UNIVERSITY of the CUMBERLANDS. School of Physician Assistant Studies

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UNIVERSITY of the CUMBERLANDS

School of Physician Assistant Studies

Master of Physician Assistant Studies Program

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This Program Policy Manual for the Master of Physician Assistant Studies (MPAS) Program contains policies and procedures unique to the MPAS program and is first distributed to students as they begin the first professional year. Updated versions of this Policy Manual may be provid-ed during a student’s enrollment in the program, and the most recent Policy Manual will super-sede all previously distributed versions. Where no specific MPAS program policy exists, stu-dents are to consult the general guidelines of the University Student Handbook. The MPAS pro-gram reserves the right to update this Policy Manual without prior notice. In the event of an up-date without prior notice, all matriculated students will be provided with a written copy of any updated policies. A student’s continuation in the MPAS program will be contingent upon sub-mission of a signed and dated ‘Receipt and Acknowledgement’ form (see Appendix A) for the most recent update of the Policy Manual.

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PART I: GENERAL POLICIES AND PROCEDURES

Welcome to the School of Physician Assistant Studies 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.

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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 UCPA Policy Manual is designed to give students general information regarding the MPAS program. It is an adjunct to the University academic catalog and the University Student Hand-book. These program policies apply to all students, principal faculty and the program director. 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 MPAS program and the PA profession. As a beginning MPAS 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 responsibil-ity. 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 success, 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.

University of the Cumberlands voluntarily withdrew accreditation from the ARC-PA in May of 2013, and has begun the process of reapplying for provisional accreditation. Approval of pro-gram characteristics, demonstration of preparedness to initiate a propro-gram in accordance with the accreditation standards, and the granting of provisional accreditation by ARC-PA is required pri-or to the University accepting any additional classes into the PA program.

This handbook is in part based on the 4th edition Accreditation Standards for Physician Assistant Education, published in March 2010. The Standards will be referenced throughout the manual, as they inform and guide the curriculum, policies and procedures adopted by the MPAS program. The Standards constitute the requirements to which an accredited program is held accountable and provide the basis on which the ARC-PA will confer or deny program accreditation. Accord-ing to the ARC-PA, “these Standards were initially adopted in 1971 and were revised in 1978, 1985, 1990, 1997, 2000, 2005 and 2010.

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

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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 Standards recognize the continuing evolution of the PA profession and practice and endorse experiential competency-based education as a fundamental tenet of PA educa-tion. While acknowledging the interests of the sponsoring institution as it works with the program to meet the Standards, the Standards reflect a determination that a commonality in the core professional curriculum of programs remains desirable and necessary to offer curricula of sufficient depth and breadth to prepare all PA graduates for practice. The Standards allow programs to remain creative and innovative in program design and the methods of curriculum delivery and evaluation used to enable students to achieve pro-gram goals and student learning outcomes. Mastery of learning outcomes is key to pre-paring students for entry into clinical practice.

“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.”

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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 2008. 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 MPAS has been carefully researched, organized, and articulated so that it may be a worthwhile learning experience for degree candidates. The MPAS faculty who has been assembled look forward to the continued opportunity to pursue fulfillment of the program mission in this region. The mission statement of the MPAS Program was developed in 2009 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.

UC continues to offer promising students of all backgrounds a broad-based liberal arts program enriched with Christian values. The University strives for excellence in all of its endeavors and expects from students a similar dedication to this pursuit. Its commitment to a strong academic program is joined with a commitment to a strong work ethic. UC encourages students to think critically and creatively so that they may better prepare themselves for lives of responsible ser-vice and leadership. This focus of its undergraduate programs is extended and extrapolated into its graduate programs. These programs prepare professionals to be servant-leaders in their disci-plines and communities, linking research with practice and knowledge with ethical decision-making in the pursuit of the life-more-abundant for both the individual and society.

Program Mission Statement

The mission statement for the program resonates clearly with values and intellectual goals set out in the mission statement for the university:

The mission of the MPAS program is to educate competent, compassionate and caring Physician Assistants to be an integral part of the modern professional health care team for underserved are-as of Kentucky, the nation and on an international level.

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vision and strategic plan of the university. The committee envisioned a program that had high ideals for academic rigor and cultural competence, and it affirmed that the program would be built around the ARC-PA fourth edition standards as the foundation.

Goals of the Physician Assistant Program

In accordance with its mission, the MPAS strives to graduate clinicians fully prepared for em-ployment as competent and caring physician assistants. In order to do this the program has out-line several goals aligned professional competencies (See below). It is thus the purpose of the program to:

Goal 1: Prepare physician assistants with a strong knowledge base in biomedical and clinical sciences supported by the ability to apply analytic thinking to clinical situations.

Goal 2: Instill students with the interpersonal communication skills necessary to develop effec-tive information exchange with patients, their families, and professionals in the healthcare sys-tem.

Goal 3: Teach students to provide effective patient care necessary for treatment of health prob-lems and the promotion of physical, psychological, and spiritual wellness.

Goal 4: Develop physician assistants knowledgeable in legal requirements and respectful of the diversity of the PA profession in order to graduate PAs possessing a high degree of professional-ism, commitment to Christian ethics, and integrity.

Goal 5: Provide students with the opportunity to understand practice-based learning and im-provement by engaging each student in critical analysis of their own experience and medical lit-erature so that they continuously self-improve.

Goal 6: Expose students to clinical practice that encompasses the societal, organizational and economic systems that tie into healthcare delivery in order that they may be prepared to deliver optimal patient care.

The professional competencies must be achieved upon graduation. Acquisitions of these compe-tencies are measured through the program’s assessment system. These compecompe-tencies are con-nected to didactic courses in the program which facilitates programmatic improvement.

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.

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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 Department of Physician Assistant Studies are dedicated profession-als who are focused on preparing you to become physician assistants. Both principal (full-time) and instructional (adjunct) faculty are carefully selected to teach courses based in 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. Some faculty members continue to practice clinically. Thus, when you need to meet with a facul-ty member about issues related to your education, it is suggested that you make an appointment to meet with the appropriate individual to address your concerns.

If you cannot reach your MPAS faculty advisor, or if there is a true emergency, you may contact the Program Director, Ms. Lesley Tipton, or the Vice President of Medical Services, Dr. Eddie Perkins and your 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.

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Medical Directors – 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. Eddie Perkins and Dr. David Williams serve as the Medical Directors. They are responsible for ensuring that classroom instruction and clinical experiences provide an appropriate level of instruction for students in the MSPAS program and are actively involved in developing the mis-sion statement for the program; providing instruction; evaluating student performance; design-ing, implementdesign-ing, coordinating and evaluating curriculum and evaluating the program.

Dr. Williams is a practicing physician who serves as the program’s Medical Director. Currently he is assigned to teach as a contributing instructor in the MPAS 541-543 Clinical Medicine se-ries. He is board-certified in Family Medicine by the American Board of Family Medicine ap-proved by the American Board of Medical Specialties and holds licensure as an allopathic physi-cian in the state of Kentucky. He is actively involved in the program, providing instruction, evaluating student performance, evaluating curriculum and the program itself. He meets Stand-ards A2.11 and 2.12. 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 roster and has extensive clinical experience. He also serves as Medical Director of the Wil-liamsburg 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.

Dr. Eddie Perkins, DO, FACOOG is also a practicing physician serving a Medical Director. He is board-certified in Obstetrics and Gynecology by the American College of Osteopathic Obste-tricians and Gynecologists approved by the American Osteopathic Association and holds licen-sure as an osteopathic physician in the state of Kentucky. He is actively involved in the gram, providing instruction, evaluating student performance, evaluating curriculum and the pro-gram itself. He meets Standards A2.11 and 2.12. Additionally, he is a member of the American Medical Association and a Diplomate 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. Additionally, Dr. Perkins has clinical research publica-tions.

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 MPAS program provides classroom instruction and assist with ad-ministration of the program.

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clini-cal instructor recognized by the American Physiclini-cal Therapy Association. She received a Bache-lor of Health Science in Physical Therapy from the University of Louisville in 1997, a transition-al Doctorate of Physictransition-al Therapy from Shenandoah University in 2008 and a Doctor of Educa-tion (EdD) in EducaEduca-tion Leadership from University of the Cumberlands. She has a variety of clinical experience in multiple settings and with various age groups. She has an understanding of curricular challenges of preparing students for licensure and provides leadership in management for student assessment. With her diverse clinical experience, academic preparation, and

knowledge base, Dr. Young contributes to program administration and candidate instruction.

Prof. Joseph Reed, M.S., PA-C, currently serves as the Clinical Director and has academic as-signments of section instructor on MPAS 541-543 Clinical Medicine series and serves as instruc-tor of record for the Clinical Rotations, MPAS 600-675. He was initially appointed to serve as Clinical Coordinator in the University’s MPAS program but decided in late 2009 to return to full-time clinical practice. He was succeeded as Clinical Coordinator by Kathleen Flynn in Feb-ruary 2010. Mr. Reed received a Master’s in Physician Assistant Studies from University of Ne-braska, 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 Ken-tucky, 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 assistant in general surgery, obstetrical and gynecological surgery, vascular surgery and orthopedics. The quality of his experience, in addition to his academic preparation and professional certification, qualify him for his adjunct teaching assignments.

Prof. Kenneth Reed, M.S., PA-C, initially served the program as an adjunct professor from Janu-ary - December 2010. He is now serving as full-time, principal faculty as an Assistant Professor with teaching assignments of MPAS 531-533 Physical Diagnosis series, Instructor of record and contributing instructor of MPAS 541-545 Clinical Medicine series and MPAS 521-523 Practical Applications in Medicine series. 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 addi-tion to family medical practice, he has served in United States Air Force and Army Naaddi-tional Guard as a Medical Service Specialist and later as a Physician Assistant. The practical focus of his academic assignments requires a sound clinical background in physical diagnosis, examina-tion and procedural skills, as well as an appropriate academic preparaexamina-tion. Mr. Reed exceeds all of these requirements.

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You will be assigned a faculty member as an advisor who will serve as your primary point of contact while you are with us.

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. We also have a number of physicians, physician assistants and other healthcare providers who will teach courses or lecture to you during your time with us.

Dr. Jim Moss served as a general and advanced laparoscopic surgeon for 27 years. He has sub-sequently been the Medical Director of United States Surgical Corporation (Covedien) and Med-ical Director of the Special Investigations Unit of Humana. He is presently assigned to teach the MPAS 572-573 Practical Applications in Medicine courses. Dr. Moss is certified by the Ameri-can Board of Surgery and a Fellow of the AmeriAmeri-can College of Surgeons. He is a member of honorary and professional societies, has published original data, and holds medical patents. He received his Doctor of Medicine degree from the University of Louisville and is recognized for contributions to his specialty and profession both in innovation and leadership.

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.

Our support staff includes Gregory S. Manning who serves as the full-time MPAS Office Ad-ministrator and Brad Hall who serves as the Clinical Coordinator.

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Clinical Preceptors - Standard A2.16

Standard A2.16 All instructional faculty serving as supervised clinical practice experience pre-ceptors must hold a valid license that allows them to practice at the clinical site.

You will be assigned to a Clinical Preceptor at each of your clinical sites while on rotation dur-ing the second year of the program. Your preceptor will set your schedule and guide you through the daily routine of each rotation. The MPAS program ensures that each Clinical Preceptor holds valid licensure for the state in which he or she practices.

PROGRAM ESSENTIAL FUNCTIONS

The University of the Cumberlands MPAS program is committed to the education of all qualified individuals, including persons with disabilities who, with or without reasonable accommodation, 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 MPAS program are followed by standards that apply to the professional discipline to which you have applied (see additional standards be-low). When a student’s ability to perform is compromised, the student must demonstrate alterna-tive 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, MPAS

A candidate for the University of the Cumberlands Master of Physician Assistant Studies pro-gram must have, at a minimum, demonstrably acceptable skills in observation, communication, motor, intellect and behavior/socialization. Reasonable accommodation for persons with docu-mented disabilities will be considered on an individual basis, but candidates must be able to per-form in an independent manner.

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 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 per-form procedures regularly required during a physical examination

 Sufficient skills to communicate verbally and in writing in 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 coursework  Sufficient intellectual ability to measure, calculate, reason, analyze, and synthesize, in the

context of medical problem-solving and patient care

 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

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 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

The Master of Science in Physician Assistant Studies Degree (MPAS) is earned through the continuous twenty-four-month program of studies consisting of 101 master’s level credit hours. These hours are divided into sixty-one credit hours of classroom focused instruction and forty credit hours of clinical rotations. A complete list of courses with course descriptions is located in the curriculum section.

Physician Assistant Program Expenses for Cohort 3 – Standard A3.14 f

Standard A3.14f The program must define, publish and make readily available to enrolled and prospective students general program information to include: f) estimates of all costs (tuition, fees, etc.) related to the program.

1. Program Tuition: 68,000

*First Year (May 2013- May 2014) 34,000 *Second Year (May 2014- May 2015) 34,000

TOTAL 68,000

*Estimated Tuition/Fees based on rates as of 2013-2014 academic year. Prices may in-crease for the 2014-2015 academic year. This price change will take effect on May 2014 for the summer term. Cost in all categories is subject to change without notice. The most current information on graduate level tuition can be obtained through the University Business Office.

2. Institutional Fees for Cohort 3: 1,900 *First Year (May 2013-May 2014) 950 *Second Year (May 2014-May 2015) 950 Total 1,900

*Fees include Malpractice Insurance Premiums, Lab Fees and Tech Fees. Price may be adjusted for the 2014-2015 academic year. Cost in all categories is subject to change without notice. The most current information on graduate level institutional fees can be obtained through the University Business Office.

3. Living, Transportation, and Conference Travel Expenses: Varies

Students are responsible for arranging their own housing accommodations, transporta-tion, and any expenses associated with relocations and travel to/from clinical assignments for clinical rotation courses. All Program participants can anticipate temporary relocation for at least one of their required clinical practice experiences during the final year of the Program. A campus parking permit ($15 per academic year) is required.

During both years, students will be attending one or two preselected Physician Assistant conferences. Students will be responsible for travel, conference registration fees, lodging, and meals during the conference.

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Each student will be required to purchase textbooks. The approximate cost will be $1500. Most of these resources will need to be purchased at the onset of the program and used throughout the duration of the 24 months.

A trainee subscription to UpToDate (~ $199.00 per year), an online evidence-based peer reviewed medical information resource, is also required. A one-time fee of $75 is re-quired for a TYPHON PAST membership (used for clinical experience tracking). Mem-bership into KAPA (one-time fee of $25) and AAPA (one-time fee of $75) is required. A one-time fee of 149.00 is required for the KAPLAN Qbank. Subscription and Dues will be provided through the institution and charged to the student’s account.

5. Personal Computer:

Each student must have a laptop computer for use throughout the program. 6. Medical Equipment:

Each student must purchase a high quality Stethoscope, a half length white lab coat, Tun-ing Fork 512 cycles, TunTun-ing Fork 256 cycles, and a reflex hammer The total cost of these items may range from $150 to $200.

7. Name Badge:

Students will be provided one student ID by the institution which will also serve as their ID badge for use in the clinic and at certain times in the didactic year.

8. Insurance: varies Medical Insurance:

All graduate level medical students participating in clinical rotations are required to have adequate medical insurance. Students must present evidence of an individual, family, or government plan with adequate coverage in order to waive out of the mandatory student health insurance policy.

It is the student’s responsibility to file the required waiver with the University of the Cumberlands Business Office by the required deadlines. If your waiver is not received by the required deadline, you will be enrolled and charged for our current student medical insurance plan.

*Changes to rates are determined in the Fall of each year. Malpractice Insurance:

Malpractice insurance premiums are included in the institutional fees. Worker’s Compensation Insurance:

Many clinical practice sites require students to provide proof of compensation coverage in addition to personal health insurance coverage. If assigned a clinical rotation at a fa-cility that mandates this added insurance, the cost of purchasing the required policy must be borne by the student.

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Each student must obtain and provide the Program with a copy of a cleared background check. This will need to be done once before matriculation and again before clinical rota-tions. The student is responsible for any costs associated with this background check. For further information about the process, please refer to the KY police webpage at:

http://www.kentuckystatepolice.org/background _check_forms.htm.

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 MPAS 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 MPAS 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.

MPAS 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.

Semester one: Total: 18 credit hours.

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MPAS 561 - Pharmacology I 2 credit hours MPAS 571 – Practical App. of Med. I 2 credit hours Semester two: Total: 18 credit hours.

MPAS 512 – Clinical Anatomy II 2 credit hours MPAS 542 - Clinical Medicine II 6 credit hours MPAS 562 - Pharmacology II 2 credit hours MPAS 552 – Pathology/Pathophysiology II 2 credit hours MPAS 532 - Physical Diagnosis II 2 credit hours MPAS 522 - Health Care Issues II 2 credit hours MPAS 572 – Practical App. of Med. II 2 credit hours Semester three: Total: 18 credit hours.

MPAS 513 – Clinical Anatomy III 2 credit hours MPAS 523 - Health Care Issues III 2 credit hours MPAS 533 – Physical Diagnosis III 2 credit hours MPAS 543 - Clinical Medicine III 6 credit hours MPAS 553 – Pathology/Pathophysiology III 2 credit hours MPAS 563 - Pharmacology III 2 credit hours MPAS 573 – Practical App. of Med. III 2 credit hours Semester four: Total: 16 clinical credit hours

Four clinical rotations (4 weeks each)

Semester five: Total: 16 clinical credit hours Four Clinical rotations (4 weeks)

Semester six: Total: 8 clinical credit hours plus 7 hours of coursework Two clinical rotations (4 weeks each)

MPAS 680 Professional Development 1 credit hour

MPAS 691 CAPSTONE 1 credit hour

MPAS 692 PANCE Review/Summation 5 credit hours Clinical rotations

MPAS 600- Family Medicine I 4 credit hours (4 weeks) MPAS 605- Family Medicine II 4 credit hours (4 weeks) MPAS 610- Emergency Medicine 4 credit hours (4 weeks) MPAS 620- Internal Medicine 4 credit hours (4 weeks)

MPAS 630- Pediatrics 4 credit hours (4 weeks)

MPAS 640- Psychiatry 4 credit hours (4 weeks)

MPAS 650- Surgery 4 credit hours (4 weeks) MPAS 660- Women’s Health 4 credit hours (4 weeks) MPAS 670- Clinical Elective I 4 credit hours (4 weeks) MPAS 675- Clinical Elective II 4 credit hours (4 weeks)

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Course Descriptions

MPAS 511 Clinical Anatomy I

Course Description: This course is part one in a series of three anatomy courses aligned with Clinical Medicine in a modular format. It provides an introduction to human anatomy and basic survey of the body. Students will learn basic concepts related to anatomy as well as examine human morphology and the fundamental relationships between the integument, HEENT, pulmo-nary, and cardiology systems with conceptual presentations of these regions of the human body. The clinical application of this knowledge is applied through case studies. Students will have ample time to explore anatomy during laboratory sessions using models and computer anatomy technology.

MPAS 512 Clinical Anatomy II

Course Description: This course is part two in a series of three anatomy courses aligned with Clinical Medicine II in a modular format. It builds upon concepts and systems studies in Clinical Anatomy I. Students will develop knowledge of anatomical concepts and examine human mor-phology and the fundamental relationships between gastrointestinal, renal, men’s anatomy, women’s anatomy, pediatrics, endocrine and hematological systems with conceptual presenta-tions of these regions of the human body. The clinical application of this knowledge is applied through case studies. Students will have ample time to explore anatomy during laboratory ses-sions using models and computer anatomy technology.

MPAS 513 Clinical Anatomy III

Course Description: This course is the final in a series of three anatomy courses aligned with Clinical Medicine in a modular format. It builds upon concepts and systems studies in Clinical Anatomy I and II. Students will build a comprehensive knowledge of anatomical concepts. They will examine human morphology and the fundamental relationships between neurologic and musculoskeletal modules with conceptual presentations of applicable regions of the human body. The clinical application of this knowledge is applied through case studies. Students will have ample time to explore anatomy during laboratory sessions using models and computer anatomy technology.

MPAS 521 Health Care Issues I

Course Description: The purpose of this course is to introduce the first semester PA student to the inner workings of the PA profession and research for physician assistants. Students will trace the history, development, and current status of the physician assistant profession. Students will explore the role of the physician assistant as part of the healthcare team. Students will become familiar with state and national legislation that governs the profession. This course will also in-troduce initial steps on a path toward learning to use research to inform medical reasoning (also known as evidence-based medicine). Students will continue to learn this skill throughout this program and throughout their career. Concepts addressed include: the diagnostic reasoning pro-cess, the use of relevant research evidence, and proper and adequate review and analysis of med-ical literature.

MPAS 522 Health Care Issues II

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practitioner. Students will develop counseling and preventive education skills that foster treat-ment compliance, promote positive change, and enhance ability to cope with pain and illness. Through this course students will gain a respect for self and others, a sense of professional re-sponsibility and integrity, and a commitment to patient welfare. Students will be given oppor-tunity to develop skills in the application of medical ethics to clinical cases. Students will learn stress management and how to ‘care for the caretaker’ when interacting with real life patient care issues. Students will also build upon their research and community involvement by continuing their community outreach project which was begun in Health Care Issues I.

MPAS 523 Health Care Issues III

Course Description: Health Care Issues III is designed to tie together concepts of professional responsibility, medical ethics, and research skills learned in the prior two classes. Students will also explore the topics of health care policy and medico-legal issues related to practicing medi-cine. Through this course, students will culminate sense of professional responsibility and integ-rity and a commitment to patient welfare. Students are given opportunity to develop skills in the application of medical ethics to clinical cases. Students will also build upon their research and community involvement by continuing the community outreach project which was begun in Health Care Issues I. Students will have an opportunity to integrate what they are learning into this project and give feedback.

MPAS 531 Physical Diagnosis I

Course Description: This is one of a series of three classes designed to teach methods of inter-viewing and obtaining a complete history and physical exam. In the first section, physical diag-nosis and proper examination techniques of problems relating to the systems covered in Clinical Medicine I will be covered. Those systems include: dermatology, otorhinolaryngology, ophthal-mology, cardiology, and pulmonology. Emphasis is placed on professionalism in the manner and approach to patients; sophistication in taking a history; expertise in the techniques of physical examination; the ability to integrate, correlate, and interpret the data obtained; and the ability to record findings accurately, succinctly, and in an organized, logical sequence. The students will have ample time to practice their skills among themselves with faculty observation and critique. Students will also be expected to self-assess their strengths and deficiencies, and seek out tutori-als and advice to remedy perceived problems. Opportunity will be given for students to present and document their findings and receive constructive criticism.

MPAS 532 Physical Diagnosis II

Course Description: This is part two in a series of courses where the student will acquire

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MPAS 533 Physical Diagnosis III

Course Description: This is the third course in a series of three where the student will acquire knowledge required to complete a thorough physical examination. Students will integrate the knowledge obtained in Clinical Medicine III coupled with laboratory sessions emphasizing the proper use of diagnostic equipment and technique for performing a comprehensive physical exam-ination. The semester will include the following modules: allergy and immunology, rheumatology, infectious and parasitic diseases, neurology, genetics, orthopedics, psychiatry, geriatrics and spe-cial topics. Emphasis is placed on professionalism in the manner and approach to patients; sophis-tication in taking a history; expertise in the techniques of physical examination; the ability to inte-grate, correlate, and interpret the data obtained; and the ability to record findings accurately, suc-cinctly, and in an organized, logical sequence. The students will have ample time to practice their skills among themselves with faculty observation and critique. Students will also be expected to self-assess their strengths and deficiencies, and seek out tutorials and advice to remedy perceived problems. Opportunity will be given for students to present and document their findings and re-ceive constructive criticism.

MPAS 541 Clinical Medicine I

Course Description: This is one of a series of three courses in the study of medicine that will be taught in succession a modular format aligned with the other courses in the PA program. The purpose of this course is for the first semester PA student to explore the common medical and surgical disorders encountered in general adult medicine pertaining to modules defined below. Through this course these students will be learn to integrate their knowledge to properly identify clinical presentation of defined illnesses; order appropriate diagnostic work-up; formulate an accurate diagnosis based on view of clinical presentation and interpretation of laboratory results; determine a viable acute and chronic care plans for the patients involved; understand and de-scribe the etiology and pathophysiology of the patient’s condition in common terms; understand how the condition is prevented and explain preventative techniques to the patient; identify where genetic inheritance may be involved and how that impacts the diagnosis and treatment of that patient; identify when and to what systems or specialties referral is appropriate; and demon-strate the ability to manage disorders pertaining to the following modules: dermatology,

HEENT, cardiology, and pulmonology. Through this course, students will develop a deeper curi-osity about the art and science of clinical medicine, a passion about the field of medicine, and learn the skills of self directed learning to accomplish appropriate care of patients.

MPAS 542 Clinical Medicine II

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MPAS 543 Clinical Medicine III

Course Description: The student will build upon the knowledge and skills attained in MPAS 542 to study the following modules: allergy and immunology, rheumatology, infectious and parasitic disease/tropical medicine, neurology, genetics, orthopedics, rheumatology, psychiatry, alternative medicine, geriatrics and special topics such as palliative care, occupational medicine, rehabilitative care, long term care. This is part three of a series of three courses in the study of medicine that will be taught in a modular format utilizing a combination of lecture and interactive techniques. It is designed to explore the common medical and surgical disorders encountered in general adult medi-cine. This will include: clinical presentation, acute care, etiology, pathophysiology, prevention, genetic involvement, diagnostic work-up, lab interpretation, appropriate referral, and management of disorders pertaining to the listed modules. Students will develop a deeper curiosity about the art and science of clinical medicine, a passion about the field of medicine, and perfect the skills of self directed learning.

MPAS 551 Pathology/Pathophysiology I

Course Description: The Pathology & Pathophysiology course series will combine lectures and student-centered learning for an in-depth exploration of this foundational science. Students will have the opportunity to reinforce and expand their knowledge-base beyond what they established as undergraduates. This course also intends to introduce motivated students to strategies for life-long learning in the basic and applied sciences. The primary focus will be on solidifying content pertinent to Physician Assistant practice, but current events and/or other applied physiology may be discussed. The studies of pathophysiology in this course will be aligned in a module format to what is being studied in clinical medicine. Modules include: dermatology, otororhinolaryngolo-gy/ophthalmology, cardiology, and pulmonology.

MPAS 552 Pathology/Pathophysiology II

Course Description: The Pathology & Pathophysiology course series will combine lectures and student-centered learning for an in-depth exploration of this foundational science. Students will have the opportunity to reinforce and expand their knowledge-base beyond what they established as undergraduates. This course also intends to introduce motivated students to strategies for life-long learning in the basic and applied sciences. The primary focus will be on solidifying content pertinent to Physician Assistant practice, but current events and/or other applied physiology may be discussed. The studies of pathophysiology in this course will be aligned in a module format to what is being studied in clinical medicine. Modules include: gastroenterology, nephrology, urol-ogy, men’s health, gynecolurol-ogy, obstetrics, pediatrics, endocrine, hematology and oncology. MPAS 553 Pathology/Pathophysiology III

Course Description: Students will learn integrative human physiology and pathophysiology in-volving the immune system, neurological, and musculoskeletal systems. Additionally, modules in rheumatology, infectious and parasitic diseases, genetics, psychiatry, alternative medicine, geriat-rics and special topics with an emphasis upon homeostatic mechanisms and the etiologies of dis-ease states.

MPAS 561 Pharmacology I

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to cardiology, and pulmonary disorders. Students will gain knowledge of pharmacokinetic prin-ciples of drug absorption, distribution and metabolism, and elimination. We will also cover an introduction to prescription writing and legal issues surrounding prescription writing. When completed with this series of courses students will acquiesce a working knowledge of commonly prescribed drugs, their pharmacological actions/properties, and classification

MPAS 562 Pharmacology II

Course Description: Building on the knowledge and skills obtained in Pharmacology I, this course will enhance pharmacologic and therapeutic principles in relation to patient treatment. Focus will be on the basic pharmacodynamic, pharacokenetic and phamacotherapeutic principles and pharmacologic agents of gastrointestinal, autacoids, local and parenteral anesthetics, men and women’s health, endocrine, renal, hematological and oncological disorders. We will also cover prescription writing of those medications.

MPAS 563 Pharmacology III

Course Description: Students will build upon the knowledge and skills obtained in MPAS 561 and 562. Combined lecture and active learning exercises are designed to develop the pharmacolog-ic and therapeutpharmacolog-ic skills that a physpharmacolog-ician assistant will need to enhance patient care in clinpharmacolog-ical prac-tice focusing on the following areas: Allergy and Immunology, Rheumatic

Diseases/Anti-inflammatories, Orthopedics/Pain Management, Infectious Diseases, Neurology, Psychiatric disor-ders, and Anti-Depressants. We will also cover prescription writing of those medications.

MPAS 571 Practical Applications in Medicine I

Course Description: This course introduces the application of medical procedures in the fields of general medicine, emergency medicine and general surgery. Skills are learned which are nec-essary to treat patients in a variety of routine, life threatening and surgical situations. Students learn appropriate diagnostic and hands on therapeutic and procedural measures relating to the following modules: Dermatology, HEENT, Cardiology, and Pulmonology. This class is taught using a variety of learning methods, including traditional lectures, case-based learning, simulated patient encounters, field experiences and laboratory exercises.

MPAS 572 Practical Applications in Medicine II

Course Description: This course builds upon previous acquisition of procedural and emergency care skills and focuses on applying that knowledge to additional emergency and surgical situa-tions. Students learn appropriate diagnostic, therapeutic, and surgical measures relating to the following modules: gastroenterology, nephrology, men’s health, OBGYN, pediatrics, endocri-nology, hematology and oncology. This class is taught using a variety of learning methods, in-cluding traditional lectures, case-based learning, simulated patient encounters, and laboratory exercises.

MPAS 573 Practical Applications in Medicine III

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pa-tient encounters, and laboratory exercises. Students will also learn principles of surgery including pre-operative, intra-operative, and post-operative care.

MPAS 680 – Professional Development / 1 Credit Hour Students will prepare to transition to the professional role by developing employment skills and learning about professional practice issues. Students will develop a framework necessary to achieve and maintain certification. MPAS 691 – Capstone / 1 Credit Hour Students synthesize knowledge and skills obtained dur-ing the program through successful completion of a summative evaluation (Objective Skills Clin-ical Evaluation) and a comprehensive written exam. By displaying competency in both analyz-ing and integratanalyz-ing patient data, students demonstrate skills necessary for competent PA practice. Students also develop individual clinical portfolios to provide a framework for lifelong learning. MPAS 692 – PANCE review / 5 Credit Hours This course prepares students for successful completion of the Physician Assistant National Certifying Examination (PANCE), necessary for entering medical practice. Students learn study strategies that lead to successful completion of board-style exams. Students are prepared to take a systems approach, integrating all aspects of medicine encountered in the practice of medicine. Topics also include typical clinical presenta-tion, etiology, pathophysiology, diagnostic work-up, lab interpretation and management of disor-ders.

MPAS 600/605 -- Family Medicine I /II (4 Credit Hours each). Due to the importance of primary care to the practice of a PA, students will rotate at an outpatient family medicine office for two four-week periods. The first rotation will count as MPAS 600, and the second for MPAS 605. Students will work under the supervision of a physician preceptor or his or her PA or NP designee(s). Students will start by shadowing the preceptor and then will evaluate patients by themselves, determining a potential treatment plan that will be discussed with the preceptor. By the time that the rotation is complete, the student should feel comfortable examining patients in an outpatient setting.

MPAS 610 -- Emergency Medicine (4 Credit Hours) This four-week rotation provides practi-cal clinipracti-cal experience in emergency medicine. Students engage in all aspects of patient care, in-cluding history, physical exam, treatment plan design and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized.

MPAS 620 -- Internal Medicine (4 Credit Hours) This four-week rotation will provide clinical experience in the pathophysiology, evaluation, diagnosis and management of systemic and chronic diseases and conditions unique to the practice of Internal Medicine. As a hospital based clerkship, the rotation will help the student to become proficient in the process of admission, in-patient care, discharge and disposition. Students will engage in all aspects of in-patient care from history and physical exam to treatment plan design and evaluation. Patient and family education will be stressed as they apply both to treatment plans and preventative issues.

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MPAS 640 -- Psychiatry (4 Credit Hours) This 4-week rotation will provide clinical experi-ence in psychiatry. Students will engage in all aspects of patient care from history gathering to treatment plan design and evaluation. Patient and family education will be stressed as they apply to treatment plans.

MPAS 650 -- Surgery (4 Credit Hours) This 4-week rotation will provide clinical experience in general surgery. Emphasis will be on preoperative evaluation and preparation of the surgical patient, proper surgical etiquette and techniques, intra-operative assisting techniques and post operative care Understanding of the surgical team member roles and operative procedures and the management postoperative patient and complications will engage in all aspects of patient care from history and physical exam to treatment plan design and evaluation including operative procedures. Patient and family education will be stressed as they apply both to treatment plans and after care / recovery.

MPAS 660 -- Women’s Health (4 Credit Hours) This 4-week rotation will provide clinical ex-perience in prenatal care, gynecology and in some practice settings, obstetrics. Students will en-gage in all aspects of patient care from history and physical exam to treatment plan design and evaluation. Patient and family education will be stressed as they apply both to treatment plans and preventative issues.

MPAS 670/675 -- Clinical Elective (4 Credit Hours) These rotations will provide clinical ex-perience in a specialty of medicine determined by the student. The purpose of these rotations is to allow students to explore more completely an area of interest in clinical medicine or surgery. Students will engage in all aspects of patient care for patients within that specialty’s patient pop-ulation from history and physical exam to treatment plan design and evaluation. Patient and family education will be stressed as they apply both to treatment plans and preventative issues.

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 Academic Coordinator, the Medical Director, and the Clinical Coordinator. This day-to-day administration of the program is ulti-mately under the oversight of the Vice President for Medical Services. Any appeals concerning program policies and procedures must be made in writing through this chain of administrative oversight.

Absence /Attendance/Timeliness – General Policy

Physician assistant education is intensive. In general, attendance is required at all MPAS pro-gram educational sessions. We recognize that situations beyond your control occasionally arise, but you should make every attempt to attend all scheduled sessions.

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course instructor on a case-by-case basis. Make-up examinations may be given in an alternate format.

Attendance and timeliness are important aspects of professional behavior. Students must report to all classes, laboratories, seminars, call-back days, clinical sites, and other scheduled activities on time. Timely return from designated breaks is required. Students must return messages from Program staff, faculty, Clinical Preceptors and clinical sites in a timely manner (i.e., in less than 36 hours). Students must submit all required assignments and forms on or before the designated date, and/or time, they are due. In formal classroom and clinical situations, students should ad-dress faculty and lecturers using the appropriate form of adad-dress (Professor/Doctor/Mr./Ms.). Under no circumstances are children allowed in the classrooms during formal lectures.

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 your Faculty Advisor at least 30 days in advance to discuss clearance.

Second Professional Year Contact the Director of Clinical Education and your 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 your Faculty Advisor or program secretary as soon as possible.

Second Professional Year Contact the program secretary, the Director of Clin-ical Education, and your ClinClin-ical 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.