APPENDIX I: Competencies – Standard B3.02
Self-Evaluation of Competencies
Standard B3.02 Supervised clinical practice experiences must enable students to meet program expectations and acquire the competencies needed for clinical PA practice.
Student Name:_________________________________________________ Date:
The following competencies were developed by the American Academy of Physician Assistants, the Physician Assistant Education Association, the Accreditation Review Commission on Educa-tion for Physician Assistants, and the NaEduca-tional Commission on CertificaEduca-tion of Physician Assis-tants.
Physician Assistant Competencies: A Self-Evaluation Tool
Rate your strength in each of the competencies using the following scale:
1 = Needs Improvement 2 = Adequate 3 = Strong 4 = Very Strong
Medical knowledge includes an understanding of pathophysiology, patient presentation, differential diag-nosis, patient management, surgical principles, health promotion, and disease prevention. Physician assis-tants must demonstrate core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care in their area of practice. In addition, physician assis-tants are expected to demonstrate an investigatory and analytic thinking approach to clinical situations.
Physician assistants are expected to:
understand etiologies, risk factors, underlying pathologic process, and
epidemiol-ogy for medical conditions 4 3 2 1
identify signs and symptoms of medical conditions 4 3 2 1
select and interpret appropriate diagnostic or laboratory studies 4 3 2 1 manage general medical and surgical conditions to include understanding the
in-dications, contrainin-dications, side effects, interactions, and adverse reactions of pharmacologic agents and other relevant treatment modalities
4 3 2 1 identify the appropriate site of care for presenting conditions, including
identify-ing emergent cases and those requiridentify-ing referral or admission 4 3 2 1 identify appropriate interventions for the prevention of pathophysiologic
conditions 4 3 2 1
identify the appropriate methods to detect pathophysiologic conditions in an
asymptomatic individual 4 3 2 1
differentiate between the normal and the abnormal in anatomic, physiological,
laboratory findings, and other diagnostic data 4 3 2 1
appropriately use history and physical findings and diagnostic studies to formulate
a differential diagnosis 4 3 2 1
provide appropriate care to patients with chronic pathophysiologic conditions 4 3 2 1
INTERPERSONAL & COMMUNICATION SKILLS
Interpersonal and communication skills encompass verbal, nonverbal and written exchange of infor-mation. Physician assistants must demonstrate interpersonal and communication skills that result in effec-tive information exchange with patients, their patients’ families, physicians, professional associates, and the health care system. Physician assistants are expected to:
create and sustain a therapeutic and ethically sound relationship with patients 4 3 2 1 use effective listening, nonverbal, explanatory, questioning, and writing skills to
elicit and provide information 4 3 2 1
appropriately adapt communication style and messages to the context of the
indi-vidual patient interaction 4 3 2 1
work effectively with physicians and other health care professionals as a member
or leader of a health care team or other professional group 4 3 2 1
apply an understanding of human behavior 4 3 2 1
demonstrate emotional resilience and stability, adaptability, flexibility, and
toler-ance of ambiguity and anxiety 4 3 2 1
accurately and adequately document and record information regarding the care
process for medical, legal, quality, and financial purposes 4 3 2 1 PATIENT CARE
Patient care includes age-appropriate assessment, evaluation, and management. Physician assistants must demonstrate care that is effective, patient-centered, timely, efficient, and equitable for the treatment of health problems and the promotion of wellness. Physician assistants are expected to:
work effectively with physicians and other health care professionals to provide
patient-centered care 4 3 2 1
demonstrate caring and respectful behaviors when interacting with patients and
their families 4 3 2 1
gather essential and accurate information about their patients 4 3 2 1 make informed decisions about diagnostic and therapeutic interventions based on
patient information and preferences, up-to-date scientific evidence, and clinical judgment
4 3 2 1
develop and carry out patient management plans 4 3 2 1
counsel and educate patients and their families 4 3 2 1
competently perform medical and surgical procedures considered essential in the
area of practice 4 3 2 1
provide health care services and education aimed at preventing health problems or
maintaining health 4 3 2 1
PROFESSIONALISM
Professionalism is the expression of positive values and ideals as care is delivered. Foremost, it involves prioritizing the interests of those being served above one’s own. Physician assistants must know their pro-fessional and personal limitations. Propro-fessionalism also requires that PAs practice without impairment
from substance abuse, cognitive deficiency, or mental illness. Physician assistants must demonstrate a high level of responsibility, ethical practice, sensitivity to a diverse patient population, and adherence to legal and regulatory requirements. Physician assistants are expected to demonstrate:
understanding of legal and regulatory requirements, as well as the appropriate role
of the physician assistant 4 3 2 1
professional relationships with physician supervisors and other health care
pro-viders 4 3 2 1
respect, compassion, and integrity 4 3 2 1
responsiveness to the needs of patients and society 4 3 2 1
develop and carry out patient management plans 4 3 2 1
accountability to patients, society, and the profession 4 3 2 1 commitment to excellence and on-going professional development 4 3 2 1 commitment to ethical principles pertaining to provision or withholding of clinical
care, confidentiality of patient information, informed consent, and business prac-tices
4 3 2 1 sensitivity and responsiveness to patients’ culture, age, gender, and disabilities 4 3 2 1
self-reflection, critical curiosity, and initiative 4 3 2 1
PRACTICE-BASED LEARNING AND IMPROVEMENT
Practice-based learning and improvement includes the processes through which clinicians engage in criti-cal analysis of their own practice experience, medicriti-cal literature, and other information resources for the purpose of self-improvement. Physician assistants must be able to assess, evaluate, and improve their pa-tient care practices. Physician assistants are expected to:
analyze practice experience and perform practice-based improvement activities using a systematic methodology in concert with other members of the health care delivery team
4 3 2 1 locate, appraise, and integrate evidence from scientific studies related to their
pa-tients’ health problems 4 3 2 1
obtain and apply information about their own population of patients and the larger
population from which their patients are drawn 4 3 2 1
apply knowledge of study designs and statistical methods to the appraisal of
clini-cal studies and other information on diagnostic and therapeutic effectiveness 4 3 2 1 apply information technology to manage information, access on-line medical
in-formation, and support their own education 4 3 2 1
facilitate the learning of students and/or other health care professionals 4 3 2 1 recognize and appropriately address gender, cultural, cognitive, emotional, and
other biases; gaps in medical knowledge; and physical limitations in themselves and others
4 3 2 1
SYSTEMS-BASED PRACTICE
Systems-based practice encompasses the societal, organizational, and economic environments in which health care is delivered. Physician assistants must demonstrate an awareness of, and responsiveness to, the larger system of health care to provide patient care that is of optimal value. PAs should work to
im-prove the larger health care system of which their practices are a part. Physician assistants are expected to:
use information technology to support patient care decisions and patient education 4 3 2 1 effectively interact with different types of medical practice and delivery systems 4 3 2 1 understand the funding sources and payment systems that provide coverage for
patient care 4 3 2 1
practice cost-effective health care and resource allocation that does not
compro-mise quality of care 4 3 2 1
advocate for quality patient care and assist patients in dealing with system
com-plexities 4 3 2 1
partner with supervising physicians, health care managers, and other health care providers to assess, coordinate, and improve the delivery of health care and pa-tient outcomes
4 3 2 1 accept responsibility for promoting a safe environment for patient care and
recog-nizing and correcting systems-based factors that negatively impact patient care 4 3 2 1 apply medical information and clinical data systems to provide more effective,
efficient patient care 4 3 2 1
use the systems responsible for the appropriate payment of services 4 3 2 1
APPENDIX J: Summative Professionalism Assessment Tool
Summative Professionalism Assessment Tool
Assessment Category
Always Usually Occasionally Seldom Not Appli- cable
General
Did the student exhibit a positive and profession attitude? 4 3 2 1 N/A Did the student exhibit emotional stability, maturity, empathy, and
physi-cal and mental stamina? 4 3 2 1 N/A
Did the student maintain current immunizations, CPR, and background
checks? 4 3 2 1 N/A
Did the student act appropriately in stressful situations? 4 3 2 1 N/A Did the student report any physical handicap or health issues that may
affect their ability to provide safe, effective medical care? 4 3 2 1 N/A
Professional
Did the student show respect for other students and faculty members? 4 3 2 1 N/A Did the student comply with dress codes on campus and/or clinical sites? 4 3 2 1 N/A Was the student on time for classes and clinical rotations? 4 3 2 1 N/A Did the student exhibit unprofessional behaviors (including unnecessary
conversation in class during lectures or laboratory sessions? 4 3 2 1 N/A Was the student able to work cooperatively, promoting and preserving
relationships with peers and other members of the healthcare team? 4 3 2 1 N/A Academic
Did the student demonstrate the ability to learn and function in a wide variety of didactic and clinical settings? This includes demonstrating cognitive abilities necessary to master relevant con-tent in basic science and clinical courses to provide the standard of care.
4 3 2 1 N/A
Was there evidence that the student can communicate effectively,
both verbally and written, using appropriate grammar, spelling, and 4 3 2 1 N/A
vocabulary?
Did the student exhibit academic integrity? 4 3 2 1 N/A
Did the student demonstrate adaptability relative to changing
situa-tions, environments and new information? 4 3 2 1 N/A
Clinical
Did the student protect the patient’s safety and promote the
pa-tient’s well-being? 4 3 2 1 N/A
Did the student uphold ethical standards for health care? 4 3 2 1 N/A Did the student provide competent medical care and extend to each
patient the full measure of professional ability as s dedicated, empa-thetic student healthcare provider during clinical rotations?
4 3 2 1 N/A
Did the student provide competent medical care under the
supervi-sion of an assigned preceptor 4 3 2 1 N/A
Did the student demonstrate the ability to learn and function in a
wide variety of clinical settings? 4 3 2 1 N/A
Comments
Faculty Signature Date
Student Signature Date
APPENDIX K: Withdrawal and Policies and Procedures for Refunds of Tuition and Fees – Standards A3.17e, A3.14g
Standard A3.17e The program must define, publish and make readily available to students upon admission academic performance and progression information to include: e) policies and proce-dures for withdrawl and dismissal
Standard A3.14g The program must define, publish and make readily available to enrolled and prospective students general program information to include: g) policies and procedures for refunds of tuition and fees
A student desiring to withdraw from University of the Cumberlands at any time must complete required paperwork and receive permission from the Vice President for Academic Affairs. The withdrawal process normally begins in the Office of Academic Affairs. The following policies and procedures govern withdrawal from the University for the current term.
1. The permanent record of a student who withdraws from University of the Cumberlands up until the last day to drop a class published on the Academic Calendar for that semester or bi-term will list a mark of “W” for all courses for which another grade (such as an
“aF”) has not been previously posted. A “W” carries no grade point penalty.
2. Students withdrawing after the last day to drop a course for the semester or bi-term will receive a grade as determined by the professor. In many cases this may be an “F.”
3. A student who does not attend or ceases to attend a class but never officially drops or withdraws will receive an “aF” for each class when appropriate. An administrative with-drawal will be posted when non-participation in classes results in an active schedule of less than 1 credit hour, with W’s, F’s or aF’s posted on all other courses.
4. No student who withdraws from University of the Cumberlands is entitled to a grade re-port or transcript of credits until the student’s account is cleared by the Bursar’s Office.
5. The final date of active enrollment (more information below) will be used by the Bursar’s Office and the Office of Financial Planning to determine any adjustments involving fi-nancial aid and fifi-nancial charges.
Students must officially withdraw through the Office of Academic Affairs. Students who fail to officially withdraw forfeit all rights to a refund or reduction in fees.
Any student that does not cancel prior to their required deadline will be assessed a minimum fee of $150 for classes and a minimum fee of $150 for room & board. Deadline dates are posted with the Registrar Office and Bursar Office.
Refund Schedule
Courses Fifteen Weeks or Greater in Length
Official Date of Withdrawal Charge Refund
Last day to Register 0% 100%
Week 2 of classes 20% 80%
Week 3 of classes 40% 60%
Week 4 of classes 60% 40%
Week 5 of classes 80% 20%
After 5th week of classes 100% 0%
Courses Greater than Six Weeks but Less than Fifteen Weeks in Length Official Date of Withdrawal Charge Refund
Last day to Register 0%
Week 2 of classes 50% 50%
After 2nd week of classes 100% 0%
Courses Six Weeks or Less in Length
Official Date of Withdrawal Charge Refund
Last day to Register 0% 100%
After 1st week of classes 100% 0%
If a student officially withdraws after the posted cancellation deadline and on or before the first day of the term, they will be charged a non-cancellation fee of $150 for tuition and $150 for room and board for the fall and spring term. There is no non-cancellation fee for the summer term(s).
If a student officially withdraws after the first day of classes, they will be charged an adminis-trative withdrawal fee of $100 for the fall and spring terms and $50 fee for the summer and bi-terms.
A student is not eligible for any financial aid prior to the first day of class attendance.
No Refund of Tuition or fees will be applied for dropping a course after the last day to add a course for the term has expired.
Medical/Emergency Withdrawal. Students who must withdraw from classes for medical rea-sons or because of dire personal circumstances may submit a written request to the Academic Affairs Office as soon as the student intends to stop participating in classes. This request must be supported by a letter from a medical professional or other source supporting the student’s request with specific information on the student’s diagnosis, current condition and continuing treatment requirements, or on the student’s personal emergency that necessitates the withdrawal request. If the medical/emergency withdrawal is granted, the student will receive a grade of “W” in all cur-rent classes. NOTE: Normally, partial medical/emergency withdrawals are not permitted (that is, withdrawal from one or two courses while the student continues in others).
Administrative Withdrawal. A student may be withdrawn from all classes by administrative action based upon
1. Disciplinary action against a student confirmed by the Vice President for Academic Af-fairs, the Vice President for Student Services, or other university officer;
2. Failure of the student to confirm enrollment during the enrollment confirmation period at the beginning of a term.
3. Non-Participation in classes resulting in an active schedule of less than 1 credit hour and the posting of an aF, F, W in other classes.
Final Date of Active Enrollment. Whatever the circumstances, at the time of student with-drawal from the current term, the Registrar determines the final date of active enrollment (nor-mally the last date of class attendance for in-seat classes or the withdrawal date for online cours-es). The final date of active enrollment is used by the Bursar’s Office and the Financial Planning Office to determine any eligibility for tuition refund and any requirement for return of financial aid.
Verification of Enrollment
A student must confirm enrollment at the beginning of each term during the Confirmation of En-rollment period established by the Registrar and published on the Academic Calendar. For in-seat courses, Confirmation of Enrollment normally occurs by attendance in all courses on a stu-dent’s schedule at least once during the confirmation period. For on-line courses, Confirmation of Enrollment normally occurs via active participation in a learning activity in all courses during the confirmation period. With the assistance of other offices and all faculty, the Registrar’s Of-fice administers the procedures by which enrollment is confirmed.
NOTE: Student Aid is not dispersed by the Financial Planning Office until enrollment is veri-fied. A student’s receipt of aid confirms the student’s intent to complete all courses on the schedule for the semester. Once enrollment is confirmed and aid is dispersed, all policies and procedures described elsewhere are followed regarding tuition refund and aid remission should a student choose to drop individual classes or withdraw from all classes.
TREATMENT OF TITLE IV AID WHEN A STUDENT WITHDRAWS
The law specifies how your school must determine the amount of Title IV program assistance that you earn if you withdraw from school. The title IV programs that are covered by this law are: Federal Pell Grants, Academic Competitiveness Grants, Nation al SMART grants, TEACH Grants, Stafford Loans, PLUS Loans, Federal Supplemental Educational Opportunity Grants (FSEOGs), and Federal Perkins Loans.
When you withdraw during your payment period or period of enrollment (your school can define these for you and tell you which one applies) the amount of Title IV program assistance that you have earned up to that point is determined by a specific formula. If you received (or your school or parent received on your behalf) less assistance than the amount that you earned, you may be able to receive those additional funds. If you received more assistance than you earned, the ex-cess funds must be returned by the school and/or you.
The amount of assistance that you have earned is determined on a prorated basis. For example, if you completed 30%of your payment period or period of enrollment, you earn 30% of the assis-tance you are originally scheduled to receive. Once you have completed more than 60% of the payment period or period of enrollment, you earn all the assistance that you were scheduled to receive for that period.
If you did not receive all of the funds that you earned, you may be due a post-withdrawal dis-bursement. If your post-withdrawal disbursement includes loan funds, your school must get your permission before it can disburse them. You may choose to decline some or all of the loan funds so that you don’t incur additional debt. Your school may automatically use all or a portion of your post-withdrawal disbursement of grant funds for tuition, fees, and room and board charges (as contracted with the school). The school needs your permission to use the post-withdrawal grant disbursement for all other school charges. If you do not give your permission (some schools ask for this when you enroll), you will be offered the funds. However, it may be in your best interest to allow the school to keep the funds to reduce your debt at the school.
There are some Title IV funds that you were scheduled to receive that cannot be disbursed to you once you withdraw because of other eligibility requirements. For example, if you are a first-time, first-year undergraduate student and you have not completed the first 30 days of your pro-gram before you withdraw, you will not receive any FFEL or Direct loan funds that you would have received had you remained enrolled past the 30th day.
If you receive (or your school or parents receive on your behalf) excess Title IV program funds that must be returned, your school must return a portion of the excess equal to the lesser of:
1. Your institutional charges multiplied by the unearned percentage of your funds, or
1. Your institutional charges multiplied by the unearned percentage of your funds, or