. If the exposure occurs at an off-campus clinical site, the learner should follow the Infection Control policy of that facility. If there is no established protocol, the learner should seek treatment at the nearest Emergency Department or Urgent Care facility. &²Ô²ú²õ±è;
5. If additional follow-up medical care is necessary, learners will need to refer to site-specific protocol to discover whether this will continue to be provided by the initial site or if the learner should arrange follow-up with their own health care provider. &²Ô²ú²õ±è;
6. Report the event via e-mail to the Program Director within 24 hours of the event. &²Ô²ú²õ±è;

Please refer to the for the recommended full protocol if an exposure occurs.

Other Exposures, Illness, or Injury 

For learner and patient safety, learners who have been exposed to a contagious disease or are ill with symptoms of contagious diseases may need to avoid contact with patients. In such cases, or in the event of an injury, a health care provider should evaluate the learner to determine the need for therapy and for clearance to return to campus and patient care. Learners must notify and work with the site preceptor to determine whether the situation requires the learner to be evaluated by the site occupational health provider or their own health care provider. Learners must report via email such instances to the Director of Clinical Education and the Program Director within 24 hours of the event. 

Medical Follow-up and Clearance to Return to Campus 

Initial and subsequent care and follow-up activities including recommendations related to counseling, prophylactic/treatment regimens, and continued or restricted practice activities following a learner’s exposure incident/illness/injury will be determined by the learner’s health care provider (in collaboration with the learner) and other appropriate health care professionals. The learner must obtain a medical attestation form from their healthcare provider clearing the learner for participation on campus and patient care activity. See Learner Clinical Handbook for clinical phase of the program.

FINANCIAL RESPONSIBILITY (A3.08c) 

Health Insurance and Financial Responsibility 

³ÉÈË¿ìÊÖ requires that all learners have health insurance. Learners are responsible for the cost of health insurance and any deductibles, copayments, coinsurance, premiums, or other fees associated with insurance or needed medical care. Costs not covered by insurance are the responsibility of the learner. 

Effects of Exposure/Illness/Injury on Learner Learning Activities 

Continued participation in the activities of the PA program should not be affected by any injury or illness that occurs while enrolled provided the learner continues to meet all Technical Standards and fulfill all defined requirements for program progression and is not directly infectious by way of routine contact. However, infectious, or environmental disease or disability may impact learning activities and outcomes. Learners must be able to meet the PA Program’s health requirements at all times to continue in the program, and to provide care at clinical sites. Based upon outcomes and degree of infectious or environmental hazard exposure, a learner’s continued participation in classroom and/or clinical activities as part of the PA Program may be delayed or prevented. If the student contracts a communicable disease which potentially poses a risk to patients or co-workers (e.g., tuberculosis), steps will be taken to prevent dissemination in accordance with public health and/or Centers for Disease Control and Prevention protocols. In such cases, the Academic and Professional Performance Review Committee (PAPC) will review the case and make recommendations regarding the learner’s academic standing. Learners should refer to the deceleration, academic separation, and academic dismissal policies.

Health Requirements (A3.07a)

The PA Program considers the health, safety and welfare of its faculty, learner body, staff, and the community we serve of utmost importance. Therefore, the program has developed the following policy to safeguard the wellbeing of all. 

Required Physical Examination 

Two comprehensive physical examinations are required, one before the didactic phase of the program, and the second prior to the start of the clinical phase of the program by a licensed medical provider (PA, MD, DO, or NP) and must be completed indicating that the conditionally accepted applicant is appropriately screened for TB, current on all immunization requirements, and has been medically cleared for admission. The following forms are required prior to matriculation: 

• Healthcare Provider Attestation Statement 
• Immunization Form 
• Health Screening and Immunization Information Release Form  
• Tuberculosis Screening Questionnaire (if PPD or IGRA positive) 

All learners must have a second physical examination conducted by licensed medical provider (PA, MD, DO, or NP) prior to starting the clinical phase of the program indicating that the conditionally accepted applicant is appropriately screened for TB, current on all immunization requirements, and has been medically cleared for progression. These requirements must be completed by November 1st prior to the start of the clinical year.  

Immunizations

The program requires all recommended vaccinations for Healthcare Workers as per CDC (Centers for Disease Control) found by using the Adult Vaccine Assessment tool at checking the healthcare box, the public safety box and any other applicable boxes based on your medical conditions and other situations. All learners must complete the following requirements prior to matriculation. Please provide a screenshot of ONLY the Vaccine Assessment Results for Suggested Vaccines.  

Learners who fail to complete these requirements by the program due date may have their acceptance into the program withdrawn. If a learner is non-immune (negative or equivocal) to any of the required vaccinations, completion of a booster vaccination series is required. 

1. Tuberculosis (TB) Screening

   • Annual TB screening questionnaire within 6 months of matriculation and start of clinical rotations if PPD or IGRA positive.

   • The learner must submit documentation of ONE of the following:

     • Results of NEGATIVE TB Skin Testing (TST/PPD)

     • This screening requires 2 separate TB skin tests administered at least two weeks apart but within 12 months of each other. 

   • The last TST must be within 6 months of your start date.

     • Lab Copy showing a “NEGATIVE” Interferon Gamma Release Assay (IGRA) blood test (QFT or T-Spot) within 6 months of start date. (Accepted in lieu of the “Two-Step” TST.)

   • Individuals with a history of a POSITIVE TB skin test or IGRA blood test must submit both of the following:

     • Verification of a NEGATIVE Chest X-ray within 12 months of start date*
       
       AND

     • A NEGATIVE Screening Questionnaire within 6 months of start date*  

The chest x-ray and TB screening questionnaire must be updated annually.  

* Start date refers to first day of matriculation or clinical rotations. 

2. Rubella (German Measles)

   • Serologic documentation of a positive Rubella immune titer. 

3. Measles (Rubeola)

   • Serologic documentation of a positive Rubeola immune titer. 

4. Mumps

   • Serologic documentation of a positive Mumps immune titer. 

5. Varicella (Chicken Pox)

   • Serologic documentation of a positive Varicella titer. 

6. Hepatitis B

   • Serologic documentation of a positive (quantitative) Hepatitis B surface antibody titer (anti-HBs) that verifies immunity to the Hepatitis B Virus.

     • If negative/non-immune, get a 3-dose series of Recombivax HB or Engerix-B or a 2-dose series of Heplisav-B. Get an anti-HBs serologic test 1-2 months after the final dose.

     • If still non-immune, test for HBsAg (hepatitis B surface antigen), discuss with your healthcare provider the results and “vaccine non-responder” results.  

7. TDAP

   • Required documentation of an Adult TETANUS/diphtheria/acellular pertussis (Tdap) vaccine within 5 years of expected graduation. 

8. Recommended Vaccines

   1. Influenza
   2. Polio
   3. HPV
   4. Covid-19. Updated Covid-19 vaccinations are highly recommended. Failure to complete this may limit the ability of learners to enter clinical sites and may delay graduation. 

Learners are financially responsible for the cost of all health care services they may require while enrolled in the program, including any health care services required because of their participation in scheduled program activities (e.g., TB testing, immunizations, treatment of injuries, pathogen exposure evaluation and treatment). Learners are also required to sign a Health Screening and Immunization Information Release Form.

The program will maintain the health attestation form confirming that the learner has met institution and program health screening requirements, immunization records, and tuberculosis screening of all matriculated learners through a HIPAA (Health Insurance and Portability and Accountability Act) compliant, secure cloud-based management system. These records will be reviewed by the Medical Director and the Associate Director of Admissions upon acceptance into the program and annually thereafter throughout the learner’s tenure with program. The Medical Director will also continuously review the Centers for Disease Control Recommended Vaccines for Healthcare Workers guidelines and recommendations for updates. 

Required Drug Screens and Criminal Background Checks 

Drug Screens

All learners who have been offered conditional acceptance must successfully pass an initial chain of custody drug screen. All matriculated learners must complete and successfully pass a second chain of custody drug screen upon completion of the didactic phase before entering the program's clinical phase. Additional chain of custody drug screens may be required by affiliated hospitals and practices. Additional chain of custody drug screens and "for cause" testing for any learner suspected of being under the influence of unlawful drugs or alcohol during their course of study remains at the discretion of affiliated hospitals or clinics and/or the PA Program. A learner may be prevented from progressing in the program’s didactic phase, being promoted to the clinical phase of the program, or being recommended for graduation if the learner fails or refuses a chain of custody drug screen. Therefore, the PA Program reserves the right to withdraw offers of conditional acceptance if the candidate fails the initial chain of custody drug screen. 

Criminal Background Checks

By accepting admission to the PA Program, a learner agrees to submit to national criminal background checks, which may include fingerprinting and paying any associated expenses. During the clinical phase of the program, learners will be required to undergo one or more national criminal background checks, which may include fingerprinting. Supervised clinical practice experience (SCPE) sites may require additional background checks, fingerprinting, and/or drug screening for learners who are assigned at those institutions. Learners are responsible for all expenses related to meeting additional drug screening and background documentation required by the SCPE site. A criminal record or failure to pass a fingerprinting or drug screen will result in a referral to the Professionalism & Academic Progress Committee (PAPC) and may result in the learner’s dismissal from the program. A learner may be prevented from progressing in the program’s didactic phase, being promoted to the clinical phase of the program, or being recommended for graduation if the learner fails a criminal background check. Therefore, the PA Program reserves the right to withdraw offers of conditional acceptance if the candidate fails the initial criminal background check.  

Learners dismissed from the program for failure to pass a criminal background check, fingerprinting, or drug screen will not have tuition or fees refunded. 

Noncompliance with any component of this policy will result in withholding the learner from progressing in the program, withdrawal from classes without credit, and a referral to the Academic and Professionalism Performance Review Committee. No one from the program has access to the learner’s health record. The university maintains these in a secure electronic depository.

Policy on Social Media and the Medical Professional

The ³ÉÈË¿ìÊÖ PA Program supports the American Medical Association’s (AMA) opinion titled “Professionalism in the Use of Social Media”. The opinion has been quoted below with modifications to align with physician assistant education and practice. . 

The Internet has created the ability for physician assistant (PA) learners and PAs to easily communicate and share information with millions of people. Participating in social networking and other similar Internet opportunities can support a PAs personal expression, enable individual PAs to have a professional presence online, foster collegiality and camaraderie within the profession, and provide opportunity to widely disseminate public health messages and other health communications. Social networks, blogs, and other forms of communication online also create new challenges to the patient- provider relationship. PAs should weigh a number of considerations when maintaining a presence online: 

• PA learners and PAs should be cognizant of standards of patient privacy and confidentiality that must be maintained in all environments, including online, and must refrain from posting identifiable patient information online. 
• When using social media for educational purposes or to exchange information professionally with other PA learners and PAs, follow ethics guidance regarding confidentiality, privacy, and patient informed consent.
• PA learners and PAs should obtain explicit written permission from anyone before posting their picture or personal information on social media. This includes photos taken at events, group pictures, and any identifiable personal details 
• When using the internet for social networking, PA learners and PAs should use privacy settings to safeguard personal information and content to the extent possible but should realize that privacy settings are not absolute and that once on the internet, content is likely there permanently. Thus, PA learners and PAs should routinely monitor their own internet presence to ensure that the personal and professional information on their own sites and, to the extent possible, content posted about them by others, is accurate and appropriate. 
• If they interact with patients on the internet, PA learners and PAs must maintain appropriate boundaries of the patient-provider relationship in accordance with professional ethics guidance just as they would in any other context. 
• To maintain appropriate professional boundaries PA learners and PAs should consider separating personal and professional content online. 
• When providers see content posted by colleagues that appears unprofessional, they have a responsibility to bring that content to the attention of the individual, so that he or she can remove it and/or take other appropriate actions. If the behavior significantly violates professional norms and the individual does not take appropriate action to resolve the situation, the PA learners and PAs should report the matter to appropriate authorities. 
• PA learners and PAs must recognize that actions online and content posted may negatively affect their reputations among patients and colleagues, may have consequences for their medical careers (particularly for physician assistant-in-training and medical students) and can undermine public trust in the medical profession. 

Program-Specific Social Media Expectations 

The ³ÉÈË¿ìÊÖ Adult, Professional, and Graduate Student Handbook applies the Student Code of Conduct (page 44 of the Adult, Professionals and Graduate Students Handbook (APGS Handbook) to behaviors conducted online, via e-mail, or other electronic medium.  

In addition, PA Program policies requires that all learners and faculty review and adhere to the following guidelines and professional considerations when engaging in social media networking: 

³ÉÈË¿ìÊÖ PA Faculty and Staff members are not permitted to extend or accept “friend requests” to/from learners.

• Classroom and clinical site training commitments should be respected. Learners should not engage in social networking during in-class and on-site clinical time. 
• The integrity of the coursework of the ³ÉÈË¿ìÊÖ PA Program, learner, and classroom should be protected. Learners should not share questions or answers to assignments, exams, or quizzes via social media. 
• Patient privacy must be protected. Learners should not share any identifiable patient or clinical information via social media. HIPAA laws apply to all social networking sites. 
• Learners should ensure accuracy regarding statements made about the ³ÉÈË¿ìÊÖ PA Program and its community members. Learners should not provide false, intentionally inaccurate, or inflammatory comments. 
• All laws governing copyright and fair use of copyrighted material must be followed.
• Learners should recognize that one’s professional reputation can be affected through social networking and therefore be judicious when posting content.  

Provision of Health Services (A3.09) 

The program faculty (program director, medical director, and faculty) will not participate as health care providers for learners in the program, except as bystander intervention in a critical or emergency medical situation. Learners needing medical care should seek care from their own providers based on individual student private health insurance benefits and coverage.

In the event of an illness or injury requiring urgent or emergency treatment, learners may visit (NOTE: the list below is simply to provide information about what services are geographically close to the PA Program campus and are not meant as an endorsement or recommendation by the program. Learners should always make their own decision as to where they will seek care)​:

Urgent Care	Emergency Room
Take Care Health Systems 6400 Sprint Parkway Overland Park, KS  66211 Phone:  913-315-6432	St. Luke’s South Hospital/ Emergency 12300 Metcalf Ave Overland Park, KS  66213
St. Luke’s Convenient Care 6655 Martway Mission, KS 66202 913-323-8875	Advent Health College Boulevard Emergency Room 7025 College Boulevard, Suite 100 Overland Park, KS  66211

Referrals for Personal Issues Impacting Progress in the Program (A3.10)  

The program director, medical director, principal and/or instructional faculty are expected to make an appropriate and timely referral of learners to resources as soon as they have knowledge of a learner facing personal, physical, or mental health issues that may impact their continued progress in the program.  

Learners are advised that there may be resources or scope of practice limitations from university service providers. If the program is concerned that continued progress in the program may be impacted, the PA Program’s Professionalism & Academic Progress Committee (PAPC) will also be notified. &²Ô²ú²õ±è;

Program staff and faculty strive to ensure that referrals are made as quickly as possible and generally within 72 hours or within a reasonably practicable time frame following receipt and review of all necessary information. 

More information regarding available services can be found in the Student Services section of the current Catalog, which can be found .

Remediation Policy and Procedures (A3.15c)

Purpose

The remediation policy's purpose is to support the academic, clinical, and professional success of all learners by providing structured remediation for those who demonstrate academic, clinical, or professional deficiencies. The goal is to ensure that learners meet the competencies and standards required for graduation and PA professional practice. 

Scope

This policy applies to all ³ÉÈË¿ìÊÖ PA Program learners, including didactic and clinical phases. 

Step-by-Step Remediation Process 

Step 1: Identification of Deficiencies 

1. Academic Deficiencies: A learner is identified for remediation when they fail to achieve a minimum passing grade of “C” in any course, exam, OSCE, assessment, or End of Rotation (EOR) exam. 

2. Clinical Deficiencies: Learners may require remediation if they demonstrate unsatisfactory performance in clinical rotations, fail to meet rotation-specific competencies, or receive below-expected evaluations from clinical preceptors. 

3. Professionalism Deficiencies: Professionalism issues are identified when a learner fails to meet expected standards of behavior, ethics, or professional interactions. Specific behaviors that may trigger a professionalism remediation process include, but are not limited to: 

• Unprofessional appearance according to program dress code policy and clinical site guidelines. 

• Late arrivals and unexcused absences for classes, assessments, and/or clinical experiences (including in clinic, hospital rounds, educational sessions, or any other activity assigned by the clinical site). 

• Disrespect towards other learners, faculty, PA staff, patients, preceptors, and clinical staff. 

• Lack of respect, compassion, empathy, or kindness towards others. 

• Unprepared for class, assessments, and clinical experiences. 

• Late submissions of assessments. 

• Does not abide by the university, school, program, clinical site, community site, and professional association policies and procedures. 

Step 2: Initial Learner Notification 

1. The course director or program director formally notifies the learner of the deficiency. 

2. Notification includes a description of the deficiency, the date of deficiency, and the source of the deficiency (e.g., OSCE, written exam, PAEA EOR exam) 

Step 3: Development of a Remediation Plan 

1. An individualized plan of improvement (IPI) is created, involving input from the learner, relevant faculty, and academic or clinical coordinators. 

2. Components of the Remediation Plan: 

• Learning Objectives: Targeted objectives that align with competencies and program standards, addressing academic, clinical, or professionalism gaps. 

• Remediation Activities: Activities tailored to address the learner’s specific deficiencies, which may include: 

• Academic/Clinical: Tutoring sessions, additional assignments, practice exercises, or clinical skills workshops. 

• Professionalism: Reflective writing assignments, professionalism workshops, counseling, mentorship, or behavioral contracts outlining specific behavioral expectations and consequences for non-compliance. 

• Assessment Method: Specific criteria and assessment tools (e.g., questions, short essays, OSCEs, professionalism modules) to evaluate the learner’s improvement and competency. 

• Timeline: To prevent progression delays, clear deadlines for completing remediation activities, typically within the current term or rotation. 

Step 4: Implementation and Monitoring 

1. The learner actively participates in the remediation plan under the guidance of the assigned faculty advisor/mentor. 

2. Regular check-ins are scheduled to monitor progress, address challenges, and adjust the remediation plan if necessary. 

3. The learner must fulfill all required remediation activities by the deadlines. 

Step 5: Reassessment and Evaluation 

Upon completing the remediation plan, the learner undergoes reassessment using the agreed-upon evaluation methods. 

• Academic Reassessment: This includes questions, short essays, additional OSCEs, and other relevant reassessments. 

• Clinical Reassessment: Involves evaluations by program faculty during additional clinical experiences in the simulation lab or repeated rotations. 

• Professionalism Reassessment: The learner’s professionalism is reevaluated through observations, feedback from faculty, staff, patients, or peers, and a review of the program’s professionalism policy. 

Step 6: Outcome Determination 

1. Successful Remediation: If the learner successfully meets the standards and competencies, they are cleared to continue with the program’s standard progression. 

2. Failure to Remediate: If deficiencies remain after remediation, the Program’s Academic and Professionalism Committee (PAPC) reviews the learner’s performance to determine the next steps, which may include: 

• Additional remediation (if feasible and warranted) 

• Deceleration 

• Dismissal from the program if competencies cannot be achieved 

Step 7: Documentation and Reporting 

1. All steps of the remediation process, including notifications, remediation plans, progress notes, and outcome determinations, are documented and kept in the learner’s academic record. 

2. The learner’s progress is reported to the program director, PAPC, and other relevant program faculty. 

Appeal Process 

Appeals must be submitted in writing to the Program Director within two (2) business days. Per the Academic Grievance Policy and Procedure, learners can appeal remediation decisions at the dean’s level.  

Student Grievances and Appeal Process for Academic Issue Disputes (A3.15g)

Resolving Academic Disputes

If a learner believes an error has been made regarding a course grade, they should contact the Course Director immediately after the grade is posted to set up a meeting to discuss the grade. It is the learner’s responsibility to demonstrate that the appeal has merit; therefore, the learner should bring to the meeting any evidence that the grade was assigned incorrectly. In the event of an appeal of a test question, the learner must provide evidence from two primary literature sources.

At the meeting, the faculty will:

1. Review the evidence the learner has submitted.
2. Present any of the learner’s work that remains in the Course Director’s possession (e.g., papers, examinations, etc.)
3. Explain how the learner’s grade was determined based on the guidelines presented at the beginning of the course and in the course syllabus.
4. Recalculate the numerical computation of the grade to determine if there has been a clerical error.

If the learner wishes to continue the appeal following the meeting with the Course Director, they must file a written appeal with the Program Director within three (3) days. If the Program Director is the faculty involved, the written appeal will go to the Dean or their designee. The learner will submit to the Program Director the Learner Grade Appeal Statement Form together with copies of the course syllabus, tests, assignments, and papers in the learner's possession. The Program Director will notify the Course Director, and the faculty will file the Course Director Grade Appeal Statement Form with the Program Director within two (2) days with copies of the syllabus, assignments, and any of the learner’s work that remain in the Course Director’s possession. The Program Director will render a decision in writing regarding the grade appeal within three (3) days.

Once the Program Director renders a decision, if matters are still unresolved to the learner’s satisfaction, they may pursue a formal academic grievance with the Dean of the School of Arts and Sciences. More specific information for this process may be found in the ACADEMIC POLICIES AND PROCEDURES section of the Adult, Professional, and Graduate Student Handbook (APGS Handbook), page 24.

Supervised Clinical Sites and Preceptors​ (A3.03)

The PA Program is committed to the continuous development of supervised clinical practice experience (SCPE) sites. The evaluation, selection, and approval of an SCPE site is a rigorous process designed to ensure that the SCPE site provides sufficient clinical experience to facilitate the achievement of the clinical rotation’s instructional objectives, learning outcomes, and expected competencies.

The PA Program requires current, formal, finalized, and fully executed affiliation agreements between all SCPE sites and ³ÉÈË¿ìÊÖ. These agreements are legal documents that address academic, physical, clinical, and liability issues. The process of attaining SCPE sites is solely the responsibility of the PA Program and is facilitated by the ³ÉÈË¿ìÊÖ legal counsel. Prospective and enrolled learners are not required or permitted to solicit or negotiate an affiliation with a SCPE site.

If a learner becomes aware of a potential clinical site, an SCPE Request Form must be submitted to the program. The evaluation process will be conducted by the program to determine if the prospective SCPE site is suitable for educational purposes and meets all academic, physical, and clinical standards.

Travel Health Policy (A3.07b, A3.08c)

Health Requirements

The PA Program considers the health, safety, and welfare of its faculty, learner body, staff, and the community we serve of the utmost importance.

International Travel Health Policy

The program does not have any international curriculum components. 

Learners who travel internationally outside the program schedule should refer to the CDC Travelers’ Health guidelines at .  

Learners will not be excused from program activities due to travel. 

Financial Responsibility (A3.08c)

Learners are financially responsible for the cost of all health care services they may require while enrolled in the program, including any health care services required because they decided to travel internationally.