University of the Cumberlands
Master of Science in Physician Assistant
Studies Program
PART I: GENERAL POLICIES AND PROCEDURES ...6
INTRODUCTION... 7
PROGRAM ACCREDITATION... 7
PROGRAM SPONSORSHIP AND PHILOSOPHY... 9
University Mission Statement ... 9
Program Mission Statement ... 10
Program Vision Statement ... 10
Goals of the Physician Assistant Program ... 10
DEPARTMENT FACULTY & STAFF... 11
Program Director – Standard A2.06 ... 11
Medical Director – Standards A2.11, A2.12 ... 12
Principal Faculty – Standard A2.02 ... 12
Instructional Faculty – Standards A2.13, A2.14 ... 13
Department Administrative Support – Standard A2.18 ... 14
PROGRAM ESSENTIAL FUNCTIONS... 15
Technical Standards ... 15
Professional Responsibility ... 16
Additional standards... 16
PROGRAM DETAILS... 16
Physician Assistant Studies Degree Requirements ... 16
Curriculum – Standards B1.02, B1.03, and B1.04 ... 17
ACADEMIC POLICIES AND PROCEDURES... 25
Absence /Attendance/Timeliness – General Policy ... 25
Academic Honesty and Integrity Policy – Standard B1.05 ... 26
Advisement – Standard A3.09 ... 27
Appeals and Conflict Resolution – Standard A3.11 ... 28
Program Policy Appeals ... 28
Communication ... 29
Drugs and Alcohol (Students) ... 29
Harassment Policy – Standard A3.11, A3.17g ... 30
Health and Immunization Documentation – Standards A3.21, A3.07 ... 31
Injuries and Needle Stick/Blood/Bodily Fluids Contamination Protocol– Standard A3.08 ... 32
Name and Contact Information Changes ... 34
Nondiscrimination Policy ... 34
Participation of Students as Human Subjects ... 35
Privacy Rights of Students and Informed Consent ... 35
Professional Appearance – Standard B3.01 ... 37
Professional Development Assessment Tool – Standard C3.02 ... 38
Professionalism – Standard C3.02 ... 38
Performance Standards and Progression Requirements - Standard A3.17c ... 41
Grading Policy ... 41
Remediation – Standard C3.03, A3.17f ... 42
Deceleration – Standard A3.17f ... 43
Readmission Procedure ... 45
Retention Standards ... 45
Student Conduct in Clinical Facilities ... 45
Student Representation ... 45
Student Security and Safety ... 46
MISCELLANEOUS POLICIES... 46
Employment During the Program – Standard A3.04, A3.05, A3.06, A3.14h ... 46
Examination Security ... 46
Holidays ... 46
Weather-Related Emergencies ... 47
PA Resources... 47
Academic Tutoring – Standard A1.05 ... 47
Student Health Services – Standard A1.05, A3.09 ... 48
University Library ... 48
PART II: ADDITIONAL RESOURCES ... 50
PROFESSIONAL ORGANIZATIONS... 51
Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) ... 51
American Academy of Physician Assistants (AAPA) ... 51
National Commission on Certification of Physician Assistants (NCCPA) ... 51
Kentucky Academy of Physician Assistants (KAPA)... 52
PART III: APPENDICES ... 53
APPENDIX A: Student Handbook Receipt... 54
APPENDIX B: Contact List... 55
APPENDIX C: Faculty Advising... 56
APPENDIX D: Mid Semester Advisement Sheet... 57
APPENDIX E: PDAT... 59
APPENDIX F: PANCE Blueprint... 61
APPENDIX G: Academic Mentoring Form... 68
APPENDIX H: Incident Report... 70
APPENDIX I: Competencies... 72
APPENDIX J: Summative Professionalism Assessment Tool... 76
INSTITUTIONAL ACCREDITATION
University of the Cumberlands is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate, baccalaureate, master’s, edu-cation specialist, and doctoral degrees. Contact SACSCOC at 1866 Southern Lane, Decatur, GA 30033-4097 or call (404) 679-4500 for questions about University of the Cumberlands.
Notice: POLICY MANUAL UPDATES
This Program Policy Manual for the Master of Science in Physician Assistant Studies (MSPAS) Program contains policies and procedures unique to the MSPAS program and is first distributed to students as they begin the first professional year. Updated versions of this Policy Manual may be provided during a student’s enrollment in the program, and the most recent Policy Manual will supersede all previously distributed versions. Where no specific MSPAS program policy exists, students are to consult the general guidelines of the University Student Handbook. The MSPAS program reserves the right to update this Policy Manual without prior notice. In the event of an update without prior notice, all matriculated students will be provided with an elec-tronic copy of any updated policies. A student’s continuation in the MSPAS program will be contingent upon submission of a signed and dated ‘Receipt and Acknowledgement’ form (see Appendix A) for the most recent update of the Policy Manual.
PART I: GENERAL POLICIES AND PROCEDURES
Welcome to the Master of Science in Physician Assistant Studies
Program at University of the Cumberlands!
We are pleased that you have chosen to join us for your education
and we look forward to working with you to help achieve your
pro-fessional goals.
INTRODUCTION
– Standards A3.01 – A3.02
Standard A3.01 Program policies must apply to all students, principal faculty and the program director regardless of location.
Standard A3.02 The program must inform student of program policies and procedures.
The MSPAS Policy Manual is designed to give students general information regarding the MSPAS program. It is an adjunct to the University academic catalog and the University Student Handbook. These program policies apply to all students, principal faculty and the program di-rector. Please keep this manual in a convenient location so you can refer to it throughout your physician assistant training. This manual provides vital information about the MSPAS program and the PA profession. As a beginning MSPAS student, you are entering into the professional world. You will be afforded respect and honor as a PA. With this respect comes a great deal of responsibility. Most PAs look back at their student experience as one of the most challenging and rewarding times in their lives. We are confident you will regard becoming a physician assistant as one of your life’s most significant milestones. Our faculty and staff are dedicated to your suc-cess, and we wish each of you a bright future as a healthcare provider.
PROGRAM ACCREDITATION – Standard A3.14a
Standard A3.14a The program must define, publish and make readily available to enrolled and prospective students general program information to include: the program’s ARC-PA accredita-tion status.
The ARC-PA has granted Accreditation-Provisional status to the Master of Science in Physician Assistant Studies Program sponsored by the University of the Cumberlands.
Accreditation-Provisional is an accreditation status granted when the plans and resource alloca-tion, if fully implemented as planned, of a proposed program that has not yet enrolled students appear to demonstrate the program’s ability to meet the ARC-PA Standards or when a program holding Accreditation-Provisional status appears to demonstrate continued progress in complying with the Standards as it prepares for the graduation of the first class (cohort) of students.
Accreditation-Provisional does not ensure any subsequent accreditation status. It is limited to no more than five years from matriculation of the first class.
ARC-PA commissioners include individuals nominated from the collaborating organizations of the ARC-PA, which include:
American Academy of Family Physicians American Academy of Pediatrics
American Academy of Physician Assistants American College of Physicians
American College of Surgeons American Medical Association
Physician Assistant Education Association
The collaborating organizations cooperate with the ARC-PA to establish, maintain and promote appropriate standards of quality for entry level education of PAs and to provide recognition for educational programs that meet the requirements outlined in the Standards. These Standards are used for the development, evaluation, and self-analysis of PA programs.
Physician assistants are academically and clinically prepared to practice medicine under the di-rection and responsible supervision of a doctor of medicine or osteopathic medicine. The physi-cian-PA team relationship is fundamental to the PA profession and enhances the delivery of high-quality health care. Within the physician-PA relationship, PAs make clinical decisions and provide a broad range of diagnostic, therapeutic, preventive and health maintenance services. The clinical role of PAs includes primary and specialty care in medical and surgical practice set-tings. PA practice is focused on patient care and may include educational, research and adminis-trative activities.
“The role of the Physician Assistant demands intelligence, sound judgment, intellectual honesty, appropriate interpersonal skills, and the capability to react to emergencies in a calm and reasoned manner. An attitude of respect for self and others, adherence to the concepts of privilege and confidentiality in communicating with patients, and a commit-ment to the patient’s welfare are essential attributes of the graduated PA. The profes-sional curriculum for PA education includes basic medical, behavioral, and social scienc-es; introduction to clinical medicine and patient assessment; supervised clinical practice; and health policy and professional practice issues.”
“The PA profession has evolved over time to one requiring a high level of academic ri-gor. Institutions that sponsor PA programs are expected to incorporate this higher level of academic rigor into their programs and award an appropriate master’s degree. The ARC-PA acknowledges ongoing changes in the delivery of health care and in the education of health professionals.”
- Accreditation Standards for Physician Assistant Education, 4th Edition
PROGRAM SPONSORSHIP AND PHILOSOPHY
– Standard B1.01
Standard B1.01 The curriculum must be consistent with the mission and goals of the program. The faculty and administration of University of the Cumberlands initiated and began developing a Physician Assistant Program in 2013. This program was established to extend the institution’s historical service to the region and build upon the strengths of its current science programs. The MSPAS has been carefully researched, organized, and articulated so that it may be a worthwhile learning experience for degree candidates. The MSPAS faculty look forward to the continued opportunity to pursue fulfillment of the program mission in this region.
The mission statement of the MSPAS Program was developed in 2013 to reflect program out-comes, the developing curriculum, and vision of the founding program director. As demonstrat-ed below, the program mission statement reflects the underlying university mission statement. University Mission Statement
University of the Cumberlands has historically served students primarily, but not exclusively, from the beautiful mountain regions of Kentucky, Tennessee, West Virginia, Virginia, Georgia, North Carolina, South Carolina, Ohio and Alabama which have traditionally been described as Appalachia. The University's impact can be seen in the achievements of its graduates who have assumed roles of leadership in this region and throughout the nation.
While located in the resort like area of Appalachia, with emphasis primarily on serving the beau-tiful mountain area, the University now reaches into every state and around the world through its student body and alumni.
Program Mission Statement
The mission of the Physician Assistant program is to educate and prepare competent, compas-sionate, and committed Physician Assistant leaders who, as integral members of the modern pro-fessional healthcare team, are driven by academic excellence to be servant leaders in their com-munities. The faculty and staff of the Physician Assistant program strive to provide academic and clinical excellence in an environment of compassion and team cooperation, seeking to pre-pare clinicians for a lifelong commitment to continuing education, leadership, and medical ser-vice.
Program Vision Statement
The faculty and students of the University’s Physician Assistant program aspire to be recognized for the quality of care they render through academic and professional excellence, moral charac-ter, integrity, empathy, team effort, and service to those in their communities.
Goals of the Physician Assistant Program
In pursuit of this mission, the Program has established these goals:
Goal 1: Develop admission policies to recruit students nationally with an emphasis on recruit-ment of students from the underserved Appalachian region; identifying not only academic excel-lence but also a commitment to moral character, professionalism and personal growth.
Goal 2: Offer a didactic curriculum comprised of basic science, behavioral and pre-clinical sci-ences of medicine along with clinical and critical thinking/evaluative skills that provides the foundation required for entry into the clinical phase of the program.
Goal 3: Prepare students to integrate knowledge of anatomy and physiology and other clinical sciences to evaluate patients, arrive at an appropriate differential diagnosis, and formulate the best plan of management.
Goal 4: Demonstrate competency in basic clinical procedures expected from a graduate Physi-cian Assistant.
Goal 5: Offer didactic and clinical experiences that nurture the development of professional judgment and propriety.
Goal 6: Prepare students to apply evidence-based medicine by incorporating knowledge of study designs and statistical methods into the evaluation of clinical studies and other information on diagnostic and therapeutic effectiveness, and by integrating findings from scientific studies into future clinical practice to improve patient care.
Goal 7: Prepare students to make significant contributions to the community they serve, ad-vancement of the Physician Assistant profession, and enhance their own professional develop-ment.
Goal 8: Instill in each student the interpersonal and communication skills necessary for effective information exchange with patients and their families as well as professionals in the healthcare system.
Goal 9: Graduate Physician Assistants who extend the services of their supervising physician as part of the physician-PA team and collaborate with other members of an interdisciplinary healthcare team to provide quality patient care.
DEPARTMENT FACULTY & STAFF
- Standards A1.04, A1.08,
A2.01, A2.13, A2.14
Standard A1.04 The sponsoring institution must provide the opportunity for continuing profes-sional development of the Program Director and principal faculty by supporting the development of their clinical, teaching, scholarly and administrative skills.
Standard A1.08 The sponsoring institution must provide the program with the human resources necessary to operate the educational program and to fulfill obligations to matriculating and en-rolled students.
Standard A2.01 All faculty must possess the educational and experiential qualifications to per-form their assigned duties.
Standard A2.13 Instructional faculty must be: a) qualified through academic preparation and/or experience to teach assigned subjects and b) knowledgeable in course content and effective in teaching assigned subjects
Standard A2.14 In addition to the principal faculty, there must be sufficient instructional faculty to provide students with the necessary attention, instruction and supervised clinical practice ex-periences to acquire the knowledge and competence required for entry into the profession. The faculty and staff of the Master of Science in Physician Assistant Studies Program are dedi-cated professionals who are focused on preparing students to become physician assistants. Both principal and instructional faculty are carefully selected to teach courses based on their academic preparation and professional experience. University of the Cumberlands takes great care in se-lecting qualified faculty and investing in their continued education and professional growth. Thus, faculty members attend local and national workshops and conferences throughout the year. Most faculty members continue to practice clinically. Thus, when students need to meet with a faculty member about issues related to your education, it is suggested that they make an ap-pointment to meet with the appropriate individual to address concerns.
If they cannot reach their MSPAS faculty advisor, or if there is a true emergency, the student may contact the Program Director, Ms. Lesley Tipton, or the Vice President for Medical Ser-vices, Dr. Eddie Perkins and the issue will be promptly addressed.
Program Director – Standard A2.06
Standard A2.06 The program director must be a PA or a physician; a) If the program director is a PA, s/he must hold current NCCPA certification.
faculty advisor should be brought to the Program Director’s attention. The Program Director will meet regularly with cohorts to discuss any concerns.
She holds certification from the National Commission on Certification of Physician Assistants and is licensed to practice in the state of Kentucky. Additionally, she is a member of the Ameri-can Academy of Physician Assistants, the Kentucky Academy of Physician Assistants and the Physician Assistant Education Association. Professor Tipton graduated from the University of the Cumberlands in 2009 with a Bachelor’s Degree in Biology. She then continued her education at the University of the Cumberlands and was part of the first cohort in UC’s Master of Physician Assistant Studies. She practices clinically at the University’s Campus Health Clinic.
Medical Director – Standards A2.11, A2.12
Standard A2.11 The medical director must be a currently licensed allopathic or osteopathic phy-sician and certified by an ABMS- or AOA- approved specialty board.
Standard A2.12 The medical director must be an active participant in the program.
Dr. David Williams serves as the MSPAS Program’s Medical Director. He is responsible for en-suring that classroom instruction and clinical experiences provide an appropriate level of instruc-tion for students in the MSPAS program and is actively involved in evaluating student perfor-mance; and evaluating the program.
He is board-certified in Family Medicine by the American Board of Family Medicine approved by the American Board of Medical Specialties and holds licensure as an allopathic physician in the state of Kentucky. He received his Doctor of Medicine degree from the University of Ten-nessee in Knoxville. He serves on various boards and committees as reflected in the faculty ros-ter and has extensive clinical experience. He also serves as Medical Director of the Williams-burg Nursing Home and works for Baptist Health in a family practice. In bringing a wealth of clinical experience to the program, Dr. Williams provides strong leadership in the program and acts as a community advocate for the program.
Principal Faculty – Standard A2.02
Standard A2.02 The program must have program faculty that include the program director, med-ical director, and at least three FTE principal faculty positions and instructional faculty. B) Two FTE principal faculty positions must be filled by PA faculty who currently are NCCPA certified. The principal faculty of the MSPAS program provides classroom instruction and assist with ad-ministration of the program.
years of healthcare experience, knowledge base and academic preparation will contribute signifi-cantly to our program administration and candidate approval/instruction.
Prof. Joseph Reed, M.S., PA-C, currently serves as the Director of Clinical Education and has academic assignments during the didactic phase. Mr. Reed received a Master’s in Physician As-sistant Studies from University of Nebraska, holds certification from the NCCPA as a certified physician assistant, as well as licensure in Kentucky. He has served as an adjunct clinical faculty for the Debusk College of Osteopathic Medicine at Lincoln Memorial University and a clinical preceptor for the University of Kentucky, College of Allied Health Professions. His professional clinical experience includes work as a physician assistant in medical clinics and a hospital. In these settings he has served as a family medicine practitioner, as a hospitalist, and as first assis-tant in general surgery, obstetrical and gynecological surgery, vascular surgery and orthopedics. Prof. Kenneth Reed, M.S., PA-C, serves as full-time, principal faculty as an Assistant Profes-sor. He received a Master of Physician Assistant Studies from the University of Nebraska, holds NCCPA certification as a physician assistant, and is licensed in both Tennessee and Kentucky. He has over 30 years of extensive clinical experience. In addition to family medical practice, he has served in United States Air Force and Army National Guard as a Medical Service Specialist and later as a Physician Assistant.
Instructional Faculty – Standards A2.13, A2.14
Standard A2.13 Instructional faculty must be: qualified through academic preparation and/or experience to teach assigned subjects and knowledgeable in course content and effective in teaching assigned subjects.
Standard A2.14 In addition to the principal faculty, there must be sufficient instructional faculty to provide students with the necessary attention, instruction and supervised clinical practice ex-periences to acquire the knowledge and competence required for entry into the profession. We are fortunate to have access to qualified instructional faculty to assist in teaching the curricu-lum.
Dr. Eddie Perkins, DO, FACOOG currently serves at the Vice President of Medical Affairs and Associate Professor. He is board-certified in Obstetrics and Gynecology by the American College of Osteopathic Obstetricians and Gynecologists approved by the American Osteopathic Association and holds licensure as an osteopathic physician in the state of Kentucky. Additional-ly, he is a member of the American Medical Association and a Diplomat of the National Board of Osteopathic Medical Examiners. He obtained a Doctor of Osteopathic Medicine degree from Kansas City University of Medicine and Biosciences College of Medicine in 1992 with extensive residency and clinical experience in the area of obstetrics and gynecology.
Board for Diabetes Educators (NCBDE). He practices as a pharmacist and dietitian in Williams-burg where he specializes in diabetes self-management. He is active in the Kentucky Association of Diabetes Educators and is a member of the University of Kentucky Superfund Advisory Committee.
Dr. Joan Hembree, PhD earned her BS from the University of Tennessee, Knoxville in animal science, MS from University of Tennessee, Knoxville in reproductive physiology, and PhD from University of Minnesota in biochemical nutrition. Dr. Hembree also completed her Postdoctoral fellowship in biochemistry and was a cancer research scientist at Case Western Reserve Univer-sity. Her research publication topics include nutrition, muscle physiology, cancer biology, and alopecia areata and is currently conducting research on hemoglobin assays. She has seventeen years teaching experience in college science (Biochemistry, physiology, endocrinology, nutri-tion, statistics, cancer biology, and vitamins and minerals.
Department Administrative Support – Standard A2.18
Standard A2.18 There must be at least a 1.0 FTE position, which should be dedicated exclusively to the program, to provide administrative support for the program.
Gregory S. Manning, Office administrator, is responsible for maintaining classrooms for in-structional purposes; maintaining office/classroom equipment: manikins, simulators, anatomage and other medical equipment, computers, and medical supplies; coordinating travel, conferences, CME training, membership fees for faculty; and coordinating between the program and other programs on campus as well as external establishments. Mr. Manning has 27 years of experience of active duty in US Army NCO.
Brad Hall serves as Clinical Coordinator for the Physician Assistant Program. He has over 20 years of experience in healthcare management in long term care, acute and community health, nearly 10 of which include graduate medical education. As Clinical Coordinator he develops partnerships with providers and healthcare facilities that will provide clinical training opportuni-ties for UC Health Programs. Included in his experience is healthcare disaster preparedness and planning. Mr. Hall completed a Bachelor’s Degree from the University of the Cumberlands in Public Health Administration and will complete his Master of Business Administration degree in December 2013 from the University of the Cumberlands. In addition to his duties in the UC Health Programs, he serves as an Assistant to the President, the Vice President of Institutional Advancement and the Vice President for Medical Services and works extensively in the Northern Kentucky Area with the UC Center in Florence.
PROGRAM ESSENTIAL FUNCTIONS
The University of the Cumberlands MSPAS program is committed to the education of all quali-fied individuals, including persons with disabilities who, with or without reasonable accommo-dation, are capable of performing the essential functions of the educational program in which they are enrolled and the profession that they pursue.
It is the policy of the program to comply with the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and state and local requirements regarding students and appli-cants with disabilities. Under these laws, no otherwise qualified and competent individual with a disability shall be denied access to or participation in services, programs, and activities solely on the basis of the disability.
In accord with federal regulations established by the Americans With Disabilities Act, the fol-lowing standards are described to assist each candidate in evaluating his/her prospect for aca-demic and clinical success. General standards for the MSPAS program are followed by stand-ards that apply to the professional discipline to which you have applied (see additional standstand-ards below). When a student’s ability to perform is compromised, the student must demonstrate alter-native means and/or abilities to perform the essential functions described.
It is important that you read each standard carefully. Each student is given the opportunity to read and acknowledge their understanding of the standards prior to beginning of the program. Technical Standards
Individuals applying to the University of the Cumberlands Physician Assistant Program must meet certain basic/essential requirements (referred to as the Technical Standards) that are neces-sary for obtaining employment and performing as a Physician Assistant. The Technical Stand-ards each student must master include cognitive, physical and behavioral characteristics. Rea-sonable accommodation for persons with documented disabilities will be considered on an indi-vidual basis; but, a candidate must be able to perform in an independent manner. All students must possess the intellectual, ethical, physical, and emotional capabilities required to undertake the full curriculum and to achieve the levels of competence required by the program core faculty. The following skills are required of each Physician Assistant student, with or without accommo-dation:
Sufficient capacity for observation in academic, clinical, and other medical settings; func-tional vision, hearing, and tactile sensation sufficient to observe a patient’s condition and perform procedures regularly required during a physical examination
Effective written and verbal communications skills sufficient to both academic and healthcare settings
Sufficient motor function to carry out movements necessary for patient diagnosis and care; for free movement in patient care and between facilities and buildings in academic and healthcare environments; physical stamina to complete didactic and clinical course-work
Sufficient emotional health and stability required for exercising good judgment and promptly completing all academic and patient care responsibilities
Professional Responsibility: Students must exhibit the ability to meet the challenges of any med-ical situation that requires a readiness for immediate and appropriate response without interfer-ence of personal or medical problems. This requires training for emergencies (e.g., CPR, infec-tion control).
It is each student’s responsibility to attend and be able to travel to and from classes and clinical assignments on time, and possess the organizational skills and stamina for performing required tasks and assignments within allotted time frames. This involves frequent oral, written, and practical examinations or demonstrations. The student must have the ability to perform problem-solving tasks in a timely manner.
Students will exhibit adherence to policies of the university, their program, and clinical sites. This includes matters ranging from professional grooming, dress, and behavior, to attending to their program’s academic schedule, which may differ from the University’s academic calendar and be subject to change at any time.
Students must demonstrate knowledge of and commitment to the code of ethics of their profes-sion and behavior that reflects a sense of right and wrong in the helping environment. Students will take initiative to direct their own learning. They need to work cooperatively and collabora-tively with other students on assigned projects, and participate willingly in a supervisory process involving evaluation of abilities and reasoning skills.
Additional standards relevant to specific discipline, Physician Assistant Program: In addition to the general standards above, students applying to the Physician Assistant program must consider that they will be required to:
Participate in patient assessment and evaluation. Participate in invasive and non-invasive procedures Participate in emergency care
Work lengthy and irregular hours
Attend and participated in didactic and clinical education training on or off campus. Perform physical examinations on male and female peers along with being examined by
both male and female peers during laboratory instruction.
PROGRAM DETAILS
Physician Assistant Studies Degree Requirements
Curriculum – Standards B1.02, B1.03, and B1.04
Standard B1.02 The curriculum must include core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care.
Standard B1.03 The curriculum must be of sufficient breadth and depth to prepare the student for the clinical practice of medicine.
Standard B1.04 The curriculum design must reflect sequencing that enables students to develop the competencies necessary for current and evolving clinical practice.
Professional Phase Curriculum
The courses offered by the MSPAS program have been specifically designed and sequenced to prepare students to administer health care to patients. According to the ARC-PA 4th Edition Standards, the program curriculum should prepare students “to provide patient centered care and collegially work in physician-PA teams in an inter-professional team environment. The curricu-lum establishes a strong foundation in health information technology and evidence-based medi-cine and emphasizes the importance of remaining current with the changing nature of clinical practice.”
Further, according the ARC-PA 4th Edition Standards, the professional curriculum for PA educa-tion should include, “applied medical, behavioral and social sciences; patient assessment and clinical medicine; supervised clinical practice; and health policy and professional practice is-sues.”
In accordance with the ARC-PA Standards and with the desire to graduate competent health practitioners who are capable of delivering high quality health care, rigorous academic standards have been established for continued matriculation in the MSPAS program. Students are expected to complete all course assignments as outlined in the individual course syllabus and to meet the university’s academic standards as outlined in this manual. Students will be given updates to these standards as they occur.
MSPAS Required Curriculum- Standard A3.14d, e
Standard A3.14d The program must define, publish, and make readily available to enrolled and prospective students general program information in include: d) all required curricular compo-nents, e) academic credit offered by the program.
Didactic Year
Spring 2015- Semester 1
# Course title SCH ARC-PA Standard(s)
MSPAS 510 Human Anatomy 5 B2.02
MSPAS 520 Human Medical Physiology 4 B1.02, B1.03, B2.02
MSPAS 530 Introduction to Patient Assessment 3 B2.04, B2.05
MSPAS 540 Foundations to Clinical Medicine 2 B1.02, B1.03, B1.05, B1.06, B1.07,
B1.08, B2.03, B2.04, B2.05, B2.06
MSPAS 550 Introduction to the PA Profession 1 B2.11, B2.12, B2.14, B2.16, B2.17
Total 15
# Course title SCH ARC-PA Standard(s)
MSPAS 501 Integration Seminar I 1 B1.07, B2.13
MSPAS 521 Medical Pathophysiology I 2 B1.02, B1.03, B2.02
MSPAS 531 Patient Assessment I 3 B2.04, B2.05
MSPAS 541 Clinical Medicine I 5 B1.02, B1.03, B1.05, B1.06, B1.07,
B1.08, B2.03, B2.04, B2.05, B2.06
MSPAS 571 Pharmacology and Therapeutics I 3 B1.02, B1.07, B2.02, B2.13
MSPAS 581 Health Care Issues I 2 B1.06, B2.06, B2.08, B2.09
MSPAS 591 Research, Epidemiology, and Stats 1 B2.10
Total 17
Fall 2015- Semester 3
# Course title SCH ARC-PA Standard(s)
MSPAS 502 Integration Seminar II 1 B1.07, B2.13
MSPAS 505 Medical Procedures and Surgery I 3 B2.07
MSPAS 522 Medical Pathophysiology II 2 B1.02, B1.03, B2.02
MSPAS 532 Patient Assessment II 3 B2.04, B2.05
MSPAS 542 Clinical Medicine II 5 B1.02, B1.03, B1.05, B1.06,
B1.07, B1.08, B2.03, B2.04, B2.05, B2.06
MSPAS 572 Pharmacology and Therapeutics II 3 B1.02, B1.07, B2.02, B2.13
MSPAS 582 Health Care Issues II 2 B1.06, B2.06, B2.08, B2.09
Total 18
Spring 2016-Semester 4
# Course title SCH ARC-PA Standard(s)
MSPAS 503 Integration Seminar III 1 B1.07, B2.13
MSPAS 506 Medical Procedures and Surgery II 3 B2.07
MSPAS 523 Medical Pathophysiology III 2 B1.02, B1.03, B2.02
MSPAS 533 Patient Assessment III 2 B2.04, B2.05
MSPAS 543 Clinical Medicine III 5 B1.02, B1.03, B1.05, B1.06,
B1.07, B1.08, B2.03, B2.04, B2.05, B2.06
MSPAS 544 Emergency Medicine 2 B3.02, B3.03, B3.04
MSPAS 573 Pharmacology and Therapeutics III 3 B1.02, B1.07, B2.02, B2.13
Total 18
Clinical Year
Summer 2016- Semester 5
# Course title SCH ARC-PA Standard(s)
MSPAS 600 Family Medicine I - Clinical Rotation 4 B3.02, B3.03
MSPAS 605 Family Medicine II - Clinical Rotation 4 B3.02, B3.03
MSPAS 610 Emergency Medicine- Clinical Rotation 4 B1.07, B2.05, B2.10, B2.13, B2.14
MSPAS 620 Internal Medicine I - Clinical Rotation 4 B3.02, B3.03
Total 18 Fall 2017- Semester 6
# Course title SCH ARC-PA Standard(s)
MSPAS 625 Internal Medicine II - Clinical Rotation 4 B3.02, B3.03
MSPAS 630 Pediatrics - Clinical Rotation 4 B3.02, B3.03
MSPAS 640 Psychiatry- Clinical Rotation 4 B3.02, B3.03
MSPAS 650 Surgery- Clinical Rotation 4 B3.02, B3.03
Total 16
Spring 2017- Semester 7
# Course title SCH ARC-PA Standard(s)
MSPAS 660 Women’s Health- Clinical Rotation 4 B3.02, B3.03
MSPAS 670 Clinical Elective - Clinical Rotation 4 B3.02, B3.03
MSPAS 680 Professional Development 1 B2.14
MSPAS 693 CAPSTONE II 2 B2.10
Total 11
Course Descriptions
MSPAS # Course Title SCH
MSPAS 510
Human Anatomy
In this course, the student will build upon his/her current knowledge base of human anatomy through an intensive laboratory phase with the use of pro-sections and gross anatomy dissections when applicable. The student will expand upon their knowledge of basic anatomical concepts. The student/s will develop, upon completion of this course, a vast knowledge in the understanding and application of human anatomy.
5
MSPAS 520
Human Medical Physiology
The goal of this course is to provide an introduction to human physiology. The students learn to recognize and explain the basic concepts that govern each organ and organ sys-tem and their integration to maintain homeostasis. This course will focus on homeostatic control systems, function of individual organs and organ systems, and integration of or-gan systems in the intact oror-ganism.
4
MSPAS 530
Introduction to Patient Assessment
This course is designed to introduce students to patient history taking, documentation, and communication skills. The content includes medical vocabulary, professional con-duct, patient interviewing, how to take and record medical history, and develops clinical reasoning based on the chief complaint. Students will begin using diagnostic equipment as they develop the skills needed to perform complete and focused physical examina-tions. Students will also receive OSHA and HIPAA training during the course.
3
MSPAS 540
Foundations to Clinical Medicine
This course provides an introduction to the clinical medicine courses. Students will build a foundation on pertinent topics discussed later in the didactic phase. Topics for the course will include the following: laboratory medicine, nutrition, medical terminology, basic pharmacology, basic imaging interpretation, and prescription writing.
2
MSPAS 550 Introduction to the PA Profession
well as an investigation of current trends and issues. The course stresses the importance of biomedical ethics and professional responsibilities in relation to the physician assis-tant’s role as a health care provider. Content relating to physician assistant professional organizations, program accreditation, graduate certification and re-certification, em-ployment considerations, and professional liability is included. This course also includes Service-Learning, an educational method in which the participants perform service work and actively learn from it.
MSPAS 501
Integration Seminar I
This course helps the student developing analytical skills to assess patient’s conditions and use clinical laboratory data to develop a differential diagnosis and treatment plan. Working as a group students learn to work through a case from diagnosis to therapy to expected outcomes. Case based integration is a longitudinal course (meaning that it runs concurrently with the system courses) during the second, third and fourth semester of the PA program. It consists of a series of small group case exercises and multidisciplinary conferences. This course integrates dermatology, HEENT, cardiology and pulmonology systems.
1
MSPAS 521
Medical Pathophysiology I
In this course, students learn integrative human physiology and pathophysiology involv-ing concepts of the HEENT, dermatology, cardiovascular and pulmonary systems, with an emphasis upon homeostatic mechanisms and etiologies of disease. Students learn the interrelationships of function and dysfunction at the molecular, cellular, tissue, organ, and systemic levels.
2
MSPAS 531
Patient Assessment I
This course teaches foundational skills and techniques required to gather a complete medical history and perform a thorough physical examination. The course introduces the student to the practice of history taking and physical examinations of the skin, HEENT, lungs and heart. During the course, integration of the student’s knowledge of the struc-ture and function of the human body is coupled with laboratory sessions emphasizing the proper use of diagnostic equipment and techniques for performing a comprehensive physical examination.
3
MSPAS 541
Clinical Medicine I
The purpose of the Clinical Medicine I course is to introduce the student to clinical condi-tions commonly encountered in practicing primary care medicine. Lectures will empha-size the epidemiology, pathophysiology, presentation, and disease course, diagnostic, and treatment modalities of each medical topic. Topics for the course will include the following: dermatology, (HEENT), pulmonary and cardiology with EKG interpretation.
5
MSPAS 571
Pharmacology and Therapeutics I
In this course, the student will be introduced to pharmacodynamic, pharmacokinetic and pharmacotherapeutic principles that provide a foundation for the study of pharmacology and therapeutics. Combined lecture and active learning exercises are designed to develop the pharmacologic and therapeutic skills that a physician assistant will need to enhance patient care in clinical practice. Topics this semester will emphasize on the following are-as: Dermatology, HEENT, pulmonary and cardiology diseases. Antibiotic coverage for spe-cific illnesses will also be covered.
3
MSPAS 581
Health Care Issues I
In this course, physician assistant students will gain a greater appreciation for and com-prehension of the socio-behavioral aspects of medical practice. Students learn effective
counseling and preventive education strategies for enhancing treatment compliance, promoting positive health patterns, and enhancing positive response to illness.
MSPAS 591
Research, Epidemiology, and Stats
In this course students receive instruction in research methods and application in the clin-ical setting. They integrate basic concepts of epidemiology and statistics as these con-cepts relate to medical practice. Students critically read published reports of clinical re-search and identify strengths and weaknesses in the structure and presentation of data and conclusions in those reports. They interpret and search evidence-based literature related to clinical problems encountered in physician assistant practice. Students will choose a proposal topic that will then be developed during the clinical year in the cap-stone I course. Students will be given the opportunity to select from a menu of possibili-ties. This includes the following: Quasi-experimental study with data gathering and analy-sis, case based study, evidence-based medicine project with comprehensive literature review, and community-based research.
1
MSPAS 502
Integration Seminar II
This course helps the student developing analytical skills to assess patient/s conditions and use clinical laboratory data to develop a differential diagnosis and treatment plan. Working as a group students learn to work through a case from diagnosis to therapy to expected outcomes. Case based integration is a longitudinal course (meaning that it runs concurrently with the system courses) during the second, third and fourth semester of the pa program. It consists of a series of small group case exercises and multidisciplinary conferences. This course integrates gastroenterology, nephrology, endocrinology, neu-rology, musculoskeletal, infectious disease, rheumatology and hematology oncology.
1
MSPAS 505
Medical Procedures and Surgery I
In this course, students employ knowledge, skills, and techniques learned in MSPAS 532-533 Patient Assessment I-II to evaluate surgical patients. Students learn to perform pro-cedures such as hand washing, sterile technique, intravenous insertions, SQ and IM injec-tion technique, suturing, wound care nasogastric tube placement and Foley catheter in-sertion.
3
MSPAS 522
Medical Pathophysiology II
In this course, students learn integrative human physiology and pathophysiology involv-ing concepts of the renal, endocrine system, gastroenterology, neurology, infectious dis-ease, hematology/oncology, rheumatology and musculoskeletal systems with an empha-sis upon homeostatic mechanisms and etiologies of disease. Students learn the interrela-tionships of function and dysfunction at the molecular, cellular, tissue, organ, and sys-temic levels.
2
MSPAS 532
Patient Assessment II
In this course, the student will build on the knowledge and foundational skills and tech-niques learned in MSPAS 532 Patient Assessment I, in the performance of a thorough physical examination and medical history. The student will integrate the knowledge ob-tained in MSPAS 542 Clinical Medicine I with laboratory sessions emphasizing the proper use of diagnostic equipment and technique for performing a comprehensive physical ex-amination. The course topics will include the endocrine system, gastroenterology, renal, infectious disease, hematology/oncology, rheumatology, neurology and musculoskeletal systems.
3
MSPAS 542 Clinical Medicine II
I and continues with the presentation of the following systems: endocrinology, gastroen-terology, neurology, hematology/oncology, infectious disease, rheumatology, musculo-skeletal and renal systems. These disorders are presented by system and specialty as well as augmented with clinical therapeutics.
MSPAS 572
Pharmacology and Therapeutics II
In this course, the student will build upon the knowledge and skills obtained in MSPAS 562, Pharmacology & Therapeutics I. Combined lecture and active learning exercises are designed to aid the student in demonstrating the pharmacologic and therapeutic skills that a physician assistant will need to enhance patient care in clinical practice. Topics this semester will focus on the following areas: renal, endocrine, gastroenterology, neurology, infectious disease, hematology/oncology, rheumatology and musculoskeletal systems. The student will use clinical literature and evaluate patient cases as they relate to phar-macology.
3
MSPAS 582
Health Care Issues II
In this course, students build upon concepts in patient care discussed in MSPAS 581 Health Care Issues by learning ethical concepts as they relate to practical decision-making and problem-solving. Students study risk management strategies and the legal definitions of, and their responsibilities toward, informed consent and confidentiality. Students ex-amine health care policy, nationally and locally, as it impacts health care delivery, the practice of medicine as a physician assistant, and the socioeconomic factors pertaining to relevant health care decision making.
2
MSPAS 503
Integration Seminar III
This course helps the student in developing analytical skills to assess patient/s conditions with the use of clinical laboratory data to develop a differential diagnosis and treatment plan. Working as a group students learn to work through a case from diagnosis to therapy to expected outcomes. Case based integration is a longitudinal course (meaning that it runs concurrently with the system courses) during the second, third and fourth semesters of the PA program. It consists of a series of small group case exercises and multidiscipli-nary conferences. This course integrates special populations: women & men’s health, pediatrics, psychiatric, geriatrics.
1
MSPAS 506
Medical Procedures and Surgery II
This course is a continuation of MSPAS 505, Medical Procedures & Surgery I. Students will learn to perform procedures such as casting and splinting, surgical scrub, gloving and gowning, minor surgical procedures and chest tube placement, ET intubation as well as the principles of surgery, including pre-operative, intra-operative and post-operative care.
3
MSPAS 523
Medical Pathophysiology III
In this course, students learn integrative human physiology and pathophysiology involv-ing concepts of the neuropsychiatric and genitourinary with an emphasis upon homeo-static mechanisms and etiologies of disease. Students learn the interrelationships of function and dysfunction at the molecular, cellular, tissue, organ, and systemic levels. In this course, the student studies the disorders and diseases of the following systems: psy-chiatry, preventive medicine, genetics, women and men’s health, pediatrics, geriatrics and complementary/ alternative medicine. These disorders are presented by system and specialty as well as augmented with clinical therapeutics.
2
MSPAS 533 Patient Assessment III
components of a physical exam, recognize abnormal and normal findings, and communi-cate the information in written and oral forms. The following patient populations will be focused on during this course of study: pediatric, men and women’s health, psychiatric and geriatric related fields. Students must be able to demonstrate full physical assess-ments at the conclusion of this course. This course will also include an OSCE which the students will be required to pass before advancing to the clinical phase of this program. The students will be exposed to a real life clinical environment through a brief clinical clerkship experience as deemed appropriate/accessible.
MSPAS 543
Clinical Medicine III
This course builds on the pathology of disease presented in MSPAS 543, Clinical Medicine I and continues with the presentation of the following areas: psychiatry, preventive med-icine, genetics, women and men’s health, pediatrics, geriatrics and complementary/ al-ternative medicine. These disorders are presented by system and specialty as well as augmented with clinical therapeutics.
5
MSPAS 544
Emergency Medicine
In this course, students learn treatment of trauma and medical disorders commonly pre-senting to the emergency department. Taught in a case-based format, the emphasis is on the priority of stabilizing patients with life-threatening trauma or illness and selecting ap-propriate diagnostic and therapeutic measures. Students are required to become ACLS (Advanced Cardiac Life Support) certified or recertified in anticipation of clinical rotations.
2
MSPAS 573
Pharmacology and Therapeutics III
In this course, the student will learn the pharmacologic and therapeutic skills that a phy-sician assistant needs to enhance patient care in clinical practice focusing on psychology, women and men’s health, alternative/complementary medicines as well as pediatric dos-ing and multi-drug management in geriatric patients. The student will use clinical litera-ture to evaluate patients in relation to pharmacology.
3
MSPAS 600
Family Medicine I - Clinical Rotation
The four week rotation provides practical experience in general primary care through outpatient medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design, and evaluation. Students’ applica-tion of patient and family educaapplica-tion to treatment and preventive measures is empha-sized.
4
MSPAS 605
Family Medicine II - Clinical Rotation
The four week rotation provides practical experience in general primary care through outpatient medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design, and evaluation. Students’ applica-tion of patient and family educaapplica-tion to treatment and preventive measures is empha-sized.
4
MSPAS 610
Emergency Medicine- Clinical Rotation
The four-week rotation provides practical clinical experience in emergency medicine. Students engage in all aspects of patient care, including history-taking, physical examina-tion, treatment plan design and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized.
4
MSPAS 620
Internal Medicine I - Clinical Rotation
The four week rotation provides practical clinical experience in internal medicine. Stu-dents engage in all aspects of patient care, including history, physical examination, treatment plan design, and evaluation. Students’ application of patient and family
tion to treatment and preventive measures is emphasized.
MSPAS 692
CAPSTONE I
This course will build upon the concepts presented in the Research, Epidemiology, and Statistics course. The student will be required to develop a capstone project based upon the previously developed research proposal. The student will be required to incorporate evidence-based practice in the project and will formally present the findings to the Uni-versity community during the capstone 2 course. This course takes place during the entire clinical year and involves students meeting with course coordinator and advisor periodi-cally throughout the year.
2
MSPAS 625
Internal Medicine II - Clinical Rotation
The four week rotation provides practical clinical experience in internal medicine. Stu-dents engage in all aspects of patient care, including history, physical examination, treatment plans design, and evaluation. Students’ application of patient and family edu-cation to treatment and preventive measures is emphasized.
4
MSPAS 630
Pediatrics - Clinical Rotation
The four-week rotation provides practical clinical experience in pediatric medicine. Stu-dents engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students’ application of patient and family educa-tion to treatment and preventive measures is emphasized.
4
MSPAS 640
Psychiatry- Clinical Rotation
The four-week rotation provides practical clinical experience in psychiatric medicine. Stu-dents engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students’ application of patient and family educa-tion to treatment and preventive measures is emphasized.
4
MSPAS 650
Surgery- Clinical Rotation
The four-week rotation provides practical clinical experience in general surgery. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students’ application of patient and family educa-tion to treatment and preventive measures is emphasized.
4
MSPAS 660
Women’s Health- Clinical Rotation
The four-week rotation provides practical clinical experience in women’s health. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students’ application of patient and family educa-tion to treatment and preventive measures is emphasized.
4
MSPAS 670
Clinical Elective - Clinical Rotation
The four-week rotation will allow the students to choose a specialized area of medicine to explore. Types of rotations can be areas of medicine such as cardiology, radiology, ortho-pedics, dermatology, plastic surgery, anesthesiology, physical therapy, CT surgery, occu-pational medicine, rehab medicine, etc. Instead of an EOR exam, the student will be ex-pected to present a Medical Interest Presentation on a pre-approved topic.
4
MSPAS 680
Professional Development
This course will be held at the end of clinical year and will address the technical skills of PA practice and include training/workshops regarding credentialing, licensure, employ-ment strategies and contract negotiation, professional curriculum vitae building, and malpractice issues. Interviewing skills will be taught and practiced in role playing activi-ties. Networking with community health care and other affiliated professional resources will be continually emphasized. Also, included in this course will be participating in a
PANCE review course. This will be a participatory grade meaning that the students re-ceive credit in the course for partaking in the board review exercises. The student will be required to complete an online review course chosen by the program and submit both the self-assessment pretest and post-test results.
MSPAS 693
CAPSTONE II
This course provides each student the opportunity to present results of their individual Capstone project or research topic, to synthesize previous study and work experience, and to demonstrate an understanding of the program and profession's principles. Stu-dents must also demonstrate the knowledge and skills obtained during the program through successful completion of a summative evaluation (Objective Skills Clinical Evalua-tion) and a comprehensive written exam.
2
ACADEMIC POLICIES AND PROCEDURES
The responsibility for the routine administration of the policies and procedures of the Master of Physician Assistant Studies resides with the Program Director with the assistance of the Aca-demic Coordinator, the Medical Director, and the Director of Clinical Education. This day-to-day administration of the program is ultimately under the oversight of the Vice President of Aca-demic Affairs and the Vice President for Medical Services. Any appeals concerning program policies and procedures must be made in writing through this chain of administrativeoversight. Absence /Attendance/Timeliness – General Policy
Physician assistant education is intensive. In general, attendance is required at all MSPAS pro-gram educational sessions. We recognize that situations beyond your control occasionally arise, but you should make every attempt to attend all scheduled sessions.
Anticipated Absence
Students who know in advance that they will be absent due to events such as employment inter-views and religious observances not provided for on the university calendar should clear the ab-sence at least 30 days in advance. Time off must generally be made up within one week.
Anticipated Absence Action
First Professional Year Contact Faculty Advisor at least 30 days in advance
to discuss clearance. Second Professional Year
Contact the Director of Clinical Education and Clinical Preceptor at least 30 days in advance to discuss clearance.
Unanticipated Absence
Occasionally, a student is unable to attend class or rotation due to an unexpected personal or family emergency. Documentation of the event may be required by the Program.
Unanticipated Absence Action
First Professional Year Contact Faculty Advisor or office administrator as
well as course instructor as soon as possible. Second Professional Year
Contact program office administrator, the Director of Clinical Education, and Clinical Preceptor as soon as possible.
Absence from Examinations Standard C3.01
Standard C3.01 The program must conduct frequent, objective and documented evaluations of students related to learning outcomes for both didactic and supervised clinical education com-ponents.
Students are expected to take examinations at the designated time. In the event of an illness, the student must contact the program director BEFORE the test to inform her/him of the anticipated absence. All absences of examinations must be excused by the Vice President for Academic Af-fairs. A student who has missed an examination due to excused illness or personal crisis will have NO MORE than 48 hours in which to complete that examination or the first day back in classes, whichever occurs first. Students with a prolonged illness or personal crisis will be re-viewed individually and arrangements made accordingly. Student absences from scheduled ex-aminations and laboratory sessions will be excused only under extraordinary circumstances. Ex-aminations will not be administered prior to the scheduled examination time without the approv-al of the Program Director.
Academic Honesty and Integrity Policy – Standard B1.05
Standard B1.05 The curriculum must include instruction about intellectual honesty and appro-priate academic and professional conduct.
orientation. Students will be given a short quiz to demonstrate their understanding of policies related to academic integrity. It is the responsibility of the student to visit these policies regularly to refresh their understanding.
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved aca-demic advantage or evaluation. The common forms of acaaca-demic dishonesty include:
cheating - using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assist-ing another in such activities;
lying - falsifying, fabricating, or forging information in either written or spoken presenta-tions;
plagiarism - using the published writings, data, interpretations, or ideas of another with-out proper documentation.
Episodes of academic dishonesty are reported to the Vice President for Academic Affairs. The potential penalty for academic dishonesty includes 1) a failing grade on a particular assignment, 2) a failing grade for the entire course, or 3) charges against the student with the appropriate dis-ciplinary body.
Any breach of integrity may serve as grounds for dismissal, even on a first
of-fense.
Breaches in integrity will be reported to licensing agencies as required by law.
Advisement – Standard A3.09Standard A3.09 Principal faculty, the program director and the medical director must not partic-ipate as health care providers for students in the program.
In the first professional phase, students are assigned to a faculty member who will act as an advi-sor for the duration of the MSPAS program (see Appendix C). Faculty adviadvi-sors will meet with students at least once during the semester to discuss academic progress and other issues. Stu-dents must take responsibility for their own learning and will be asked to self-evaluate their pro-gress by filling out the Mid-Semester Advisement Sheet (see Appendix D – sample for fall se-mester) prior to meeting with their advisor. Mid-semester evaluations will be placed in student files. Students with academic concerns should address the issue first with the course instructor. Should a student require further assistance, he/she should consult with the faculty advisor. The advisor will involve the Program Director or other university administrative personnel as the sit-uation warrants.
The advisor, or any other faculty member, is not able to act as a medical provider for students. If a student has a medical problem, they should seek assistance from another provider.
Student advisors are also not able to act as a mental health counselors for students. If students have non-academic problems that require formal counseling, the advisor will provide access to mental health services available at University of the Cumberlands.
Faculty schedules tend to be unpredictable due to clinical and research obligations. If a student has a non-emergent need, it is best to make an appointment with the advisor via telephone or email. If you feel your need is emergent and your faculty advisor is not available, you may con-tact the Program Director for assistance.
Appeals and Conflict Resolution – Standard A3.11
Standard A3.11 The program must define, publish and make readily available to faculty and stu-dents the policies and procedures for processing student grievances and allegations of harass-ment.
Both undergraduate and graduate students have the right to challenge a grade. If discussions with the course instructor and department chair do not lead to a satisfactory conclusion, students may file a formal written appeal with the Vice President of Academic Affairs, who will forward the appeal to the chair of the Academic Appeals Committee.
This formal written appeal must be filed by the end of the 4th week of classes in the next regular term following the term in which the course in question was taken. The Academic Appeals Committee then gathers information from the student, the instructor, and any other relevant par-ties. The Committee will deliver its recommendation on the complaint to the Vice President of Academic Affairs. After reviewing this recommendation and concurring or amending it, the Vice President of Academic Affairs will inform the student and instructor of the disposition of the complaint no later than the last day of classes of the term in which the complaint was filed. Records of all actions regarding academic grade appeals, including their final disposition, are maintained by the Vice President for Academic Affairs and the Academic Appeals Committee. Program Policy Appeals
The Program recognizes the rights of a student to appeal decisions affecting student progress. Appeals must be based upon the Program’s failure to follow established policies or procedures. Students must present evidence that supports their appeal of a program decision according to the appeal process as defined herein:
All appeals must be submitted to the Program Director, in writing, within 5 working days of the grievance.
Appeals will be reviewed and a decision will be rendered to the student within 10 work-ing days of receipt of the appeal.
Communication
CELLULAR PHONES
Out of respect for your classmates and lecturers, please turn your cell phones/other communica-tion devices OFF prior to class.
COMPUTERS AND OTHER ELECTRONIC DEVICES
All computers, tablets, etc. will remain OFF during lectures and labs unless permitted by instruc-tor.
EMAILS
While enrolled as a student in the program, the email address of record shall be the University of the Cumberlands email address assigned upon admission to the program. It is strongly en-couraged that students check their UC email account as well as any ILEARN course announce-ments at least once every 24 hours. The student is advised that the program may track the open-ing, readopen-ing, and response of all emails.
EMERGENCY PHONE CALLS
Please inform friends and family that they should contact the program office administrator if an emergency should arise while class is in session. A message will be delivered to the student, as cellular telephones must be switched off while in class. Please contact Mr. Gregory S. Manning; 606-539-4398.
Drugs and Alcohol (Students)
The use or possession of alcoholic beverages and the use, possession, or distribution of illegal controlled drugs and any other substance that is inconsistent with the philosophy of the Universi-ty is strictly prohibited. Violation of this policy will result in the imposition of one or more of the disciplinary sanctions set forth in the Disciplinary Sanctions section of the University Student Handbook, and may result in severe criminal penalties under local, state and federal law. A de-tailed explanation of such penalties is found in the University Student Handbook. In addition to procedures carried out by the institution, the program will follow the procedure outlined below concerning student drug/alcohol use:
1. The program director should be notified in writing upon any suspicion of drug or alcohol abuse by a student.
2. The program director is responsible for meeting with that student and making a referral, if appropriate, to student services.
