Physician Assistant
Clinical Year
Student Handbook
2013-2014
Table of Contents
Chapter One: General information Pages 4-13 Welcome/Introduction
Organizational Chart Faculty & Staff Contact Information Mission Statement/Accreditation Goals for the Clinical Year and Responsibilities Student Contact Information
Dress Code Work Policy
Course Registration
Health and Malpractice Insurance
Background Check/Drug Screen/Immunizations/Tb Skin Test Safety/Blood Born Pathogen Policy
Housing/Travel/Lunch
Sexual Harassment and Conduct Student Security
Faculty Advisor
Chapter Two: Rotations Pages 15-20
Rotation Schedule
Rotation Syllabi
Rotation Assignment Policy
Attendance/Pregnancy/Holidays
Clinical Year Assignments Preceptor Evaluation
Return to Campus Conference Day Typhon Data Submission
Student Rotation Work Schedule/Attendance Weekly email to faculty advisor
Student Evaluation of Site Written Case Presentation Oral Presentation
Site Visit
Chapter Three: Grading Policy Pages 21-24 Clinical Year Grading Policy
Grade Notification Process Grade Appeals Process
Remediation and Academic Probation Academic Integrity
Ethical Conduct for the PA Student Professionalism
Table of Contents
Chapter Four: Signature Pages Pages 25-28
Student Clinical Year Handbook Release of Information
AAPA Professionalism
Chapter Five: Forms Pages 29-43
Student Evaluation by Preceptor Student Evaluation of Site On-site Visit
Work Schedule Absence
Written Case Presentation Grading Form Oral Case Presentation Grading Form
Chapter 1
General Information
Welcome Page 5
Introduction Page 6
Mission Statement/Accreditation Page 6
Organizational Chart Page 7 Faculty & Staff Contact Information Page 7 Goals for the Clinical Year and Responsibilities Page 8 Student/Preceptor Responsibility Contact Information Page 9
Contact Information Page 9
Dress Code Page 9
Work Policy Page 10
Course Registration Page 10
Health and Malpractice Insurance Page 10
Background Check/Drug Screen/Immunizations/Tb Skin Test Page 11 Safety/Blood Born Pathogen Policies Page 11
Housing/Travel/Lunch Page 11
Sexual Harassment and Conduct while on Rotations Page 11
Student Security Page 12
Welcome
Congratulations on completing the first year of a demanding academic program. You should be proud of your accomplishments. The clinical year will provide you with the opportunity to apply the knowledge and skills you acquired in the first year to clinical practice. You will train with preceptors and their staff to improve your ability to provide comprehensive, competent healthcare across varied populations.
Take a moment to consider how very privileged you are as a PA student to enter into the practices of your preceptors and the lives of their patients in ways that no other person will. Your preceptors and patients are counting on you, and expect that you will provide excellent care in a professional and compassionate manner.
Rotations are your “real world” chance to practice what you have learned. Hard work, motivation, commitment and enthusiasm will be rewarded with newfound knowledge and skills. You gain personal satisfaction and self-respect in knowing that you are trying to improve the health outcomes and quality of life for these patients.
Be prompt, work hard, ask questions and always maintain a great attitude. Show genuine interest and read every day about the cases you see. Take responsibility for your learning. If you ask for help, you will get it. Above all, remember the faculty is here for you even while you are away from campus. Do not hesitate to call!
This manual has the information you need for a smooth transition into the clinical year. Keep it with you and refer to it often.
WE WISH THE VERY BEST TO EACH OF YOU!
Patrick Cafferty, PA-C
Nathan Kersey, PA-C
Stephanie Miller, PA-C
Introduction
While all students that are enrolled at Bethel University are covered by the policies and procedures as dictated by the University, students of the physician assistant program face unique situations that may or may not be addressed in the general student handbooks. Hence, this student handbook is provided as a resource for the PA student in the clinical year.
Although every attempt has been made to make this handbook comprehensive, it may not address every possible situation. When confronted with a situation not covered in the student handbook seek guidance from the physician assistant program, if possible on how to proceed and use your good judgment in the interim.
Bethel University ensures that all policies and procedures contained within the physician assistant program have been reviewed by institutional administrators, the university legal counsel and the Bethel University Board of Trustees to assure that contents are consistent with federal and state statutes, rules and regulations prior to publication. This handbook is reviewed annually for its relevancy and application during the Program Planning Committees annual meeting.
If you have questions or concerns regarding the application or meaning of any topics covered in this handbook, contact the Clinical Director or the Program Director.
Mission Statement
The Bethel University Physician Assistant program’s specific mission is to create opportunities for the members of the learning community interested in health care to graduate as competent, caring health care professionals who practice medicine within an ethical framework grounded in Christian principles.
Accreditation Status
The Bethel University Physician Assistant Program was granted continued accreditation by the ARC-PA effective March 2011 through March 2014. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.
Graduation from an accredited PA program is the only way to be eligible to sit for the National Certifying Exam (PANCE).
Organizational Chart
The PA faculty and administrative support staff provide a full range of academic and
administrative services. This is complemented by the additional expert part-time, adjunct faculty and by the board certified physician who serves as Medical Director. Refer to this chart to follow the proper chain of command.
Faculty and Staff Contact Information
DeanJoseph Hames, MD 731-352-6336 [email protected] Program Director
Gwen Ferdinand-Jacob, PA-C 731-352-6471 [email protected] Medical Director
William Smith, MD 731-352-6452 [email protected]
Clinical Director
Patrick Cafferty, PA-C 270-534-4333 [email protected]
Clinical Faculty
Nathan Kersey, PA-C 931-242-2280 [email protected] Stephanie Miller, PA-C 901-581-5359 [email protected] Clinical Coordinator
Michelle Lamb, BS 731-352-6461 [email protected]
Clinical Recruiter
Sandy Atwill, MA.Ed 615-477-5777 [email protected]
President Dr. Bob Prosser
Adm issions D irector/Office Manager Sandy Atwill , B. S Clin ical Director of Coordi nation Mi sty Jez, B.S.
Program Director Johnna Tanner, PA-C Dean of Graduate Studies Dr. Dorothy Black
Academ ic Coordinator Kim Ham m onds Faculty
Goals of the Clinical Year
The clinical year takes the student from a passive to an active situation in such a manner as to prepare them for the emergence and assumption of their professional role as physician assistants. To this end, the overall goals of the clinical year include:
1) To apply knowledge learned in the didactic year to supervised clinical practice. 2) To develop and sharpen clinical problem solving skills.
3) To increase medical knowledge to include an understanding of pathophysiology, differential diagnosis, patient management, surgical principles, health promotion, and disease prevention.
4) Develop and refine a systematic approach to both the complete and problem focused history and physical exam.
5) To utilize and improve interpersonal and communication skills that encompass verbal, nonverbal and written exchange of information.
6) To develop an understanding of the PA role in the health delivery system to include patient care that is effective, patient-centered, timely, efficient, and equitable for the treatment of health problems and the promotion of wellness.
7) To begin to develop professional relationships where the student demonstrates a high level of responsibility, ethical practice, sensitivity to a diverse patient population and adherence to legal and regulatory requirements.
8) To sharpen and refine critical analysis skills of their own practice experience, medical literature and other information resources for the purpose of self-improvement.
9) To demonstrate an awareness of and responsiveness to the larger health care system to provide patient care that is of optimal value.
10)To prepare for the Physician Assistant National Certifying Exam (PANCE). 11)To begin to develop an area of interest for future employment.
The Program’s Responsibility
Provide the preceptor and student with the rotation’s educational objectives.
Assume responsibility for selection and assignment of students to the individual preceptor.
Coordinate the educational and clinical activities involving the preceptor, clinical facility, student, and PA program faculty.
Make training guides, evaluation measures, and other materials available to the preceptor.
Provide information at appropriate intervals to the student and preceptor regarding evaluation outcomes.
Inform students on rotations they are subject to the policies, protocols, rules, and regulations of the preceptor and clinical facility.
Inform students that they are responsible for their own meals, lodging, transportation, uniforms, laundry, health and personal liability insurance during their clinical rotations.
Bethel University represents that each PA student carries professional liability coverage, are up to date on all program required immunizations, completed a criminal background check, have passed a 10 panel drug screen, have completed HIPPA training and are currently certified in CPR and ACLS.
Provide students training sessions regarding infection control, use of universal precautions, TB, and blood borne pathogens.
The Student’s Responsibility
Report patient data fully to the preceptor
Proceed with management of the patient only after consulting with the preceptor.
Act as a responsible health care provider by behaving professionally, legally, and ethically at all times.
Arrange the schedule in advance and promptly notify the preceptor and the clinical office of any schedule changes.
Wear an identification badge which identifies them as a Bethel University PA student at all times while at a clinical site.
The Preceptor’s Responsibility
Provide adequate clinical space for the student to care for patients.
Ensure that students are not used as a substitute for clinical or administrative staff.
Review and sign all the students’ patient records within 24 hours.
Familiarize each student with the protocols, rules, and regulations of the facility.
Maintain administrative and professional supervision of the student while on duty.
Provide direct supervision by qualified staff while the student is performing procedures.
Provide students with dressing and eating facilities similar to those of employees.
Allow students to participate in and attend education offerings by and at the facility.
Notify the Clinical Director in a timely manner of any unsatisfactory conduct or performance of any student.
Provide an evaluation for each student on a PA program form. Allow and provide students with opportunities to meet objectives.
Provide PA program faculty access to the student, preceptor, and facility.
In the event of an accident or illness, the student will be allowed to seek medical attention at the facility or an emergency room where the provider on duty will determine the course of treatment. Cost of the injury or illness is the sole responsibility of the student, except when an injury results from acts or omissions of the facility, its agents, or employees.
Maintain full responsibility for the patient’s medical care and treatment.
Student Contact Information
The program needs to know how to reach you at all times! Please report any changes to your name, address, telephone number and/or emergency contact numbers to the program. You may update your contact information on the BUPAP website and with the clinical office. Email is the preferred method of communication with students on clinical rotations. You are required to check and respond to e-mails on a daily basis! Be sure your preceptor knows how to reach you in case of an emergency.
Dress
Lab Coat/Name Tag/Certified Background Check ID:While at clinical sites you must wear a short white lab coat with the Program patch on the pocket and name tag identifying you as a Physician Assistant student from the Bethel University PA
Program. If the nametag breaks or is lost, please call the Program to order a new one. Attach your certified background check badge to your name badge so that it is clearly visible.
Uniform/Scrubs:
Always dress in a professional manner. Some rotations will be more casual than others. However, jeans, shorts, cutoffs, t-shirts and “recreational clothing” are NOT appropriate attire. Nor, should you wear clothing that exposes large areas of your chest, abdomen, midriff or back. Remember, while on rotations you become the symbol and public representation of the program, the
university, and the profession. Your attire and behavior will become a reflection that may shape the image of physician assistants to others. If you question wearing certain attire, the more conservative is probably the safest bet. You may see others wearing “less than professional” attire, however, that doesn’t justify you wearing the same. You may utilize your matching scrubs for any rotation that requests or allows you to wear scrubs.
Shoes:
Please use good judgment in the type of shoes you wear. Comfort is important however, sneakers and rubber clogs should be reserved for the O.R. or emergency department. Sandals, or flip flops and “open toed shoes” must not be worn as they pose a potential safety hazard.
Hair/Jewelry/Fingernails:
Long hair should be restrained. You should avoid wearing perfumes or colognes, as they may cause untoward reactions in your patients. Jewelry should be kept to a minimum. No body piercing or tattoos should be visible with the exception of pierced ears. Artificial/Acrylic nails are not allowed in medical institutions.
Work Policy
Students enrolled in the clinical phase of the BUPAP are prohibited from working due to the intense and rigorous nature of the program. Students are not required to work for the program. Students are not to receive or accept compensation for any work performed within the preceptor’s clinical site or practice. Students may only render services as part of the clinical phase of their education. If you choose to disregard the work policy and are unable to attend scheduled clinical rotations due to a work conflict you will be dismissed from the program.
Course Registration
You will be registered with the University Registrar by the Clinical Coordinator in your rotations every semester. This task is being completed by the clinical office because rotations occasionally change during the semester and there is a need to complete a drop/add form when that occurs.
Health and Malpractice Insurance
All students enrolled in the Physician Assistant Program are required to have health insurance. You must maintain your health insurance throughout the clinical year. You are not an employee of Bethel University and as such you are not entitled to worker’s compensation coverage. All students are required to submit proof of physical exam and proof of health insurance, i.e., an updated copy of their insurance card electronically for the clinical office.
Injuries and accidents may occur during the course of your clinical training. If medical attention is required at any point during the Program, costs incurred are your responsibility, and not that of the PA Program or the University.
BUPAP provides student malpractice insurance with $1,000,000/$3,000,000 coverage for the academic and clinical year. Each clinical site is offered a copy of the policy as evidence of the student’s coverage.
Health Assessment/Immunizations/Drug Screen/Tb Skin Test
You were required to complete a health assessment, background check, drug screen and TB skin test prior to beginning the PA program. This information must be included with the material sent to every clinical site and preceptor. The TB skin test, influenza vaccination,background check and drug screen must be repeated and results submitted electronically for the clinical office prior to starting clinical rotations. . You are required to wear your certified background check badge at all institutions while on clinical rotations.
Body Fluid/Needle Stick Exposure and Accident Policy
Reporting Procedures: Should you sustain a needle stick or exposure to a potentially infectious and/or hazardous substance during your rotation or suffer any other injury: Report the incident immediately to the appropriate person at your rotation site. They will follow the policies in effect at their site to provide proper care immediately and necessary follow-up care. You will be responsible for any cost incurred.
If you are on-campus and receive a needle stick, other exposure, or accident please proceed as follows: Contact the PA Program or Clinical Director to report the incident.
Complete an exposure report form or accident/incident form and submit it to the clinical office. If necessary, you will be taken to the local emergency department for immediate care and subsequent follow-up.
Accident/Incident forms are on the PA website and the form is at the end of this handbook: An accident/incident report or body fluid/needle stick exposure form must be completed for any accident or incident that occurs.
NOTE: All students are required to have health and accident insurance. Students should notify the Clinical Director or Program Director if the insurance company does not cover the entire cost. We will inquire about possible reimbursement on your behalf, however, this request may be denied.
Housing/Travel/Meals
BUPAP does not provide housing for students during clinical rotations. Rotations are typically scheduled anywhere within 150 miles of Bethel University and the student is expected to incur the expense of travel to and from the rotation site, meals and/or housing.
Harassment Policies and Procedures
Medical offices, operating rooms, emergency rooms and hospitals are all institutions where the very serious business of taking care of people’s health and lives occur. Employees often use humor as a means of stress relief; however, their humor should never make another person feel as though they have been harassed or create a hostile work environment.
Sexual harassmentin education is defined as: any unwelcome behavior of a sexual nature that interferes with a student’s ability to learn, study, work or participate in school activities. Sexual harassment can be peer-peer, by teachers/preceptors or other school employees. While sexual harassment is legally defined as “unwanted” behavior, many experts agree that even consensual
sexual interactions between students and teachers constitutes harassment because the power differential creates a dynamic in which “mutual consent” is impossible.” (Dzeich et al, 1990) Therefore it is BUPAP’s policy that students are not to enter into an intimate relationship with faculty, staff, or preceptors. Incidents will be investigated and immediate action will be taken, up to and including dismissal from the program.
Harassment is defined as: any conduct, physical, verbal, written or electronic, on
or off campus, that has the intent or effect of unreasonably interfering with an individual’s or group’s educational or work performance at Bethel University or that creates an intimidating, hostile or offensive educational, work or living environment. BUPAP has a zero tolerance policy regarding any type of harassment. Prevention is addressed by identifying situations and their causes, educating students on program policies and the program’s policy of zero tolerance. If you feel you are in imminent danger, clearly communicate your distress by any means possible, remove yourself from the situation and call 9-1-1.
If you feel that an incident has occurred that is not one of imminent danger you should report the incident to the Clinical Director. If the Clinical Director is unavailable, report should then be made to the Program or Medical Director. If the incident involves upper management of the program, a report should be made to the Vice President of the College.
You may also seek assistance from Ms. Jean Little 731-352-4059 ([email protected], or
Reverend Anne B. Hames (731-352-4066, [email protected]). Both of these individuals serve as advocates for victims of sexual harassment for Bethel University.
Conflict Resolution
In the event of conflict (academic or non-academic) the following measures should be taken: Incident should be reported to the student’s advisor. If the situation involves the student’s advisor, report should be made to the Program Director or Dean. Reported incidents will be reviewed and addressed according to policies outlined in this handbook. If policy is not found within this handbook, the student is advised to review other Bethel University publications for instruction.
Student Security
Student’s security while at the physical location of the BUPAP is addressed as follows: a. If imminent danger is present, call 9-1-1
b. If a non-imminent security issue is identified, notify your immediate supervisor (academic or clinical) or if unavailable, any faculty or staff that is available or contact security at 731-415-7599.
c. The BUPAP building is accessible via security doors 24-7.
d. Emergency evacuation information is posted throughout the department. e. BUPAP assumes no responsibility for personal property loss or damages during
enrollment.
Security while on clinical rotations is the responsibility of the participating facility. The student is to exercise good judgment while on clinical rotations in terms of their own personal security. Most institutions have security personnel available to walk the student to their car after hours. If a security incident occurs while on rotation, the student should immediately contact the institutions security team or the local authorities and the Clinical Director. An incident report form should be completed at the BUPAP and submitted to the clinical office.
Faculty Advisor
The student’s assigned faculty advisor during the academic year will be changed and a member of the clinical faculty will be assigned to be your advisor during the clinical year. You are to email your advisor every week of the clinical year to discuss any and all aspects of your clinical year experiences. At least one email must be copied to the clinical coordinator weekly to satisfy
rotation requirements. You will meet with your advisor during return to campus days and share your medical documentation to discuss potential areas for improvement. A faculty advisor will be completing your on-site clinical visit. These individuals are committed to seeing you succeed in the PA Program and as a future provider. They are to be utilized as a mentor and advisor. Specific questions regarding rotation assignments and placement are to be addressed with the clinical office.
Chapter 2
Rotations
Rotation Schedule Page 15
Rotation Assignment Policy Page 15
Removal from Clinical Rotation Page 16
Attendance/Pregnancy/Holidays Page 16
Clinical Year Assignments Page 18
Preceptor Evaluation End of Rotation Exam
Return to Campus Conference Day Typhon Data Submission
Student Rotation Work Schedule Student Attendance
Weekly email to faculty advisor Student Evaluation of Site Written Case Presentation Oral Presentation
Required Rotations:
Family Medicine 1 Behavioral Medicine
Family Medicine 2 Pediatrics
Internal Medicine Elective 1
General Surgery Elective 2
Emergency Medicine Elective 3
Women’s Health
Rotation Schedule for the Clinical Year
Total weeks:
5 Rotation 1: Family Medicine 1- 5week rotation
40 Rotation 2 through 8: Any order to include all of the following:
Family Medicine 2, Internal Medicine, General Surgery, and Emergency Medicine, Pediatrics, Women’s health, Behavioral Health
45 Rotation 9: Elective Rotation 1- 5 week rotation 48 Business of Medicine – 3 week online course
58 Rotation 10 and 11: Elective Rotation 2 and 3:5 week rotations 61 Required Summative Evaluation-3 weeks
(PANCE review course, Continuing Medical Education, Licensure)
Rotation Syllabi
Rotation syllabi are located in a separate document on the website. The syllabi list specific topics and objectives that are to be introduced and/or mastered during the specific rotations
Medical Literature
Students may utilize the Bethel University Library website to access full-length peer reviewed articles. Additionally, located on the program website is a link to several medical references including Up to Date and Stat Ref which contains full medical text and other useful references. Full text medical reference books will remain available thru the McGraw-Hill Access Medicine website which was utilized during the academic year.
Contact the medical librarian, Jill Whitfill at [email protected] with any questions.
Rotation Assignment Policy
Rotation assignments are entirely the prerogative of the clinical committee; they maintain the responsibility of pre-approval on all program and program-related activities. All aspects of the student’s performance in the program will be considered during deliberation concerning rotations, including, but not limited to grades and professional and ethical conduct. The student will have an individual conference with the clinical committee to discuss your previous experience, goals and preferences during the didactic year prior to assignments being made and then the student will be placed into rotations. Assignments are not made based on where the student resides or whether they have spouse or children.
Every student is provided the rotation schedule and preceptor contact information well in advance of each individual rotation. It is imperative that the student call the site at least one week prior to the start of a rotation to confirm the schedule. Preceptors appreciate this and it gives them a chance to let you know where and at what time you should report on your first day. The student will also need to contact human resources at any facility you are placed in to set up orientation if this is required.
Please understand that the rotation schedule may have to change for a variety of reasons and in all likelihood your schedule will change during the clinical year. Whenever there are any changes to the rotation schedule, we will inform you as soon as possible.
Removal from Clinical Rotation
Any student who has willfully, accidentally, or unwittingly endangered the life of a patient, staff, peer, or him/herself during a rotation will be removed from the rotation immediately. The incident will be reported to the Clinical Director and/or the Program Director for appropriate action.
The Clinical Director, the Medical Director, or the Program Director may remove a student from class, clinical site, or other program or university function, if indicated. The Disciplinary Process is initiated and the Dean is informed.
The “posting” of inappropriate pictures, videos or comments to internet sites (e.g., Facebook) for public viewing is strictly prohibited and will result in removal of a student from the rotation and dismissal from the program. Examples of inappropriate material includes, but is not limited to, breaches of patient privacy, foul language, pornography, discrimination, harassment, as well as threatening, inflammatory or defamatory comments.
Attendance/Pregnancy/Holidays
Students are expected to work the hours established by the preceptor recognizing that the practice of medicine and learning opportunities continue past 6 pm and on weekends. The preceptor sets clinical hours for students, at least 30 hours per week with a suggested maximum of 50 hours per week. Students adjust their schedules according to the desires of the preceptor and learning opportunities. Preceptors determine when and where students work, when the work day ends, and if students take call. Only in cases of family emergency, illness, or injury, will you be excused from your rotation. Should this need arise, you must notify both the Preceptor and the Clinical Director at the Program. The importance of this notification process cannot be stressed enough. Additionally, you must complete the Absence form and return it to the clinical office. Routine medical/dental, other business appointments, vacations, weddings, or other personal events are not acceptable absences from clinical rotations. A maximum of 2 days will be granted for illness on each 5-week-rotation. Students will be required to make up hours lost due to illness or other excused unplanned absences.
Absences due to illness of three or more consecutive days will require medical clearance. Medical clearance must be completed by a licensed physician, physician assistant, or nurse practitioner and submitted to the Clinical Director. Students will not be allowed to return to their rotation sites without this clearance. Prolonged absences may require a leave of absence from the clinical educational experience. In the event of a leave of absence, the student will work with the Clinical Director and his/her advisor to specify the terms and conditions of the leave as well as conditions under which the student may resume their clinical education experience. The final determination of whether a student will be required to take a leave of absence or drop a rotation and repeat it
following the clinical year will be determined by the clinical committee. This may occur at any time during the rotation.
Specific policies regarding excused absences from rotations:
Travel: If assigned to a distant rotation site (greater than 150 miles from campus), you will be allowed one-half day excused absence from your rotation to return for the “return to campus conference.”
Holidays: Students are expected to take the same holidays that the clinical facility allows for its employees or regular full time staff. In the event of religious or personal holidays, the student must first seek approval from the Clinical Director before making any arrangements with the clinical facility. Students will be required to make up clinical hours lost due to religious or personal holidays.
Unexcused absences will not be tolerated and may result in disciplinary action and a failing rotation grade.
Pregnancy
There are areas of clinical medicine and clinical practice that present hazards or potential danger to an expectant mother or unborn child. A student who is pregnant at the time of matriculation, or becomes pregnant at any time before graduation, is required to inform the Clinical Director and faculty advisor. A statement from the obstetrician regarding her ability to continue in the physician assistant clinical year is required. Clinical rotations will be adjusted as much as possible to minimize stress on the mother and baby. The preceptors and sites may have their own
guidelines/policies regarding pregnant students and the program has no authority over a clinical site’s policies. If an issue arises the program will review each instance on a case by case basis. Missed time on rotations, return to campus conferences, lectures, or other program requirements due to pregnancy will be treated as any other absence.
Clinical Year Assignments
The clinical year assignments are structured to allow the clinical committee to determine early on if the student is in danger of failing a rotation and to allow the student to continue to prepare for the PANCE exam, to continue to sharpen and refine critical analysis skills, and to demonstrate the professional ability to submit documentation on a deadline.
Every rotation requires the following:
1) Mid-rotation Preceptor Evaluation- Due Friday of week 3 by 12 pm 2) Final Preceptor Evaluation- Due Friday of week 5 by 12 pm
3) End of Rotation Exam- Completed on the return to campus day 4) Return to Campus Conference Day
5) Typhon Data Submission- Due every Sunday by 9pm Central Time for the preceding week
6) Student Rotation Work Schedule- Due by Friday of week 1 by 12 pm 7) Weekly email to faculty advisor- Due by Friday of every week by 12 pm 8) Student Evaluation of Site- Due by Friday of week 5 by 12 pm
In addition to the above, during the clinical year the student will be required to submit 3 written case studies, 1 oral presentation, medical documentation, and have at least one site visit by faculty; these will be included in the summative evaluation phase for grading purposes.
Preceptor Evaluation
The preceptor evaluation is a standardized form with 12 categories of expected student
competencies, each worth 100 points. It is to be completed by the preceptor and returned to the program byFriday of the third week and fifth week of eachrotation. It is the student’s
responsibility to see that it is completed. If it is not received, the student will receive a failing grade for the rotation. The student must make an average of 80% or better to pass the rotation. See the evaluation in the forms section of this handbook. All forms are posted on the BUPAP website to be printed by the student and taken to the clinical site during the rotation.
Return to Campus Conference Day
The return to campus conference day will take place the last Friday of every rotation. This conference day will consist of an exam, clinical skills check off stations, educational lectures, meetings with faculty advisor, and oral presentations. The clinical skills check off stations will be universal in nature. The student must achieve a passing grade on the clinical skills check off station to pass the rotation. The oral presentation schedule will be announced at the beginning of rotations and each student will complete a minimum of one oral presentation during the clinical year.
Typhon Data Submission
Designed for all PA programs, Typhon Group's PAST System (Physician Assistant Student Tracking) is an electronic collection of each student’s patient encounters logs. Program directors, clinical coordinators, faculty and students can have instant online access to view tallies and charts of cumulative clinical experiences. Students can quickly and easily enter all patient encounter information from one page, including demographics, clinical information, diagnosis and procedure
codes, medications, and clinical notes. In addition, students learn how to document their work using ICD-9 and CPT codes.
Students will be provided an introduction and opportunity to become proficient at using Typhon during the clinical year orientation program. Typhon data submission must be completed before 9pm CST Sunday for the preceding week of clinical rotation. The week is defined as Sunday through Saturday for the purpose of submitting Typhon logs. Failure to submit Typhon logs may result in failure of a rotation.
Student Rotation Work Schedule
This form is a tentative work schedule determined by the student and preceptor during the first week of every clinical rotation. It is to be filled out and submitted on the Typhon website by the first Friday of every rotation. The form will be utilized in determining when to schedule a site visit or place a call to the student. It will also provide an assurance to the student and the program that the site will average sufficient hours per week of clinical experience. This form is located in the forms section for your review.
Student Attendance
This is documented on Typhon by logging your start and end times for each day that a student worked during each clinical rotation. Similar to the patient encounter logging described above, the schedule of dates/times should be completed before 9 PM CST for the preceding week.
Failure to submit attendance records on Typhon may result in failure of a rotation.
Weekly email to Faculty Advisor
Every week, during your clinical year, you are to email your faculty advisor. This is a time to discuss rotation experiences, academic problems, or concerns. At least one email must be copied to the clinical coordinator weekly to satisfy rotation requirements. Your faculty advisor and the clinical committee are available to determine your progress and needs. Individual conference with your faculty advisor is to be made during return to campus visits. This is the time to bring copies of your medical documentation and discuss strengths, weaknesses and areas for improvement. Your faculty advisor will choose 3 medical documents submitted by you to be placed into the summative portfolio.
Student Evaluation of Site
This evaluation is to be completed for every preceptor/site at the end of each rotation. It is located under the survey section of the Typhon program and must be completed to successfully pass each rotation. We value the student’s opinion of preceptors and sites and use this evaluation in
determining the future use of preceptors.
Written Case Report
One written case report will be completed for every semester of the clinical year for a total of three case reports. The student will utilize the written case report guidelines in preparing the paper that will include a case history, disease discussion and literature review of evidence based medicine. The grade and report will be included in the summative evaluation portfolio.
Oral Presentation
Each student will be required to deliver one oral presentation during a return to campus
The oral presentation will be graded by three faculty members and placed into the summative evaluation portfolio. (The final grade on the oral presentation will be an average of all 3 faculty members)
Site Visit for the Student
A PA faculty member will visit students during rotations. The site visit evaluates the student’s patient interactions and clinical reasoning. Clinical problem solving is a skill essential to PA practice. Medical documentation will be reviewed during the site visit. Visits may be announced or unannounced. At least one site visit will occur during the clinical year, although more visits will occur at the request of the student, preceptor or faculty.
If the visit is announced, the student notifies the preceptor about the site visit. When the faculty member arrives, the student introduces the faculty member to the preceptor and support personnel as appropriate. The student should be prepared to answer questions and present a case to the preceptor or faculty. The student will discuss the treatment plan, evidence based issues, referrals, patient education and follow-up management.
Clinical site visits are graded as Honor, Pass or Fail based on objective performance and preceptor comments. Students that receive a failing grade will have additional site visits during their rotation. Repeat unsatisfactory performance will result in failure of the rotation.
Chapter 3
Grading Policy
Clinical Year Grading Policy Page 22
Grade Notification Process Page 22
Remediation and Academic Probation Page 22
Academic Integrity Page 23
Ethical Conduct for the PA Student Page 23
Clinical Year Grading Policy
Each corerotation will be graded in the following manner:
Preceptor Evaluation: 50%
EOR (end of rotation) Exam: 50%
Return to Campus Clinical Skills Check Off : P/F
Typhon Logging: P/F
Student Rotation Work Schedule: P/F
Student Attendance: P/F
Student Evaluation of Site P/F
Weekly email to faculty advisor P/F
Pass/Fail requirements- if the student fails to log or send in the required forms at the specified due date/time then they will fail the rotation.
Regardless of the student’s calculated grade for a particular rotation, if the preceptor, faculty or staff have identified serious deficits in any area of the student’s performance, including
professionalism, the clinical committee, after investigation, may take action ranging from counseling the student to a recommendation for dismissal. Students encountering these types of problems will typically receive, at minimum, a failing Rotation grade and then be required to repeat the rotation at a different clinical site.
Grade Notification Policy
The Clinical Coordinator maintains grade records in the clinical office and on the program website. Grades will be posted to the website by the Friday following completion of the rotation. The Grade Appeals Process: To protest a grade, you must do so in writing, stating the reasons for differing with the assigned grade. The Clinical Director will respond as soon as a review and determination of the grade has been made. This determination will include a review of all
materials. The Clinical Director will take the appeal to the Clinical Committee for a final decision on the grade. If the student continues to appeal the grade he/she may appeal to the Dean of the College of Health Sciences who may send this to an appointed committee for review and recommendation.
Academic Probation and Deceleration
All students in the BUPAP are required to maintain a B (80%) average in all classes, including clinical rotations.
If a student is identified as having deficiencies on a mid-rotation preceptor evaluation (grade below 80%) they will be provided supplemental study material and additional faculty instruction will be offered. If a student receives an end of rotation preceptor evaluation below 80 % or fails to complete any of the rotation assignments, the student will receive a failing grade for that rotation which is not subject to remediation. If a student fails the end of rotation examination (less than 70% ) the student will be offered an opportunity for remediation which will consist of counseling
with the Clinical Director or Faculty Advisor to identify areas of deficiency, provide supplemental study material and if necessary, a remediation examination will be scheduled during the upcoming rotation. The student will be allowed to progress to the next scheduled rotation but will be placed on Academic Probation for the remainder of the clinical year.
Any student that has received a failing grade (<80%) for a rotation will be referred to the
Promotions/Retention/Disciplinary Committee (PRD)to discuss their future in the program which may include termination/dismissal with or without the option to reapply or deceleration with the option of repeating the failed rotation at the conclusion of the clinical year. The student should note that this will result in a delay in graduation and additional tuition.
If the PRD committee authorizes the student to repeat a clinical rotation, the Clinical Director will schedule the repeat rotation(s) according to time and availability of clinical sites.
Any student who is unable to complete a clinical rotation due to extenuating circumstances, such as major illness or injury, will be required to complete the entire rotation at the end of the
scheduled clinical year. The student should note that this will result in a delay in graduation and additional tuition. A grade of withdrawal will be recorded until the rotation is repeated.
Academic Integrity
The University expects all students to adhere to the academic honesty policy located in the didactic year handbook. The principle of the honor code assumes that no student will cheat, nor tolerate cheating by classmates. This means that in addition to the most obvious forms of cheating, such as copying someone else’s answers from a test, you may not share the information that was on a test with a classmate who has not taken the test no matter how general the information.
Unlike the first year of the PA Program when the entire class took tests at the same time, clinical exams are taken in the order of your individual rotations and all of the exams are administered at the end of a rotation. All students are obligated, therefore, not to discuss any aspect of the exam they've taken with another student until he/she has completed that exam.
In addition, the honor code requires that you bring to the attention of the faculty any incidents of cheating of which you may be aware. To have knowledge of academic dishonesty without reporting it is considered the same as actively cheating. The Physician Assistant Program
administration does not tolerate any form of cheating and may dismiss any student found guilty of the charge of academic dishonesty.
Ethical Conduct for the PA Student
Because complete confidence in the honor and integrity of health care practitioners is essential, students are held to the high standards of intellectual integrity befitting the learned profession they are entering. As such, the following file from the American Academy of Physician Assistants- The Code of Ethics of the Physician Assistant Profession is to be reviewed by the student at:
http://www.aapa.org/your_pa_career/becoming_a_pa/resources/item.aspx?id=1518&terms=code% 20of%20ethics
After you have reviewed these guidelines, please sign the signature page which is located in the back of the handbook and submit that to the clinical office.
Professionalism
As members of the health care community, health science students are expected to behave in a manner consistent with the principles and obligations inherent in professional practice.
Professional maturity, integrity, and competence are expected of students in every aspect of the clinical setting with preceptors, coworkers, and patients. Students are obliged to practice diligence, loyalty, and discretion in the patient-provider relationship.
Health Science professionals, including students in training, are expected to adhere to a high standard of behavior. These individuals are expected to demonstrate the following characteristics of professional behavior, in clinical, academic, and related settings:
Diligence – A professional is expected to: perform his or her tasks promptly and completely, with appropriate level of attention to detail and accuracy, acknowledge mistakes, accept and utilize constructive feedback, and take steps to correct errors and to be punctual.
Presentation and Demeanor – Professional appearance requires that personal hygiene and dress are appropriate. Your attire and grooming must indicate respect for colleagues and patients. Verbal and nonverbal communication is appropriate to the role and situation.
Personal Interactions – Professional behavior dictates that you treat others with positive regard, dignity, respect and compassion. You must maintain confidentiality and respect for personal privacy appropriate to the role and situation.
Integrity – A professional is forthright and displays honesty in all communication. The professional is completely honest in all documentation and acknowledges errors.
Ethical Behavior – A professional upholds ethical standards of the profession, and of society. Judgment – A professional evaluates a situation and determines an appropriate course of action, recognizing his or her own limitations and seeking help when needed.
Some behaviors or patterns may raise concerns as to the student’s suitability to continue in this program of study. Inappropriate behaviors for a health profession student may include, but are not limited to, breaching patient confidentiality, using illegal or synthetic drugs or abusing controlled substances, “dating” or becoming sexually involved with a patient, preceptor or staff, undertaking a procedure or scope of practice beyond that of a student, disobeying or showing disrespect for preceptors, showing a judgmental attitude toward patients, or revealing a lack of concern or compassion in practice. All cases involving alleged misconduct by PA students will be considered by the Clinical committee. The committee may recommend possible disciplinary action that may range from individual counseling to dismissal from the program.
Chapter 4
Signature Pages
Clinical Year Handbook Receipt Page 26
Release of Information Page 27
Handbook Receipt
I acknowledge that I have received a copy of the Clinical Year Student Handbook for the Physician Assistant Program at Bethel University. I understand that I am responsible for the information contained in this Handbook, and I will abide by the policies and procedures as stated in this Handbook. I also understand that, at any time, the Bethel University Physician Assistant Program may change a policy or procedure, and that I will be notified in writing and asked to replace the current policy or procedure contained in this Handbook with a new or revised policy/procedure.
I also acknowledge that the Clinical Year Student Handbook not only contains information that is helpful to me as a clinical year student in the Bethel University Physician Assistant Program, but also contains information about graduation, licensure, and certification. Therefore, since this Handbook may be the only source of such information, and will be referred to by the faculty of the Bethel University Physician Assistant Program, I will keep this Handbook safe and available for use throughout my clinical education in this professional program.
Name: ____________________________________ (Print)
__________________________________________ ________________
Signature Date
__________________________________________ ________________
Release of Information Form
NCCPA Personal Information Release
I authorize the Bethel University PA Program to release to The National Commission on Certification of Physician Assistants (NCCPA), my name, social security number, date of birth, gender, address, e-mail address, graduation date or other information that they may require to ensure my eligibility to take the PANCE.
Initials_______ Criminal Background Checks and Drug Screening
Certain federal, state and local regulations now require students to provide criminal background checks and, in some cases, drug screen results to prospective clinical sites. I authorize the Bethel University PA Program to release the results of my background check and/or drug screen to clinical sites and/or preceptors as needed to facilitate scheduling of clinical rotations.
Initials_______ Release of Immunization Information and TB Test Results
I authorize the Bethel University Physician Assistant Program to release my personal information regarding immunization status and TB test results to preceptors, hospitals, or other institutions that require that information to allow me to function in the role of a PA student in their areas of
authority.
Initials_______
I authorize the Bethel University Physician Assistant Program to release my information as outlined in the above paragraphs.
Name: ____________________________________ (Print) __________________________________________ ________________ Signature Date __________________________________________ ________________
Professional/Ethical Conduct
Guidelines for Professional/Ethical Conduct for the PA Profession
I understand and acknowledge that professionalism is an important factor in the PA Profession and agree to abide by the following guidelines as set forth by the American Academy of Physician Assistants.
Physician assistants hold as their primary responsibility the health, safety, welfare, and dignity of all human beings.
Physician assistants uphold the tenets of patient autonomy, beneficence, nonmaleficence and justice.
Physician assistants recognize and promote the value of diversity.
Physician assistants treat equally all persons who seek their care.
Physician assistants hold in confidence the information shared in the course of practicing medicine.
Physician assistants assess their personal capabilities and limitations, striving always to improve their medical practice.
Physician assistants actively seek to expand their knowledge and skills, keeping abreast of advances in medicine.
Physician assistants work with other members of the health care team to provide compassionate and effective care of patients
Physician assistants use their knowledge and experience to contribute to an improved community.
Physician assistants respect their professional relationship with physicians.
Physician assistants share and expand knowledge within the profession.
I have reviewed the preceding guidelines along with the full list of guidelines from the AAPA website at www.aapa.org. I agree to abide by these in their entirety.
Name: ____________________________________ (Print)
__________________________________________ ________________
Signature Date
__________________________________________ ________________
Chapter 5
Forms
Student Evaluation by Preceptor Page 30
Student Evaluation of Site Page 32
On-site Faculty Visit Page 33
Work Schedule Page 37
Absence Page 38
Case Presentations Page 39
Accident/Incident Report Form Page 44
Preceptor’s Evaluation of Student Form
Bethel University Physician Assistant Program
Student: ___________________________________ Rotation #: _________________ Preceptor Name:_____________________________ Specialty:___________________
Grading System
94-100 The student has excellent knowledge, skill, and ability in the evaluation area. 87-93 The student has very good knowledge, skill and ability in the evaluation area. 80-89 The student has good knowledge, skill, and ability in the evaluation area. 70-79 The student has poor knowledge, skill, and ability in the evaluation area.
0-69 The student has serious deficiencies in knowledge, skill, and ability and NOT qualified to continue.
Instructions: Using the provided scale, enter a numerical value in the boxed area representing the student’s performance in the duties. Please use N/A (= not applicable) if the students performance was insufficient to adequately evaluate the area.
Evaluation Areas
Enter a NUMBER in the boxes. 1. Medical Knowledge – Evaluatestudent’sknowledge of: signs and symptoms – etiologies –risk factors – underlying pathologic process - indications, contraindications, side effects, interactions, adverse reactions of pharmacologic agents and other relevant treatment modalities - normal and abnormal anatomic and physiological data.
0 - 100
2. Patient’s History – Evaluatestudent’sskill in: obtaining the chief complaint - identifying and interpreting pertinent positives, negatives, and risk factors – performing problem focused and comprehensive histories.
0 - 100
3. Physical Exam - Evaluatestudent’sskill in: using appropriate technique - recognizing abnormalities - interpreting pertinent finding - performing problem focused and comprehensive physical examinations.
0 - 100
4. Laboratory and Diagnostic Studies – Evaluate student’s skill in: selecting appropriate studies
– interpreting studies – recognizing normal and abnormal findings. (Examples: lab results, EKG, x-ray) 0 - 100 5. Differential Diagnosis – Evaluate student’s skill in using chief complaint, history, physical
findings, and diagnostic studies to formulate and revise a differential diagnosis. 0 - 100 6. Treatment Plan / Patient Care - Evaluate student’s ability to: develop and carry out patient
management plans - counsel and educate patients and families - perform medical and surgical procedures - make informed decisions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment - be caring and respectful with patients and families.
0 - 100
7. Health Maintenance / Disease Prevention - Evaluate student’s knowledge and ability to: detect conditions in an asymptomatic individual - provide preventive and health maintenance services – use interventions for prevention of conditions.
8. Interpersonal / Communication Skills - Evaluate student’s ability to: establish a therapeutic and ethically sound relationship with patients - use listening, nonverbal, explanatory, questioning, and writing skills to elicit and provide information - demonstrate emotional resilience and stability, adaptability, flexibility and tolerance of ambiguity and anxiety - document and record information regarding the care process for medical, legal, quality, and financial purposes.
0 - 100
9. Professionalism - Evaluate student’s ability to demonstrate: understanding of legal and regulatory requirements, the role of the physician assistant - professional relationships with physician supervisors and health care providers – respect, compassion, and integrity – commitment to excellence and professional development - commitment to ethical principles pertaining to confidentiality, informed consent, and business practices - sensitivity and responsiveness to patients’ culture, age, gender, and disabilities.
0 - 100
10. Practice-Based Learning and Improvement - Evaluate student’s ability to: locate, appraise, and integrate evidence from scientific studies related to their patients’ health problems - apply information technology to manage information, access on-line medical information, and support their own education - facilitate the learning of students and/or other health care professionals - recognize and address gender, cultural, cognitive, emotional and other biases; gaps in medical knowledge; and physical limitations in themselves and others.
0 - 100
11. System-Based Practice – Evaluate student’s ability to: use information technology to support patient care decisions and patient education - effectively interact with different types of medical practice and delivery systems - understand the funding sources and payment systems that provide coverage for patient care - practice cost-effective health care and resource allocation that does not compromise quality of care - advocate for quality patient care and assist patients in dealing with system complexities - partner with supervising physicians, health care managers and other health care providers to assess, coordinate, and improve the delivery of health care and patient outcomes - use the systems responsible for the appropriate payment of services.
0 - 100
12. Medical/Legal Documentation – Evaluate the student’s ability to: apply knowledge obtained during the patient encounter into a medically and legally sufficient comprehensive H&P; problem based H&P, SOAP notes, procedure note, consultation note, office note, progress note, admission/routine orders and/or other medical documentation.
0 - 100
Strengths:
Weaknesses:
Number of days absent from rotation: _____ Number of days tardy to rotation: _____
IMPORTANT!!! Please discuss the evaluation with the student. Evaluation discussed: Yes No
Preceptor’s signature: _________________________________ Date: ______________ Student’s signature: ___________________________________ Date: _______________ Completed form may be faxed to: (731) 352-4589 Phone: 731-352-6461
Or mailed to: Bethel University PA Program Attn: Clinical Coordinator
Student Evaluation of Rotation/Preceptor
Date: Rotation: Preceptor’s /Clinic Name:
1=Poor, 2= Fair, 3=Average, 4=Good, 5=Excellent or N/A=Not Applicable ROTATION ENTER A SCORE OF 1-5 The procedures/skills taught were:
Appropriate feedback on my performance was provided:
Both appropriate and inappropriate clinical behaviors were clearly identified: An adequate amount of observation and supervision was provided:
Patient availability was adequate:
I was given responsibility for patients commensurate with my abilities: Clinical cases provide an adequate breadth of experience:
I was oriented to facility and staff:
I was provided a place to keep my personal belongings: I was provided a place to evaluate patients:
PRECEPTOR ENTER A SCORE OF 1-5 The preceptor’s contribution to the rotation was:
The preceptor’s effectiveness in teaching was: Preceptor’s knowledge was:
Preceptor was familiar with the rotation objectives: Preceptor’s enthusiasm was:
Preceptor actively involved me in the learning experience: Preceptor’s direction and feedback was:
Preceptor’s clinical skill was: Preceptor’s accessibility was:
Your involvement with the preceptor was:
I was allowed to evaluate and then present the patient to the preceptor My patient related questions were usually answered:
OVERALL ENTER A SCORE OF 1-5 Overall the rotation was:
Overall the preceptor was: COMMENTS:
Student Clinical Site Visit Form
The purpose of the student site visit is to verify the evaluations given by preceptors and determine if the student can function at a minimum standard at the clinical site.
The site visit will be conducted by faculty of the PA Program.
The visit will generally be announced in advance; however unannounced visits may occasionally occur.
The student will be visited at least once time during the clinical year. Additional site visits may occur at the preceptor’s request, the student’s request or if the student fails the first visit.
Site visits are graded on the following scale: Honors, Pass, Fail.
The site visit consists of an interview, case presentation and documentation review.
The faculty may or may not accompany the student during the interview with the patient.
Student: Date:
Rotation: Site
Visitor:
Check the box for important issues the Clinical Office needs to follow up on: 1) The Preceptor has a problem, concern, recommendation, or request:
2) There is a problem with the clinical location (hospital, …) 3) There was a problem or concern with the student:
Please describe the problem, concern or recommendation/request:
Student Clinical Site Visit Form
Oral Case Presentation
Student: Date:
Rotation: Site
Visitor:
Section Criteria Honors Pass Fail
CC (chief c/o) Opening statement: (Pt ID, reason for visit and duration
HPI Onset
Description of progression of condition Appropriate content of narrative Pertinent Positive/Negative
PMH Appropriateness
Pertinent Positive/Negatives
Allergies What and the nature of the reaction (including blood products)
Current Meds Rx and OTC
Psychosocial Pertinent to CC and HPI Family and
Social Hx
Include Family and Social history or pertinent negatives ROS Completeness of pertinent systems
Other negatives/positives PE General Description of Patient
Vital Signs
Proper format (head to toe) Differential Appropriateness
Diagnostics Appropriateness and cost effective Treatment Plan Appropriate
Follow up plan
Patient education included Oral
Presentation Skills
Organizational skills
Delivery and appropriate presentation
Must achieve an honor or pass score on 10 out of 14 areas to pass:
Final Grade: (please circle) (student to receive honor if the majority of case presentation was identified as honor)
Recommendations/Suggestions made to Student:
Student Clinical Site Visit Form
Student: Date:
Rotation: Site
Visitor:
Medical Documentation
reviewed: Site Visitor, please review any type of medical documentation that the student has completed at the site, whether it be a dictated H&P, chart note, EMR, prescription, etc…Note the documentation reviewed:
Grade on documentation: Honor Pass Fail Suggestions/Recommendations for Student:
Student Interview:
1) Is there anything about the preceptor’s conduct that concerns you?
2) How are you being taught clinical skills (observation only, hands-on…)?
3) How might you have been better prepared for this rotation?
Student Clinical Site Visit Form
Student: Date:
Rotation: Site
Visitor:
Preceptor Interview:
1) Is there anything about this student’s conduct that bothers you?
2) Do you feel this student was prepared for this rotation? What additional skills/knowledge should the student have prior to this type of rotation?
3) How is the student being supervised? Are all the patients seen by the student also seen by the preceptor? Are all the student’s notes co-signed?
4) Did the PA program adequately prepare you for this student? Was there paperwork or communication lacking?
Facilities Interview:
1) Do any of the ancillary personnel have questions/concerns/problems/suggestions?
Rotation Work Schedule
This form is to be completed by Friday of Week 1 of every rotation and submitted via the Typhon website. This form represents your work commitment to the rotation with input based on the expectations of your preceptor. It is anticipated that scheduled hours may change in certain rotations due to consults and surgical issues.
Student’s Name: ________________________________________ Preceptor’s Name: ________________________________________ Rotation Type: ________________________________________ Assigned days and hours: complete the chart:
Sun Mon Tues Wed Thur Fri Sat
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
I understand the above information represents my commitment to actual work hours in this rotation and I will be available for contact or site visits on these dates and times. If I need to deviate from this schedule for any reason I will contact the clinical office at the BUPAP.
_____________________________________ Student’s Signature
Clinical Rotation Absence Form
This form is to be completed any time a student is absent from rotation for any reason. Fax the form to the clinical office at 731-352-4589.
Student Name: ______________________________ Preceptor Name: _____________________________ Rotation Type: ______________________________ Date of Absence: _____________________________ Hours of Absence: (full day, half day…) __________
Reason for Absence: _________________________________________________________
Excused Unexcused
Make-up Date: ________________________________ Notes:
________________________________ ________________
Student Signature Date
________________________________ ________________
CASE PRESENTATIONS
During the clinical year the student will be required to deliver a written case report each semester (spring, summer and fall) based on a patient of their choice. The written report will describe the patient presentation based on the completed history and physical examination including pertinent positive and negative findings. The patient’s diagnostic evaluation and subsequent diagnosis will be described citing the confirmatory results. The presentation will also include a review of the current literature and a discussion of treatment utilizing evidence based medicine (EBM). See the written case presentation guidelines and grading rubric below.
As part of the end of rotation return to campus conference students will deliver an oral case presentation. The schedule for these presentations will be provided to students during the orientation week. Students will utilize a similar format described for a written case report. This assignment will be critiqued by a minimum of three faculty members using the grading rubric included here. See the oral presentation guidelines for additional information.
Questions related to the oral and written case reports can be forwarded to the Clinical Director or to the student’s faculty advisor. The results of both the written and oral case presentation will be included in the student’s summative portfolio for review during the summative evaluation.
Written Case Presentation Guidelines
The student will be required to submit one written case presentation during each semester of the clinical year. Each presentation will be due prior to the last day of the spring
semester, (April 26, 2013), summer semester, (August 16, 2013) and fall semester,
(December 6, 2013) . The grading form used for the written case presentation is found in the clinical year handbook and is based on overall development, organization, literature support, sentence structure, word choice and mechanics. This presentation is to include a literature review and appropriate reference structure. A useful guideline for this project would be the submission guidelines for the Journal of the American Academy of Physician Assistants ( www.jaapa.com )
Case Presentation
a) Outline of a case including the history of the present illness, pertinent past medical history, physical exam and as well pertinent radiographic or laboratory results.
b) Discuss the diagnostic considerations and your final diagnosis
c) Outline the treatment plan instituted
Discussion of the Disease which may include a) Definition
b) Etiology
c) Risk Facto
