Student Handbook 

2016 Edition

 

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TABLE OF CONTENTS

SECTION I - HPU PHYSICIAN ASSISTANT PROGRAM OVERVIEW .......................................... 2 

Purpose of the Student Handbook ............................................................................................................. 2 

The PA Profession .................................................................................................................................... 2 

Professional Competencies ....................................................................................................................... 3 

Accreditation ............................................................................................................................................. 6 

Mission/Vision Statements ....................................................................................................................... 7 

Program Goals .......................................................................................................................................... 7 

Program Learning Outcomes .................................................................................................................... 8 

Technical Standards .................................................................................................................................. 9 

Curriculum Overview ............................................................................................................................. 10 

Course Listing ......................................................................................................................................... 11 

Course Descriptions ................................................................................................................................ 12 

SECTION II – PROGRAM ADMINISTRATION ................................................................................ 23 

Administrative Offices ............................................................................................................................ 23 

Faculty and Staff ..................................................................................................................................... 23 

Tuition, Fees and Refunds ...................................................................................................................... 24 

Course Registration and Letters of Verification ..................................................................................... 24 

Transcripts............................................................................................................................................... 24 

Change of Personal Information ............................................................................................................. 24 

SECTION III – GENERAL POLICIES AND PROCEDURES ........................................................... 25 

Learning Management Systems/Electronic Hardware Requirements ..................................................... 25 

Academic Performance ........................................................................................................................... 25 

Promotion ................................................................................................................................................ 25 

Student Academic Records ..................................................................................................................... 25 

Challenging a Grade/Evaluation in the Academic Record ..................................................................... 26 

Attendance .............................................................................................................................................. 26 

Jury Duty and Religious Observance ...................................................................................................... 26 

Advisement ............................................................................................................................................. 26 

Non-academic Grievances ...................................................................................................................... 26 

SECTION IV – PROFESSIONAL CONDUCT ..................................................................................... 27 

Academic Honesty .................................................................................................................................. 27 

Professional Standards and Behaviors .................................................................................................... 28 

Etiquette and Social Media ..................................................................................................................... 28 

Professional Evaluations ......................................................................................................................... 28 

 

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Professional Attire & Identification ........................................................................................................ 28 

Drugs and Alcohol .................................................................................................................................. 28 

SECTION V – CLINICAL PHASE ........................................................................................................ 29 

Supervised Clinical Practice Experience ................................................................................................ 29 

Clinical Seminar ...................................................................................................................................... 53 

Summative Evaluation ............................................................................................................................ 54 

Master’s Project ...................................................................................................................................... 54 

SECTION VI – STUDENT SERVICES ................................................................................................. 55 

Financial Aid ........................................................................................................................................... 55 

Student Employment ............................................................................................................................... 55 

Student Health & Health Insurance ........................................................................................................ 55 

Malpractice Insurance ............................................................................................................................. 55 

Specialized Training ............................................................................................................................... 55 

Background Checks and Drug Screening ............................................................................................... 56 

Hazardous Exposures .............................................................................................................................. 56 

SECTION VII – SCHOOL FACILITIES AND SUPPORT SERVICES ............................................ 57 

Smith Library .......................................................................................................................................... 57 

Student Lounge ....................................................................................................................................... 57 

Copying Facilities ................................................................................................................................... 57 

Identification Badges .............................................................................................................................. 58 

SECTION VIII – STUDENT ORGANIZATIONS ................................................................................ 59 

American Academy of Physician Assistants........................................................................................... 59 

North Carolina Academy of Physician Assistants .................................................................................. 60 

SECTION IX – COMMUTING, PARKING, AND SAFETY .............................................................. 61 

Parking Permits ....................................................................................................................................... 61 

Building Security and Security Issues .................................................................................................... 61 

Inclement Weather .................................................................................................................................. 62 

SECTION X – GLOSSARY OF TERMS ............................................................................................... 63 

SECTION XI – PROGRAM POLICIES ................................................................................................ 67 

 

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SECTION I - HPU PHYSICIAN ASSISTANT PROGRAM OVERVIEW

Purpose of the Student Handbook The High Point University Department of Physician Assistant Studies (DPAS) Student Handbook is provided to all students in order to properly inform them about High Point University, Congdon School of Health Sciences (CSHS), Norcross Graduate School, and PA Program policies, procedures and structure. While we have attempted to provide the most accurate information possible, policies and procedures at all levels, as well as instructor assignments and curriculum, are subject to change. When issues arise concerning University, CSHS or Graduate School policies, those offices should be consulted directly and the DPAS should be notified if there are any discrepancies between information given to students by these offices and the information that is provided in this handbook. DPAS staff will be happy to serve as liaison in such consultations. High Point University actively supports equality of educational opportunity and a diverse student population. No person will be denied admission to the Master of Physician Assistant Studies (MPAS) program on the basis of any legally prohibited factor. It should be noted, however, that all admitted students need to be able to perform at the level of the Technical Standards described below. Some policies are critical to successful student performance; students will be required to confirm understanding of these policies by signature of affirmation. If students have any questions about these policies prior to signing, they are advised to consult with the Department Chair/Program Director. The PA Profession Physician Assistants (PAs) are health-care professionals who are licensed by their state to practice medicine as an integral part of a physician-led team. Physician assistants function autonomously in making patient care decisions based upon a medical model of practice. This includes taking medical histories, performing physical examinations, ordering and interpreting diagnostic tests, performing diagnostic and therapeutic procedures and developing patient management plans as delegated by the supervising physician. Physician assistants work in both primary and specialty care including surgically-based practices in a wide range of health care delivery settings. PAs may also be involved in medical research, medical education and health care administration at various levels. All 50 states have enacted legislation granting prescriptive privileges to PAs. The physician-PA team enhances both access to and delivery of high quality health care. PAs must possess strong cognitive and skill-based attributes and must function with the highest ethical standards in the delivery of health care to their patients. The attitudes that PAs must possess in their role as health care providers is best summed up by the “Statement of Values of the PA Profession”, adopted by the American Academy of Physician Assistants:

Physician assistants hold as their primary responsibility the health, safety, welfare, and dignity of all human beings.

Physician assistants uphold the tenets of patient autonomy, beneficence, non-maleficence, and

justice.

Physician assistants recognize and promote the value of diversity.

 

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Physician assistants treat equally all persons who seek their care.

Physician assistants hold in confidence the information shared in the course of practicing medicine.

Physician assistants assess their personal capabilities and limitations, striving always to improve

their medical practice.

Physician assistants actively seek to expand their knowledge and skills, keeping abreast of advances in medicine.

Physician assistants work with other members of the health care team to provide compassionate

and effective care of patients.

Physician assistants use their knowledge and experience to contribute to an improved community.

Physician assistants respect their professional relationship with physicians.

Physician assistants share and expand knowledge within the profession. Professional Competencies The National Commission on Certification of Physician Assistants (NCCPA) led an effort with three other national PA organizations (Accreditation Review Commission on Education for the Physician Assistant (ARC-PA), American Academy of Physician Assistants (AAPA), and Physician Assistant Education Association (PAEA) -- formerly Association of Physician Assistant Programs (APAP) -- to define PA competencies in response to similar efforts conducted within other health care professions and the growing demand for accountability and assessment in clinical practice. The resultant document, Competencies for the Physician Assistant Profession, provided a foundation from which physician assistant organizations and individual physician assistants could chart a course for advancing the competencies of the PA profession. Introduction This document serves as a map for the individual PA, the physician-PA team, and organizations committed to promoting the development and maintenance of professional competencies among physician assistants. While some competencies will be acquired during formal PA education, others will be developed and mastered as physician assistants progress through their careers. The PA profession defines the specific knowledge, skills, attitudes, and educational experiences requisite for physician assistants to acquire and demonstrate these competencies. The clinical role of PAs includes primary and specialty care in medical and surgical practice settings. Professional competencies for physician assistants include the effective and appropriate application of medical knowledge, interpersonal and communication skills, patient care, professionalism, practice-based learning and improvement, and systems-based practice. Patient-centered, physician assistant practice reflects a number of overarching themes. These include an unwavering commitment to patient safety, cultural competence, quality health care, lifelong learning, and professional growth. Furthermore, the profession’s dedication to the physician-physician assistant team benefits patients and the larger community.

 

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Medical Knowledge Medical knowledge includes the synthesis of pathophysiology, patient presentation, differential diagnosis, patient management, surgical principles, health promotion, and disease prevention. Physician assistants must demonstrate core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care in their area of practice. In addition, physician assistants are expected to demonstrate an investigative and analytic thinking approach to clinical situations. Physician assistants are expected to understand, evaluate, and apply the following to clinical scenarios:

evidence-based medicine scientific principles related to patient care etiologies, risk factors, underlying pathologic process,

and epidemiology for medical conditions signs and symptoms of medical and surgical conditions appropriate diagnostic studies management of general medical and surgical conditions to include pharmacologic and other

treatment modalities interventions for prevention of disease and health promotion/maintenance screening methods to detect conditions in an asymptomatic individual history and physical findings and diagnostic studies to formulate differential diagnoses

Interpersonal & Communications Skills Interpersonal and communication skills encompass the verbal, nonverbal, written, and electronic exchange of information. Physician assistants must demonstrate interpersonal and communication skills that result in effective information exchange with patients, patients’ families, physicians, professional associates, and other individuals within the health care system. Physician assistants are expected to:

create and sustain a therapeutic and ethically sound relationship with patients

use effective communication skills to elicit and provide information

adapt communication style and messages to the context of the interaction

work effectively with physicians and other health care professionals as a member or leader of a health care team or other professional group

demonstrate emotional resilience and stability, adaptability, flexibility, and tolerance of ambiguity and anxiety

accurately and adequately document information regarding care for medical, legal, quality, and financial purposes

Patient Care Patient care includes patient- and setting-specific assessment, evaluation, and management. Physician assistants must demonstrate care that is effective, safe, high quality, and equitable. Physician assistants are expected to:

work effectively with physicians and other health care professionals to provide patient-centered care

demonstrate compassionate and respectful behaviors when interacting with patients and their families

obtain essential and accurate information about their patients make decisions about diagnostic and therapeutic interventions based on patient information and

preferences, current scientific evidence, and informed clinical judgment develop and implement patient management plans counsel and educate patients and their families

 

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perform medical and surgical procedures essential to their area of practice provide health care services and education aimed at disease prevention and health maintenance use information technology to support patient care decisions and patient education

Professionalism Professionalism is the expression of positive values and ideals as care is delivered. Foremost, it involves prioritizing the interests of those being served above one’s own. Physician assistants must acknowledge their professional and personal limitations. Professionalism also requires that PAs practice without impairment from substance abuse, cognitive deficiency or mental illness. Physician assistants must demonstrate a high level of responsibility, ethical practice, sensitivity to a diverse patient population, and adherence to legal and regulatory requirements. Physician assistants are expected to demonstrate:

understanding of legal and regulatory requirements, as well as the appropriate role of the physician assistant

professional relationships with physician supervisors and other health care providers respect, compassion, and integrity accountability to patients, society, and the profession commitment to excellence and on-going professional development commitment to ethical principles pertaining to provision or withholding of clinical care,

confidentiality of patient information, informed consent, and business practices sensitivity and responsiveness to patients’ culture, age, gender, and abilities self-reflection, critical curiosity, and initiative healthy behaviors and life balance commitment to the education of students and other health care professionals

Practice-based Learning & Improvement Practice-based learning and improvement includes the processes through which physician assistants engage in critical analysis of their own practice experience, the medical literature, and other information resources for the purposes of self- and practice-improvement. Physician assistants must be able to assess, evaluate, and improve their patient care practices. Physician assistants are expected to:

analyze practice experience and perform practice-based improvement activities using a systematic methodology in concert with other members of the health care delivery team

locate, appraise, and integrate evidence from scientific studies related to their patients’ health apply knowledge of study designs and statistical methods to the appraisal of clinical literature and

other information on diagnostic and therapeutic effectiveness utilize information technology to manage information, access medical information, and support

their own education recognize and appropriately address personal biases, gaps in medical knowledge, and physical

limitations in themselves and others Systems-based Practice Systems-based practice encompasses the societal, organizational, and economic environments in which health care is delivered. Physician assistants must demonstrate an awareness of and responsiveness to the larger system of health care to provide patient care that balances quality and cost, while maintaining the primacy of the individual patient. PAs should work to improve the health care system of which their practices are a part. Physician assistants are expected to:

 

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effectively interact with different types of medical practice and delivery systems understand the funding sources and payment systems that provide coverage for patient care and

use the systems effectively practice cost-effective health care and resource allocation that does not compromise quality of

care advocate for quality patient care and assist patients in dealing with system complexities partner with supervising physicians, health care managers, and other health care providers to

assess, coordinate, and improve the delivery and effectiveness of health care and patient outcomes

accept responsibility for promoting a safe environment for patient care and recognizing and correcting systems-based factors that negatively impact patient care apply medical information and clinical data systems to provide effective, efficient patient care

recognize and appropriately address system biases that contribute to health care disparities apply the concepts of population health to patient care

Accreditation

The ARC-PA has granted Accreditation-Provisional status to the High Point University Physician Assistant Program sponsored by High Point University.

Accreditation-Provisional is an accreditation status granted when the plans and resource allocation, 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.

 

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Mission/Vision Statements Mission The mission of the High Point University Physician Assistant Studies program is to deliver a student- centered, experiential learning curriculum grounded in high academic and ethical standards. The program strives to develop compassionate physician assistants who are self-directed lifelong learners prepared to provide evidence-based, patient-centered care as members of an interprofessional health care team. Vision The vision of the High Point University Physician Assistant Studies Program is to be a national leader in Physician Assistant education recognized for excellence in curriculum innovation, scholarship, community engagement and research. Program Goals

Admissions

1. Goal: Recruit highly qualified applicants.

Curriculum 2. Goal: Deliver a curriculum that ensures that all graduates possess the requisite knowledge and

skills for entry to PA practice.

Meeting PA Workforce Needs 3. Goal: Educate Physician Assistants in a generalist model prepared to practice in a variety of

health care settings and disciplines.

Professional and Community Engagement 4. Goal: Engage faculty, staff, and students in active and on-going professional, scholarly, and

community engagement activities.

 

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Program Learning Outcomes

High Point University Department of Physician Assistant Studies Graduates will possess the knowledge, skills, and attitudes necessary to demonstrate entry-level proficiency in the following program learning outcomes. (Cognitive, Psychomotor, Affective) 1. Perform focused histories and physicals on patients across the life span and in a variety of health care delivery settings. (P) 2. Formulate a differential diagnosis based upon the patient history and physical exam and recommend the proper diagnostic studies. (C) 3. Diagnose common medical and behavioral problems likely to be seen in a primary care setting. (C) 4. Diagnose potentially life- or function-threatening medical and behavioral problems likely to be seen in a primary care setting. (C) 5. Develop, implement and monitor management plans for emergent, acute, chronic or ongoing conditions including pharmacological and non-pharmacological approaches, surgery, counseling, therapeutic procedures and rehabilitative therapies. (C) 6. Accurately and concisely communicate the findings of a given patient encounter in written and oral forms to all members of the health care team. (P) 7. Demonstrate sensitivity and empathy regarding the emotional, cultural and socioeconomic aspects of the patient, the patient’s condition and the patient’s family. (A) 8. Communicate in a patient-centered and culturally responsive manner to accurately obtain, interpret and utilize subjective information and construct a patient-centered management plan. (A) 9. Provide advocacy and support to assist patients in obtaining quality care and in dealing with the complexities of health care delivery systems. (A) 10. Demonstrate professional behaviors to the highest ethical and legal standards in all encounters by recognizing professional limitations, consulting with other health care providers, and directing patients to the appropriate community resources. (A) 11. Critically evaluate the medical literature, use current practice guidelines and apply the principles of evidence-based medicine to the care of patients. (C) 12. Educate patients in health promotion and disease prevention and demonstrate a working knowledge of all tiers of preventive medicine in patient interactions. (P) 13. Perform the clinical procedures common to primary care, including: strep testing, urinalysis, collection of culture specimens, injections, wound/burn dressings, venipuncture, processing blood sample for hematocrit, evaluating a peripheral smear, reading EKGs, evaluating pulmonary function tests, reading chest and skeletal x-rays, performing pelvic exams and PAP smears, starting IVs, splinting and casting, joint aspiration, EEG reports and laceration repair. (P)

 

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Technical Standards

The HPU Physician Assistant Program is a rigorous and intense program that places specific requirements and demands on all students enrolled in the program. The minimum technical standards establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level physician assistant. In the event an applicant is unable to fulfill these technical standards prior to or any time after admission, with or without reasonable accommodation, the student will not be allowed to enter or progress within the program. Candidates for admission and students within the Physician Assistant program must possess aptitude, ability, and skills as follows:

Observation: A candidate must be able to: 1. Observe demonstrations and visual presentations in lectures and laboratories. 2. Observe patients accurately and completely both at a distance and closely.

This standard requires functional vision, hearing, and somatic sensation. Communication: A candidate must be able to:

1. Perceive nonverbal communication, speak intelligibly, hear sufficiently, and observe patients in order to elicit information.

2. Elicit and transmit patient information in oral and written English to members of the healthcare team.

3. Communicate effectively and sensitively with patients. 4. Demonstrate reading skills at a level sufficient to accomplish curricular requirements and

provide clinical care for patients. 5. Be capable of completing appropriate medical records and documents in the written and

electronic form in a thorough and timely manner. Sensory and Motor Coordination and Function: A candidate must:

1. Possess motor skills sufficient to directly perform palpation, percussion, auscultation, and other basic diagnostic procedures.

2. Be able to execute motor movements required to provide basic medical care. Examples of basic medical care include but are not limited to: airway management, placement of catheters, suturing, phlebotomy, application of sufficient pressure to control bleeding, simple obstetrical maneuvers, etc. (Such actions require coordination of gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision).

3. Be able to manipulate equipment and instruments to perform basic laboratory tests and procedures.

4. Be able to transport themselves from one location to another in a timely fashion in order to facilitate patient care responsibilities and necessary to receive educational training.

Intellectual-Conceptual, Integrative and Quantitative Abilities: Problem solving is the critical skill demanded of Physician Assistants. This requires that students have the ability to measure, calculate, reason, analyze, and synthesize. A candidate must:

1. Be able to incorporate new information from peers, teachers, and the medical literature in formulating diagnoses and plans.

2. Be able to independently access and interpret medical histories or files. 3. Identify significant findings from history, physical examination, and laboratory data. 4. Provide a reasoned explanation for likely diagnoses and prescribed medications and therapy. 5. Recall and retain information in an efficient and timely manner.

 

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Behavioral and Social Attributes: A candidate must: 1. Possess the ability to use their intellectual capacity, exercise good judgment, and promptly

complete all responsibilities attendant to the diagnosis under potentially stressful and/or emergency circumstances.

2. Be able to accept criticism and respond by appropriate modification of behavior. 3. Be able to develop mature, sensitive, and effective relationships with patients and colleagues. 4. Have a high level of compassion for others with sufficient interpersonal skills to interact

positively with people from all levels of society, all ethnic backgrounds, and all belief systems.

5. Be able to adapt to changing environments and to learn in the face of uncertainties inherent in the practice of medicine.

6. Be able to use supervision appropriately and act independently, when indicated. Technological compensation can be made for some disabilities in certain areas, but a candidate should be able to perform in a reasonably independent manner. Curriculum Overview Introduction In order to develop the cognitive, psychomotor and affective skill set requisite for the practice of medicine as a physician assistant, the Principal Faculty of the program, under the leadership of the Program Director, developed a highly integrated and experiential curriculum designed to provide an immersion experience for students. The 27 month PA Program course of study is divided into a 15 month didactic phase and a 12 month clinical phase. The clinical phase also includes an evidence-based Master’s project. Self-directed learning is a key component of the curriculum. Didactic Phase The didactic phase of the program is an intensively integrated course of study. While there are a series of individual courses that students must take, the knowledge, skills and attitudes developed are interwoven throughout all parts of the curriculum. The didactic phase centers around “Clinical Decision Making”, a series of courses taught using an organ system approach through the lifespan and illustrating the standards of care across the gamut of health care delivery venues. In the didactic phase, interactive lecture, student presentations and small group formats are used to deliver the curriculum, highlighted by distinct experiential activities including problem-based learning, clinical simulation, and standardized patients. The “Clinical Decision Making” series is supported by courses in Pathophysiology, Pharmacology/ Pharmacotherapeutics, Evidence-based Medicine, History and Physical Examination and Clinical Methods and Procedures to provide an integrated learning experience. Clinical Phase During the clinical year, students experience seven required five-week rotations in: family medicine, inpatient medicine, emergency medicine, general surgery, pediatrics, women’s health and behavioral medicine. Students will further explore additional clinical interests by selecting two elective rotations of their choice. Each elective rotation will be 5 weeks in length and can be an additional rotation in one of the required areas in which students have a particular interest or in other areas or sub-specialties of medicine, as available. Students meet at the end of each rotation to discuss and present experiences in seminar format and take an objective-based end-of-rotation exam. At the conclusion of the clinical phase, students should be ready to sit for and pass the Physician Assistant National Certifying Exam (PANCE) administered by the NCCPA.

 

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Course Listing

Course Number

Course Name Credits

PAS 5101 Gross Anatomy 5 PAS 5103 Fundamentals of the Medical Profession 1 PAS 5107 Applied Biomedical Science 4 PAS 5111 Population Health 2 PAS 5151 Health Care Provider Communication 2 PAS 5203 Health Care Ethics and Policy 1 PAS 5205 Interprofessional Seminar I 1 PAS 5211 Evidence-based Medicine I 1 PAS 5221 Pathophysiology I 2 PAS 5231 Clinical Decision Making I 7 PAS 5241 Pharmacology and Pharmacotherapeutics I 2 PAS 5251 History and Physical Examination I 2 PAS 5261 Clinical Methods and Procedures I 2 PAS 5305 Interprofessional Seminar II 1 PAS 5307 Fundamentals of Surgery 1 PAS 5311 Evidence-based Medicine II 1 PAS 5321 Pathophysiology II 2 PAS 5331 Clinical Decision Making II 7 PAS 5341 Pharmacology and Pharmacotherapeutics II 2 PAS 5351 History and Physical Examination II 2 PAS 5361 Clinical Methods and Procedures II 2 PAS 5401 Introduction to Clinical Education 1 PAS 5411 Evidence-based Medicine III 1 PAS 5421 Pathophysiology III 2 PAS 5431 Clinical Decision Making III 7 PAS 5441 Pharmacology and Pharmacotherapeutics III 2 PAS 5451 History and Physical Examination III 2 PAS 5461 Clinical Methods and Procedures III 2 PAS 6103 Clinical Seminar I 1 PAS 6110 Family Medicine 4 PAS 6120 Inpatient Medicine 4 PAS 6130 Emergency Medicine 4 PAS 6140 General Surgery 4 PAS 6150 Pediatrics 4 PAS 6160 Women’s Health 4 PAS 6170 Behavioral Medicine 4 PAS 6175 Elective I 4 PAS 6176 Elective II 4 PAS 6199 Masters Project I 1 PAS 6203 Clinical Seminar II 1 PAS 6299 Masters Project II 1 PAS 6303 Clinical Seminar III 1 PAS 6399 Master’s Project III 1

 

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Course Descriptions

PAS 5101 – Gross Anatomy (5 credits) This course is designed to familiarize the student with the clinically relevant aspects of human anatomy via an in-depth examination of anatomical structure and function. In addition to regional gross human anatomy, the course will also cover selected topics in the areas of histology and embryology related to the structures of the selected regions. Emphasis is placed on relationship of structure and normal variants with clinical correlation to pathology and disease presentation. The laboratory component of this course focuses attention on spatial relationships, anatomic variation, and relationship of organ systems. The lecture and lab sections correlate with the Applied Biomedical Science course that runs concurrently. The knowledge gained in this course will be essential for success in future courses in Clinical Decision Making and History and Physical Examination, as well as in the Clinical Phase of the Program. Prerequisite: Admission to the PA program PAS 5103 – Fundamentals of the Medical Profession (1 credit) This course is designed to aid students in the transition into the medical profession and serves as an introduction to professional practice issues. Areas of discussion include history of the physician assistant profession, the PA-Physician team, professional organizations, health information technology, and intellectual honesty and professional conduct. The knowledge gained in this course will be essential to success in the experiential components of the Clinical Decision Making courses as well as in the Clinical Phase of the program. Prerequisite: Admission to the PA program PAS 5107 – Applied Biomedical Science (4 credits) This course is designed to run concurrently and complement anatomy lectures by providing scientific concepts and skills specific to the practice of medicine. Areas of study to include:

o Surface Anatomy and physical examination: to include palpation: feeling internal structures through the skin and living anatomy: palpation of arterial pulses, skeleton, muscles and blood vessels, sounds of the heart and lungs. Demonstration of competency in identifying clinically important anatomic features.

o Histology: To provide a basic understanding of the structural organization of tissues. Designed to bridge anatomic principles with the diagnosis of disease states including; vascular diseases, liver disease, kidney disease and others that reveal themselves at the cellular level and are diagnosed by using histological techniques.

o Cell Biology: To provide a basic understanding of the medical aspects of cellular activity in the human body. Designed to provide the basic knowledge necessary to understand the alterations that occur at the level of individual cells in disease states.

o Radiologic Imaging: Designed to utilize imaging modalities to describe normal anatomy and radiological findings.

The knowledge gained in this course will be essential to success in the Clinical Decision Making courses as well as in the Clinical Phase of the program. Prerequisite: Admission to the PA program PAS 5111 – Population Health (2 credits) This course is designed to provide an overview of population health including review of the public health system, introduction to core epidemiology principles, identifying best practices for health promotion and disease prevention, and understanding the primary social determinants of health and their role in creating health inequities within the US. The root causes of inequities in health outcomes and the relative effectiveness of the health care system in caring for all patients will be explored. The course will focus on the roles of history, power, privilege and structural inequality and its relation to the health of populations. Students will learn how to identify vulnerable populations and to respond to the health

 

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disparities vulnerable groups often experience. They will learn the role of cultural competence in health care provision and develop the skills to capably provide patient-centered care across cultural boundaries. Additionally they will learn about the effects of emerging global health concerns on health care locally and globally. Concepts mastered in this course will be essential to success in the experiential components of the Clinical Decision Making series of courses, as well as in the Clinical Phase of the program. Prerequisite: Admission to the PA program PAS 5151 – Health Care Provider Communication (2 credits) This course is designed to teach students the fundamentals of patient-centered communication skills, components of the medical interview, basic counseling and patient education techniques, respect for the patient as an individual and behavioral change counseling strategies. These five components are learned in a layered fashion and reinforced through the introduction to writing a medical narrative. The knowledge and skills gained in this course will be essential to success in the History and Physical Examination series of courses, the Clinical Decision Making series of courses and the Clinical Phase of the program. Prerequisite: Admission to the PA program PAS 5203 – Health Care Ethics and Policy (1 credit) This course is designed to introduce students to health care ethics, law and policy. Students learn to appreciate the inseparable relationship between medicine and ethics, recognize key ethical obligations and challenges common in medical practice, identify sources of ethical value commonly used in ethical reasoning, and apply a systematic approach to clinical ethical practice. Students explore ways in which health care policy, legislation, and care delivery models impact the practice of medicine and provision of health care to the US population. Knowledge of concepts gained in this course will be essential to success in the experiential components of the Clinical Decision Making series of courses as well as in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of summer coursework PAS 5205 – Interprofessional Seminar (1 credit) This course is the first in a series designed to help the PA student understand the roles of various health professions, especially those represented at High Point University. During the course of their careers, professional PAs will interact with many diverse technicians, therapists and technologists all of whom have important roles to play in the care of patients. The American Medical Association currently recognizes over 80 professions in the health care field. In this course, students will have direct interaction with students and faculty from other health professions. They will discuss roles and review perceptions of important health care issues. The initial focus of this course will be the analysis of peer-reviewed journal articles that have a wide range of interest across medical specialties and health care fields. The skills gained in this course will be essential to success in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of summer coursework PAS 5211 – Evidence-based Medicine I (1 credit) This is the first in a series of three courses. Students will participate in a focused review of the basic concepts of research design and statistics as they apply specifically to the medical research literature, in order to form a basis for sound, evidence-based, high-value/cost-conscious based, clinical decision making. This course is designed to teach students the core elements of evidence-based medicine including developing clinical questions, searching the medical literature, appraising the literature, and applying evidence appropriately to the care of an individual patient. These four elements will be explored based on the types of clinical questions including etiology/harm, diagnosis, therapy, prognosis with additional attention spent critiquing systematic reviews and treatment guidelines. Components are learned in a layered fashion and reinforced through the application to specific case vignettes. This course supports the development of professional oral and written communication skills in preparation for the Master’s

 

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Project. The knowledge gained in this course will also be critical to success in the Clinical Decision Making series of courses as well as in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of summer coursework PAS 5221 - Pathophysiology I (2 credits) This is the first in a series of courses designed to run concurrently and complement Clinical Decision Making I, Pharmacology and Pharmacotherapeutics I and Evidence-based Medicine by providing insights into molecular and pathophysiologic mechanisms of disease that inform evidence-based medical practice and pharmacotherapeutics. A working understanding of basic human physiology is assumed as a prerequisite. Areas of study will include:

o Immunology: A review of basic immunology and basic pathophysiologic derangements of the immune system including: innate and adaptive immunity, B- and T-cell development and effector function, hypersensitivity and clinical immunology. Connections will be made to select rheumatologic, dermatologic, hematologic and auto-immune conditions.

o Genetics: A review of the organization and function of the human genome as well as common genetic diseases. Pathophysiology vis-à-vis abrogation of genetic mechanisms will be a focus of this portion of the course. A strong working understanding of cell biology as introduced in the “Applied Biomedical Science” course is a prerequisite.

o Infectious Disease: Identification and recognition of common pathogens by age group and body system will be the primary focus of this portion of the course.

This course will serve as a foundation for understanding the clinical presentation of genetic, immunologic and infectious diseases in Clinical Decision Making I, II, and III as well as in the Clinical Phase of the curriculum. Prerequisite: Successful completion or remediation of summer coursework PAS 5231 – Clinical Decision Making I (7 credits) This is the first in a series of courses designed to provide an intensive study of human diseases and disorders, using a lifespan approach from pediatrics to geriatrics, in the areas of clinical medicine including epidemiology, etiology, historical data, clinical manifestations, progression, therapeutic management, prevention, laboratory medicine, and prognosis. Emphasis will be on disease processes common to primary care practices, and the development of differential diagnoses and plan based upon the patient's clinical presentation. We will also focus on critical disease processes which may be threatening to life or function. Students will acquire problem-focused evaluation, diagnosis and patient management skills. This course will begin with an introduction to Pediatrics, Geriatrics and Emergency Medicine providing students with a foundation of knowledge that will be integrated throughout the series of CDM courses. Concomitant study of pathophysiology will acquaint students with genetic and immunologic mechanisms of disease. Specific organ system-based areas of study will include Oncology, Hematology, Rheumatology, Infectious Disease and Dermatology. Students will be expected to apply knowledge obtained in pathophysiology, pharmacology, clinical skills and procedures and evidence-based medicine to these specific areas of study. Mastery of the concepts and topics in this course will be critical to successful performance in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of summer coursework PAS 5241 - Pharmacology and Pharmacotherapeutics I (2 credits) This course is designed to run concurrently with and complement Clinical Decision Making I. It is the first in a series of courses designed to develop the skills and knowledge base related to the principles of pharmacology as they pertain to therapeutic agents, both prescription and non-prescription. Major principles of pharmacodynamic and pharmacokinetic properties will initially be reviewed, followed by an introduction to pharmacogenetics and pharmacogenomics. Subsequent discussion will include the principal mechanisms of action of the major classes of therapeutic agents, understanding of dynamic and

 

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kinetic properties, uses, side effects, and toxicities. Emphasis will be placed on the principles of altered dynamic/kinetic properties related to age, race, ethnicity and genetics as well as cost/benefit of pharmacological interventions including patient education with regards to drug administration, potential adverse side effects and drug-drug and drug-food interactions. Students will also become familiar with prescription writing and the laws governing this privilege in North Carolina. Areas of study will include Oncology, Hematology, Rheumatology, Infectious Disease and Dermatology. Skills developed in this course will be critical in progressing through the clinical phase of the program. Prerequisite: Successful completion or remediation of summer coursework PAS 5251 – History and Physical Examination I (2 credits) This is the first in a series of courses designed to develop knowledge and skills required to obtain and record the complete medical history and perform a physical examination. This includes use of appropriate diagnostic equipment, proper examination techniques, and the use of accurate medical terminology to document findings. Emphasis is placed on developing skills in recognition of the “range of normal” physical findings. The course emphasizes patient-centered interviewing, acquiring a medical database, and performing a comprehensive physical examination. A combination of lectures, discussion, case studies and performance skills labs will be used to present and practice the necessary concepts and skills. Lab sessions are used to optimize teaching of concepts. The student will be required to demonstrate Competency Based Learning during the performance of the required procedures and skills. In the laboratory section of this course the emphasis is in “hands-on” experiences in which students practice and perform select procedures on classmates, simulated patients, models, and/or partial task trainers. Prerequisite: Successful completion or remediation of summer coursework PAS 5261 – Clinical Methods and Procedures I (2 credits) This is the first in a series of courses designed to develop a functional understanding of the appropriate uses and interpretations of clinical diagnostic testing, and is designed to complement the content covered in Clinical Decision Making and Pathophysiology. The course provides a foundation of clinical skills and diagnostic modalities to prepare the student for common professional responsibilities and practices in patient care. Course content includes theory and practice of selected clinical laboratory techniques and procedures, with emphasis on effective utilization of the clinical laboratory in the diagnosis and management of disease states. Students learn to select, perform, interpret and evaluate clinical laboratory imaging and other diagnostic tests used for diagnosing, treating, and managing patient needs. In the laboratory section of this course the emphasis is in “hands-on” experiences in which students practice and perform select procedures on classmates and/or partial task trainers. Simulations and models will also be utilized. Mastery of the concepts developed in this course will be critical to success in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of summer coursework PAS 5305 – Interprofessional Seminar II (1 credit) This is the second of two courses designed to help the PA student understand the roles of various health professions, especially those represented at High Point University. During the course of their careers, professional PAs will interact with many diverse technicians, therapists and technologists all of whom have important roles to play in the care of patients. The American Medical Association currently recognizes over 80 professions in the health care field. In this course, students will have direct interaction with students and faculty from other health professions. They will discuss roles and review perceptions of important health care issues. The initial focus of this course will be the analysis of peer-reviewed journal articles that have a wide range of interest across medical specialties and health care fields. The course will convene once monthly for a single 2-hour time slot. The skills gained in this course will be essential to success in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of fall coursework

 

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PAS 5307 – Fundamentals of Surgery (1 credit) This course is designed to introduce the student to basic skills and concepts needed in the surgery rotation. The surgery rotation and the skills contained therein are required competencies for successful completion of the program. The primary focus will be on the skills needed for competent presence in the surgical suite as well as the pre-, intra- and post-operative care of the surgical patient. Selected surgical conditions will be selected as prototypes for the study of pathophysiology, clinical presentation and identification of surgical problems. Surgical techniques and procedures, including common outpatient and emergency interventions will also be addressed. Additionally, anesthetic techniques will be reviewed. Mastery of the skills and concepts presented in this course will be critical to success in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of fall coursework PAS 5311 – Evidence-based Medicine II (1 credit) This is the second in a series of three courses. Students will participate in a focused review of the basic concepts of research design and statistics as they apply specifically to the medical research literature, in order to form a basis for sound, evidence-based, high-value/cost-conscious based, clinical decision making. This course is designed to build on the core elements of evidence-based medicine learned in Evidence-Based Medicine I by focusing on efficient practices that empower providers to identify and answer clinical questions using widely available medical informatics. The available evidence will be integrated with the patient’s perspective of illness and the developing provider’s clinical expertise via case scenario application. The course continues the emphasis on developing professional oral and written communication skills in preparation for the Master’s Project. The knowledge gained in this course will also be critical to success in the Clinical Decision Making series of courses as well as in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of fall coursework PAS5321 - Pathophysiology II (2 credits) This is the second in a series of courses designed to run concurrently with and complement Clinical Decision Making II, Pharmacology and Pharmacotherapeutics II and Evidence-based Medicine II by providing insights into molecular and pathophysiologic mechanisms of disease that inform evidence-based medical practice and pharmacotherapeutics. A working understanding of basic human physiology is assumed as a prerequisite. Areas of study will include:

o Cardiovascular: A discussion of basic pathophysiologic mechanisms underlying cardiovascular disease including dysrhythmias, heart failure, atherosclerosis and hypertension.

o Pulmonary: A discussion of the pathophysiology of obstructive and restrictive lung diseases including asthma, COPD, pneumonoconioses and fibrosis.

o Renal: A discussion of pathophysiologic mechanisms resulting in hypertension as well as acute and chronic renal failure.

o Genitourinary/Reproductive: A discussion of pathophysiology of both male and female urinary and reproductive system disease. This will include mechanisms of central control.

o Gastroenterology: A discussion of the pathophysiology of infectious, autoimmune, nutritional and metabolic derangements of GI function.

o Endocrine: A discussion of the pathophysiology of thyroid, parathyroid, pituitary, hypothalamic, adrenal, bone and reproductive derangements.

This course will serve as a foundation for understanding the clinical presentation of disease in the above organ systems in Clinical Decision Making II as well as in the clinical phase of the curriculum. Prerequisite: Successful completion or remediation of fall coursework

 

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PAS 5331 – Clinical Decision Making II (7 credits) This is the second in a series of courses designed to provide an intensive study of human diseases and disorders, using a lifespan approach from pediatrics to geriatrics, in the areas of clinical medicine including epidemiology, etiology, historical data, clinical manifestations, progression, therapeutic management, prevention, laboratory medicine, and prognosis. Emphasis will be on disease processes common to primary care practices, and the development of differential diagnoses and plan based upon the patient's clinical presentation. We will also focus on critical disease processes which may be threatening to life or function. Students will acquire problem-focused evaluation, diagnosis and patient management skills. Concomitant study of pathophysiology will acquaint students with molecular and organ-based mechanisms of disease. Specific organ system-based areas of study will include Cardiology, Pulmonary Medicine, Nephrology, Genitourinary, Gastroenterology, Endocrine and Reproductive Medicine. Students will be expected to apply knowledge obtained in pathophysiology, pharmacology, diagnostic methods and evidence-based medicine to these specific areas of study. Mastery of the concepts and topics in this course will be critical to successful performance in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of fall coursework PAS 5341 – Pharmacology and Pharmacotherapeutics II (2 credits) This course is designed to run concurrently with and complement Clinical Decision Making II. It is the second in a series of courses designed to develop skills related to the principles of pharmacology as they pertain to therapeutic agents, both prescription and non-prescription. Mastery of concepts and outcomes from Pharmacology and Pharmacotherapeutics I is essential for success in this course. Discussion will include the principal mechanisms of action of the major classes of therapeutic agents, understanding of pharmacodynamics, uses, side effects, and toxicities. Emphasis will be placed on the principles of altered pharmacodynamics related to age, race, and ethnic groups as well as cost/benefit of pharmacological interventions including patient education with regards to drug administration, potential adverse side effects and drug-drug and drug-food interactions. Areas of study will include Cardiology, Pulmonary Medicine, Nephrology, Genitourinary, Gastroenterology, Endocrine and Reproductive Medicine. Skills developed in this course will be critical in progressing through the clinical phase of the program. Prerequisite: Successful completion or remediation of fall coursework PAS 5351 – History and Physical Examination II (2 credits) This is the second in a series of courses designed to develop knowledge and skills required to obtain and record the complete medical history and perform a physical examination. In this course students develop a deeper understanding of the history and physical examination skills specific to various organ systems. This includes use of appropriate diagnostic equipment, proper examination techniques, and the use of accurate medical terminology to document findings. Emphasis is placed on developing skills in recognition of the “range of normal” physical findings and beginning to recognize selected abnormalities. The course emphasizes patient-centered interviewing, acquiring a medical database, and performing problem-focused physical examinations. A combination of lectures, discussion, case studies and performance skills labs will be used to present and practice the necessary concepts and skills. Lab sessions are used to optimize teaching of concepts. The student will be required to demonstrate Competency Based Learning during the performance of the required procedures and skills. In the laboratory section of this course the emphasis is in “hands-on” experiences in which students practice and perform select procedures on classmates, simulated patients, models, and/or partial task trainers. This course will help students develop the skills necessary to participate in the experiential learning activities of Clinical Decision Making II. These skills will be crucial to successful completion of the clinical phase of the program. Prerequisite: Successful completion or remediation of fall coursework

 

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PAS 5361 – Clinical Methods and Procedures II (2 credits) This is the second in a series of courses designed to develop a functional understanding of the appropriate uses and interpretations of clinical diagnostic testing, and is designed to complement the content covered in Clinical Decision Making II and Pathophysiology II. The course provides a foundation of clinical skills and diagnostic modalities to prepare the student for common professional responsibilities and practices in patient care. Course content includes theory and practice of selected clinical laboratory techniques and procedures, with emphasis on effective utilization of the clinical laboratory in the diagnosis and management of disease states. Students learn to select, perform, interpret and evaluate clinical laboratory imaging and other diagnostic tests used for diagnosing, treating, and managing patient needs. In the laboratory section of this course the emphasis is in “hands-on” experiences in which students practice and perform select procedures on classmates and/or partial task trainers. Simulations and models will also be utilized. Mastery of the concepts developed in this course will be critical to success in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of fall coursework PAS 5410 – Introduction to Clinical Education (1 credit) This course is designed to prepare students to begin their core clinical education experiences. Topics will include communication in the clinical setting, the use of electronic health records, Occupational Safety and Health Administration (OSHA) and Health Insurance Portability and Accountability Act (HIPAA) training, professionalism, introduction to systems-based practices that improve healthcare safety, and an in-depth discussion of program requirements for successful progression through the clinical education experiences. Prerequisite: Successful completion or remediation of spring coursework PAS 5411 – Evidence-based Medicine III (1 credit) This is the final course in a series of three courses. Students will participate in a focused review of the basic concepts of research design and statistics as they apply specifically to the medical research literature, in order to form a basis for sound, evidence-based, high-value/cost-conscious based, clinical decision making. This course is designed to teach students the essential skills required for effective and efficient publication of peer-reviewed evidence-based medicine articles. The essential skills include identifying highly-relevant clinical questions or topics, performing a thorough review of the literature summarizing the current state of the topic, identifying the ideal publication venue for disseminating the information, determining the most appropriate article type and format within the given publication, writing a letter of interest to the journal editor, identifying the journal articles primary readership, drafting an introduction that compels the audience to read the article, writing (and re-writing) the manuscript in order to complete the article in alignment with the author guidelines for submission, and interacting professionally with the editorial staff as needed to guide the manuscript through the peer-review and production processes. These nine activities will be accomplished by groups of students as they co-author a journal article and complete their final preparation for the Master’s Project. The knowledge gained in this course will also be critical to success in the Clinical Decision Making series of courses as well as in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of spring coursework PAS 5421 – Pathophysiology III (2 credits) This is the third and final in a series of courses designed to run concurrently with and complement Clinical Decision Making III, Pharmacology and Pharmacotherapeutics III and Evidence-based Medicine III by providing insights into molecular and pathophysiologic mechanisms of disease that inform evidence-based medical practice and pharmacotherapeutics. A working understanding of basic human

 

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physiology is assumed as a prerequisite. Areas of study will include: Orthopedics: A discussion of the basic science underlying common metabolic and traumatic diseases

of bone Neuroscience: A discussion of the basic molecular function of the nervous system with special

attention to seizure disorders, common neurologic disorders and behavioral health Ophthalmology/Otorhinolaryngology: A discussion of the pathophysiology behind the common

sensory and infectious disorders of the eyes, ears, nose, sinuses, throat, larynx and neck Nutrition: A review of disorders of protein, carbohydrate and lipid metabolism as well as the

pathophysiology underlying common nutritional disorders

This course will serve as a foundation for understanding the clinical presentation of disease in the above organ systems in Clinical Decision Making III as well as in the clinical phase of the curriculum. Prerequisite: Successful completion or remediation of spring coursework PAS 5431 – Clinical Decision Making III (7 credits) This is the final in a series of three courses designed to provide an intensive study of human diseases and disorders, using a lifespan approach from pediatrics to geriatrics, in the areas of clinical medicine including epidemiology, etiology, historical data, clinical manifestations, progression, therapeutic management, prevention, laboratory medicine, and prognosis. Emphasis will be on disease processes common to primary care practices, and the development of differential diagnoses and plan based upon the patient's clinical presentation. We will also focus on critical disease processes which may be threatening to life or function. Students will acquire problem-focused evaluation, diagnosis and patient management skills. Concomitant study of pathophysiology will acquaint students with molecular and organ-based mechanisms of disease. Specific organ system-based areas of study will include Orthopedics, Neurology, Behavioral Medicine, EENT, Nutrition, and Integrative Medicine. Students will be expected to apply knowledge obtained in pathophysiology, pharmacology, diagnostic methods and evidence-based medicine to these specific areas of study. Mastery of the concepts and topics in this course will be critical to successful performance in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of spring coursework PAS 5441 – Pharmacology and Pharmacotherapeutics III (2 credits) This course is designed to run concurrently with and complement Clinical Decision Making III. It is the third and final in a series of courses designed to develop skills related to the principles of pharmacology as they pertain to therapeutic agents, both prescription and non-prescription. Mastery of concepts and outcomes from Pharmacology and Pharmacotherapeutics I & II is essential for success in this course. Discussion will include the principal mechanisms of action of the major classes of therapeutic agents, understanding of pharmacodynamics, uses, side effects, and toxicities. Emphasis will be placed on the principles of altered pharmacodynamics related to age, race, and ethnic groups as well as cost/benefit of pharmacological interventions including patient education with regards to drug administration, potential adverse side effects and drug-drug and drug-food interactions. Areas of study will include Orthopedics, Neurology, Behavioral Medicine, EENT, Nutrition and Integrative Medicine. Skills developed in this course will be critical in progressing through the clinical phase of the program. Prerequisite: Successful completion or remediation of spring coursework PAS 5451 – History and Physical Examination III (2 credits) This is the final in a series of courses designed to develop knowledge and skills required to obtain and record the complete medical history and perform a physical examination. In this course students continue to develop a deeper understanding of the history and physical examination skills specific to various organ systems. This includes use of appropriate diagnostic equipment, proper examination techniques, and the use of accurate medical terminology to document findings. Emphasis is placed on developing skills in recognition of the “range of normal” physical findings and beginning to recognize selected abnormalities.

 

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The course emphasizes patient-centered interviewing, acquiring a medical database, and performing a problem-focused and a comprehensive physical examination. A combination of lectures, discussion, case studies and performance skills labs will be used to present and practice the necessary concepts and skills. Lab sessions are used to optimize teaching of concepts. The student will be required to demonstrate Competency Based Learning during the performance of the required procedures and skills. In the laboratory section of this course the emphasis is in “hands-on” experiences in which students practice and perform select procedures on classmates, simulated patients, models, and/or partial task trainers. The focus in H&P III will be on Musculoskeletal, Neurologic/Behavioral, ENT, Nutritional Assessment and the Diabetic Patient. This course will complement the experiential learning that occurs in Clinical Decision Making III; the skills gained will be critical in successful progression to the clinical phase of study. Prerequisite: Successful completion or remediation of spring coursework PAS 5461 – Clinical Methods and Procedures (2 credits) This is the final in a series of three courses designed to develop a functional understanding of the appropriate uses and interpretations of clinical diagnostic testing, and is designed to complement the content covered in Clinical Decision Making and Pathophysiology. The course provides a foundation of clinical skills and diagnostic modalities to prepare the student for common professional responsibilities and practices in patient care. Course content includes theory and practice of selected clinical laboratory techniques and procedures, with emphasis on effective utilization of the clinical laboratory in the diagnosis and management of disease states. Students learn to select, perform, interpret and evaluate clinical laboratory imaging and other diagnostic tests used for diagnosing, treating, and managing patient needs. In the laboratory section of this course the emphasis is in “hands-on” experiences in which students practice and perform select procedures on classmates and/or partial task trainers. Simulations and models will also be utilized. Mastery of the concepts developed in this course will be critical to success in the Clinical Phase of the program. Prerequisite: Successful completion or remediation of spring coursework PAS 6103 – Clinical Seminar I (1 credit) This course is the first in a series of three seminar style courses designed to aid the PA student in being successful in clinical rotations and in making the transition to the professional practice environment. Topics will include billing and coding, electronic medical records systems, patient safety, quality control/improvement, as well as special concerns during the inpatient medicine rotation. In additional to scheduled topics and guest speakers, students will be responsible for presenting case- and/or topic-related material to their classmates. Students may present unique cases or discuss novel topics that may be helpful to other students in their rotations. Seminar will meet on campus for a total of four, approximately three hour, sessions during the two day end-of-rotation activities. Prerequisite: Successful completion or remediation of all didactic coursework PAS 6110 – 6176 – Supervised Clinical Practice Experience (core) The supervised clinical practice experience (SCPE) rotations are the culminating learning activities of the physician assistant program. SCPE are comprised of seven core rotations that all students must take and two elective rotations in any of the medical specialties or subspecialties. During the seven core rotations and two elective rotations, students work with a practicing clinician (referred to as the preceptor) and are actively participating in the health care system as part of the health care team. Prerequisite: Successful completion or remediation of all didactic coursework and successful completion or accommodation for deficiencies for all prior SCPEs required for all rotations)

 

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PAS 6110 – Family Medicine (4 credits) This five-week clinical course provides the physician assistant student with experience in practicing the principles of Family Medicine. Students will gain experience in outpatient evaluation of pediatric and adult patients, including preventive medicine and acute and chronic illness. PAS 6120 – Inpatient Medicine (4 credits) This five-week clinical course provides the physician assistant student with an opportunity to learn, understand and gain supervised experience in practicing the principles of inpatient medicine. The focus of this rotation is providing care for patients in the hospital setting with an emphasis on internal medicine. PAS 6130 – Emergency Medicine (4 credits) This five-week clinical course provides the physician assistant student with experience in triage, evaluation, and management of patients of all ages in the emergency room setting. The student will have the opportunity to learn skills needed for the appropriate triage, stabilization, diagnosis and management of patients with significant traumatic injuries, acute illnesses, and acute complications of chronic illnesses as well as the management of less life-threatening problems. PAS 6140 – General Surgery (4 credits) This five-week clinical course provides the physician assistant student with an opportunity to learn, understand, and gain supervised experience in the principle and practice of General Surgery. Students will gain experience in the operating room as well as pre- and postoperative assessment and outpatient follow-up. The overall focus of this rotation is evaluation and care of patients with commonly encountered conditions requiring surgical management. By the end of this experience it is expected that the physician assistant student develop the necessary skills to first-assist a surgeon in a surgical setting. PAS 6150 – Pediatrics (4 credits) This five-week clinical course provides the physician assistant student with experience in outpatient and/or inpatient management of pediatric patients. The student will have the opportunity to perform well child exams, problem oriented exams, evaluate common pediatric illnesses, and the care of the newborn. PAS 6160 – Women’s Health (4 credits) This five-week clinical course provides the physician assistant student with experience in managing common gynecologic disorders. Obstetrics experience will include labor and delivery plus routine prenatal and postpartum care. PAS 6170 – Behavioral Medicine (4 credits) This five-week clinical course provides the physician assistant student with experience in caring for ambulatory and/or hospitalized patients with psychiatric disorders. The student will perform basic psychiatric evaluations, monitor medications, and support the clinical management plan for patients following psychiatric evaluation and treatment. PAS 6175 – Elective I (4 credits) This five-week clinical course provides the physician assistant student with the opportunity to gain experience in a specific area of interest. Areas of interest are chosen from a variety of surgical, family medicine, or internal medicine specialties or subspecialties. The student will be able to recognize conditions treatable by these specialties, so they can refer patients appropriately and/or work in a supportive role for such specialists.

 

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PAS 6176 – Elective II (4 credits) This five-week clinical course provides the physician assistant student with the opportunity to gain experience in a specific area of interest. Areas of interest are chosen from a variety of surgical, family medicine, or internal medicine specialties or subspecialties. The student will be able to recognize conditions treatable by these specialties, so they can refer patients appropriately and/or work in a supportive role for such specialists. PAS 6203 – Clinical Seminar II (1 credit) This course is the second in a series of three seminar style courses designed to aid the PA student in being successful in clinical rotations and in making the transition to the professional practice environment. Topics will include systems-based practice, PA-physician-health care team relationship, cost-containment, medico-legal issues, insurance systems and prior authorization. In additional to scheduled topics and guest speakers, students will be responsible for presenting case- and/or topic-related material to their classmates. Students may present unique cases or discuss novel topics that may be helpful to other students in their rotations. Seminar will meet on campus for a total of four, approximately three hour, sessions during the two day end-of-rotation activities. Prerequisite: Successful completion or remediation of all didactic coursework PAS 6303 – Clinical Seminar III (1 credit) This course is the last in a series of three seminar style courses designed to aid the PA student in being successful in clinical rotations and in making the transition to the professional practice environment. Topics will include licensing and credentialing; finding a job; workplace stress and provider burnout and the impaired provider. In additional to scheduled topics and guest speakers, students will be responsible for presenting case- and/or topic-related material to their classmates. Students may present unique cases or discuss novel topics that may be helpful to other students in their rotations. Seminar will meet on campus for a total of four, approximately three hour, sessions during the two day end-of-rotation activities. Prerequisite: Successful completion or remediation of all didactic coursework PAS 6199, 6299, 6399 Master’s Project I-III (1 credit each) The Master’s Project builds on the evidence-based medicine course series completed during the didactic phase of the program by having students participate individually in the conception, development, and production of a paper of publishable quality. The paper will incorporate the basic concepts of research design and statistics as they apply specifically to the medical research literature, in order to recommend sound, evidence-based, high-value/cost conscious clinical guidance to an audience of their peers. This course is designed to teach students the essential skills required for effective and efficient publication of peer-reviewed evidence-based medicine articles. The essential skills include identifying highly-relevant clinical questions or topics, performing a thorough review of the literature summarizing the current state of the topic, identifying the ideal publication venue for disseminating the information, determining the most appropriate article type and format within the given publication, writing a letter of interest to the journal editor, identifying the journal articles primary readership, drafting an introduction that compels the audience to read the article, writing (and re-writing) the manuscript in order to complete the article in alignment with the author guidelines for submission, and interacting professionally with the editorial staff as needed to guide the manuscript through the peer-review and production processes. These nine activities will be accomplished by each individual student with direct faculty mentorship. Prerequisite: Successful completion or remediation of all didactic coursework

 

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SECTION II – PROGRAM ADMINISTRATION Administrative Offices

The PA Program is physically housed in the Physical Therapy/Physician Assistant Building at 1030 Mall Loop Road. The mailing address is: Department of Physician Assistant Studies, Drawer 70, One University Parkway, High Point, NC, 27268. As a graduate program, certain aspects are administratively housed within the Norcross Graduate School on main campus, which handles issues related to admission and the liaison with general university policies. Faculty and Staff Faculty Linda Sekhon, DHSc, PA-C – Founding Chair/Program Director Stephen Meyers, MD – Medical Director Jay Peterson, MSBS, PA-C – Assistant Program Director Mark Archambault, DHSc, PA-C – Director of Research Ashlyn Bruning, MMS, PA-C – Director of Clinical Education David Pitonzo, PhD, PA-C – Director of Didactic Education Julienne Connor, MSPAS, PA-C, A.T., C-L – Principal Faculty Robin Hughes, MSPAS, PA-C – Principal Faculty Toni Jackson, MMS, PA-C – Principal Faculty James Johnson, MPAS, PA-C – Principal Faculty Sheri Lim, DO – Principal Faculty Elyse Watkins, MS, PA-C – Principal Faculty Staff Shannon McNulty – Medical Education Specialist Abira Roy, MSW, MA – Clinical Education Specialist William Suchan – Department Administrator

 

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Tuition, Fees and Refunds Please refer to the Cost of Attendance Policy, Section XI, for detailed information regarding tuition, fees and refunds. Course Registration and Letters of Verification Because all students in the MPAS program take the same prescribed course of study, The Norcross Graduate School will register all students prior to the beginning of the semester. Students should, however, verify their registration status during the first week of each semester. Questions concerning course registration and verification of enrollment should be directed to the Norcross Graduate School. Transcripts Transcripts of the student’s record are available from the registrar. Please check with the registrar on applicable fees and procedures for obtaining these documents. Change of Personal Information The DPAS Chair/Program Director, Norcross Graduate School, and HPU Office of the Registrar must be notified regarding all changes in personal information, such as name change, change of legal address, change of mailing address and any other pertinent contact information.

 

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SECTION III – GENERAL POLICIES AND PROCEDURES Learning Management Systems/Electronic Hardware Requirements High Point University and the DPAS use the Blackboard learning management system. All students are required to own a personal computer or Mac that can fully interface with this system. Many tablets are incapable of interfacing with Blackboard. The student’s electronic hardware must also be fully functional in all Microsoft Office programs (Word, PowerPoint, Excel and Outlook), as well as Adobe Reader and ExamSoft test management software. The student must be able to access and download information from URLs both internal and external to the High Point University website. Please refer to the Technology Policy (Section XI) for details. Academic Performance Didactic Phase Students enrolled in the MPAS program must adhere to the program standard of academic performance or successfully remediate areas of performance as established by the Academic Performance, Professionalism, and Progression Policy. MPAS program standard for academic achievement in coursework is 80% (B). A final course grade of <80% (C) represents unacceptable professional achievement for the program; all grades of “C” will require remediation of areas of deficiency. Two final course grades of “C” places a student on Academic Probation (see Academic Performance, Professionalism, and Progression Policy, Section XI) Students must also maintain an overall semester GPA of 3.0. Grounds for dismissal from the program are reviewed in detail in the Academic Performance, Professionalism, and Progression Policy, Section XI.

Clinical Phase See Section V Note: The specific objective performance criteria are absolute and are not subject to revision on a case-by-case basis. A student who wishes to appeal a decision of the Student Progress Committee must declare so in writing to the Program Director within five (5) working days of the rendered decision. See the Academic Performance, Professionalism, and Progression Policy for details regarding the appeals process. Promotion Students in the MPAS program will be evaluated for promotion by the Student Progress committee. These evaluations will take place at the end of each semester and will comprise both academic and professional components as outlined in the Academic Performance, Professionalism, and Progression Policy, Section XI. Student Academic Records Student files are maintained in a locked storage unit accessible only to PA Program Faculty and Staff. Students who have matriculated into the PA program are permitted to view their own personal student files and make copies of the information. However, they are not permitted to take ownership of the original files maintained by the PA program nor are they allowed to leave the PA program office while viewing their files. Students are not permitted to have access to the academic records or other confidential information of other students or faculty. Student files kept by the program include documentation related to the following: that the student has met published admission criteria, that the student has met institution and program health screening and immunization requirements, student performance while enrolled including progression requirements, identification of student deficiencies in knowledge or skills and remediation efforts and outcomes, summaries of any formal academic/behavioral disciplinary action taken against a student, and that the student has met requirements for program completion.

 

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Challenging a Grade/Evaluation in the Academic Record The PA Program abides by the High Point University policies related to Academic Grievance. Appeals must be addressed in writing at each level of appeal and must follow the outlined hierarchy: Grading Appeals:

1. Faculty member who awarded the grade; 2. Course Director; 3. Department Chair; 4. School Dean; 5. Provost and Vice President for Academic Affairs; 6. President of the University

An appeal does not guarantee a change in the decision. Appeals concerning the correctness of answers can be made to the Course Director (see the Student Assessment policy in Section XI). All decisions of the Course Director are final in these matters.

Students who wish to challenge a subjective evaluation of a preceptor or faculty member are encouraged to speak directly with the person involved. Any changes to an evaluation are at the discretion of the evaluator. Students are also reminded that some evaluations are designed to be vertically progressive during the course of instruction. For example, on a 1-5 rubric, a score of 2 might be perfectly acceptable for a second semester student, but not for a student on clinical rotations. Attendance Students are required to attend all scheduled functions of the PA program. Classes, labs, etc. are not optional except at the discretion of the course instructor. Missing any scheduled class or function without an officially excused absence is considered a breach of professionalism. Please see the Attendance policy in Section XI below for further details.

Supervised Clinical Practice Experiences See Section V Jury Duty and Religious Observance Students will be granted excused absences in both of the above situations; however, they are responsible for any content or assignments missed during these absences. In the event of being called for jury duty, students are encouraged to consult the policies of the individual county courts to which they’ve been summoned. Many courts will permit a rescheduling of service during a time of the potential juror’s choosing. The DPAS will be happy to affirm full-time standing in the program if this is required for excuse or postponement from jury duty. Advisement Each student will be assigned a faculty advisor with whom they are required to meet at least twice each semester during the Didactic Phase and at least once each semester during the Clinical Phase. A record of the advisement session will be kept in the student file. Students are responsible for contacting the advisor and making these appointments. Please see the Student Advisement policy for further details. Non-academic Grievances Student grievances unrelated to academic performance are handled through an official HPU Grievance policy and procedure. Please refer to Section XI, Harassment and Student Grievances Policy.

 

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SECTION IV – PROFESSIONAL CONDUCT Academic Honesty The following HPU Statement is included in each course syllabus: UNIVERSITY HONOR CODE Preamble We, the students of High Point University, believe that honesty and integrity are essential to student development, whether personal, social, or academic. Therefore, we assert that: Every student is honor-bound to refrain from conduct which is unbecoming of a High Point University student and which brings discredit to the student and/or to the University; Every student is honor-bound to refrain from cheating; Every student is honor-bound to refrain from collusion; Every student is honor-bound to refrain from plagiarism; Every student is honor-bound to confront a violation of the University Honor Code; Every student is honor-bound to report a violation of the University Honor Code. UNIVERSITY CONDUCT CODE Preamble We, the students of High Point University, shall seek excellence in the classroom, on the playing field, and in positions of leadership and service across our campus.

As a community of scholars, we shall work together with faculty to create an environment conducive to teaching and learning.

As a community of persons, we shall treat each other with compassion, with dignity, and with

civility, avoiding bigotry, racism, and sexism and learning from each through the diversity we bring to High Point.

As persons, we shall be honest and just in all that we do, recognizing that we can never be greater

than the integrity of our word and deed.

As citizens of global community, we shall act responsibly, both on campus and off, governing our actions not only by our personal needs and desires but also by a concern for the welfare of others, for the general good of humankind, and for the environment upon which we mutually depend.

Recognizing that communities cannot exist without values and codes of conduct, we shall search

for enduring values; and we shall adhere to those codes of conduct which have been established by and for the members of High Point University.

When we leave High Point, we shall leave it better than we found it, and in support of this goal,

we pledge our loyalty and our service to this University which we have chosen as our own.

 

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The DPAS Academic Performance, Professionalism and Progression Policy (Section XI) discusses specific breaches of academic honesty. Any instances of Academic Dishonesty will be dealt with by the Student Progress Committee as a breach of professionalism. Most flagrant breaches of academic honesty as outlined in the Academic Performance, Professionalism and Progression Policy will result in dismissal from the program. Professional Standards and Behaviors Student expectations in regards to professional behavior are outlined in the Academic Performance, Professionalism and Progression Policy (Section XI). Etiquette and Social Media Student expectations regarding etiquette and the use of social media are discussed in the Social Media policy (Section XI). Professional Evaluations The professional competencies of a physician assistant comprise more than just satisfactory content knowledge. A physician assistant must also exhibit exemplary personal and professional behavior. This includes, but is not limited to, honesty, integrity, and respect for others. Faculty, staff, and peers will be asked to evaluate each student’s professional behavior. Evaluations of an exceptionally positive nature will be taken into account for student applications for scholarships, future letters of recommendation, etc. Persistent evaluations of a concerning nature may need to be addressed by the Student Progress Committee. Professional Attire & Identification Please refer to the Dress Standard Policy for information regarding expectations. Drugs and Alcohol The use of illegal drugs or of prescription drugs taken illegally is expressly prohibited by the DPAS. Any documented reports of such activities will result in dismissal from the program. The consumption of alcoholic beverages is prohibited during any times when students are expected to engage in program or clinical activities. This includes during any intervening meals. See the Student Urine Drug Screen Policy, Section XI, for further information.

 

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SECTION V – CLINICAL PHASE

Supervised Clinical Practice Experience Overview The process for advancement to the clinical phase, the process of establishing supervised clinical practice experiences (SCPEs) as well as program defined expectations for SCPEs can be found within the SCPE Policy, Section XI below.

The clinical phase of the program comprises a consecutive series of nine Supervised Clinical Practice Experiences (SCPEs – pronounced “Skippees”). The SCPEs are the culminating learning activities of the physician assistant program. There are seven core rotations that all students must take and two elective rotations in any of the medical specialties or subspecialties. During the SCPEs, students work with a practicing clinician (referred to as the Preceptor) and are actively participating in the health care system as part of the health care team. Students will also complete the Master’s Project (see below) and the Clinical Seminar Series during the Clinical Phase. Because students will not all be completing the same SCPEs at the same time, the clinical rotation schedule below will list them as Rotation 1, Rotation 2, etc. At the completion of each rotation, students will reconvene at the DPAS for such events as seminar-style discussions, case presentations, and OSCEs, as well as completion of a multiple choice exam, known as the end-of-rotation (EOR) exam, covering the outcomes and objectives for that rotation (see below). These events are referred to collectively as the “Return to Campus” days.

Physician assistant students are trained in a general medical model preparing graduates to care for patients across the life span in various medical settings. To ensure sufficient exposure of all students to preventative, emergent, acute and chronic patient encounters on supervised clinical practice experiences (clinical rotations), High Point University Department of Physician Assistant Studies has set minimum benchmark requirements and has established course goals, objectives and outcomes for each clinical rotation in an effort to enable students to meet the program’s defined expectations and prepare them for entry into clinical practice. Please refer to SCPE Patient Exposure Policy (Section XI below) for full details regarding minimum benchmark requirements.

Student Obligation Dates Clinical Preparation Week August 21, 2017 – August 25, 2017 Student Summer Break August 28, 2017 - September 1, 2017 Rotation 1 September 4, 2017 – October 4, 2017 EOR exam Return to Campus day 1 October 5, 2017 Return to Campus day 2 October 6, 2017 Rotation 2 October 9, 2017 – November 8, 2017 EOR exam Return to Campus day 1 November 9, 2017 Return to Campus day 2 November 10, 2017 Rotation 3 November 13, 2017 – December 13, 2017 Thanksgiving Holiday November 23, 2017 – November 24, 2017 EOR exam Return to Campus day 1 December 14, 2017 Return to Campus day 2 December 15, 2017 Winter Break December 18, 2017 – January 1, 2018 Rotation 4 January 2, 2018 – January 31, 2018 EOR exam Return to Campus day 1 February 1, 2018 Return to Campus day 2 February 2, 2018

 

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Rotation 5 February 5, 2018 – March 7, 2018 EOR exam Return to Campus day 1 March 8, 2018 Return to Campus day 2 March 9, 2018 Rotation 6 March 12, 2018 – April 11, 2018 Easter Holiday March 30, 2018 – April 1, 2018 EOR exam Return to Campus day 1 April 12, 2018 Return to Campus day 2 April 13, 2018 Rotation 7 April 16, 2018 – May 16, 2018 EOR exam Return to Campus day 1 May 17, 2018 Return to Campus day 2 May 18, 2018 Summative Evaluation May 21, 2018 – May 23, 2018 Spring Break May 24, 2018 – May 28, 2018 Rotation 8 May 29, 2018 – June 27, 2018 EOR exam Return to Campus day 1 June 28, 2018 Return to Campus day 2 June 29, 2018 Rotation 9 July 2, 2018 – August 1, 2018 EOR exam Return to Campus day 1 August 2, 2018 Return to Campus day 2 August 3, 2018 Graduation Preparation August 6, 2018 – August 10, 2018

The course outcomes for the SCPEs are congruent with the Program Learning Outcomes as follows: At the completion of the clinical phase of the program, graduates will possess the knowledge, skills, and attitudes necessary to demonstrate entry-level proficiency in the following: 1. Perform focused histories and physicals on patients across the life span and in a variety of health care delivery settings. 2. Formulate a differential diagnosis based upon the patient history and physical exam and recommend the proper diagnostic studies. 3. Diagnose common medical and behavioral problems likely to be seen in a primary care setting. 4. Diagnose potentially life- or function-threatening medical and behavioral problems likely to be seen in a primary care setting. 5. Develop, implement and monitor management plans for emergent, acute, chronic or ongoing conditions including pharmacological and non-pharmacological approaches, surgery, counseling, therapeutic procedures and/or rehabilitative therapies. 6. Accurately and concisely communicate the findings of a given patient encounter in written and oral forms to all members of the health care team. 7. Demonstrate sensitivity and empathy regarding the emotional, cultural and socioeconomic aspects of the patient, the patient’s condition and the patient’s family. 8. Communicate in a patient-centered and culturally responsive manner to accurately obtain, interpret and utilize subjective information and construct a patient-centered management plan. 9. Provide advocacy and support to assist patients in obtaining quality care and in dealing with the complexities of health care delivery systems. 10. In all encounters, demonstrate professional behavior to the highest ethical and legal standards by recognizing professional limitations, then consulting with other health care providers and/or directing patients to appropriate community resources, as needed. 11. Critically evaluate the medical literature in order to use current practice guidelines and apply the principles of evidence-based medicine to patient care. 12. Educate patients in health promotion and disease prevention and demonstrate a working knowledge of all tiers of preventive medicine in patient interactions.

 

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13. Perform clinical procedures common to primary care, including: strep testing, urinalysis, collection of culture specimens, injections, wound/burn dressings, venipuncture, blood specimen processing for hematocrit evaluation, evaluating peripheral smears, reading EKGs, evaluating pulmonary function tests, reading chest and skeletal x-rays, performing pelvic exams and PAP smears, starting IVs, splinting and casting, joint aspiration, interpretation of EEG reports and laceration repair. Supervised Clinical Practice Experiences (SCPEs) are vital to the education of Physician Assistant students. They provide meaningful direct patient care experiences working in a variety of clinical practice environments. This allows students an opportunity to apply and enhance the vast knowledge and skills they have accrued during the didactic phase of the program while continuing to gain new knowledge and skills in a professional clinical setting. We want this experience to be both educational and interesting. Therefore, there are expectations and responsibilities of three key parties involved in the SCPEs as outlined below. Preceptor Responsibilities:

To orient the student, at the onset of the rotation, with respect to policies and procedures at all clinical sites where students will accompany the Preceptor and with which students are expected to comply.

Review with the students the expectations and objectives for the rotation in an effort to develop a strategic plan for attainment of these.

To provide the student with an appropriate clinical environment and a variety of patient encounters which enable the student to meet the program’s objectives (as provided by Program). A minimum of 36 hrs/week participation in clinical activities is expected.

To provide the opportunity and guidance for clinical learning experience and education by allowing students to participate in patient care under appropriate supervision and by delegating increasing levels of responsibility for clinical assessment and management as skills develop. However, Preceptor must retain full responsibility of the patient’s care.

To recognize that the student is in a learner status and to ensure that students do not render patient care beyond the realm of educational value and as permitted by professional standards.

Understand that physician assistant students must not be used as a substitute for clinical or administrative staff and must be identified as HPU PA students at all times during their supervised clinical practice experience.

To review and co-sign all student documentation and charting. If a student is unable to directly document on the patient’s chart or enter the data in the electronic health record, Preceptors should require the student to write up their note on plain paper and review it for accuracy and appropriateness.

To allow time for teaching activities. This can be accomplished in a variety of ways such as structured teaching rounds, chart review periods, reading assignments or informal consultations between patient encounters and/or recommending specific conferences. It is expected that the Preceptor will model, expose students to and teach in accordance with current practice guidelines and the accepted standards of care.

To provide the students and program faculty with ongoing constructive feedback regarding clinical performance of the student including, but certainly not limited to, Mid-rotation evaluation and Final Preceptor evaluation.

To permit visits of the Program faculty to observe Preceptor’s teaching process for purposes of ascertaining that Program learning outcomes for the clinical experience are being met.

To be and remain licensed as required by the state of North Carolina to practice Preceptor’s profession.

To inform the Clinical Coordinator or Program if he/she will be taking a vacation of one week or greater while supervising a student. Student supervision may be delegated to another licensed healthcare provider at that site during the period of absence with Program approval.

 

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To promptly notify the Director of Clinical Education of any significant deficiencies identified or issues of professional conduct that might diminish the overall learning experience.

To provide emergency medical care to students in the event of injury or illness (but Preceptor shall not be responsible for the cost of such care).

Program Responsibilities:

To prepare students academically and clinically for the clinical phase of their education. To ensure Criminal Background and Sex Offender (CBSO) checks and drug screens are

completed by all students as requested by the clinical rotation sites at a cost incurred by the students.

To provide and ensure each student has completed training in OSHA and HIPAA prior to beginning clinical rotations and that all students have received instruction regarding risk of exposure and reporting procedures should an exposure occur.

To identify quality clinical rotation sites and Preceptors dedicated to providing an optimal clinical education experience.

To develop and maintain affiliation agreements with all clinical rotation sites. To orient Preceptors and students to the policies and procedures of the clinical year. To ensure that all students have current malpractice liability insurance as well as current health

insurance and up-to-date immunizations. To ensure all students maintain up-to-date CPR and ACLS certification prior to the start of the

clinical phase of the program. To forward to Preceptor in a timely manner information regarding number of students scheduled

for rotation including rotation beginning/end dates and any documentation they may require. To inform the Preceptor of rotation objectives and supply student evaluation materials. To review all components used for evaluation of clinical rotations and maintain responsibility for

the assignment of the final grade for each student for all clinical rotations. To maintain open and easily accessible lines of communication between Preceptor and Program

faculty in an attempt to anticipate problems before they arise. To respond to questions and/or concerns from the Preceptor or student in a timely manner.

Student Responsibilities:

To comply with all site-specific requirements and policies regarding all clinical sites where the Preceptor works.

To maintain open communication with the Preceptor eliciting and accepting feedback regarding clinical performance strengths and weaknesses.

To successfully complete the requirements of the rotation outlined in the course syllabus. It is not possible nor expected that the student be exposed to each entity or problem listed during their rotations; however, it is the student’s responsibility to ensure knowledge about all the objectives for each discipline.

To act professionally in the clinical setting including wearing proper identification, complying with dress code standards and conducting oneself with professional and ethical demeanor at all times. (See Dress Standard policy – section XI)

To report to the clinical site on time, with all necessary equipment (i.e. stethoscope, etc.), fully prepared to learn and work with the Preceptor.

To notify both the Preceptor and the Clinical Education Specialist, Ms. Abira Roy (841-9686), concerning any events which will prevent a student from attending a scheduled clinical activity. (See Student Attendance, Participation and Inclement Weather policy – Section XI)

 

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To meet with the Preceptor at the beginning of clinical rotations and periodically throughout rotations to discuss mutual goals and expectations for the rotation.

To always identify oneself as an HPU PA student and elicit permission from the patient to participate in their care.

To be aware of their limitations as students and of the limitations and regulations pertaining to PA practice. Students at clinical sites must always work under the supervision of a Preceptor. They may not function in the place of an employee or assume primary responsibility for a patient’s care.

To contact the Program immediately with any questions or concerns about the student’s role at a site. Students shall not treat and discharge a patient from care without the patient being seen by the clinical Preceptor. All patients must be seen by a licensed provider PRIOR to leaving the facility.

To accrue the number of hours for each rotation required by the Program and to be sensitive to the schedule of the clinical site/Preceptor. Students are expected to work nights, weekends and be on-call if required by the clinical rotation site/Preceptor.

To attend and participate in all return-to-campus activities at the end of each rotation. Students must arrive on time and stay for the entire day.

To report all blood/bodily fluid exposure(s) to their Preceptor and/or any hospital personnel (if instructed by the Preceptor) immediately. Students are to complete any Notice of Incident report in use at the clinical site as well as the form in use by the HPU PA Program. Students should notify the Director of Clinical Education as soon as possible after the incident has been properly evaluated according to site protocol. Students are expected to adhere to the Post-Exposure Protocol and reporting requirements which can be found in the DPAS Infection Control, Safety and Personal Security Policy.

To provide the program with current and accurate contact information to include phone numbers. Should the student be in a location where there is limited cell phone or computer access, the student must inform the Program and provide an alternate, reliable contact phone number.

Grading and Assessment Required Academic Standards To remain in good academic standing, normal academic progress in the clinical phase of the Physician Assistant Studies program requires all students to achieve a “P” or “HP” for every required clinical-year course. Assessment and Minimum Grade Standards for SCPE’s

93-100% HP (High Pass) 70- 92.9% P (Pass) <70 NP (Non-Pass)

 

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There are five primary student-centered components to grading for the SCPEs as outlined in the table below:

ASSESSMENT TOOL OUTCOME CATEGORY PERCENTAGE OF GRADE

Clinical Performance Evaluations (75 Points) 1-13 23% Specialty Subject Examinations (100 Points) 2, 3, 4, 5, 11, 12 31% Miscellaneous Assignments: Typhon logging (10 Points) Mid-rotation evaluation (5 Points) Student evaluation of Preceptor/Site (5 Points)

1-10, 12, 13 6%

Written Case (65 points) 2-13 20% Oral Case (65 Points) 2-13 20%

The details of the assessment summary for each rotation are as follows: 1. Clinical Performance Evaluation – The evaluation of each student’s clinical performance is based

upon: a. Attitude and Behavior

1. Reliability 2. Professionalism 3. Initiative 4. Recognition of limitations 5. Effective use of time 6. Interpersonal skills with patients and families 7. Interpersonal skills with health care workers 8. Interpersonal skill with Preceptors and instructors 9. Work Ethic

b. Clinical Skills 1. History Taking skills 2. Physical Examination skills 3. Documentation skills 4. Procedure skills 5. Patient Education skills

c. Knowledge & Clinical Reasoning 1. Knowledge Base 2. Clinical Judgment 3. Diagnostic Knowledge and Application 4. Monitoring and Therapeutic Skills

 

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End-of-Rotation Clinical Performance Evaluation

Attitude and Behavior Please circle your assessment of the student’s performance based upon the following scale:

1 = below expectations; 2 = meets expectations; 3 = exceeds expectations CRITERIA 1 2 3

Reliability Usually not reliable. Work not always done. Incomplete. Absent or late for assigned duties.

1

Meets standard expectations for work and participation of student at this level in their training

2

Work always done well. Always present and prompt for clinical responsibilities

3 Professionalism The student lacks

responsiveness to patient needs, rights, confidentiality and is not accountable to patient or the profession.

1

The student is responsive to the needs of the patient, generally respects patient rights, patient confidentiality, and displays a professional demeanor.

2

The student displays excellent rapport with patients, respects rights and confidentiality, communicates effectively with the patient and shows compassion for patient and family.

3

Initiative Passive. Content to do minimum. Requires frequent direction.

1

Meets standard expectations for initiative and independent action of student at this level in their training.

2

Displays exceptional initiative. Actively seeks out work and learning experiences.

3

Recognition of Limitations

The student fails to recognize own limitations and does not accept responsibility for actions.

1

The student usually recognizes own limitations and generally accepts responsibility for actions.

2

The student recognizes limitations and accepts responsibility for actions.

3 Effective use of Time

Takes too long for simple problems. Does not always make good use of time.

1

Uses time well but can be easily sidetracked.

2

Uses time effectively. Gathers all information needed without wasting time or being distracted.

3 Interpersonal Skills with Patients and Families

Poor communication skills. Tactless or unskillful in communication with patients and families. Lack of concern. Unprofessional manner.

1

Good communication skills in relating to patients and families. Displays acceptable empathy toward and interest in patients. Professional manner meets standard.

2

Communicates exceptionally well with patients and families. Genuinely warm, empathetic attitude. Professional manner meets highest standards.

3

 

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Interpersonal Skills with healthcare workers

Interacts little with personnel in the health care setting (office, hospital, clinic).

1

Interacts adequately with all personnel in the health care setting (office, hospital, clinic).

2

Interacts well with all personnel in the health care setting (office, hospital, clinic).

3

Interpersonal Skills with Preceptors and Instructors

Displays little interest in subject. Is defensive and resistant to teaching efforts.

1

Good attitude with average receptiveness to teaching efforts and service requests.

2

Exceptionally cooperative. Open to teaching efforts. Accepts constructive criticism as well.

3

Work Ethic Student fails to behave in an ethical, responsible and dependable manner. Makes no effort to exceed ordinary expectations and does not maintain high personal standards.

1

Student generally behaves in an ethical, responsible and dependable manner. Generally makes an effort to exceed ordinary expectations and generally maintains high personal standards.

2

Student always behaves in an ethical, responsible and dependable manner. Always makes an effort to exceed ordinary expectations and always maintains high personal standards.

3

Clinical Skills

Please circle your assessment of the student’s performance based upon the following scale: 1 = below expectation; 2 = nearly meets expectations; 3 = meets expectations;

4 = exceeds expectations; 5 = significantly exceeds expectations CRITERIA 1 2 3 4 5

History Taking Skills

The student would benefit from greater instruction and practice in organization, listening skills and diagnostic questioning. 1 2

History is generally complete, logically sequenced, organized and accurate. Obtains most pertinent history, but missed some of the relevant details.

3

History is thorough, appropriately sequenced, well-organized and accurate. Excellent active listening skills. Asks the right diagnostic questions. 4 5

Physical Examination Skills

The student would benefit from greater instruction and practice in technique, timing and interpretation of exam findings. 1 2

Exam is generally thorough, precise, reliable technique and within reasonable time requirements. Correctly identifies and interprets most physical findings. Exam is adequate for presenting problem.

3

Excellent, careful, thorough physicals. Detects most pathological findings and assesses importance accurately. Technique is sound and time efficient. 4 5

Documentation Skills

The student would benefit from greater instruction and practice in writing of accurate, complete and intelligible notes. 1 2

Acceptable quality of written records. Average detail recorded in notes.

3

Records extremely accurate, thorough notes in charts. Above average detail recorded in notes. 4 5

 

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Procedure Skills The student would benefit from more instruction with technique, understanding of indications, contraindications and complications of the procedure. 1 2

The student’s technique is satisfactory. The student is generally aware of indications, contraindications and complications of procedure.

3

The student demonstrates appropriate technique with the knowledge of indications, contraindications and complications of the procedure. 4 5

Patient Education Skills

The student would benefit from greater instruction and practice with advising the patient appropriately with regard to health maintenance and health promotion. 1 2

The student generally and appropriately advises the patient with regard to health maintenance and health promotion. Puts patient at ease with little difficulty.

3

The student appropriately advises the patient with regard to health maintenance and health promotion and is able to develop therapeutic rapport. Able to assist the patient in the navigation of the healthcare system. Shows interest in all people present during encounters. 4 5

Knowledge and Clinical Reasoning

Please circle your assessment of the student’s performance based upon the following scale: 1 = below expectation; 2 = nearly meets expectations; 3 = meets expectations;

4 = exceeds expectations; 5 = significantly exceeds expectations CRITERIA 1 2 3 4 5

Knowledge Base The student would benefit from greater instruction and study to improve his/her knowledge base in order to function consistently well. 1 2

Has average knowledge which is generally applied appropriately and without gross errors.

3

Has an exceptional fund of knowledge which is applied effectively and promptly with clinical problems. 4 5

Clinical Judgment

The student would benefit from greater instruction and study to improve his/her ability to integrate data, formulate problem lists or differential diagnosis. 1 2

The student requires assistance in integrating data. Generally includes most common diagnosis.

3

The student presents a comprehensive differential, logically reasoned and accurate ranking. Prioritizes problem list and diagnostic work-up. 4 5

Diagnostic Knowledge and Application

Unclear as to how to proceed in establishing a working diagnosis. Uncertain as to when consultations, labs or radiographs are needed. 1 2

Considers most of the diagnostic work-up and consultations to establish a working diagnosis.

3

Uses appropriate testing and consultation to establish a working diagnosis. 4 5

 

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Monitoring and Therapeutic Skills

The student would benefit from greater instruction and study to improve his/her ability to develop appropriate diagnostic evaluation and treatment plans which align well with evidence-based, cost conscious principles.

1 2

The student generally develops appropriate and accurate diagnostic evaluation and treatment plans which align well with evidence-based, cost conscious principles.

3

The student is consistent with the development of diagnostic evaluation and accurate treatment plan which align well with evidence-based, cost conscious principles. 4 5

Please rate the overall performance of this student relative to the performance of other students at this level of training (circle one):

Poor

Below Average

Average

Above Average

Superior

End-of-Rotation Clinical Performance Evaluations are due on the first return to campus day at the

conclusion of each rotation. The End-of-Rotation Clinical Performance Evaluation must be completed by the Preceptor and may be completed online via Typhon, mailed, emailed, faxed or delivered to the Department, by the student, in a sealed envelope with the Preceptor’s signature over the seal. It is the student’s responsibility to ensure that these forms are completed prior to return to campus.

The student evaluation completed by the Preceptor must be based solely upon the student’s clinical performance. A student must never suggest the evaluation be filled out based upon the grading need of the student. Additionally, no student, or any person acting on behalf of a student, should ever contact a Preceptor regarding a completed SCP Evaluation. The Clinical Coordinator is to serve as the intermediary for clarification of the evaluation and/or further feedback regarding student performance.

Any forgery, fabrication or alteration of a Preceptor completed SCPE evaluation form by the student will result in disciplinary procedures outlined in the High Point University Student Handbook and Honor Code.

All supervised clinical practice policies will remain congruent with the Academic Policies of the Department of Physician Assistant Studies.

2. End of Rotation Specialty Subject Exam – This exam will be based upon the General and Specific Course Objectives provided for each rotation and will follow a PANCE-style format consisting of 100 multiple choice questions. It is not possible nor expected that the student be exposed to each entity or problem listed in the Clinical Year Content Blueprint during their rotations; however, it is the student’s responsibility to ensure knowledge about all of the general and specific objectives for each discipline.

 

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3. Written Case Presentation

Written Case Presentation Guidelines:

Case presentations are a required component of each Supervised Clinical Practice (SCPE) rotation. The purpose of the written case is to facilitate the integration of history-taking skills, physical examination skills, diagnostic skills and clinical decision-making. The student must be able to demonstrate an understanding of the diagnostic process and treatment planning as well as the rationale for those decisions. Students must convey not just “what” was done, but “why” it was done.

Written cases include an academic history and physical portion, as well as a summary of the clinical decision making and treatment for the selected patient. An academic H&P is not problem specific, but it is a comprehensive report of all components of a medical history and physical exam to demonstrate the student’s proficiency of all aspects of this process.

During the Return to Campus days at the conclusion of each rotation, the student will present the case of a patient encountered at their current SCPE site. They will present a patient with whom they have had an active role in their care – either performing a complete history and physical examination, or participating in their surgery, management or education/counseling.

The student should select a case involving a condition representative of the type of case commonly seen at that clinical site. The same topic should not be presented more than once and an effort should be made to select topics involving different organ systems. As the student progresses through the SCPE rotations they should present cases of increasing complexity.

Students are expected to collect as much information about the patient as possible. This may involve obtaining previous charts from medical records, speaking with the attending physician, calling the lab, etc. When possible, copies of EKG’s, x-rays, etc. should be used to augment the presentation.

The written case grading rubric will be provided to the student and the case must include all components and follow the format of the rubric (see below).

Written cases should be reviewed with the clinical Preceptor whenever possible to allow the Preceptor to review the quality of the student’s work and offer suggestions for improvement.

All components of the H & P must be included and nothing should be noted as “Non-contributory”.

Attention should be paid to “setting the stage” for the reader by presenting information in a chronologic fashion. The student should describe the circumstances under which they encountered the patient so it is clear to the reader under what context the interaction occurred. Prognosis for the patient must be specific to the patient being detailed, not the prognosis for the disease process discussed in general.

References must be cited for standards of care and students should identify, in a professional manner, any deviation from those standards and why they occurred.

If a Non-Pass grade is received for the written case, the student must meet with the faculty member who graded it, to discuss the case deficiencies. The case will also be reviewed by another core faculty member for additional evaluation.

 

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Written Case Presentation Evaluation

Criteria Score Possible

Score Actual

COMMENTS

History History, including setting in which pt. is seen, is appropriately inclusive and accurately sequenced. Presented in chronological order with the following content in the following order:

Chief complaint History of present illness Past medical/mental health history Past surgical history OB/GYN history when pertinent Sexual history Family history Social history Medications Allergies (description of reaction)

10

ROS Review of systems

2

Physical Examination

Physical exam as appropriate: Vital signs General Skin, hair, nails Lymph and Endocrine system HEENT including neck Chest and lungs Breasts Heart and cardiovascular system Abdominal exam Genital/rectal exam Musculoskeletal exam Neurologic and Mini Mental Status exams

10

Exam for Behavioral Health

Comprehensive Behavioral Assessment and physical exam if clinically indicated and possible to perform

Differential Diagnoses

Differential diagnoses based on history and exam

i. Prioritized ii. Rationale for each

5

Behavioral Health

Differentials for behavioral health patients based upon presenting symptoms and behavioral assessment

Diagnostic Plan

Appropriate lab/x-ray/other testing with detailed rationale for ordering specific tests

Procedures required and rationale for each

5

Behavioral Health

Detailed review of diagnostic criteria (DSM) for behavioral health patients

 

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Results of Diagnostic Plan

Reviews and documents the results of the diagnostic testing appropriately and includes the significance of the findings as they relate to the differentials

5

Behavioral Health

Reviews the diagnostic criteria (DSM) and significance of findings related to the differentials for behavioral health patients

Diagnosis Final diagnosis supported by clinical history, physical exam and diagnostic studies

Prognosis of the patient with rationale and supporting information

3

Treatment Plan

Medications prescribed, including dosage, frequency, potential side effects and duration of therapy

Alternative therapies available Procedures required and their therapeutic

rationale Appropriate consults and their rationale Operation performed and findings of

surgery (if surgical pt.)

7

Patient Education and Follow-up Instructions

Detail the techniques utilized to counsel the pt. regarding their diagnosis, prognosis and treatment

Describe how the patient’s understanding of the diagnosis, prognosis and treatment were evaluated and documented

Identify any literacy and/or health literacy issues and how they were addressed

Indicate if the pt. has a Living Will/Advance Directive or is a candidate for DNR. Were these discussed with the patient and family and if not, why?

Detail what patient support systems exist within the family, home, social situation and community

Identify the referrals provided to the pt. for: counseling, nutrition, smoking cessation, rehabilitation, cardiac rehab, hospice, etc. If referrals were not provided or appropriate, describe why.

Identify advice that was given, or should have been given, to the pt. related to health maintenance and health promotion based on Stages of Change

Describe any special or unique education or counseling needs for the pt.

5

Case Synthesis

Short summary of the case with focus on critical components that would typically be conveyed to other medical professionals (no more than 7-10 sentences)

3

 

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Presentation Skills

In presenting the case, the student: Uses appropriate medical terminology Presents in a clear and concise manner Uses appropriate grammar and syntax Demonstrates logical integration of medical

knowledge, clinical presentation and diagnosis

3

Current Standards of Treatment for Diagnosis

Demonstrates evidence of reading current literature on the presented topic

Compares-contrasts the management of this case with current treatment guidelines

Conveys understanding of current recommended treatment guidelines

4

References and Citations

Appropriately utilizes and cites articles from current medical research including, at a minimum, one peer reviewed journal article

Includes a reference page in appropriate AMA format

3

4. Oral Case Presentation

Oral Case Presentation Guidelines:

The oral case presentation is a verbal communication of patient data and is problem focused. The H&P should consist only of information relevant to the patient and condition(s) being

detailed. The oral case is a verbal test of how well the student understands the medical details and their

comprehension of the significance of those details, in the context of the patient’s care. It is meant to inquire deeper into students’ ability to understand the decision-making as it relates to the practice of medicine.

The student should anticipate questions from faculty and observers regarding the details of the case as well as the significance of those details. The student should be able to demonstrate a thorough understanding of the rationale for the clinical decisions that were made.

Oral cases should be presented without reading from notes or note cards. A student may use one sheet of notes for recall of laboratory values, test results and treatments. The style of the presentation is informal and conversational, although correct medical terminology should be utilized. Oral cases will be presented in small groups and should be presented without revealing the diagnosis at the outset so that the listeners can participate in trying to formulate the differential diagnoses, the diagnosis and treatment plan.

The oral case grading rubric will be provided to the student and the case must include all components and follow the format of the rubric (see below).

The oral case presentations are to be approved by the clinical Preceptor prior to completion and submission to the program clinical coordinator.

Oral cases will be presented to peers, other students and a faculty member during each day within scheduled return to campus visits.

If a Non-Pass grade is received for the oral case, the student must meet with the faculty member who graded it to discuss the case deficiencies.

 

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Oral Case Presentation Evaluation

Criteria To be completed as a “Problem Focused History and Physical Exam”

Score Possible

Score Actual

COMMENTS

History History is appropriately inclusive and accurately sequenced. Presented in chronological order with the following content in the following order: • Chief complaint • History of present illness • Past medical/mental health history • Past surgical history • OB/GYN history when pertinent • Sexual History • Family history • Social history • Medications • Allergies (with description of reaction type) • Review of systems (by system, includes all pertinent positives and negatives)

10

Physical Examination

Physical exam is precise and includes all pertinent positive and negative findings including: • Vital signs including temperature, blood pressure, pulse (orthostatic B/P’s when appropriate), respiratory rate, height, weight, BMI, and head circumference (for pediatric patients) • General • Skin, hair, nails • Lymph and Endocrine system • HEENT, including neck • Chest and lungs • Heart and cardiovascular system • Abdominal exam • Genital/rectal/breast exam • Musculoskeletal exam • Neurologic and Mini Mental Status exams (as appropriate)

10

Exam for Behavioral Health Rotation

• Comprehensive Behavioral Assessment in lieu of physical exam for Behavioral Health patients

Provisional diagnoses (clinical assessment)

• Differential diagnoses based on history and exam

5

Behavioral Health • Differentials for behavioral health patients based upon presenting symptoms and behavioral assessment

Diagnostic Plan • Appropriate lab/x-ray/other testing with detailed rationale for ordering specific tests • Procedures required and rationale for performance 5

Behavioral Health • Detailed review of diagnostic criteria (DSM) for Behavioral Health patients

 

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Results of Diagnostic Plan

• Reviews and articulates the results of the diagnostic testing appropriately and includes the significance of the findings as they relate to the differentials

5

Behavioral Health

• Reviews the diagnostic criteria (DSM) and significance of findings related to the differentials, for behavioral health patients

Treatment Plan • Medications prescribed, including dosage, frequency, potential side effects and duration of therapy • Alternative therapies available • Procedures required and their therapeutic rationale • Appropriate referral(s)

7.5

Patient Education and Follow-up Instructions

• Details of the assessment of the patient’s level of understanding of diagnosis, prognosis, treatment (including potential side effects or complications) and follow-up recommended • Detailed assessment of the patient’s family, home, social situation, and community support • Referrals provided – counseling, nutrition, smoking cessation, rehabilitation, cardiac rehab, etc. • Discharge instructions that were given to the patient • Advice given to the patient related to health maintenance and health promotion • Prognosis for this patient

5

Case Synthesis • Short summary of the case (5-7 sentences) • Reviews rationale of the differential and final diagnosis in this patient (by importance and likelihood) • Discusses the rationale of specific diagnostic testing that is ordered • Discusses the rationale of the specific treatment of this case, potential risks/side effects of the treatment • Prognosis for the patient’s condition In presenting the above, the student: • Appropriately uses medical terminology • Presents in a clear and concise manner • Appropriately uses visual materials when available (X-rays, lab reports, etc.) • Conveys extensive knowledge of the patient and the rationale for management decisions • Demonstrates logical integration of medical knowledge, clinical presentation, diagnosis and recommendations into a concise and flowing case presentation • Demonstrates knowledge of the indications, contraindications and complications of procedures and treatments and the prognosis for this patient

10

Current Standards of Treatment for Diagnoses

• Demonstrates evidence of reading current literature on the presented topic, and current recommended treatment guidelines for the disease process • Compares-contrasts the management of this case with current treatment guidelines

5

Instruction • Solicits group participation and provides instruction 2.5

 

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5. Completion and submission of all clinical data, via the Typhon system or other designated electronic means, including, but not limited to:

a. Patient demographics b. Patient clinical information

c. Clinical activity time logs d. Procedure performance activities

Note: It is extremely important that students accurately and completely document all of their patient encounters and technical procedures (see below) performed so they can demonstrate attainment of performance benchmarks. Preceptors may be asked to validate these logs.

Students are required to submit all supervised clinical practice information via the Typhon

System on a weekly basis. One point will be deducted from the final points total for each day that logging is incomplete. The information required for submission will be detailed during the Typhon system training session. If the student fails to submit the required information, a Non-Pass grade may be assigned for the rotation.

Students’ progress will be monitored at the completion of the 2nd week during SCPEs throughout the clinical year to confirm exposure to key patient encounters and settings for the rotations is occurring early. This will ensure adequate time for participating in available experiences or reassignment if significant site-related deficiencies are identified. If students are not taking advantage of available opportunities in meeting the set benchmarks within an assigned rotation, a secondary rotation that meets this need may be required in lieu of an elective.

6. Submission of Clinical Site/Preceptor Evaluations and Mid-rotation Evaluations for each SCPE:

At the completion of each rotation block, all students must complete an evaluation of the Clinical Site and Preceptor(s). The purpose of this survey is to collect information regarding clinical sites to facilitate appropriate clinical site selection, student placements, assessment of learning experiences and clinical practice opportunities. This information will also provide documentation of provided clinical education for accreditation purposes. The survey will be internet based and a link to the survey will be available on the Clinical Year Blackboard Site. Students will not receive a grade for the rotation until they have completed the survey for that rotation. Items on the survey will address several areas including, but not limited to: educational opportunities and student resources available at the site, Preceptor skill, level and appropriateness of student supervision, content and diversity of patient care opportunities available to the student, type of performance feedback provided to the student and degree of problem solving/critical thinking expected of the student. Preceptors and clinical sites will be provided a summary of the data and information obtained from the surveys but information submitted by individual students will remain confidential. Sites and Preceptors will utilize the information, collected from students, to enhance offerings and improve instruction for future students. Please be honest in your assessments so that accurate information is available for consideration in the continuing process of program evaluation and development.

Students are required to complete a Preceptor/Clinical Site evaluation of each clinical site they attend

and this form is due on the first day of the return to campus visit at the conclusion of each rotation. One point will be deducted from the final grade for this assignment for each day that the evaluation is late. Students will not receive a grade for the rotation until they have submitted this evaluation.

Mid-Rotation Evaluations are to be completed with the Preceptor at the end of the second week of each rotation. Upon completion of the form, this may be mailed, emailed or faxed to the office of the Director of Clinical Education at 336-888-6325. Forms should be received no later than 4pm on Friday of week 3 of each rotation. One point will be deducted from the final assignment grade for each day the evaluation is late.

All components of this evaluation process must be successfully completed to be eligible for graduation from the PA program.

 

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Preceptor/Clinical Site Evaluation

The Preceptor:

Strongly Disagree

Disagree Agree Strongly Agree

Demonstrated patient care and examination techniques Gave me ample opportunity to interview and examine patients

Allowed me to formulate assessment/plan Gave me the opportunity and actively listened to oral presentations of my patient encounters

Provided timely and constructive feedback about my performance and patient encounters

Provided adequate observation/supervision of my patient encounters

Allowed me to interpret diagnostic tests Reviewed my patient notes and documentation with me Assigned topics for discussion or provided informal teaching discussions

Helped me identify my strengths and areas for improvement

Utilized me in the practice in an effective manner Discussed my midterm and final rotation evaluations with me

OVERALL RATING OF THIS PRECEPTOR (check one of the following): Exceptional ____ Fully Satisfactory ____ Below Expectations ____ Poor ____ Please explain any negative responses above:

The Clinical Site/Rotation

Strongly Disagree

Disagree Agree Strongly Agree

Provided reasonable security and personal safety measures

Allowed reasonable access to site facilities and resources

Had ample space at the facility for students, providers and support staff to work

Did not require me to substitute for clinical or administrative staff

Provided access to diverse patient populations and relevant clinical experiences

Provided opportunity for EMR documentation Onsite providers and support staff were helpful and fostered an environment for learning

The patient load and type were adequate for my learning experience

Understands and embraces the role of the Physician Assistant

Made me feel part of the health care team Was organized and prepared for students

 

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OVERALL RATING OF THIS CLINICAL SITE (check one of the following): Exceptional ____ Fully Satisfactory ____ Below Expectations ____ Poor ____ I would recommend this rotation for other PA Students: Yes ___ No ___ Please explain any negative responses above: What advice would you give other students that might do a rotation at this site in the future (ie, credentialing, parking, Preceptor expectations, call duties, hours, etc.)?

Mid-Rotation Evaluation STUDENT ASSESSMENT PRECEPTOR ASSESSMENT Competent Needs

Improvement Competent Needs

Improvement Unacceptable

CLINICAL SKILLS Takes an effective history Generally performs a thorough and precise physical exam with reliable technique and within a reasonable time frame

Acceptable quality of written records

Delivers succinct, accurate oral presentations to Preceptor

Applies appropriate procedural techniques and is generally aware of indications, contraindications and potential complications of procedures

Appropriately advises patients with regard to health maintenance and health promotion

KNOWLEDGE & CLINICAL REASONING

Exhibits knowledge of diseases & pathology

Generally includes most common differential diagnoses, logically reasoned and appropriately ranked

Considers most of the diagnostic work-up and consultations

Generally develops appropriate and accurate diagnostic evaluation and treatment plans

ATTITUDE and BEHAVIOR Present and prompt for clinical responsibilities

Shows initiative and actively seeks out work and learning experiences

Recognizes limitations and accepts responsibility for actions

Uses time effectively

 

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Communicates effectively w/patients & families in a professional manner; has good rapport with patients

Communicates effectively with Providers as well as other health care workers; maintains good rapport and shows respect for others

Open to teaching efforts and accepts constructive criticism well

Behaves in an ethical, responsible and dependable manner and maintains high personal standards

To be Completed by the Student: Please describe what you perceive to be your individual strengths as they pertain to the skills and knowledge required for this particular supervised clinical practice experience.

Please describe what you perceive to be your individual weaknesses as they pertain to the skills and knowledge required for this particular supervised clinical practice experience.

Please describe how you might improve your clinical performance.

Please identify which didactic course(s) most prepared you for the current supervised clinical practice experience? To Be Completed by the Preceptor: Please describe what you perceive to be the student’s individual strengths as they pertain to the skills and knowledge required for this particular supervised clinical practice experience.

Please describe what you perceive to be the student’s individual weaknesses as they pertain to the skills and knowledge required for this particular supervised clinical practice experience.

What do you recommend the student do in order to improve their clinical performance?

 

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Comprehensive Student Evaluation Tools The following items are the graded elements utilized to evaluate student skill and progress related to specific clinical rotations throughout the clinical year:

1. 9 oral case presentations - medical discipline specific 2. 9 written case presentations – medical discipline specific 3. 9 end-of-rotation Specialty Subject Examinations - 100 questions relevant to the clinical specialty

of the rotation just completed. 4. End of Rotation Clinical Performance Evaluation 5. Miscellaneous Assignments: Typhon logging, Mid-rotation evaluation, Student evaluation of

Preceptor/Clinical Site 6. Objective Structured Clinical Examination (OSCE)- as part of Clinical Seminar I, II, III 7. Summative Evaluation- procedural and interpretive skills competencies- end of spring semester

as part of Clinical Seminar III Supervised Clinical Experience Grade Calculation Process SCPE rotation course grades are determined/assigned by the principal faculty member designated as the rotation/course director. Instructional faculty (Preceptors) provides information used to determine rotation grades but do not assign the rotation grades. The final SCPE rotation grade assigned is Pass, Non-pass, or High Pass as outlined above. Given the nature and complexity of educational activities on clinical rotations, a comprehensive, multifaceted process for evaluating student progress has been designed. The components each serve to assess different skills acquired by a student during clinical training. These constituent parts are combined to formulate the final SCPE grade.

Specialty Subject Exam (100 points) Written Case Presentation (65 Points) Oral Case Presentation (65 points) Clinical Performance Evaluation (75 points) Miscellaneous Assignments (20 Points): Typhon logging (10 pts), Mid-rotation evaluation

returned within stated timeframe (5 pts) and Student Evaluation of Preceptor/Clinical Site returned within stated timeframe (5 pts)

To earn a pass designation for an individual component, a student must achieve a 70% or better. If a non-pass grade is earned for any component, a remedial activity will be assigned specific to that segment (i.e.: written case failed – an additional written case will be assigned, the family medicine exam is failed – review topics will be assigned, etc.). All remedial activities must be completed by the end of the third week of the subsequent SCPE rotation. The goal of a remedial activity will be to address the educational deficiencies of that particular component and assist the student in focused improvement. For further details, refer to the Academic Performance, Professionalism, and Progression Policy in Section XI, below.

Remediation of Supervised Clinical Practice Experiences (SCPE’s)

o If a non-pass grade is earned for any graded component, a remedial activity will be assigned specific to that segment (i.e., written case failed – an additional written case will be assigned, the family medicine exam is failed – review topics will be assigned, etc.). The specific remediation plan developed is at the discretion of the Director of Clinical Education and may include, but is not limited to, an additional supervised clinical practice experience up to and including repeating an entire rotation.

o The goal of a remedial activity will be to address the educational deficiencies of that particular component and assist the student in focused improvement.

 

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SCPE Remediation Procedure: o Phase I remediation - If a student fails 1 out of the 5 elements they will receive an incomplete

grade for the SCPE until the remedial activity for that failed component is successfully completed. Remedial activities must be completed by the end of the third week of the subsequent SCPE rotation.

o Phase II remediation - If a student fails 2 out of the 5 constituents, they will be placed in Phase II remediation, which will entail closer faculty supervision and more focused and intensive activities to correct the deficiencies. The student will receive an incomplete for the SCPE until the remedial activities are successfully completed. Remedial activities must be completed by the end of the third week of the subsequent SCPE rotation.

o Non-Pass status - If a student fails 3 or more of the 5 components, a Non-Pass grade will be assigned for the SCPE. The student will still be expected to complete remedial activities as well as repeat the failed rotation. Remedial activities must be completed by the end of the third week of the subsequent SCPE rotation. This may delay program completion date.

For additional information and clarification regarding the Supervised Clinical Practice Rotations, students are advised to read the Supervised Clinical Practice Policy, Section XI Skills and Technical Procedures As noted above, students must track all technical procedures performed during the clinical rotations using the Typhon system. The following are skills and procedures in which students have received instruction as part of the didactic curriculum. Additionally, each student must have demonstrated proficiency in each of the asterisked (*) skills, utilizing training models or live subjects, prior to advancing to clinical rotations.

ProcedureInjections* 

Venipuncture* 

Peripheral Smear & Processing blood for Hematocrit *

Bone Marrow Aspiration 

Basic Lab evaluation: CBC/Peripheral Smear/Chemistries 

Evaluation of Skin Ulcers and Burns 

Wound Dressing* 

Skin Biopsy Wood Lamp Exams 

Collection of Cultures* 

Gram Stain Evaluation, Cultures & Sensitivities

Strep Tests* 

Urinalysis* Urine Microscopy* Urine dipstick* 

Performing pelvic exams and PAP smears*

EKG Interpretation* 

Echocardiography/Stress testing Evaluation

Cardiovascular Lab evaluation 

PFTs and Peak flows Oxygen and ventilators* 

Radiology: Chest X‐Rays* 

IV catheterization* 

 

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Genitourinary testing and Imaging 

Urinary Catheterization* 

NG tubes, G‐Tubes, Gastroenteric access, TPN

Scrubbing and Sterile Technique* 

Gowning,gloving*ChestTubesLocal Anesthesia/regional blocks* 

Laceration repair techniques* 

Excision of simple lesions 

Central/peripheral lines 

Skeletal Radiology* 

Casting and splinting* 

EEGs (report)* PSG (report)* Lumbar puncture* 

Joint Aspiration and Injections* 

Fluids and electrolytes, ET intubation 

Poisoning, gastric lavage 

Corneal Abrasions* FB removal* Vision screening* Slit lamp 

Nasal FB, epistaxis treatment, packing 

Audiometrics Ear FB removal  Cerumen removal 

Advanced EKG Interpretation* 

AdvancedRadiologyInterpretation  Student Safety during SCPEs HPU DPAS will provide appropriate training to students regarding OSHA prior to SCPEs. The facility at which the SCPE takes place shall provide HPU PA students with access to the facility’s rules, regulations, policies and procedures with which the HPU PA students are expected to comply, including the facility’s OSHA, personal and workplace security and personal safety policies and procedures and shall address all appropriate safety measures for all HPU PA students and any HPU DPAS instructors on site. It will be the Preceptor’s responsibility to take reasonable steps to ensure personal safety and security of students during the SCPE. This is clearly communicated to Preceptors and agreed upon in a signed Preceptor Profile obtained prior to the SCPEs. For specific measures that need to be taken both preventively and subsequent to accident/injury, exposure to blood, body fluids and needle stick injuries, including documentation via the Notice of Incident Form, please see the Infection Control, Safety and Personal Security Policy, Section XI.

 

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Notice of Incident

All health related incidences or accidents occurring in the clinical setting or in campus classrooms and labs involving a student, regardless of severity, are to be reported to the appropriate department faculty within 24 hours of the occurrence. The following form is to be completed by the clinical or classroom instructor/supervisor.

1. Student’s Name: _____________________________ 2. SS #:_______________________________

3. Local Address: _____________________________________________________________________

4. Dept/Program: _________________________________________5. Phone #: __________________

6. Date of Incident/Accident: ____________ 7. Exact time of Incident / Accident: _______________

8. Exact Location of Incident/ Accident: __________________________ i.e. Building, Department, Room

9. Describe, exactly, how Incident / Accident occurred (provide narrative):

10. Nature and extent of any resulting injury: i.e. Body part, degree of severity, etc. (provide narrative)

11. Were Medical Services Provided? YES NO If YES, By Whom? ______________________

First Aid Service Provided (provide narrative stating by whom service provided and nature of treatment):

12. Disposition / Referral of Student: (Check all that apply) University Health Service Emergency Room (name of hospital and attending physician): ____________________________ Admitted Discharged Home/Dorm:

13. Was the family notified? YES NO

14. If applicable, method of transportation to above location: Ambulance: ____________________ Campus Police: ________________________ Other: _________________________ Accompanied by: _______________________________________ (Name) 15. Follow-up Report: i.e. Physician’s report, recommendation given _________________________ _____________________________________________________________________________________ Clinical/Classroom Instructor’s Signature: _______________________________________________ I, ________________________, authorize High Point University Department of Physician Assistant Studies to secure copies of case history, records, laboratory reports, diagnosis and any other data covering the accident/incident that occurred on ___________________________ at (Date of Incident) ____________________________________________________________. (Name of Facility where incident occurred)

__________________________________________________________ (Signature of Student)

 

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Rotation Assignments & Paperwork Submission Checklist

At the completion of each SCP rotation, the student must* have completed or submitted the following: 1. Patient care and data logs in Typhon system for every clinical encounter/activity during the rotation. Every day/encounter must be logged and include:

a. Patient demographics, diagnosis, treatments, tasks performed (e.g. H&P, pre-op, problem-specific exam) b. Procedures and skills performed c. Time logs (patient care, conference, sick, personal)

2. Typhon patient data entry is to be completed by the end of each week during rotations. One point will be deducted for each day that logging remains incomplete. Students are to submit a signed Verification Log on the 1st day of each Return to Campus visit.

3. Mid-rotation Evaluation - submitted by 4pm on Friday of week 3 of each SCPE. 4. Written case submitted by 4pm to Clinical Education Specialist, Ms. Abira Roy, during week 4 of each rotation –Clinical calendar will be posted on Blackboard site indicating exact dates for each SCPE block. 5. Clinical Site/Preceptor Evaluation survey - completed by 9:00 am of 1st day of Return to Campus visit. *An Incomplete “I” grade will be earned for the rotation if all items are not completed and and/or submitted in the time frame indicated.

No exceptions – No excuses

 

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Clinical Seminar During the return to campus dates for each clinical rotation, students are required to participate in the Clinical Seminar series of courses. These courses are designed to aid the PA student in being successful in clinical rotations and in making the transition to the professional practice environment. In addition to scheduled topics and guest speakers, students will be responsible for presenting case- and/or topic-related material to their classmates. Students may present unique cases or discuss novel topics that may be helpful to other students in their rotations. Seminar will meet on campus for a total of four, approximately three-hour sessions during the two-day end-of-rotation activities. While graded using a Pass/Fail scheme, successful completion or remediation of each course in the seminar series is mandatory for graduation. For details on the content of each course in the series, as well as grading requirements and assessments, please refer to the individual course syllabi. Remediation Remediation of Masters Project I, II, III and Clinical Seminar I, II, III Student progress is monitored and documented for the Masters Project and Clinical Seminar courses during the Clinical Phase of the MPAS program in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation as described herein:

o Any student receiving a grade of NP will remediate the identified area(s) of deficiency. The specific remediation plan developed is at the discretion of the course director and may include, but is not limited to:

Reading assignments. Problem-based learning exercises focused on area(s) of weakness. Written self-reflection exercise. Individual faculty-led tutoring (especially skills-related deficiencies). Revising a previously submitted assignment(s) or submitting a newly created written

assignment(s) based on a revised topic approved by the course director. o Students will be reassessed after completion of the outlined remediation plan with an emphasis on

areas of poor performance. The assessment activity may vary depending on the nature of deficiency and degree of remediation necessary. A successful remediation plan will include:

Composition/nature of assessment and the student performance required for successful remediation of material.

Date in which assigned activities are due. o The responsible course director or faculty member must document remediation efforts and

outcomes and file this in the student’s official file. o The course director must notify the Student Progress Committee of any student remediation.

 

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Summative Evaluation During Clinical Seminar III, students will be scheduled for the program-administered comprehensive summative evaluation. This evaluation is comprised of three major components:

1. Comprehensive, multiple choice, computer-administered “written” examination covering the knowledge base content associated with all the basic medical and clinical sciences and its application to the practice of medicine

2. Objective Structured Clinical Examination (OSCE) which is used to evaluate direct patient care skills including obtaining the medical history, physical examination skills, communication and professionalism.

3. Technical Skills Evaluation which is used to assess the ability to perform and/or interpret the diagnostic and therapeutic skills listed in this SCPE core syllabus. Students must pass all three components of the summative evaluation to qualify for graduation from the program. (Refer to the Student Assessment policy located in the SPCE Policies and Procedures Handbook for details regarding evaluation failure and retesting.)

Master’s Project The master’s project provides an opportunity for students to learn the rigorous application of evidence-based medicine to a focused clinical topic. This includes development of appropriate research questions, literature search, evaluation of available evidence and dissemination of the project to an audience of peers. The master’s project prepares the graduate to be a critically thinking clinician who can effectively apply the best available evidence at both the individual patient and practice level to respond to the evolving delivery of patient-centered care. Detailed description of the master’s project process is provided to students during the Evidence-Based Medicine III course during second summer session of the didactic phase. The master’s project is completed during the clinical phase of the program.

 

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SECTION VI – STUDENT SERVICES Financial Aid Many MPAS students complete the Free Application for Federal Student Aid (FAFSA) in order to apply for student loans to support their graduate education (School Code 002933). Information about these loans is available in the Office of Student Financial Planning. If you have specific questions, contact either the Director of Financial Aid, Ron Elmore, by phone at (336) 841-9386 or by email at relmore@highpoint.edu, or Assistant Director of Financial Aid, Sandra Norris, by phone at (336) 841-9032 or by e-mail at snorris@highpoint.edu. Student Employment The HPU PA Program does not permit its students to work (paid or voluntary) for the PA Program. The Program strongly discourages students from being employed while enrolled and does not make exceptions or alterations to required course work, scheduling, or rotation assignments for individual students due to employment. Employment status while in the program will not be used to excuse absence from scheduled learning activities, justify poor performance, or be considered as a mitigating factor when assessing students’ academic and professional progress. During supervised clinical experiences, students may not substitute for clinical or administrative staff and must ensure all services provided to patients are directly supervised. Student Health & Health Insurance The DPAS provides each enrolled student with information about health and wellness services available to all HPU students. Students without primary health insurance may purchase a health insurance plan offered by High Point University through partnership with United Healthcare/Student Resources, one of the largest student health insurance providers. Please refer to the Student Health Policy (Section XI) for further information. Principal Faculty members in the DPAS are not permitted to be involved in the health care of students enrolled in the program. Pre- and intra-matriculation health care requirements vis-à-vis screening and immunization are detailed in the Student Health Policy. Malpractice Insurance Professional liability insurance that covers student activities while enrolled in the program is provided by High Point University. This coverage applies only while students are acting within their duties as PA students under the supervision of the faculty of the DPAS or of physicians and PAs and other program-approved preceptors in specific training programs approved by the HPU DPAS. Specialized Training All students will be required to complete specific OSHA, HIPAA and Blood-borne Pathogens training modules on a yearly basis. Information about how this training may be obtained and the timeline for obtaining certification will be given on an annual basis and is subject to change. Additionally, students will be required to complete courses in Basic Life Support and Advanced Cardiac Life Support prior to advancing to the clinical phase of the program, as this is required by certain rotations. Further information on how to complete this training will be forthcoming and may vary from year to year.

 

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Background Checks and Drug Screening All students who enter the High Point University PA Program will be required to have a criminal background check performed at least 45 days prior to matriculation. The offer of admission is conditional upon results of the background check. During enrollment, repeat background checks may be required. If a prospective student declines to undergo the background check or if findings of a grievous nature are revealed, the offer of admission will be revoked. If a student declines to undergo a background check while enrolled in the program or if findings of a grievous nature are revealed, this will be grounds for dismissal from the program. Costs of the Background Check are the responsibility of the student. A copy of the CBSO check results will be made available to the student upon request. Other copies will be distributed on a need-to-know basis for educational purposes (i.e., clinical education sites). As a prerequisite to participating in patient care at clinical sites during the didactic and clinical education phases, students may also be required to undergo one or more random drug screens to adhere to requirements of our clinical affiliates. When required by clinical facilities, students must complete drug screening prior to the onset of the given clinical experience and are financially responsible for services related to drug screening. Depending on the specific clinical site requirements, this may need to be repeated annually or more frequently. Criminal background check or drug screening results that limit the Program’s ability to secure clinical experiences may prevent a student from being promoted to the clinical education phase or recommended for graduation. By accepting admission to the Program, students agree to submit to national criminal background checks and drug screening, and also agree to pay expenses associated with these requirements. Acceptance into and successful completion of the High Point University PA Program does not imply or guarantee that the student will be able to obtain state licensure upon graduation. Hazardous Exposures Students who are exposed to potentially hazardous infectious, chemical or physical agents while participating in DPAS sponsored activities will be required to document the exposure and seek immediate medical care as outlined by the Infection Control, Safety and Personal Security Policy (Section XI).

 

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SECTION VII – SCHOOL FACILITIES AND SUPPORT SERVICES

Smith Library Smith library occupies 56,000 square feet on four floors. There are 180 places to study. There are four computer laboratories: two laboratories of Macs and PCs, a library instruction laboratory, and a media/technology laboratory. The library houses 104 computer workstations for student and faculty use. In addition, laptops, netbooks, and other media equipment are available for check-out by faculty and students. Through organized sessions, video tutorials, and the library web product LibGuides, faculty and students are instructed in the use of information resources. The library is open 24 hours, seven days a week and provides professional help during the entire time. The library has 25 staff members: eight professional full-time librarians; two paraprofessional full-time librarians; and 15 part-time staff members. Research Assistance Research assistance is available 24 hours a day, 7 days a week, in person, by phone, by e-mail, by chat, and by mobile text. Information literacy sessions are offered as a part of a student’s coursework, tailored to meet the students’ research needs, but most often include an introduction to finding books, finding e-Books, using the library online databases, and locating appropriate journals and magazines in the field. Collections/Learning Resources High Point University provides and supports student and faculty access and user privileges to adequate library collections and services. The library/learning resources number 406,000 volumes that include 160,000 e–books. There is access to 46,000 periodical titles through ownership, e-subscriptions and electronic databases. All of the online resources and other content provided by the library are available to students on-campus and are available from off-campus with the university assigned username and password. In June of 2011, the library’s integrated catalog moved to a new web-based platform. The new interface allows access to the campus library resources as well as access to millions of articles, millions of books, and thousands of dissertations. The HPU Smith Library is available to DPAS students for study and research. The Library houses a large collection of hard-copy and electronic references in health and medicine that compares favorably with collections at established programs at peer institutions including the frequently used Up-to-date, Access Medicine and NCBI Pub Med. Copies of articles needed for research that are not immediately available in the University collections can be accessed through the ILIAD system. Student Lounge A student lounge is provided for student use and contains refrigeration and microwave facilities. Students are asked to refrain from rough-housing in this area and to keep communication to a respectably quiet level. This area is to be kept clean at all times. Failure to abide by these simple rules may result in the closing of the student lounge area. Lockers and changing areas are also available for students in the department area near the student lounge. Copying Facilities Photocopying facilities are available to students free-of-charge courtesy of the DPAS and HPU. Two copy machines/printers are located in the student lounge area. Please avoid unnecessary and excessive use unrelated to DPAS activities. Please notify administrative staff of issues with copy machines in a timely fashion, e.g. low ink, no paper, malfunctions, etc.

 

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Identification Badges All students will be issued a general university photo ID, referred to as the Passport, that should be kept on their person at all times but does not need to be visibly displayed. HPU is a cashless campus; all transactions are made with monies deposited into the student Passport account and accessed with the HPU Passport. Prior to beginning clinical rotations, students will be issued a name tag that specifically identifies them as an HPU PA student. This identification must be worn at all times while on supervised clinical practice experiences or off-campus, program-sanctioned activities.

 

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SECTION VIII – STUDENT ORGANIZATIONS American Academy of Physician Assistants The American Academy of Physician Assistants (AAPA), founded in 1968, is the national professional society for PAs. Major activities of the organization are public education, research and data collection, professional development, and government relations. Members of the AAPA are physician assistants who are graduates of accredited PA educational programs and/or those who are certified. Students attending accredited PA programs are also eligible for membership. Students have representation in the PA student organization SAAAPA (see below). The Academy has a federated structure of chartered constituent chapters representing the interests of PAs in 50 states, the District of Columbia, and Guam. There also are chapters in the military services and the U.S. Public Health Service. The AAPA has created a Physician Assistant Foundation (PAF) to advance education and research, as well as offer student scholarships. A Political Action Committee exists to increase the political effectiveness of the profession.

Student Academy of the American Academy of Physician Assistants Members of the SAAAPA are physician assistant students who are enrolled in accredited PA educational programs. Student Academy information can be found at www.aapa.org. HPU PA students have their own student society. Faculty mentorship is provided. Each class determines meetings, dues and class projects. Class officers are elected each year within the first month of class and officers usually serve for the duration of their time as students in the MPAS Program.

 

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North Carolina Academy of Physician Assistants The North Carolina Academy of Physician Assistants is the voice of Physician Assistants in North Carolina. Through collective efforts of NCAPA and PAs across the state, PAs are now recognized as a vital resource for the treatment of patients in North Carolina. NCAPA membership includes full-and part-time practicing Physician Assistants, PA educators, retired PAs, and PA students, as well as doctors, pharmaceutical representatives, and others. To become a Student Member or for more information, contact Kat Nicholas, NCAPA Director of Membership and Marketing, at 919.479.1995 or by email, kat.nicholas@ncapa.org. A Student Member is a student enrolled in an ARC-PA accredited physician assistant program in North Carolina. Student Members have all the rights and privileges of a Fellow Member, except that Student Members do not have the right to vote (except for voting by Student Directors as part of the NCAPA Board). A one-time payment of $10 covers two years of membership for anyone enrolled in a PA program in North Carolina. Student membership is in force until December 31 of the year in which the student graduates, after which the new graduate is eligible for Fellow or Associate membership in NCAPA at the discounted rate of $75 for the first year as a licensed PA. NCAPA Student Opportunities:

NCAPA Endowment Grants: Educational scholarships are awarded to one student at each PA program in the state. Applicants must be student members of NCAPA and be entering their second year in PA school. The application deadline is in June of each year. Grants are awarded in August.

Leadership Retreat: Each year the NCAPA hosts a one-day event at the Stead Center in Durham on a Saturday or Sunday in October for first- and second-year student members from all PA programs in North Carolina. The day includes networking with fellow students and experienced PAs, presentations about leadership opportunities in NCAPA and AAPA, and brainstorming about student projects and service opportunities.

Medical Challenge Bowl: A Jeopardy-style competition with teams selected at random (not school vs. school) is held at the Stead Center each year in May. NCAPA’s Challenge Bowl can be used as preparation for the AAPA Student Medical Challenge Bowl, which is held each year at the AAPA annual conference.

Student Representatives: Each PA program in the state of NC elects one representative from their incoming class each year to serve as an NCAPA Student Representative. These representatives serve on the Student Affairs Committee, attend BOD meetings, and provide information to fellow students regarding PAs and NCAPA. The student representatives serve a term of one year.

Student Directors: The NCAPA Board of Directors (BOD) has two Student Directors-at-Large. Members of the previous year’s student representatives are eligible to run for these seats. Student Directors are elected no later than November 1 by a plurality of all NCAPA student members. The Student Directors serve a term of one year, which begins on January 1 of the year following the election.

Student Affairs Committee: The Student Affairs Committee is a standing committee of the NCAPA with the mission to represent and voice the concerns of the PA student community while supporting efforts in achieving academic success. Student members may serve on this committee or on any of the other committees of the NCAPA.

PA Program Meetings: NCAPA staff and one or more PA leaders host meetings at each of the PA programs, at the beginning of the academic year for first-year students and near graduation for second-year students.

 

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SECTION IX – COMMUTING, PARKING, AND SAFETY Parking Permits Any student wishing to operate and park a motor vehicle on campus needs to have a valid student parking permit. Ample parking is available in front of the Physical Therapy/Physician Assistant Building. To obtain a university parking permit, go to: www.highpoint.edu/parking. Building Security and Security Issues Personal safety is a primary concern of High Point University. Campus safety and security are enhanced by a professional security force and supplemented by officers with the High Point Police Department on a well-lit campus. Technological enhancements include Campus Assistance Response to Emergency (C.A.R.E.) points (blue security towers), an expansive video system and a robust access control system. There is a C.A.R.E point in the parking lot outside the Physical Therapy/Physician Assistant Building. Contacting Security: If you require emergency assistance:

Dial extension 9111 from a campus extension. Call (336) 841-9111. Push the emergency call button on any C.A.R.E. point.

If you require non-emergency assistance: Dial extension 9112 from a campus extension. Call (336) 841-9112. The Security Department can be reached in person at either their main office (located in

the North College Administration building at 1911 N. Centennial St) or the Security Service Center (located in the main lobby of the Wanek Center).

C.A.R.E. Points: C.A.R.E. points are located throughout campus and may be used for Security assistance. You should become familiar with their locations across campus. Crimestoppers: The Security Department maintains a Crimestoppers site for anonymously reporting suspicious activity on campus. To offer suggestions or comments visit our Crimestoppers website or call (336) 841-4646. For crimes or suspicious activity in progress, please call Security Communications at (336) 841-9111. Security Officers: High Point University has well-vetted and trained officers and dispatchers to maintain the safety and security of persons and property. Dispatchers receive calls for service and coordinate responses. Officers evaluate situations, provide assistance, and investigate incidents.

 

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Physical Therapy/Physician Assistant Building: The personal safety and security of all Physician Assistant students, faculty and staff are very important. Please observe the following policies regarding activities in the Department of Physician Assistant Studies:

Routine hours of the Department of Physician Assistant Studies are 8:00am to 5:00pm Monday through Friday.

After hours on business days, weekends, and holidays, unlimited access to departmental areas is available via card-key access only to faculty and staff. Student access to all DPAS departmental areas will be limited to 6:00am to midnight Monday-Sunday. Student access to faculty office space is limited to 9:00am-5:00pm, Monday-Friday. Students must have permission from the program director to be in any departmental area at any other time. Each individual student who needs to be in the facility after permitted hours must request after-hours access (no group permissions!).

Emergency student access after-hours: Occasionally, a student may need to re-access the DPAS on a perceived emergency basis (e.g. left house key in locker). Permission to re-enter the facility at times other than 6:00am to midnight Monday-Sunday will be given on a case-by-case basis by the Program Director or the Program Director’s designee. If permission is given, the student will need to contact security to gain access to the building after-hours.

Certain doors to the building will be locked at all times and program suites may be locked when not in use. Do not prop doors open for anyone!

Enter and leave by the front door only. When leaving any area, turn off the lights as well as any appliances, computers or other

audiovisual equipment that has been used. Following use, restore the area to original order, ready for routine business use the next

day, including proper disposal of trash. Failure to follow these rules may result in referral to the Student Progress

Committee for disciplinary action, and may also result in revocation of after-hours access privileges to the department area.

Inclement Weather The policy of High Point University is to conduct scheduled classes, keep offices open and carry on normal college operations under conditions deemed to be reasonably safe. When adverse weather conditions or other events force the temporary closing of the university or postponement of classes, students and faculty will be notified via email and postings on the HPU web site. Emergency situations (i.e. Tornado warnings) are communicated via the Panther Alert system. This includes emergency text/voice messaging, emails, desktop alerts and campus sirens (when necessary). It is the responsibility of the student to ensure that the university has up-to-date contact information. In the event that program activities are being held, students should not attempt to travel under unsafe conditions or to take unnecessary risk due to inclement weather if they must travel some distance to get to campus. The department administrator and/or course director should be notified if the student is unable to attend class or other activity due to the weather.

 

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SECTION X – GLOSSARY OF TERMS AAPA – American Academy of Physician Assistants Absence – The failure of a PA student to attend a required DPAS function. Excused absences are those for which the student has obtained permission for the absence from the appropriate DPAS faculty member (see Student Attendance, Participation, and Inclement Weather Policy). Any other absences are unexcused absences and are considered a breach of professionalism. Accreditation – A process whereby a PA program is determined to have met certain standards to ensure the competency of its graduates. This is overseen by ARC-PA. ARC-PA – Accreditation Review Commission on Education for the Physician Assistant Clinical Simulation – Assessments or skills sessions utilizing some degree of programmed technology to test or practice diagnostic and clinical skills. CME – Continuing Medical Education Competencies for the Physician Assistant Profession (4-org competencies; Big “C” competencies) – The specific knowledge, skills, attitudes, and educational experiences for physician assistants to acquire. While some competencies will be acquired during formal PA education, others will be developed and mastered as physician assistants progress through their careers. Current revision adopted by AAPA, PAEA, ARC-PA and NCCPA in 2012. Competency – Can be used to denote a Big “C” competency, a program learning outcome (little “c” competency) or a practical exam, depending on context. Congdon School of Health Sciences – A major school within HPU consisting of the DPAS, the Department of Physical Therapy, the Department of Exercise Science and the Department of Athletic Training. Course Director – The Principal Faculty Member responsible for the delivery of a PA program course, including syllabus, schedule and assessments. Course Goals – General statements that define the major purposes of a course, rotation or unit of instruction. Course Objectives (Learning Objectives) – Statements that describe what the learner will be able to do after completing a unit of instruction, i.e. certain behaviors or observable actions that, when they are exhibited by a learner, demonstrate that the learner has some skill, attitude, or knowledge. Course Outcomes – The knowledge, interpersonal, clinical and technical skills, professional behaviors, and clinical reasoning and problem solving abilities that have been attained at the completion of a course. Assessments will generally cover all course outcomes. Course Syllabus – A document made available to each student at the beginning of each numbered course of instruction. The syllabus contains all course goals, outcomes and objectives, the name and office hours for the course director, and an outline of topics to be covered. Learning resources, assessment methods and grading schemes are also listed. Dismissal – A termination of an individual’s status as student in the DPAS, as determined by the Student Progress Committee. In order to be re-instated, the student would need to re-apply to the program. Director of Clinical Education (DCE) – The principal faculty member who oversees the clinical portion of the curriculum, including Clinical Rotations (SCPEs) and Clinical Seminar.

 

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Director of Didactic Education (DDE) – The principal faculty member who oversees the didactic portion of the curriculum. Director of Research – The principal faculty member who oversees all student scholarly activities including the Master’s Project. Diversity – Differences within and between groups of people that contribute to variations in habits, practices, beliefs and/or values. DPAS – Department of Physician Assistant Studies EHR (EMR) – Electronic Health Record (Electronic Medical Record) Elective Rotations – Supervised clinical practice experiences that may differ for individual students and which allow them to gain exposure to or deeper understanding of medical specialties related to their clinical or academic areas of interest. End-of-Program Summative Evaluation – This evaluation is mandated by ARC-PA and is designed to assess students for competency in Program Learning Outcomes. Multiple assessment methods are used in this evaluation including, but not limited to, Written Exam, OSCEs, Skills Assessment/Practical Exam, Oral presentation, SOAP notes, simulated patient scenarios and clinical simulations. Failure in any portion of the end-of-program summative evaluation must be remediated or the student will not be a candidate for the degree. FTE – Full-Time Equivalent GRAT (Group Readiness Assessment Test) – A quiz/exam given to the entire study group after a TBL session and the IRAT (see below). Health Record(s) – The primary legal record documenting the health care services provided to a person in any aspect of the health care system. This term includes routine clinical or office records, records of care in any health related setting, preventive care, lifestyle evaluation, research protocols and various clinical databases. HPU – High Point University Instructional Faculty – Those individuals providing instruction or supervision during the didactic and/or clinical phases of the program, regardless of the length of time of instruction, faculty status or rank. IRAT (Individual Readiness Assessment Test) – A quiz given to each student either before or after a TBL session to test their understanding of and preparation for the session objectives. Learning Objectives – see Course Objectives Leave of Absence – A temporary suspension of the course of study usually for medical or family reasons. Students cannot take a leave of absence for purely academic or behavioral reasons. Students must return to the course of study in order to complete the program within 5 years of matriculation. MPAS – Master of Physician Assistant Studies, the degree earned by DPAS students after successfully completing the course of study. Medical Director – A Doctor of Medicine or Doctor of Osteopathy who supports the program director in ensuring that both didactic instruction and supervised clinical practice experiences meet current practice standards as they relate to the PA role in providing patient care. NCCPA (The National Commission on the Certification of Physician Assistants) – The national certifying body for PAs. NCCPA certification is required to obtain a state PA license and for almost all employment as a clinical PA. Certification requirements include passing PANCE and periodic recertification by passing PANRE and obtaining CME. Oral assignment – This may include, but is not limited to, content-based presentations to classmates, role-playing, and patient presentations. Contribution to the overall course grade is at

 

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the discretion of the course instructor and will be found in the course syllabus. Oral assignments may need to be remediated if they are a principal assessment measure in a given course. OSCE – Objective Simulated Clinical Experience; generally an assessment exercise accomplished with Standardized Patients PACKRAT – The Physician Assistant Clinical Knowledge Rating and Assessment Tool is an examination developed by a committee of physician assistant educators from PAEA member programs. The examination is designed to serve as a voluntary means by which PA students may identify areas of strength and weakness in areas key for entry into PA practice. PAEA – Physician Assistant Education Association PANCE – Physician Assistant National Certifying Examination. The initial exam all PA graduates must take and pass to become NCCPA certified. NCCPA certification is required for almost all clinical employment. PANRE – Physician Assistant National Re-certification Examination. A nationally standardized exam currently taken every ten years in order to maintain NCCPA certification. PBL (Problem-Based Learning) – A student-centered instructional technique in which a clinical scenario is presented and students must evaluate all significant clinical and psychosocial aspects of the patient’s problem. Students generate learning issues which must be researched and used to progress through the case. PBL comprises a major component of Clinical Decision Making I, II, and III. PD – see Program Director Practical Exam – A direct observation and assessment by a faculty member of a skill or skill set using a standard anchored rubric. Remediation is required for failed skills assessments. Preceptor – Any clinical faculty member who provides student supervision during supervised clinical practice experiences. Prerequisite – a course or activity that must be completed prior to participation in a subsequent course or activity Principal Faculty – Those faculty members working at least 50% full time equivalent (FTE) with primary academic responsibility assigned to the PA program and who report to the program director. Program Director (PD) – The principal faculty member responsible for overseeing the DPAS. At HPU, the Department Chair also serves as the Program Director. Program Learning Outcomes – A list of cognitive, psychomotor and affective expectations for graduating students. Each student must demonstrate competency in each outcome prior to graduation. In some contexts these are referred to as little “c” competencies. Quiz – a brief formal assessment usually given at the beginning of class. The purpose of quizzes is to ensure that students are prepared for class and that they understand basic concepts. Remediation is not required for quizzes but they do contribute to the overall course grade. Remediation – A supplementary course of study and assessment designed to aid students who fall below program standard in demonstrating competency in course and program outcomes Rotation – A supervised clinical practice experience for which there are published expected learning outcomes and student evaluation mechanisms. SAAAPA – Student Academy of the AAPA Scholarship – the pursuit of knowledge through research and the dissemination of this knowledge to one’s peers. Scholarship activities include peer-reviewed journal articles, conference presentations and peer-reviewed poster presentations

 

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SCPEs (Supervised Clinical Practice Experiences) – Supervised student encounters with patients that include comprehensive patient assessment and involvement in patient care decision making and which result in a detailed plan for patient management. Often used interchangeably with “rotation”. Simulated Patient Scenarios – These are experiences with specifically trained individuals (standardized patients) that will role play a clinical encounter with the student. These may be assessed directly by the simulated patient or by an observing faculty member. When used for assessment they are referred to as OSCEs (see above). Skills assessment – see Practical Exam Standardized Patient (SP) – see simulated patient scenarios Student Progress Committee – A principal faculty committee that reviews each student’s progress at least once/semester to determine promotion to the next semester; reviews each student’s summative evaluation results and approve/disapprove for graduation; reviews/revises policies for student performance and promotion, including summative evaluation and graduation; and makes decisions about students requiring disciplinary actions, according to program and University policies. Summative Evaluation – see end-of-program summative evaluation TBL (Team-Based Learning) – A student-led learning exercise in which students are responsible for preparing and discussing cases related to basic medical science or clinical disease states. Students usually take both individual and group quizzes on the objectives (see IRAT and GRAT). Withdrawal – An individual’s voluntary termination as a student in the DPAS. Written assignment – This may include, but is not limited to, a SOAP notes, an instructor-defined problem set, written PBL/TBL learning issues or summaries, and reflective writing. It usually contributes to a percentage of the student’s course grade. Written examination – This is a formal written assessment used to assess a student’s mastery of instructional objectives, course outcomes and program learning outcomes. Question types can include, but are not limited to, MCQs, patient management essays, short answer questions and data analysis questions. It contributes a significant percentage of the overall course grade.

 

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SECTION XI – PROGRAM POLICIES

Academic Performance, Professionalism, and Progression 68 Cost of Attendance 80 Dress Standard 83 Harassment and Student Grievances 86 Infection Control, Safety and Personal Security 87 SCPE Patient Exposure 92 Social Media 95 Student Advisement 98 Student Assessment 100 Student Attendance, Participation and Inclement Weather 109 Student Criminal Background Check 113 Student Employment 116 Student Health 117 Student Role in Classroom and SCPEs 120 Student Urine Drug Screen 122 Supervised Clinical Practice 125 Technology 135

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Policy - Academic Performance, Professionalism, and Progression

Origin Date: November 8, 2013 Last Evaluated: April 12, 2016 Responsible Party: Program Director Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms: Behavioral and Professional Evaluation Form, Remediation Efforts and Outcomes of Didactic Coursework Form, Remediation Efforts and Outcomes of Clinical Coursework Form, Academic Intervention Form, Department Chair Academic Intervention Form, Advisement Session Topics/Timeline Form, Technical Standards Attestation, Documentation of Attainment of PLOs Form, Yellow Flag Form, Red Flag Form, Academic Performance Summary Academic Phase, Academic Performance Summary Clinical Phase ARC-PA Associated Standards:

o A3.11 - The program must define, publish and make readily available to faculty and students policies and procedures for processing student grievances and allegations of harassment.

o A3.17 - The program must define, publish and make readily available to students upon admission academic performance and progression information to include:

a) any required academic standards b) completion deadlines/requirements related to curricular components c) requirements for progression in and completion of the program d) policies and procedures for processing student grievances e) policies and procedures for withdrawal and dismissal f) policies and procedures for remediation and deceleration g) policies and procedures for processing allegations of harassment

o A3.19 - Student files kept by the program must include documentation: c) of student performance while enrolled d) of remediation efforts and outcomes e) of summaries of any formal academic/behavioral disciplinary action take against a student and f) that the student has met requirements for program completion

o C3.02 - The program must document student demonstration of defined professional behaviors. o C3.03 - The program must monitor and document the progress of each student in a manner that

promptly identifies deficiencies in knowledge or skills and establishes means for remediation.

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Background and Purpose

The purpose of this policy is to provide clear expectations on requirements and procedures related to academic performance, professionalism, and progression.

Definitions

Academic Intervention: The process of identifying at-risk students early to promote successful acquisition of the requisite knowledge to be successful. Remediation: The process of addressing deficiencies in a student’s knowledge and skills, such that the correction of these deficiencies is measurable and can be documented. Deceleration: The loss of a student from an entering cohort, who remains matriculated in the Physician Assistant program. Good Standing: Indicates a student who is not on academic or professionalism probation. Leave of Absence: A period of time a student is granted to be away from his/her studies while maintaining the status of current student. Withdrawal: A student-based decision that results in a student exit from the program. A student must reapply to the program to regain admission. Dismissal: A program-based decision that results in a student exit from the program. A student must reapply to the program to regain admission.

Policy Statement

Table of Contents o Required Academic Standards o Requirements for Progression o Requirements for Graduation o Didactic Curriculum

Required Academic Standards Remediation

o Clinical Curriculum Required Academic Standards Remediation of Supervised Clinical Practice Experiences Remediation of Masters Project and Clinical Seminar

o Professional Behaviors o Required Professional Behaviors o Evaluation of Professional Behaviors o Academic Dishonesty

o Adverse Actions Academic Probation Professionalism Probation Dismissal

o Conduct Violations and Harassment o Student Grievances

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o Deceleration o Leave of Absence o Withdrawal

Required Academic Standards Attendance and participation requirements are outlined in the Student Attendance, Participation, and Inclement Weather policy. Students enrolled in the High Point University Department of Physician Assistant Studies (DPAS) must maintain adherence to the program standard of academic performance and professionalism. Requirements for Progression Due to the sequential nature of the curriculum, students must successfully complete all courses for a given semester before becoming eligible to take courses in the subsequent semester. Students must successfully complete all courses in the didactic phase before they may progress into the clinical phase of the program. Supervised Clinical Practice Experiences offered during the clinical phase of the program do not follow the semester calendar. Due to timing, as well as complexity of evaluative measures incorporated, student performance is assessed at the completion of each Supervised Clinical Practice Experience to determine progression to the next rotation. At the conclusion of each semester, the Student Progress Committee reviews each student’s academic and professional performance. Students must be recommended for progression by the Student Progress Committee to be eligible to take courses in the subsequent semester and continue their progression through the program. The Student Progress Committee does a more detailed evaluation of each student’s professional behavior at the completion of the 2nd and 4th semester of the didactic phase of the program, and following the 7th Supervised Clinical Practice Experience (SCPE) rotation. In the event a student is identified to be at risk for Academic/Professionalism probation or dismissal at any time during the MPAS program, including Supervised Clinical Practice Experiences, the Student Progress Committee may convene more frequently to determine appropriate academic/professionalism intervention. In the event that a student is remediating a course or course component they may progress to the subsequent semester at the discretion of the Student Progress Committee. Requirements for Graduation To graduate from the PA Program and earn a Master of Physician Assistant Studies (MPAS) degree, students must:

o Successfully complete all course work according to program defined academic standards. o Achieve a minimum overall 3.0 G.P.A. (Grade Point Average) o Successfully pass all components of the summative evaluation. o Demonstrate they have met all Program Learning Outcomes. o Submit a completed graduation application to the Office of Graduate Studies. o Be in good academic standing. In the event that a student is on academic probation as he/she

enters the final semester, he/she must still have the required overall G.P.A. of 3.0. o Be in good professional standing. o Complete all requirements for graduation within 5 years of the original date of matriculation. o Have no incomplete grades o Have no financial or library obligation with High Point University

Students should apply for graduation one term before all requirements for the MPAS degree are complete. The graduation application is available on the Norcross Graduate School website. To apply, the student should download and return the completed form to the Graduate School.

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Course Director Role in Supporting Student Success Course Directors play a key role in supporting student success by identifying at-risk students as early as possible during the semester. Students will not be allowed to remediate course assessments to improve their grade (see Remediation under Didactic Curriculum and Clinical Curriculum below). When students are deemed to be at risk, academic interventions should be recommended by the course director to promote student success and provide students the support they need to earn a final course grade of B or higher, or Pass in courses offered as Pass/Fail. It is up to each individual course director to work with the student to determine how this may be best accomplished given the course objectives and outcomes and the individual student’s strengths and weaknesses in learning course content. Course Directors are responsible for providing the initial contact with those students deemed to be at risk. It is then the responsibility of the student to schedule a meeting with the Course Director to discuss strategies for success. Failure to do so may be reflected in the student’s professional behavior evaluation. In the spirit of self-directed learning, it is the responsibility of the student to implement the suggestions made by the course director in a way that best accommodates their learning style. During this process, Course Directors should ascertain all possible factors contributing to a low exam score (e.g., fund of knowledge, ineffective study strategies, test-taking errors, reading, comprehension, or attention issues, poor time management, personal problems, etc.). The signed original Academic Intervention Form outlining proactive strategies for success will be submitted to the Department Administrator for inclusion in the student’s official file. The Course Director will also forward a copy of this form to the faculty advisor for inclusion in the student’s advisement folder. In the event that a student does not respond or meet with the Course Director within one week, the faculty advisor will be notified. Any time a student receives two didactic course examination grades of < 80% during a semester, the Student Advisor must set up a meeting with the student to discuss and submit the student’s name to the Student Progress Committee. The Student Progress Committee will meet to discuss appropriate intervention based on input from the Student Advisor and Course Directors. Based on final determination and as a means to foster programmatic support, the student will be referred to the Department Chair or Department Chair Designee to ascertain all possible factors contributing to poor performance and provide appropriate strategies/interventions to promote student success. Given the nature and complexity of educational activities on clinical rotations, a comprehensive, multifaceted process for evaluating student progress has been designed. The components each serve to assess different skills acquired by a student during clinical training. Therefore, Academic Intervention during the clinical year will occur on a case-by-case basis including, but not limited to, unsatisfactory marks on mid-rotation evaluations, professionalism issues, and/or score of < 2 on an end of rotation Clinical Performance Evaluation. Didactic Curriculum Required Academic Standards To remain in good academic standing, normal academic progress in the didactic phase of the Physician Assistant Studies program requires all students to achieve a minimum 3.0 G.P.A. each semester. For courses offered as Pass/Fail during the didactic phase of the program, students must achieve a “P” or “HP” to remain in good academic standing. Assessment and Minimum Grade Standards for Didactic Education Curriculum

90-100% A 80-89.9% B 70-79.9% C 60-69.9% D <60% F

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Assessment and Minimum Grade Standards for P/F Courses in the Didactic Education Curriculum

93-100% HP (High Pass) 70- 92.9% P (Pass) <70 NP (Non-Pass)

Computation of Grade Point Average Grade Point Average is the ratio expressed by the sum of the quality points divided by the sum of credits attempted. Pass/Fail grades are not a component of the Grade Point Average. The Quality Point values of these grades are:

Grade Quality Point per Credit Hour A 4.0 B 3.0 C 2.0 D 1.0 F 0.0

Remediation Student progress is monitored and documented during the Didactic Phase of the MPAS program in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation as described herein:

o A student receiving a “C” in a course will remediate the identified area(s) of deficiency. The specific remediation plan developed is at the discretion of the course director and may include but is not limited to:

Reading assignments. Written completion of selected course learning objectives with reference citations. Written response to selected exam items with reference citations. Problem-based learning exercises focused on area(s) of weakness. Written self-reflection exercise. Individual faculty-led tutoring (especially skills related deficiencies).

o Students will be reassessed after completion of the outlined remediation plan with an emphasis on areas of poor performance. The assessment activity may vary depending on the nature of deficiency and degree of remediation necessary. A successful remediation plan will include:

Composition/nature of assessment and the student performance required for successful remediation of material.

Date in which assigned activities are due. o The responsible course director or faculty member must document remediation efforts and

outcomes and file this in the student’s official file. o The Student Progress Committee must be notified of any student remediation by the course

director. o Unsuccessful remediation efforts will be forwarded to the Student Progress Committee for review

to determine appropriate course of action which may include the entire range of possible outcomes up to and including dismissal from the program.

Remediation of Pass/Fail Courses offered during the Didactic Education Phase Student progress is monitored and documented in Pass/Fail courses during the Didactic Education Phase of the MPAS program in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation as described herein:

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o A student receiving an NP will remediate the identified area(s) of deficiency. The specific remediation plan developed is at the discretion of the course director and may include, but is not limited to:

Reading assignments. Problem-based learning exercises focused on area(s) of weakness. Written self-reflection exercises. Individual faculty-led tutoring (especially for skills-related deficiencies). Revising previously submitted assignment(s) or submitting newly created written

assignment(s) based on a revised topic approved by the course director. o Students will be reassessed after completion of the outlined remediation plan with an emphasis on

areas of poor performance. The assessment activity may vary depending on the nature of deficiency and degree of remediation necessary. A successful remediation plan will include:

Composition/nature of assessment and the student performance required for successful remediation of material.

Date in which assigned activities are due. o The responsible course director or faculty member must document remediation efforts and

outcomes and file this in the student’s official file. o The Student Progress Committee must be notified of any student remediation by the course

director. o Unsuccessful remediation efforts will be forwarded to the Student Progress Committee for review

to determine appropriate course of action which may include the entire range of possible outcomes up to and including dismissal from the program.

Clinical Curriculum Required Academic Standards To remain in good academic standing, normal academic progress in the clinical phase of the Physician Assistant Studies program requires all students to achieve a “P” or “HP” for every required clinical-year course, to include Supervised Clinical Practice Experiences (SCPE’s), Masters Project, and Clinical Seminar. Assessment and Minimum Grade Standards for SCPE’s

93-100% HP (High Pass) 70- 92.9% P (Pass) <70 NP (Non-Pass)

Remediation of Supervised Clinical Practice Experiences (SCPE’s) Given the nature and complexity of educational activities on clinical rotations, a comprehensive, multifaceted process for evaluating student progress has been designed. The components each serve to assess different skills acquired by a student during clinical training. These constituent parts are combined to formulate the final SCPE grade:

Specialty Subject Exam Clinical Performance Evaluation Oral Case Presentation Written Case Presentation Miscellaneous Assignments (Typhon, evaluations)

o To earn a pass designation for an individual component, a student must achieve a 70% or better. o If a non-pass grade is earned for any graded component, a remedial activity will be assigned

specific to that segment (i.e., written case failed – an additional written case will be assigned, the specialty subject exam is failed – review topics will be assigned, etc.). The specific remediation plan developed is at the discretion of the Director of Clinical Education and may include, but is

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not limited to, an additional supervised clinical practice experience up to and including repeating an entire rotation.

o The goal of a remedial activity will be to address the educational deficiencies of that particular component and assist the student in focused improvement.

SCPE Remediation Procedure: o Phase I remediation - If a student fails 1 out of the 5 elements they will receive an incomplete

grade for the SCPE until the remedial activity for that failed component is successfully completed. Remedial activities must be completed by the end of the third week of the subsequent SCPE rotation.

o Phase II remediation - If a student fails 2 out of the 5 constituents, they will be placed in Phase II remediation, which will entail closer faculty supervision and more focused and intensive activities to correct the deficiencies. The student will receive an incomplete for the SCPE until the remedial activities are successfully completed. Remedial activities must be completed by the end of the third week of the subsequent SCPE rotation.

o Non-Pass status - If a student fails 3, 4 or 5 out of the 5 components, a Non-Pass grade will be assigned for the SCPE. The student will still be expected to complete remedial activities as well as repeat the failed rotation. Remedial activities must be completed by the end of the third week of the subsequent SCPE rotation. This may delay program completion date.

Remediation of Masters Project I, II, III and Clinical Seminar I, II, III Student progress is monitored and documented for the Masters Project and Clinical Seminar courses during the Clinical Phase of the MPAS program in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation as described herein:

o A student receiving an NP will remediate the identified area(s) of deficiency. The specific remediation plan developed is at the discretion of the course director and may include but is not limited to:

Reading assignments. Problem-based learning exercises focused on area(s) of weakness. Written self-reflection exercises. Individual faculty-led tutoring (especially for skills-related deficiencies). Revising previously submitted assignment(s) or submitting newly created written

assignment(s) based on a revised topic approved by the course director. o Students will be reassessed after completion of the outlined remediation plan with an emphasis on

areas of poor performance. The assessment activity may vary depending on the nature of deficiency and degree of remediation necessary. A successful remediation plan will include:

Composition/nature of assessment and the student performance required for successful remediation of material.

Date in which assigned activities are due. o The responsible course director or faculty member must document remediation efforts and

outcomes and file this in the student’s official file. o The Student Progress Committee must be notified of any student remediation by the course

director. o Unsuccessful remediation efforts will be forwarded to the Student Progress Committee for review

to determine appropriate course of action which may include the entire range of possible outcomes up to and including dismissal from the program.

Professional Behaviors Required Professional Behaviors Students must display a professional attitude. Expectations include, but are not limited to, those defined by the National Board of Medical Examiners as follows:

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o Adheres to institutional policies and procedures o Admits errors and assumes responsibility o Advocates for the individual patient o Arrives on time for scheduled activities and appointments o Conveys information honestly and tactfully o Demonstrates sensitivity to power inequalities in professional relationships o Fulfills responsibilities in a timely manner o Maintains composure during difficult interactions o Maintains thoroughness and attention to detail o Modifies behavior based on feedback o Requests help when needed o Responds promptly to communication requests o Acknowledges limits of one's own knowledge o Responds receptively to diverse opinions and values o Demonstrates humility o Maintains the confidentiality of test material

Evaluation of Professional Behaviors The Student Progress Committee evaluates students’ professional behavior at the completion of the 2nd and 4th semester of the didactic phase of the program, and following the 7th Supervised Clinical Practice Experience (SCPE) rotation by documented meetings with their designated faculty advisor, with monitoring of student professional behavior conducted on an ongoing basis by day-to-day observation, and feedback. During this evaluation the committee will meet and assess each student’s professional behavior using the following criteria:

o Attendance: Does not miss class or other required events o Punctuality: Is on time for class and labs o Class participation: Participates actively and consistently in class discussions and assignments o Writing Skills: Clear, concise write-ups with appropriate documentation, correct grammar,

spelling and utilization of accurate medical concepts and terminology o Verbal Skills: Speaks clearly, concisely and logically using appropriate medical terminology o Deportment: Positive attitude, accepts constructive feedback, demonstrates maturity o Dress and Attitude: Consistently presents a professional demeanor in dress and attitude for class,

labs and events o Interaction: Consistently demonstrates respect and sensitivity to fellow students, faculty and staff o Learning: Consistently takes responsibility for own learning, shows motivation for self-learning o Initiative: Consistently demonstrates flexibility and initiative

This process will incorporate the following steps:

o Students are provided the opportunity to complete a self-assessment prior to meeting with their advisor to discuss the Student Progress Committee assessment.

o Advisors will meet one on one with student advisees to provide feedback on Student Progress Committee and student self-assessments.

o If there are any areas of concern, the faculty member and the student can together address ways of improving those areas.

o If there are any problem areas identified, the student may be required to meet with both the advisor and the Director of Didactic Education or Chair/Program Director to discuss specific steps for improvement. Such steps may include, but are not limited to, referral to appropriate resources, developing a contract regarding behavioral modification, on-going advisory meetings and other means of assisting the student to improve problem areas.

o The form is reviewed with the student, signed and dated by both the Advisor and the student, and filed in the student’s record. By the end of the didactic education phase of the program the student will have had two “Behavioral and Professional Evaluations”.

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Behavioral concerns observed throughout the program will be documented on either a Yellow Flag Form or a Red Flag Form. A Yellow Flag Form is used to identify and document concerns and patterns of professional behavior violations. These violations do not constitute immediate adverse action. A Red Flag Form is used when the observed behavior constitutes a greater concern requiring a meeting of the Student Progress Committee to determine the need for immediate intervention. Any time a faculty member issues a Yellow Flag or a Red Flag, they must meet with the student to discuss the identified behavioral concern at which time the student will be provided an opportunity to respond and provide their comments to the form. Once reviewed and completed, these forms will placed in the student’s file to inform the behavioral evaluation process by the Student Progress Committee.

During the clinical phase, students are also assessed via preceptor evaluations and direct observation by faculty on clinical site visits. Criteria for evaluation of Attitude and Behavior are listed below:

o Reliability o Professionalism (Responsiveness to patient needs, rights, confidentiality, and accountability to

the patient and the profession) o Initiative o Recognition of Limitations o Effective use of time o Interpersonal Skills with Patients and Families o Interpersonal Skills with health care workers o Interpersonal Skills with Preceptors and Instructors o Work Ethic

Academic Dishonesty It is the policy of the High Point University DPAS that any form of academic dishonesty by a PA student shall be dealt with by referral to the Student Progress Committee. Examples of academic dishonesty include, but are not limited to:

o Copying test answers or other assigned non-group work from classmates. o Plagiarism of another’s work. o Recording or transmitting test questions or test materials. o Accessing previous program exams and collaborating on graded assignments unless expressly

permitted to do so. Adverse Actions Academic Probation Students will be placed on Academic Probation in the following circumstances:

o When they fail to achieve the required 3.0 semester G.P.A. o When they earn an NP grade during the didactic phase of the program o When they earn two or more final course grades of “C” during the didactic phase of the program. o When they earn one NP final SCPE grade during the clinical phase of the program. o When they fail two Specialty Subject End-of-Rotation examinations.

Professionalism Probation Students will be placed on Professionalism Probation when they do not demonstrate acceptable professionalism behaviors as evidenced by one or more of the following:

o Receiving an “Unacceptable” mark on a didactic professionalism evaluation. o Receiving an “Unacceptable” mark in the professionalism category of the Preceptor Evaluation of

Student. o Receiving an “Unacceptable” professionalism assessment from the Student Progress Committee.

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Procedure for regaining good standing following placement on Professionalism Probation: o In order to return to good standing following placement on Professionalism Probation, students

must refrain from demonstrating any of the professionalism deficiencies listed above during the probationary period. The probationary period will last from the time the student is placed on professionalism probation until the end of the following semester at which time the Student Progress Committee will conduct a formal professional evaluation.

Dismissal Students will be dismissed from the Physician Assistant Program in the following circumstances:

o When a student fails to achieve a semester G.P.A. of 3.0 during any two semesters. o When they achieve a final course grade of “C” or below once they have been on probation,

regardless of the semester G.P.A. in which they receive the “C” grade. o When they earn one final course grade below 70% during the didactic phase of the program. o When they earn two NP grades during the didactic phase. o When they earn two NP final SCPE grades during the clinical phase. o When they fail to meet post-acceptance requirements in the manner specified in the Admissions

policy. o When they fail three Specialty Subject End-of-Rotation examinations. o For conduct that would render them ineligible to participate in clinical rotations. o When they are unable to meet the minimum technical standards necessary to achieve the

knowledge, skills, and competencies of an entry-level physician assistant. o When it is no longer possible for them to complete all program requirements for graduation

within 5 years of their original date of matriculation. o When they exhibit behavior detrimental to their profession, including failure to demonstrate

ethical and/or professional behavior and academic dishonesty. o Students found to be cheating are subject to automatic dismissal. o Any additional professional violations following placement on professionalism probation.

Students may be dismissed from the Physician Assistant Program in the following circumstances as determined by the Student Progress Committee:

o When their behavior poses a threat to the standards of orderly operation, scholarship, and conduct.

o When they have violated principles related to academic integrity and plagiarism as outlined by High Point University Honor Code.

o When their behavior poses a threat to the mental or physical well being of patients. o For any gross violations of professional conduct as determined by the Student Progress

Committee Students dismissed from the Physician Assistant Program have the right to:

o Appeal the decision. (See the Appeals Process section under Student Grievances.) o Seek re-entry by applying for admission during the normal admissions cycle. In the event that a

student is admitted into the program, the program faculty reserves the right to attach contingencies to the admittance.

Conduct Violations and Harassment The HPU Physician Assistant Studies Program adheres to the same policy adhered to by High Point University. This can be found in the High Point University Student Guide to Campus Life. Student Grievances Academic Grievances The PA Program abides by High Point University policies related to Academic Grievance, as outlined in the HPU Graduate Bulletin.

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Appeals Process The Department of Physician Assistant Studies recognizes due process and the rights of a student to appeal Program decisions/actions affecting student progress within the Program. Student appeals must be based upon the Program’s failure to follow established policies or procedures. Any appeal must be based on evidence that a factual or procedural error was made or that some significant piece of information was overlooked. An appeal must be addressed in writing at each level of appeal and must be presented in the following prescribed sequence to the appropriate staff. An appeal does not guarantee a change in the decision.

1. All appeals must be submitted to the Program Director in writing within five working days of the Program action/decision being appealed.

2. Appeals will be reviewed during a meeting of the Principal Faculty Committee and a decision will be rendered to the student within five working days of receipt of the appeal. Students will be invited to attend the Principal Faculty Committee meeting at which the appeal is considered to present their case and respond to any questions the committee may have. As this meeting is a purely academic proceeding, no legal counsel will be allowed to attend or participate. The appellant student may, however, request participation by other students or non-program faculty with approval of the Program Director. Proceedings may not be recorded in any manner (audio, video, digital, etc.)

3. Students who wish to challenge the Program’s appeal decision may initiate a subsequent appeal to the Dean of the School of Health Sciences. This appeal must be initiated within five working days of the Program’s appeal decision and must be submitted in writing.

4. Students who wish to challenge the Dean of the School of Health Sciences appeal decision may initiate a subsequent appeal to Provost and Vice President for Academic Affairs within 5 working days.

5. The decision of the Provost and Vice President for Academic Affairs will be considered final and become effective upon ratification by the President.

Deceleration The High Point University PA curriculum is designed to be delivered on a full-time basis to students in a cohort. There is no formal deceleration plan or option to complete the curriculum on a part-time basis. Leave of Absence A student in good academic standing may request a leave of absence due to occurrence of such events as a medical problem, serious personal problem(s), or pregnancy. Students requesting a leave of absence must apply in writing to the Program Director. In the event of a medical problem or pregnancy, the request should be accompanied by a letter from a healthcare provider describing the nature of the condition for which the leave is requested and the estimated length of time needed for recovery. After consultation with the student, the Program Director will decide whether or not the leave is to be granted and the conditions under which the student may return to school. A student requesting a leave of absence must go through the following procedure:

1. Request in writing a leave of absence from the Program Director.

2. The student must personally meet with the Program Director to discuss the reason for the leave.

3. After consulting with the student, if it is determined that the leave of absence will be granted, the Program Director will assist the student through the official leave of absence procedure at the PA Program level. The Program Director will send an official letter to the student indicating that the

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leave of absence has been approved and specifying the terms of the leave. The terms of the leave of absence will be determined by the Program Director and reviewed with the student, including the following elements:

a. Implications for resuming the curriculum (course requirements and sequencing issues) b. Duration of the leave (no longer than 12 months) c. Method for demonstrating academic readiness upon return to the Program d. Method for demonstrating ability to meet the technical standards upon return to the Program e. Need to repeat criminal background check and/or urine drug screen prior to return (at the

student’s expense) f. Curriculum or policy revisions to which the student will be subject upon return to the

Program g. Acknowledgment of the Norcross Graduate School requirement for readmission to the

Graduate School as described in the “Skipped Term: Readmission” policy available in the Graduate Bulletin.

4. Upon receipt of the official letter from the Program Director, the student must provide the letter

including the defined terms for the leave of absence, Program Director approval of the leave, and a note from his/her healthcare provider (if applicable) to the Graduate Operations Division of the Graduate School. The Graduate School then assists the student with completing University administrative leave of absence processes related to financial aid, student accounts, and registration status.If a student does not return from the leave of absence at the specified time, the student will be administratively withdrawn from the program and will be responsible for all accrued fees and financial obligations.

If the leave is approved, the official start date of the leave of absence will be stipulated in the Program Director’s approval letter. In the event the student is incapacitated and unable to initiate the request, the Program Director may facilitate this process. Any tuition reimbursement will be in accordance with the institutional refund policy. Withdrawal

o Students are permitted to withdraw from the program at their discretion following the University-defined procedure.

o Withdrawal from an individual course will not allow a student to progress in the program as per the requirements for progression (see Requirements for Progression and Graduation section) and therefore constitutes withdrawal from the program.

o To officially withdraw from the University, a student must report to the Graduate Operations Division of the Norcross Graduate School. Students wishing to withdraw should also consult with the Office of Student Financial Planning to determine if stipulations associated with the financial aid package will lead to changes in the financial statement.

Approved By: Principal Faculty Modified: January 25, 2014 March 10, 2014 February 5, 2015 October 20, 2015 to reflect addition of Academic Intervention, update Academic Progression, reflect change in timing of Student Professional/Behavioral Evaluations, addition of Pass/Fail in Didactic Education Phase, Incorporation of Red Flags and Yellow Flags in Professional/Behavioral Evaluations, updated Associated Forms Next Review: February 2017

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Policy – Cost of Attendance

Origin Date: December 11, 2013 Last Evaluated: April 12, 2016 Responsible Party: Program Director Minimum Review Frequency: Annually Approving Body: Departmental approval of books, supplies, and equipment by the Principal Faculty. University-level approval of other elements includes the Director of Student Financial Aid (cost of living), Executive Vice President for Business and Financial Affairs (tuition and fees), and Associate Dean of the Graduate School and Director of Student Accounts (refund policy). DPAS Associated Forms: None ARC-PA Associated Standards:

o A3.14 - 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 g) policies and procedures for refunds of tuition and fees

Background and Purpose

In order for prospective students to make a fully informed decision about applying to and matriculating into the High Point University Physician Assistant Program, they should be made aware of estimated program costs (tuition, fees, etc.) and policies and procedures for refunds of tuition and fees. The purpose of this policy is to clearly articulate these matters to prospective students.

Policy Statement

Cost of Attendance* The comprehensive fee schedule for the HPU PA Program is set annually. The comprehensive fee is a convenient way for students to determine their investments accurately. The comprehensive fee structure for billing will include all tuition and University fees. The comprehensive fee does not include books or course-specific fees. It is estimated that tuition and fees for the 2016-17 academic year will be $34,764 or an estimated total of $83,893 for the entire program.

Note: Please bear in mind that tuition and comprehensive fee costs are set annually.

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Additional estimated costs associated with attendance include:

Year 1 Year 2 Year 3 Housing and Utilities 12000 12000 4000 Food 6000 6000 2000 Books, Supplies and Equipment**

4000 1600 200

Student Loan Fees 1800 1800 600 Student Medical Insurance ## 1551 1350 0 Miscellaneous 5000 5000 1333 Total Annual Living Expenses

30351 27750 8133

* Cost of Attendance amounts were developed to establish maximum financial aid allowances for typical students. Students are highly encouraged to establish a budget, reduce expenditures, and borrow via student loans in incremental amounts to help limit their educational debt.

** Includes program-related expenses associated with maintaining a functional laptop computer and obtaining necessary criminal background checks and drug screenings required for enrollment and completion of supervised clinical practice experiences.

## Student Medical Insurance rates are reviewed annually and rates are subject to change.

Payment Payment of all tuition and fees is due at the beginning of each term of enrollment. Application Fee For each application cycle prospective candidates must pay or obtain a waiver for the CASPA application fee and the program designation fee. These fees and policies regarding payment and refund are set by CASPA. Additional information is available on their website. Enrollment Deposit All applicants accepted into the program will be charged a $1000 nonrefundable deposit to hold their seat. This money will be applied toward their first semester comprehensive fee upon matriculation. Refund Policy Calculation of Charges for Withdrawal from High Point University

When a student registers, it is for the full term or semester. Therefore, if the student withdraws from the University during the period, for whatever reason, the comprehensive fees# (includes: tuition and fees, plus any housing and dining) will be prorated for the first five (5) days of the semester. After the first five (5) days of the semester, 100% of the comprehensive fee will be charged and no refund will be issued.

Any refund is contingent on a student officially withdrawing from the university. To officially withdraw from the university, a student must complete a withdrawal form. This form can be obtained from the Office of Graduate Operations on the first floor of Norcross Graduate School.

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Students wishing to withdraw should also consult with the Office of Student Financial Planning to determine if stipulations associated with financial aid or loans will lead to changes in the financial statement.

The following table indicates the amount a student will be charged upon official withdrawal. It does not indicate how much a student will be refunded. Refunds are dependent on the total amount of out-of-pocket payments received and the amount of financial aid a student is eligible to keep based on the official withdrawal date.

Amount Student Will Be Charged by Day of Official Withdrawal

Day StudentWillBeCharged

Withinthefirst5DaysoftheSemester 50%

Afterthe5thDayoftheSemester 100%

# The non-refundable deposit to hold a student’s slot in the class, originally credited to tuition, will not be included in the refund

calculation.

Approved by: Program Director

Modified: February 2015, April 2016

Next Review: February 2017

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Policy - Dress Standard

Origin Date: October 14, 2013 Last Evaluated: March 28, 2016 Responsible Party: Program Director/DDE Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated forms: None ARC-PA Associated Standards:

C3.02 - The program must document student demonstration of defined professional behaviors.

Background and Purpose Advise students on professional demeanor in regards to dress.

Policy Statement

HPU PA Program Guidelines for Professional Dress Student professional dress and conduct should, at all times, reflect the dignity and standards of the medical profession. It is important that physician assistant students dress in a manner that is respectful to their professors, classmates, patients, and other interprofessional and administrative colleagues. The High Point University Department of Physician Assistant Studies and the School of Health Sciences has the authority to set dress code requirements for students admitted to the program. The dress code at various clinical sites may be more or less rigorous than the guidelines outlined below. If the culture of a particular clinical setting supports a specific dress code that is inconsistent with the policy outlined below, the student should discuss this with a member of the clinical faculty to determine proper dress behavior for the student (see “Style” below). High Point University School of Health Sciences has expectations of professional dress at any time the student is in the clinical setting, regardless of patient care duties. Classroom Setting Classroom attire can be most appropriately described as “business casual”. Men: All shirts should have collars. 3-button polo shirts, partial zipper shirts with collars are acceptable. Shirts with other than designer logos (e.g. corporate, political, personal statement, etc.) are not permitted. T-shirts are not permitted. Shirts should be tucked in unless the style specifically prohibits this (e.g. sweater-style). All buttons except the top button should be fastened. Acceptable pant styles are khakis, dress pants, trousers and corduroy pants. Jeans are not permitted. Shorts may be allowed on days of exceptional heat as determined by

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the Program Director or the Program Director’s designee. Acceptable shoe styles include oxfords, lace-ups, and loafers. Sneakers, tennis shoes, sandals, flip-flops or other open-toed shoes are not permitted. Socks should be worn at all times.

Women: Skirts and dresses should have hemlines no more than two inches above the knees. Avoid low-cut dresses or those with high slits. Pants such as khakis, corduroy pants, linen pants or dress pants are all acceptable. Jeans are not permitted, regardless of style. Shorts may be allowed on days of exceptional heat at the discretion of the PD/Director of Didactic Education. For the upper body, blouses, sweaters, turtlenecks, vests, and sleeveless shirts are all acceptable. No T-shirts, exposed midriffs, halter-tops or tank tops. Avoid any skin-tight clothing on both upper and lower body. Acceptable footwear choices include leather shoes, moderate heels and tasteful open-toed shoes (unless lab/patient care activities are scheduled for that day). Flip-flops, sandals and sneakers are not permitted. Specific modifications to this dress code (e.g. for labs, clinical skills courses) are at the discretion of the course director. Students should keep appropriate changes of clothes in their lockers. In both clinical and non-clinical settings all students should use discretion with fragrances, as patients, classmates and instructors may have allergies or sensitivities (see “Fragrance” below). Jewelry and other adornments such as body piercing should be in good taste and consistent with policies established in clinical settings. No clothing should be unprofessionally revealing regardless of student gender. Please consult a Principal Faculty Member if you are unsure about this. Whether in class or on your personal time, your personal appearance will reflect on High Point University and your chosen profession as a physician assistant. Clinical Setting Identification in the Clinical Setting Proper identification must be clearly displayed identifying that the student is a HPU Physician Assistant student. HPU PA student ID badges must be worn at all times. The Professional ID badge must be worn so that it is easily readable by patients and hospital/clinic personnel. ID badges must not be obscured or altered in any manner except as determined by clinical necessity, (e.g. special stickers for newborn nursery access). White Coats Student-style white coats are required for clinical settings and during certain laboratory sessions, simulation exercises, competency evaluations and any other times as designated by the Course Director; they must be clean and neat. They will possess the HPU/DPAS patch and rocker. Exceptions to this rule are at the discretion of the clinical preceptor and must be approved by the Director of Clinical Education. If wearing scrubs outside the operating area, a clean white coat should be worn over scrubs. Scrubs In general, scrubs should not be worn outside of the hospital or clinic. Scrubs are expected to be clean when worn in a public area and should be covered with a white coat. The ID Badge must be worn outside the white coat. Scrubs may be worn only as delineated by individual departmental/clinical policy.

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Shoes Footwear must be clean, in good condition, and appropriate. For safety reasons, open-toed shoes and sandals are not allowed in patient care areas or designated laboratory components of didactic courses. Style No sweatshirts or shirts with messages, lettering or logos (except HPU/Panther). No shorts, cut-offs, etc. Jeans are not to be worn even if it is clinic policy to allow providers to wear jeans! A tie is recommended for men, unless described as optional in specific policy for that clinical setting. Fragrance No wearing of colognes, perfumes or scented lotions in clinical settings as patients may be sensitive to fragrances. Hands Fingernails must be clean and short to allow for proper hand hygiene, use of instruments, prevention of glove puncture and injury to the patient. Artificial nails and decorative nail designs are prohibited. Some clinics/hospital settings do not permit any colored polish. Hygiene Daily hygiene must include personal cleanliness, including use of deodorant. Clothing should be clean, pressed, and in good condition, including the white coat. Hair Mustaches, hair longer than chin length, and beards must be clean and well-trimmed. Students with long hair who participate in patient care should wear hair tied back to avoid interfering with performance of procedures or having hair come into contact with patients. Jewelry Jewelry should not be functionally restrictive or excessive. Students should avoid wearing long or dangling earrings for their own and for patient safety. There should be no visible jewelry in body piercings with the exception of earrings. In the case of religious requirement, certain piercings may be acceptable. Please consult the Program Director or the Program Director’s designee if you have a religious requirement for piercings. No other facial jewelry (e.g., tongue, eyebrow piercings, etc.) is allowed. Tattoos Tattoos shall be appropriately covered when possible. Violations Students in violation of any of the above dress codes may be asked to change into appropriate attire. Repeated violations will result in referral of the student to the Student Progress Committee for disciplinary action. Approved by: Principal Faculty Modified: February 2015; March 2016 Next Review: February 2017

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Policy - Harassment and Student Grievances

Origin Date: November 15, 2013 Last Evaluated: April 12, 2016 Responsible Party: Program Director Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms: None ARC-PA Associated Standards:

o A3.11 - The program must define, publish and make readily available to faculty and students policies and procedures for processing student grievances and allegations of harassment.

Background and Purpose The purpose of this policy is to provide clear expectations on requirements and procedures related to addressing issues related to harassment and student grievances.

Policy Statement The PA Program abides by the High Point University policies related to student grievances and harassment. The University policies are available in the Student Guide to Campus Life and includes “Sexual Misconduct” and “Procedure for Student Complaints” Approved by: Principal Faculty Modified: February 5, 2015

Next Review: February 2017

 

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Policy - Infection Control, Safety and Personal

Security Origin Date: October 28, 2013 Last Evaluated: March 28, 2016 Responsible Party: Director of Didactic Education Minimum Review Frequency: Annually DPAS Associated Forms: “Notice of Incident” Form

Approving Body: Principal Faculty ARC-PA Associated Standards:

o A1.03g The sponsoring institution is responsible for addressing appropriate security and personal safety measures for PA students and faculty in all locations where instruction occurs.

o A3.08 The program must inform students of written policies addressing student exposure to infectious and environmental hazards before students undertake any educational activities that would place them at risk. ANNOTATION: Policies related to infectious and environmental hazards are expected to address methods of prevention; procedures for care and treatment after exposure, including definition of financial responsibility; and the effects of infectious and environmental disease or disability on student learning activities.

Background and Purpose

To keep students, faculty, staff, preceptors and SCPE-sponsoring institutions up-to-date on program and University policies and procedures for exposure to bodily fluids, provider safety, and personal security.

Policy Statement

Policy on Safety and Infection Control The safety of all students, faculty, staff, patients and clinical personnel is of primary concern. PA students, staff and faculty must adhere to all established High Point University safety policies and all School of Health Sciences safety policies. Students must notify their clinical preceptor and the HPU DPAS Director of Clinical Education as soon as possible of any exposure to bodily fluids or potentially serious infectious diseases. All faculty, staff and students will utilize Standard Precautions during all activities that present a risk of exposure to blood/body fluids or chemical hazards. Failure to do so will be grounds for disciplinary action.

 

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Procedures I. Standard Precautions Definition: Standard precautions are the minimum safety and infection prevention practices that apply to all patient care, laboratory or technical skills training experiences in any setting where healthcare or healthcare training is delivered. These practices are designed to protect healthcare professionals (HCP) and prevent HCP from spreading infections to others. Students will be instructed in Standard Precautions in the Clinical Methods and Procedures I course and again in the Introduction to Clinical Education course. Standard Precautions include:

o Hand hygiene. Good hand hygiene is critical to reduce the risk of spreading infection. Current CDC guidelines recommend use of alcohol-based hand rub for hand hygiene except when hands are visibly soiled (e.g. dirt, blood, body fluids), or after caring for patients with known or suspected infectious diarrhea, in which cases soap and water should be used. Key situations where hand hygiene should be performed include:

Before touching a patient, even if gloves will be worn. Before exiting the patient’s care area after touching the patient or the patient’s immediate

environment. After contact with blood, body fluids or excretions, or wound dressings. Prior to performing an aseptic task (e.g. placing an IV, preparing an injection). If hands will be moving from a contaminated-body site to a clean-body site during patient

care. After glove removal.

o Use of personal protective equipment (PPE): Exam gloves will be worn when there is risk of contact with or when handling blood or

body fluids or when there is a potential for contact with mucous membranes, non-intact skin or body orifice areas, or contaminated equipment.

Facial masks, protective eyewear and/or gowns (as well as gloves) will be worn when performing/assisting procedures with a risk of body fluid or other hazardous material splashes or sprays.

o Safe injection practices: No recapping of needles unless required by the specific procedure being performed. Use of self-sheathing needles and/or needleless systems when available. All needles and other disposable sharps will be placed in designated puncture resistant

containers as soon as possible after their use. o Safe handling of potentially contaminated surfaces or equipment:

Environmental cleaning: Areas in which patient care activities are performed will be routinely cleaned and disinfected at the conclusion of the activity.

Medical equipment safety. Reusable medical equipment must be cleaned and disinfected (or sterilized) according to the manufacturer’s instructions. If the manufacturer does not provide guidelines for this process the device may not be suitable for multi-patient use.

o Respiratory hygiene/Cough etiquette: Cover mouth/nose when coughing or sneezing. Use and dispose of tissues. Perform hand hygiene after hands have been in contact with respiratory secretions. Consider using a mask to prevent aerosol spread. Consult with your clinical preceptor

regarding specific clinical policy on when masks must be used. Sit as far away from others as possible when ill with respiratory symptoms.

 

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Compliance with all safety practices is a not just good procedure - it is a mark of your professionalism. Persistent failure to observe and practice Standard Precautions may result in adverse/disciplinary action for unprofessional behavior and referral to the Student Progress Committee. II. Safety Training Students will be required to complete any clinical site-specific safety or security training requirements in preparation for supervised clinical practice rotations. III. Post-exposure protocols Should an exposure to blood and/or other body fluid or a needle stick injury occur, the procedure for obtaining appropriate medical care is as follows: 1) When an exposure occurs: Wounds and skin sites that have been in contact with blood or body

fluids should be washed with soap and water; mucous membranes should be flushed with water. There is no evidence that the use of antiseptics for wound care or expressing fluid by squeezing the wound further reduces the risk for HIV transmission. However, the use of antiseptics is not contraindicated. Use of caustic agents, e.g., bleach, is not recommended.

2) The student should notify his/her supervisor immediately. The supervisor and student should fill out any “Notice of Incident” form in use by the clinical site as well as the form in use by the DPAS. This form should go with the student to his/her evaluation for treatment.

3) Medical Evaluation: It is very important that medical evaluation take place immediately because treatment decisions must be made within 2 hours of exposure. HIV prophylaxis for high-risk exposure appears most effective if started within 2–4 hours. It is also extremely important to evaluate the donor’s risk status immediately.

4) Medical Evaluation Facilities: The student should report IMMEDIATELY to Student Health Service if the exposure occurs on the High Point Campus during regular working hours. If the exposure occurs at an off-campus clinical site, the student should follow the Infection Control policy of that facility. When the Student Health Service is closed, the student should go IMMEDIATELY to the nearest emergency room associated with the clinic or office where the incident occurred for the initial evaluation. Follow-up can be done at Student Health. Note: If the incident occurs at a VA Hospital, the VA Employee Health Clinic may be able to do the initial evaluation.

5) Program Participation: Continued participation in the activities of the PA program will not be affected by any injury or illness that occurs while enrolled provided the student continues to meet all Technical Standards and fulfill all defined requirements for program progression and is not directly infectious by way of routine contact. Note: This only applies to serious, potentially life-threatening infections.

6) Insurance: The student’s insurance identification card should be shown when medical evaluation is needed. Students will be financially responsible for all costs incurred during compliance with this policy. (See Student Health Policy).

7) Laboratory Testing/Treatment: a) To determine whether treatment of the student is necessary, blood must be drawn from the

patient/donor (i.e. source of contamination) to evaluate Hepatitis B, C, and HIV status. In a hospital setting the Infection Control Nurse or Nursing Supervisor is often authorized to order these tests on the patient/donor. The Infection Control Nurse or Nurse Supervisor should also review the medical record, question the patient/donor about risk factors, and obtain the patient’s/donor’s consent to do the tests necessary to evaluate their health status.

b) If the exposure occurs in an outpatient setting (and these tests cannot be done), the patient/donor may need to accompany the exposed student for evaluation.

 

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Policy on Personal Security Personal safety is a primary concern of High Point University. Campus safety and security are enhanced by a professional security force and supplemented by officers with the High Point Police Department on a well-lit campus. Technological enhancements include Campus Assistance Response to Emergency (C.A.R.E.) points (blue security towers), expansive video system and a robust access control system. Procedures

o Contacting Security: If you require emergency assistance:

Dial extension 9111 from a campus extension. Call (336) 841-9111. Push the emergency call button on any C.A.R.E. point. Our non-emergency phone number is (336) 841-9112 or campus ext. 9112. The Security Department can be reached at either location: the main office (located in the

North College Administration building at 1911 N. Centennial St) or the Security Service Center (located in the main lobby of the University Center).

o Contacting Transportation: If you require immediate assistance:

Dial extension 9113 from a campus extension. Call (336) 841-9113.

o C.A.R.E. Points: C.A.R.E. points are located throughout campus and may be used for Security assistance. You should become familiar with their locations across campus.

o Crimestoppers: The Security Department maintains a Crimestoppers site for anonymously reporting suspicious activity on campus. To offer suggestions or comments visit our Crimestoppers website or call (336) 841-4646. For crimes or suspicious activity in progress, please call Security Communications at (336) 841-9111.

o Security Officers: High Point University has well-vetted and trained officers and dispatchers to maintain the safety and security of persons and property. Dispatchers receive calls for service and coordinate responses. Officers evaluate situations, provide assistance, and investigate incidents.

o Physical Therapy/Physician Assistant Building: The personal safety and security of all Physician Assistant students, faculty and staff are very important. Please observe the following policies regarding activities in the Physician Assistant Studies department area:

Routine hours of the Department of Physician Assistant Studies are 8:00am to 5:00pm Monday through Friday.

After hours on business days, weekends, and holidays, unlimited access to departmental areas is available via card-key access only to faculty and staff. Student access to all DPAS departmental areas will be limited to 6:00am to midnight Monday-Sunday. Student access to faculty office space is limited to 9:00am-5:00pm, Monday-Friday. Students must have permission from the program director to be in any departmental area at any other time. Each individual student who needs to be in the facility after permitted hours must request after-hours access (no group permissions!).

Emergency student access after-hours: Occasionally, a student may need to re-access the DPAS on a perceived emergency basis (e.g. left house key in locker). Permission to re-enter the facility at times other than 6:00am to midnight Monday-Sunday will be given on a case-by-case basis by the Program Director or the Program Director’s designee. If permission is given, the student will need to contact security to gain access to the building after-hours.

Certain doors to the building will be locked at all times and program suites may be locked when not in use. Do not prop doors open for anyone!

Enter and leave by the front door only.

 

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When leaving any area, turn off the lights as well as any appliances, computers or other audiovisual equipment that has been used.

Following use, restore the area to original order, ready for routine business use the next day, including proper disposal of trash.

Failure to follow these rules may result in referral to the Student Progress Committee for disciplinary action, and may also result in revocation of after-hours access privileges to the department area.

Student safety during SCPEs HPU DPAS will ensure that appropriate OSHA training is provided to students prior to SCPEs. The facility at which the SCPE takes place shall provide to HPU PA students access to the facility’s rules, regulations, policies and procedures with which the HPU PA students are expected to comply, including, the Facility’s OSHA, personal and workplace security and personal safety policies and procedures and shall address all appropriate safety measures for all HPU PA students and any HPU DPAS instructors on site. It will be the preceptor’s responsibility to take reasonable steps to ensure personal safety and security of students during the SCPE. This is clearly communicated to preceptors and agreed upon in a signed Preceptor Agreement obtained prior to the SCPEs. Approved by: Principal Faculty Modified: February 2014; February 2015; March 2016 Next Review: February 2017

 

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Policy - SCPE Patient Exposure Origin Date: November 8, 2013 Last Evaluated: March 28, 2016 Responsible Party: Director of Clinical Education Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms: None ARC-PA Associated Standards:

o B3.02 - Supervised clinical practice experiences must enable students to meet program expectations and acquire the competencies needed for clinical PA practice. ANNOTATION: It is expected that the program expectations of students will address the types of patient encounters essential to preparing them for entry into practice. It is expected that at a minimum these will include preventive, emergent, acute, and chronic patient encounters.

o B3.03 - Supervised clinical practice experiences must provide sufficient patient exposure to allow each student to meet program-defined requirements with patients seeking: a) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, b) women’s health (to include prenatal and gynecologic care), c) care for conditions requiring surgical management, including pre- operative, intraoperative, post-operative care and d) care for behavioral and mental health conditions.

o B3.04 - Supervised clinical practice experiences must occur in the following settings: a) outpatient, b) emergency department, c) inpatient and d) operating room. ANNOTATION: While patients often use emergency departments for primary care complaints, students are expected to interact with patients needing emergent care in this setting. Urgent care centers may be used for supervised clinical practice experiences, but do not replace the requirement to have students in emergency departments.

Background and Purpose

Physician assistant students are trained in a general medical model preparing graduates to care for patients across the life span in various medical settings. The purpose of this policy is to document High Point University’s Department of Physician Assistant Studies’ approach to ensuring sufficient exposure of students to preventive, emergent, acute and chronic patient encounters required within their supervised clinical practice experiences. This will enable students to meet the program’s defined expectations, preparing them for entry into professional practice.

Policy and Practice Statement In reference to the standards cited above, the HPU PA program:

1. Has established general course goals, outcomes and objectives that apply to all Supervised Clinical Practice Experiences (SCPEs) as documented in the SCPE Core Syllabus. Each

 

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individual SCPE is a unique learning experience with rotation-specific course objectives that are designed to complement and further elucidate the general course objectives. These are not, however, intended to replace the general course objectives. Each SCPE has an individualized syllabus that defines the rotation-specific objectives therein. The individual course goals, outcomes, objectives and associated student assessments, including the summative evaluation, guide student learning during the clinical education phase and support the attainment of competency in regards to rotation-specific course outcomes and ultimately the end-of-program learning outcomes. The SCPE syllabi are collectively housed within the Student Handbook provided to all students prior to the beginning of the clinical phase.

2. Has set minimum benchmark requirements to ensure sufficient patient exposure within required supervised clinical practice experiences to include: a. Encounter Type: Preventive Care, Emergent Care, Acute and Chronic Care. b. Life Span Care: Infants (less than 2 y/o); Children (2-10 y/o); Adolescents (11-17 y/o);

Adults (18-64 y/o); Elderly (65 and older). c. Women’s Health: Obstetrics and Gynecology. d. Surgical Management: Pre-operative, Intraoperative and Post-operative Care. e. Practice Setting: Outpatient, Inpatient, Emergency Department and Operating Room. f. Other: Behavioral and Mental Health.

The use of a web-based student tracking system will ensure students are meeting program expectations and able to acquire the competencies needed for clinical practice. Students’ progress will be monitored at the completion of the 2nd week during SCPEs throughout the clinical year to confirm exposure to key patient encounters and settings for the rotations is occurring early. This will ensure adequate time for participating in available experiences or reassignment if significant site-related deficiencies are identified. If students are not taking advantage of available opportunities in meeting the set benchmarks within an assigned rotation, a secondary rotation that meets this need may be required in lieu of an elective. The program’s set benchmark requirements will be evaluated and modified, if necessary, on an annual basis as part of the program’s self-assessment process.

3. Has devised a comprehensive method for evaluating the quality of patient exposures on SCPEs as well as monitoring student progress toward achieving program expectations and clinical competency throughout the clinical phase of the program to include: a. Initial site and preceptor evaluation. b. Submission of mid-rotation Self-Evaluation, clinical site/preceptor evaluations and Clinical

Performance Evaluation for each SCPE. c. Site visits to students during SCPEs: Each student and each SCPE site will have at least one

site visit by program faculty during the clinical phase of the program and may be monitored more frequently as deemed necessary by the Director of Clinical Education.

d. Assigned oral case presentations due at the completion of each SCPE. e. Written case presentations due at the completion of each SCPE. f. Submission of one progress note for each SCPE. g. End-of-Rotation Specialty Subject Exam administered on return to campus visits at

completion of each SCPE.

 

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h. PANCE-style primary care MCQ exam administered on return to campus visits at the conclusion of each Clinical Seminar course.

i. A series of OSCE exams performed on return to campus days at the conclusion of each Clinical Seminar course.

j. Summative evaluation: To be completed no more than four months prior to program completion and consists of comprehensive multiple choice computer administered exam, Objective Structured Clinical Exam (OSCE) and technical skills evaluation as outlined within the SCPE Core Syllabus.

A remedial process has been established to address any educational deficiencies within the above listed components and assist the student with focused improvement. The process of remediation is well documented in the SCPE core syllabus and the Student Handbook as well as the Policy on Academic Performance and Progression.

4. Does not substitute any practice setting for the Emergency Department setting requirement.

Approved by: Principal Faculty

Modified: February 5, 2015

Next Review: February 2017

Patient Exposure Category Benchmark (# encounters) Total Encounters 1000

Encounter Type Preventive Care

Emergent Care Acute Care

Chronic Care

50 20 200 200

Lifespan Care Infants (<2y)

Children (2-10y) Adolescents (11-17y)

Adults (18-64y) Elderly (65+)

20 50 20 250 200

Women's Health Prenatal Care

Gynecologic Care 20 50

Practice Setting Outpatient

Inpatient Emergency Department

Operating Room Preoperative Care

Postoperative Care

400 100 100 15 15 15

Other Behavioral/Mental Health 100

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Policy - Social Media

Origin Date: November 8, 2013 Last Evaluated: March 28, 2016 Responsible Party: Program Director/DDE Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms: None ARC-PA Associated Standards: N/A

Background and Purpose

The purpose of this policy is three-fold: 1) to define ethical and professional expectations regarding the use of social media by medical professionals, 2) to define program-specific behavioral expectations pertinent to social media in the classroom and other educational environments, and 3) to communicate a resource that supports student development in their personal and corporate use of social media.

Policy Statement Social Media and the Medical Professional The HPU Physician Assistant Program Supports the American Medical Association’s (AMA) opinion titled “Professionalism in the Use of Social Media”. The opinion has been quoted below with modifications to align with physician assistant education and practice. The original opinion is available at: http://www.ama-assn.org/resources/doc/code-medical-ethics/9124a.pdf

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

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(a) PAs should be cognizant of standards of patient privacy and confidentiality that must be maintained in all environments, including online, and must refrain from posting identifiable patient information online.

(b) When using the Internet for social networking, PAs should use privacy settings to safeguard personal information and content to the extent possible, but should realize that privacy settings are not absolute and that once on the Internet, content is likely there permanently. Thus, PAs should routinely monitor their own Internet presence to ensure that the personal and professional information on their own sites and, to the extent possible, content posted about them by others, is accurate and appropriate.

(c) If they interact with patients on the Internet, PAs must maintain appropriate boundaries of the patient-provider relationship in accordance with professional ethical guidelines just as they would in any other context.

(d) To maintain appropriate professional boundaries PAs should separate personal and professional content online.

(e) When PAs see content posted by colleagues that appears unprofessional they have a responsibility to bring that content to the attention of the individual, so that he or she can remove it and/or take other appropriate actions. If the behavior significantly violates professional norms and the individual does not take appropriate action to resolve the situation, the PA should report the matter to appropriate authorities.

(f) PAs must recognize that actions online and posted content may negatively affect their reputations among patients and colleagues, may have consequences for their medical careers (particularly for PA students), and can undermine public trust in the medical profession.

Program-Specific Social Media Expectations HPU PA students and faculty should understand and adhere to the following guidelines and professional considerations when engaging in social media networking:

o HPU PA Faculty and Staff members are not permitted to extend or accept “friend requests” to/from students.

o Classroom and clinical site training commitments should be respected. Students should not engage in social networking during in-class and on-site clinical time.

o The integrity of the coursework of the HPU PA program, student, and classroom should be protected. Students should not share questions or answers to assignments, exams, or quizzes via social media nor provide this information to students in a subsequent class.

o Patient privacy must be protected. Students should not share any identifiable patient or clinical information via social media. HIPAA laws apply to all social networking sites.

o Students should ensure accuracy regarding statements made about the HPU PA program and its community members. Students should not provide false, intentionally inaccurate, or inflammatory comments.

o All laws governing copyright and fair use of intellectual property must be followed. o Students should recognize that one’s professional reputation can be affected through

social networking and therefore be judicious when posting content.

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Developing Professional Social Media Behaviors Specific advice and guidelines on using social media as an individual or when representing your institution have been well delineated by the University of Michigan. See: http://www.voices.umich.edu/docs/Social-Media-Guidelines.pdf Approved by: Principal Faculty

Modified: February 2015, March 2016

Next Review: February 2017

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Policy - Student Advisement

Origin Date: November 4, 2013 Last Evaluated: March 28, 2016 Responsible Party: Director of Didactic Education Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms:

DPAS Student Advisement form DPAS Behavioral and Professional Evaluation form

ARC-PA Associated Standards:

o A1.05 The sponsoring institution must provide academic services to PA students that are equivalent to those services provided other comparable students of the institution.

o A2.05e Principal faculty and the program director must actively participate in the processes of academic counseling of students.

o A3.10 The program must have written policies that provide for timely access and/or referral of students to services addressing personal issues which may impact their progress in the PA program.

Background and Purpose Academic advisement is mandated to help the student develop strategies for success during the academic and clinical rigors of an intense program of instruction. Occasionally a student may need to be referred for professional counseling or mental health services. The advisor serves as a guide and mentor, drawing upon whatever resources, on or off campus, are needed to fulfill these important responsibilities. Advisement therefore has both generic and student-specific components.

Policy Statement All students who have been accepted into the program will be assigned a principal faculty mentor who will act as their official student advisor. Mentors will officially meet with each of their advisees on a regular schedule as outlined below. Additionally, students or advisors may request unscheduled meetings as the need arises. For first-year students the initial advising session should occur during the first two weeks of their first summer to begin the process of establishing a professional relationship with their advisor. Advising will occur after program orientation and be performed by the Principal Faculty. Academic advising is designed to be vertically progressive through the course of the curriculum. General advisement begins with such topics as transition to adult learning and differences between undergraduate and graduate education. Over time, there are greater discussions about such topics as readiness for clinical practice and professional development, including faculty and student self-assessment. Student-specific advisement topics will usually include discussion of current course grades and overall GPA, study habits,

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test-taking skills, and any other aspects of PA education that are particularly difficult for the student. It is critical that any weaknesses or academic problems be identified proactively and interventions initiated to maximize each student’s opportunity for success. When appropriate, mentors will assist the student in locating helpful resources, and promptly initiate referrals. Both on-campus and off-campus resources may be utilized. Financial responsibility/insurance coverage for the cost of mental health or psychological counseling is solely the responsibility of the individual student. Under no conditions is the faculty advisor to assume the role of professional provider of needed mental health or counseling services for any student. Student Advisement form: This form should be used when documenting the advising sessions described by this policy. The completed form should be included with copies of the student’s professionalism evaluations that were discussed during the corresponding advising session. All student advising/counseling sessions will be documented using the student advisement form and filed in the students’ program file. This form should also be used when documenting any additional non-scheduled advisement sessions or other meetings related to student performance, personal issues, or professionalism. Form may be filled out electronically but must be printed for inclusion in student file. Advisement schedule: Session # Semester Week Topics 1 Summer 1 2 Adjustment to adult learning; student strategies 2 Summer 1 9 Progression through summer curriculum; student-specific issues 3 Fall 1 3 Adjustment to increased rigor; student issues 4 Fall 1 10 Progression through fall curriculum; student issues 5 Spring 1 3 Adjustment to progressive curriculum; student burn-out; student

strategies 6 Spring 1 10 Progression through spring curriculum; student issues 7 Summer 2 3 Adjustment to progressive curriculum; student vision as provider 8 Summer 2 8 Progression, readiness for SCPEs, student issues 9 Fall 2 varied All students should meet at least once with advisors during call-

back days each semester during the clinical year; discuss clinical experiences, preparation for independent practice, student issues

10 Spring 2 varied All students should meet at least once with advisors during call-back days each semester during the clinical year; discuss clinical experiences, preparation for independent practice, student issues

11 Summer 3 varied Board prep; readiness for practice/expectations of graduates; student issues

Note: All eleven routine advisement appointments are the responsibility of the student to initiate and schedule. Approved by: Principal Faculty Modified: February 2015, March 2016 Next Review: February 2017

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Policy - Student Assessment Origin Date: November 1, 2013 Last Evaluated: March 28, 2016 Responsible Party: Director of Didactic Education Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms: DPAS Behavioral and Professional Evaluation form ARC-PA Associated Standards:

C3.01 - The program must conduct frequent, objective and documented evaluations of students related to learning outcomes for both didactic and supervised clinical education components. ANNOTATION: Student assessment is both described and applied based on clear parallels between what is expected, taught and assessed. Thorough assessment includes both formative and summative evaluations and involves multiple assessment approaches with multiple observations by multiple individuals. Performance is assessed according to the program’s pre-specified criteria.

C3.02 - The program must document student demonstration of defined professional behaviors. C3.04 - The program must conduct and document a summative evaluation of each student within

the final four months of the program to verify that each student is prepared to enter clinical practice. ANNOTATION: Evaluation products designed primarily for individual student self-assessment, such as PACKRAT, are not to be used by programs to fulfill the summative evaluation of students within the final four months of the program. The ARC-PA expects that a program demonstrating compliance with the Standards will incorporate evaluation instrument/s that correlates with the didactic and clinical components of the program’s curriculum and that measures if the learner has the knowledge, interpersonal skills, patient care skills and professionalism required to enter clinical practice.

Background and Purpose Student assessment is an important and integral aspect of all facets of PA education, ensuring that students adequately meet program expectations and have the knowledge, skills, and attitudes needed for entry-level PA practice. The purpose of this policy is to define the assessment policy for the HPU Department of Physician Assistant Studies (DPAS).

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Program Assessment Tools Definitions:

o Quizzes: These are brief formal assessments usually given at the beginning of class. The purpose of quizzes is to ensure that students are prepared for class and that they understand basic concepts. They are usually of relatively low point value and the quiz average usually contributes 10-20% of the course grade, at the discretion of the course director. There is no remediation required for a failed quiz.

o Written examinations: These are formal written assessments used to assess a student’s mastery of instructional objectives, course outcomes and program learning outcomes. The average of these assessments typically comprises at least 50% of the overall course grade in the predominantly content-based courses in the didactic phase. Question types can include, but are not limited to, Multiple Choice Questions (MCQs), patient management essays, short answer questions and data analysis questions. There is no remediation for a failed exam but the course director and the student, at the student’s discretion, should formulate an intervention plan to promote future success

o Skills assessment/Practical Exams: These are direct observations and assessments by a faculty member of a skill or skill set using an anchored rubric.

o Written Assignments: These may include, but are not limited to, SOAP notes, instructor-defined problem sets, written Problem-Based Learning (PBL)/Team-Based Learning (TBL) learning issues or summaries, and reflective writing. Some will be assessed on a Pass/Non Pass basis whereas others may average 10-20% of the course grade at the discretion of the course director.

o Oral assignments: These may include, but are not limited to, content-based presentations to classmates, role-playing, and patient presentations. Contribution to the overall course grade is at the discretion of the course instructor and will be found in the course syllabus. Oral assignments for grade will be assessed by rubric.

o Simulated Patient Scenarios: These are experiences with specifically trained individuals that will role play a clinical encounter with the student. These may be assessed directly by the simulated patient or by an observing faculty member, generally by anchored rubric. Percentage of overall course grade is at the discretion of the instructor and will be found in the course syllabus.

o Clinical Simulation: These are assessments utilizing some degree of programmed technology to test diagnostic and clinical skills. Percentage of overall course grade and method of assessment is at the discretion of the instructor and will be found in the course syllabus.

o End-of-Program Summative Evaluation: This evaluation is mandated by ARC and is designed to assess students for competency in Program Learning Outcomes. Multiple assessment methods are used in this evaluation including, but not limited to, Written Exams, Skills Assessments/ Practical Exams, Oral presentations, SOAP notes, Simulated Patient scenarios and clinical simulations. Failure in any portion of the end-of-program summative evaluation must be remediated.

o Professional Behavior Assessment: The Student Progress Committee evaluates students’ professional behavior at the completion of the 2nd and 4th semester of the didactic phase of the program and following the 7th Supervised Clinical Practice Experience (SCPE) rotation. During this evaluation the committee will meet and assess each student’s professional behavior using the following criteria:

Attendance: Does not miss class or other required events Punctuality: Is on time for class and labs Class participation: Participates actively and consistently in class discussions and

assignments Writing Skills: Clear, concise write-ups with appropriate documentation, correct

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grammar, spelling and utilization of accurate medical concepts and terminology Verbal Skills: Speaks clearly, concisely and logically using appropriate medical

terminology Deportment: Positive attitude, accepts constructive feedback, demonstrates maturity Dress and Attitude: Consistently presents a professional demeanor in dress and attitude

for class, labs and events Interaction: Consistently demonstrates respect and sensitivity to fellow students, faculty

and staff Learning: Consistently takes responsibility for own learning, shows motivation for self-

learning Initiative: Consistently demonstrates flexibility and initiative

o Supervised Clinical Practice Experience Behavior Assessment: During the clinical phase, students are assessed via preceptor evaluations and direct observation by faculty on clinical site visits. Criteria for evaluation of Attitude and Behavior are listed below:

Reliability Professionalism (Responsiveness to patient needs, rights, confidentiality, and

accountability to the patient and the profession) Initiative Recognition of Limitations Effective use of time Interpersonal Skills with Patients and Families Interpersonal Skills with health care workers Interpersonal Skills with Preceptors and Instructors Work Ethic

Policy Statement Note: Assessment policies associated with Clinical Phase are listed in the Academic Performance, Professionalism and Progression Policy. I. Academic Performance Students enrolled in the High Point University DPAS must maintain adherence to the program standards of academic performance. A final course grade of 80% (B) or above represents acceptable professional achievement for the PA education program. A lesser grade is considered below program standards and must be remediated (See the Academic Performance, Professionalism and Progression Policy). Grades ≥ XX.495 will be “rounded up” to the next integer grade.

Extra credit is not given in any course. This is defined as any point value exceeding 100% for the course or additional assignments given to make up for poor performance. Extra credit problems may be given on exams but they cannot result in an exam grade higher than 100%. PANCE-style MCQ exams will constitute a percentage of the grade for most content-based didactic courses, and a high percentage of the grade for end-of-rotation exams. II. Academic Dishonesty It is the policy of the High Point University DPAS that any form of academic dishonesty by a PA student shall be dealt with by referral to the Student Progress Committee. Examples of academic dishonesty include, but are not limited to:

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o Copying test answers or other assigned non-group work from classmates. o Plagiarism of another’s work. o Recording or transmitting test questions or test materials. o Accessing previous program exams or graded assignments and collaborating on graded

assignments unless expressly permitted to do so. o Giving previous exam questions or assignments to students in a subsequent cohort.

Incomplete: The grade of “I” is given only when circumstances beyond the student’s control prevent completion of the course work within the official dates of a semester. To obtain a grade of Incomplete a student must make arrangements with the Department Chair and responsible faculty (course director) before the end of a course to postpone completion of the course. A grade of Incomplete must be made up no later than the end of the next semester. Incomplete work after the deadline will be graded F.

Procedures The specific objective performance criteria are absolute — they are not guidelines. A student who wishes to appeal a final course grade must declare so in writing at each level of appeal and must follow the outlined hierarchy. An appeal does not guarantee a change in the decision. Grading Appeals:

1. Faculty member who awarded the grade; 2. Department Chair; 3. School Dean; 4. Provost and Vice President for Academic Affairs; 5. President of the University

Process:

1. All appeals must be submitted to the Program Director in writing within five working days of receiving the action/decision being appealed.

2. Appeals will be reviewed during a meeting of the Principal Faculty Committee and a decision will be rendered to the student within five working days of receipt of the appeal. Students will be invited to attend the Principal Faculty Committee meeting at which the appeal is considered to present their case and respond to any questions the committee may have. As this meeting is a purely academic proceeding, no legal counsel will be allowed to attend or participate. The appellant student may, however, request participation by other students or non-program faculty with approval of the Program Director. Proceedings may not be recorded in any manner (audio, video, digital, etc.)

3. Students who wish to challenge the Program’s appeal decision may initiate a subsequent appeal to the Dean of the School of Health Sciences. This appeal must be initiated within five working days of the Program’s appeal decision and must be submitted in writing.

4. Students who wish to challenge the Dean of the School of Health Sciences appeal decision may initiate a subsequent appeal to Provost and Vice President for Academic Affairs within 5 working days.

5. The decision of the Provost and Vice President for Academic Affairs will be considered final and become effective upon ratification by the President.

Appeals concerning the correctness of answers can be made to the Course Director (see 7. below). All decisions of the Course Director are final in these matters.

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Examinations The following procedures are to be followed for DPAS examinations:

1. All principal course examinations will be proctored. a. The proctor may not necessarily be the course instructor. b. Students may not ask questions of the proctor other than to clarify problems with the

exam itself, such as numbering sequences, ability to access the exam, etc. 2. Once an exam has begun, students will not be permitted to leave other than to use the

bathroom facilities until they have completed and submitted the exam. Students may leave only with permission from the instructor/proctor. Only one student is permitted to leave the exam at a time. The only exception will be in the case of an emergency at the discretion of the instructor/proctor. Any time taken for personal needs will come out of the allotted time for the exam. Students must abide by Academic Integrity standards at all times.

3. Students are not permitted to talk among themselves during the examination. 4. The area surrounding a student taking an exam must be free of books, cell phones, personal

computers (including iPads), PDAs, papers, etc. If students are using their own computer for the exam, they are permitted to access only the exam during this time period. Students will be given one sheet of blank paper to be used for “scratch”. This must be handed in to the proctor, labeled with the student’s name, at the end of the exam.

5. All students must take the exam in the same assigned area. Exceptions include: a. Students who have current documented need for accommodations through the HPU

Committee on Students with Disabilities. b. Students who must miss an exam for illness or who have a prior-approved alternate

make-up time. 6. Grades will be accessible via the online learning management system.

In most cases, DPAS written exams are administered electronically using ExamSoft®. ExamSoft® is an exam testing software that blocks access to all applications and stored files on the laptop during the exam. Once the exam begins, students can work only on the exam and cannot regain access to their files until they exit the exam. Even if the laptop is shut off, crashes, or freezes, upon rebooting the computer a dialog box appears informing the student that an unfinished exam has been located and gives the student an option of continuing the exam or, if the student is finished and wants to exit, of exiting the exam. The application saves the student’s exam every 60 seconds and creates multiple backup copies, all of which are stored in encrypted format on the student’s hard drive. If the student’s laptop crashes during an exam and there are problems with rebooting it, an encrypted copy of the exam will be on the laptop, which only authorized personnel can retrieve. At the end of an exam, students upload their exam answers to a secure server via the internet. The answer files are retrieved and graded by the professors.

Basic Information:

1. Students must install the software and complete the process of registering their computers with ExamSoft® prior to the first day of class. This can be completed by following the installation instructions provided by the ExamSoft® link that is e-mailed to the students.

2. It is the student’s responsibility to provide his/her own laptop and power cord and to install the ExamSoft® software on the laptop. a. It is the student’s responsibility to make sure the laptop/computer is working condition. b. Students are expected to be fully familiar with the equipment and ExamSoft® program. c. Training in the ExamSoft® program is the responsibility of the student.

i. Training video may be viewed at: http://learn.examsoft.com/exam-takers ii. Technical Support is provided by ExamSoft® at http://support.examsoft.com/ics/support/

or by phone at 1-866-429-8889 iii. DPAS faculty and HPU tech support staff are not trained to provide ExamSoft technical

support and will only be able to assist with maintaining internet connections.

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3. Students must have a copy of Adobe Reader installed on their testing computer. 4. In the event of a catastrophic computer failure or other extenuating circumstances (not due to lack

of student ExamSoft training/installation or equipment preparation), the student should immediately notify the proctor. An alternative testing method may be provided by the proctor at the exam proctor’s discretion.

5. Any attempt to disable or tamper with or otherwise circumvent the security features of ExamSoft® will be treated as a violation of the HONOR CODE.

6. Students who accidentally use the “practice mode” to type their exam will receive a grade of zero (0) for the exam. Exams typed in the “practice mode” are not saved, printed or produced.

Before the Exam:

1. Student must download the exam. This must be completed prior to the scheduled start time for the examination period. Additional time will not be allowed to accommodate students downloading exams.

2. Updates that automatically run on student’s laptop should be scheduled for non-exam times. 3. Students must resolve any ExamSoft® technical problems prior to arrival for the exam. Technical

support information is provided above. 4. Students must have the appropriate materials for the exam which may include:

a. Functioning laptop with ExamSoft® installed, power cord, and charged battery pack (required) b. Pen, pencil, calculator, and/or scratch paper if allowed by course instructor. c. Student login and ExamSoft® password

During the Exam: 1. Start Time: Students are not allowed to write/type until instructed to do so by the proctors. 2. ExamSoft® users who experience software/computer failure should

a. Notify proctor immediately b. Proctor will provide further instructions

3. In the event of a computer issue, due to lack of student preparation as described above, consequences may include the following at the proctor’s discretion:

a. Assignment of a failing grade b. Other consequences as defined by course syllabus

4. Questions about the Exam are limited to those of a technical nature only. No questions about content or wording of questions are permitted. Refer to examination policy defined by course syllabus.

After the Exam:

1. Calling Time: When proctors say "stop," students must stop writing/typing immediately. 2. Students must upload their exam files immediately upon completion of the exam. 3. When the exam is uploaded, proctor must confirm successful submission of the exam prior to

student leaving the room. Proctor will confirm notification on computer screen

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4. Following verification of exam submission by the proctor, students should exit the room as

quietly as possible. If a student finishes with 5 or less minutes remaining for the examination, the student may not leave the exam room early. Students should sit quietly with laptop closed until the end of examination period.

5. Students MAY NOT remove any of the exam materials, scratch paper, etc. from the classroom.

Examination Review DPAS course examinations are considered secure documents and as such all examination items and related material are considered confidential and are not to be released or shared in any forum outside of the testing/review setting. Students have the opportunity to challenge examination questions and to review examinations and their own answers during scheduled time, in a secure environment soon after the examination has been given and scored. In an effort to provide consistency, expedite student feedback, and ensure test integrity the following procedure will be followed for examination review in the MPAS program.

1. Examination Review Sessions will be scheduled during Program Time 2. DPAS staff will supervise examination review sessions. In the event that a staff member is not

available, a faculty member who did not administer the examination will supervise the examination review.

3. Students have 1 hour to review an examination. Any change to this timeframe will be at the discretion of the Course Director.

4. The area surrounding a student must be free of books, cell phones, personal computers (including iPads), PDAs, papers, etc. The following will be provided to students for examination review purposes.

a. Examination with answer key b. Individual incorrect student answers c. Worksheet to submit questions to the Course Director d. Additional worksheet for student notes. This worksheet will be reviewed by the course

director to ensure exam integrity is not violated prior to being returned to the student for further study

5. When a student completes their review, they will submit all items to the examination review supervisor. Taking the examination or any material out of the room will not be permitted.

6. Individual student worksheets will be collected by the supervisor and provided to the Course Director following the examination review session.

The course Director will respond to each query in a manner that is best suited to the nature of the question. This may include any of the following:

1. E-mail students individually regarding specific test item question(s). If the student continues to have questions about a particular item or concept, they may request a meeting for further clarification.

2. Schedule individual student meeting to clarify questions or concepts. 3. Respond to a group of students via e-mail or in person regarding common questions or which

require further review. A student who believes he or she should receive credit for a question following review must make an appointment with the course director within one week of the examination review.

1. Student must bring adequate evidence to the meeting that backs up his or her assertion. In most cases this means a citation from the course materials as described in the course syllabus or, at the discretion of the course instructor, from a standard, referenced medical textbook. Other sources

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may be considered at the discretion of the course director provided they are representative of current clinical standard, e.g. practice guidelines from a specialty board.

2. When possible, the student will be notified of the course director’s decision within five working days of receipt of the student’s challenge.

Skills Assessments/Oral Assessments These assessments, when given for grade, will be graded by anchored rubric, which will be made available to the student prior to the exam. Acceptable performance that constitutes a passing grade will be determined by the course director and communicated to students in the syllabus. Exam Start Time Students are expected to arrive 10 minutes prior to the scheduled start time of an examination to set up computers. Exams will begin on time. Students arriving within 10 minutes of an exam start time will be allowed to take the examination, but no additional time beyond the scheduled end of the examination period will be allowed. Students arriving more than 10 minutes after the scheduled start of the examination will not be permitted to take the exam and must meet with the course director to determine the cause of tardiness and decide upon a make-up time. Made-up exams for unexcused tardiness will result in an automatic deduction of 10 percent of the total point value for the exam. Recurrent tardiness is considered unprofessional and may result in formal evaluation by the Student Progress Committee. Missed examination In order to be eligible to make up a missed examination, the absence must be an excused absence as determined by the Program Director or the Program Director’s designee and course director. Students must be prepared to take the exam on the day they return to classes, but will take the make-up exam when scheduled by the course director. Except under unusual circumstances, there will be no early examinations given. The need for early exams will be decided by the Course Director and the Program Director or the Program Director’s designee on a case-by-case basis. Unexcused absence from an examination without reasonable extenuating circumstances (e.g. personal MVA, personal injury, personal severe illness, personal hospitalization or severe illness, injury, or hospitalization of an immediate family member such as child, spouse or parent) as determined by the PD will result in a grade of zero (0) on that exam. Exceptional Circumstances Circumstances sometimes arise that may prevent a student from performing their best on an assessment. A student who experiences exceptional circumstances beyond his/her control (for instance, a death in the immediate family) that he or she believes will result in being unable to perform to capacity must communicate with their Course Director prior to the scheduled evaluation (if reasonably possible). Rescheduling of the evaluation will be at the discretion of the course director and Program Director or the Program Director’s designee. Physician Assistant Clinical Knowledge Rating and Assessment Tool (PACKRAT) As a tool for student self-assessment, each student is required to take the PACKRAT twice during the program. The examinations will be given:

1) Upon completion of the didactic curriculum. 2) Upon completion of the supervised clinical practice experience (SCPE) curriculum.

There are no minimum performance requirements associated with the PACKRAT. Students should use their performance to identify deficiencies in knowledge and develop a plan to address areas of weakness. End-of-program Summative Evaluation A minimum score of 80% is required for each component in order to pass the exam and be a candidate for graduation.

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Assessment Considerations for Program Faculty

o All course outcomes must be assessed. This can be achieved by using any combination of items listed in the “Program Assessment Tools” section above.

o All assessment items must be linked to an instructional objective and all instructional objectives and course outcomes must be listed in the syllabus.

o There should be balance of assessment across outcomes/objectives. o All skills assessments must have a rubric that defines the levels of performance. o Style of assessment tool will generally reflect the domain (cognitive, psychomotor, affective)

being assessed. Approved by: Principal Faculty Modified: February 2015, October 2015, March 2016 Next Review: February 2017

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Policy - Student Attendance, Participation and

Inclement Weather Origin Date: November 6, 2013 Last Evaluated: March 28, 2016 Responsible Party: Directors of Didactic/Clinical Education Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms: None ARC-PA Associated Standards:

o A3.17 - The program must define, publish and make readily available to students upon admission academic performance and progression information to include:

a) any required academic standards

Background and Purpose Because PA education is a prelude to a professional career as a health care provider, all scheduled activities within the program are mandatory to attend. Consistent attendance, punctuality, and participation also reflect a student’s professionalism and are considered academic standards. It is recognized that there may be extenuating circumstances that prohibit student from attending a required activity. This policy defines the expectations for attendance, participation, and inclement weather.

Policy Statement

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I. Attendance

A. Didactic Phase

1. Attendance is required for all program lectures and activities. Consistent attendance is a component of professional behavior. In the event of an absence, students must notify the department administrator and course director prior to the activity that will be missed. It is recommended that students refrain from making other commitments during the hours of 8:00am-5:00pm, Monday through Friday, unless the time slot in question is unequivocally specified as free time. Note: Unscheduled Program Time is not considered free time.

2. The student is responsible for contacting the course directors to discuss make-up work, if applicable.

3. It is expected that students will use good judgment when taking an absence, doing so only for legitimate reasons. The following are examples of occurrences when an absence may be excused:

a) Personal illness with provider’s note or permission from course director.

b) Family emergencies.

c) Death in the immediate family.

d) Observance of a religious holiday.

4. Family obligations, employment, travel, and previous plans are not generally accepted as excused absences. Medical/dental appointments should be scheduled, when at all possible, at times when classes or scheduled activities are not in session. Special circumstances will be reviewed by the DDE/PD on a case-by-case basis. Students are responsible for making up any missed work during an excused absence. The Student Progress Committee will not consider absences as reasons for poor performance. If a student absence results in a missed exam, refer to the missed examination section of the Student Assessment policy.

B. Clinical Phase

1. In the event of an illness or emergency necessitating absence from the clinical rotation, students must notify both the Director of Clinical Education (DCE) and the clinical preceptor by 8:00am on the day of the absence. Students should make every effort to reach the clinical preceptor and DCE rather than utilizing voicemail or email. Students are required to submit appropriate documentation supporting the reason for any unplanned absence(s).

2. Failure to report an absence without appropriate justification will result in remedial assignment(s), point(s) deduction on the Clinical Performance Evaluation and will be considered an unexcused absence which will result in formal evaluation of a student’s professionalism and referral to the Student Progress committee.

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3. Students are required to submit a written request for approval of any anticipated absence, to the DCE, prior to the absence. The DCE will communicate with the student regarding details of the anticipated absence, preceptor notification and preceptor approval. Students should not seek approval from the preceptor without prior approval by the DCE lest this be considered an unexcused absence.

4. If a student arrives to the clinical site more than 2 hours late or leaves the clinical site more than 2 hours early, he/she is required to notify the DCE immediately. If a student misses up to five (5) days on any rotation, he/she must discuss with the preceptor ways to make-up the additional time. If there is no opportunity for the student to make up the missed days, the student will have to discuss potential make-up time with the DCE. In the event that a student misses more than five (5) days on any rotation for an excused absence, they will be required to repeat the rotation.

5. Students are required to be at their assigned clinical site a minimum of 36 hours per week.

6. Students may be required by some clinical sites to engage in clinical or educational activities during the evenings and/or weekends. Additional activities, assignments and meetings during the evening or weekend hours may also be required by the Department of Physician Assistant Studies.

7. If the preceptor or his/her designee is unavailable to work with the student for 2 or more scheduled clinical days (e.g. vacation, scheduled days off, etc.), the student is required to notify the DCE so that an alternate assignment may be made.

8. Absence from a clinical site during a PA educational conference (e.g., AAPA, NCAPA) for the purpose of conference attendance may be permitted with the permission of the DCE. The student is still responsible for ensuring that any rotation benchmarks are not compromised by conference attendance.

9. Students are required to return to campus at the completion of each rotation for academic and professional activities such as case presentations, End-of-Rotation Exams, OSCEs, Clinical Seminar activities and other designated program endeavors. If a student is assigned to a clinical site more than 4 hours travel time from the University, the student may be excused from the rotation early with prior approval from the DCE or Program Director.

C. Absences

An absence is determined to be excused or unexcused by the DDE/PD during the didactic phase and by the DCE/PD during the clinical phase. Course directors will notify DDE/DCE/PD in the case of any excused or unexcused absences. Unexcused absence is considered unprofessional and may result in formal evaluation of a student’s professionalism and referral to the Student Progress committee. Students are allowed no more than five (5) excused absences per academic year. Exceptions to this rule must be approved by the program director.

 

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II. Participation

A. Multiple modalities are utilized by the program to ensure program learning outcomes are being met, as mandated by ARC-PA. To maximize learning, students must actively participate in all learning activities, including required pre-class reading and preparation, class discussions, assignments, problem-based learning, team-based learning, case studies, and laboratory skill sessions. Failure to actively participate in program requirements is considered unprofessional behavior and may result in referral to the Student Progress committee.

B. Students are required to participate as a patient model during laboratory sessions and skills assessments. Students are expected to willingly participate in a professional manner. On occasion, it will be requested that students wear appropriate clothing that will easily facilitate physical exam by fellow classmates. For females, this will consist of an appropriate sports bra or tank top and shorts and males will be requested to wear shorts. Students who require accommodation related to this policy should meet with the course instructor and provide reasonable justification for an alternative approach that allows the student comply with the intent of the policy to the best of their ability.

C. Students on clinical rotations are required to participate in all activities assigned by their clinical preceptor (e.g. attend lectures, conferences, educational programs, etc.) unless illegal or unethical. If a student feels an assignment is inappropriate, he/she should discuss their concerns with a Clinical Coordinator or the Director of Clinical Education.

D. At times, students will be responsible for facilitating the learning of their classmates (e.g., during TBL/PBL) and failure to put forth the best effort in these activities may result in referral to the Student Progress committee.

III. Inclement Weather

A. The policy of High Point University is to conduct scheduled classes, keep offices open and carry on normal college operations under conditions deemed to be reasonably safe. When adverse weather conditions or other events force the temporary closing of the university or postponement of classes, students and faculty will be notified via email and postings on the HPU web site. Emergency situations (i.e. Tornado warnings) are communicated via the Panther Alert system. This includes emergency text/voice messaging, emails, desktop alerts and campus sirens (when necessary). It is the responsibility of the student to ensure that the university has up-to-date contact information.

B. In the event that program activities are being held, students should not attempt to travel under unsafe conditions or to take unnecessary risk due to inclement weather if they must travel some distance to get to campus. The department administrator and/or course director should be notified if the student is unable to attend class or other activity due to the weather.

Approved by: Principal Faculty Modified: February 2014, February 2015, March 2016 Next Review: February 2017

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Policy - Student Criminal Background Check Origin Date: March 10, 2014 Last Evaluated: April 12, 2016 Responsible Party: Program Director Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated forms: CBSO Student Release Form

Background and Purpose High Point University Department of Physician Assistant Studies (DPAS) requires a background check on all of its students in order to enhance the health and safety of patients, students, faculty, and staff in the academic and clinical environments, to adhere to applicable healthcare regulations, and to attest to affiliated clinical facilities a student’s background and eligibility status. The background check will identify incidents in a student’s history that might pose a risk to patients or others.

Policy Statement All High Point University Physician Assistant Studies (PAS) students will be required to undergo criminal background and sex offender (CBSO) checks annually, or more frequently, at the discretion of the clinical facility. If a student declines to undergo a background check while enrolled in the program or if findings of a grievous nature are revealed, this will be grounds for dismissal from the program. Costs of the CBSO checks are the responsibility of the student. A copy of the CBSO check results will be made available to the student upon request. Other copies will be distributed as appropriate on a need-to-know basis. All students will sign a release form indicating that the program has the right to release appropriate information to clinical sites. CBSO check results that limit the Program’s ability to secure clinical experiences may prevent a student from progressing in their didactic phase of study, being promoted to the clinical education phase or being recommended for graduation. Successful completion of the High Point University PAS Program does not imply or guarantee that the student will obtain state licensure upon graduation.

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Process

I. Examination of information obtained through criminal background and sex offender check a. The Chair of the Department of Physician Assistant Studies will review the yearly CBSO

check report results for all enrolled students. b. If a CBSO check report contains adverse information, that report will be referred to the

Criminal Background and Sex Offender Review Committee. Additionally, the student will be informed and provided with the contact information to challenge the finding or provide explanatory information.

II. Criminal Background and Sex Offender Review Committee process

a. A standing Criminal Background and Sex Offender Review Committee, comprised of members of School of Health Sciences Faculty, appointed by the Dean of the School of Health Sciences, and functioning separate from the DPAS program, will be responsible for reviewing all materials referred to it by the Chair of the Department of Physician Assistant Studies. Other University officials and University Legal Counsel may be consulted, as appropriate.

b. The Criminal Background and Sex Offender Review Committee will evaluate adverse CBSO check reports in order to make a determination about the student’s suitability for continuation in the program. The committee may consult with the Chair of the Department of Physician Assistant Studies in order to clarify program and professional standards prior to final determination.

c. Students who have adverse information in their CBSO check report, and who believe that there are mistakes in the report or extenuating circumstances to be taken into account, may submit a written request for consideration to the Criminal Background and Sex Offender Review Committee, and/or appear in person before that committee. Any written request for consideration or personal appearance must occur with seven days of notification of adverse information.

d. The Criminal Background and Sex Offender Review Committee will conduct a careful review of the information in the CBSO check report, any self-reported information in the student’s file, including criminal convictions and pending adjudications, and any relevant supplementary information obtained from the student or from other sources, including court documents. Factors involved in the individual case review may include, but are not limited to:

i. the nature, circumstances, and frequency of any reported offense(s) ii. the length of time since the offense(s)

iii. available information that addresses efforts at rehabilitation iv. the accuracy of the information provided by the student in their application materials v. the relationship between the duties to be performed as part of the educational program

and the offense committed e. The Criminal Background and Sex Offender Review Committee will be responsible for

deciding whether the results of their CBSO check report investigation indicate the student should be dismissed from the program. They will forward their decision in writing to the student, the Chair of the Department of Physician Assistant Studies, the Graduate Operations Office, and to the Dean of the School of Health Sciences within 14 days after receipt of referred report from the Chair of the Department of Physician Assistant Studies.

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III. Appeals process a. Dean of the School of Health Sciences

i. A PAS student dismissed from the program based on the decision of the Criminal Background and Sex Offender Review Committee may appeal the committee’s decision. The appeal must be made in writing and received by the Dean of the School of Health Sciences within seven days after the Criminal Background and Sex Offender Review Committee renders its decision.

ii. The Dean will consider the request for appeal. iii. The student may request a meeting with the Dean. The Dean will determine whether

such a meeting is necessary, and will determine any terms of the meeting. iv. The Dean will render a decision on the matter within seven days of receipt of the

appeal request. v. The student, Chair of the Department of Physician Assistant Studies, and the

Graduate Operations Office will be informed of the Dean’s decision.

b. Provost and Vice President for Academic Affairs i. A PAS student dismissed from the program by the Criminal Background and Sex

Offender Review Committee, and whose subsequent appeal to the Dean has also been denied, may appeal the Dean’s decision. The appeal must be made in writing and received by the Provost and Vice President for Academic Affairs within seven days of the Dean’s decision.

ii. The Provost will consider the request for appeal. iii. The student may request a meeting with the Provost. The Provost will determine

whether such a meeting is necessary, and will determine any terms of the meeting. iv. The Provost will render a decision on the matter within seven days of receipt of the

appeal request. v. The student, Dean of the School of Health Sciences, Department Chair and the

Graduate Operations Office will be informed of this decision. vi. The decision of the Provost and Vice President for Academic Affairs regarding

dismissal is final and cannot be appealed.

Maintenance of Records and Confidentiality Information obtained for the purpose of and during the CBSO check will be retained by the School of Health Sciences separate from other student educational and academic records. Confidentiality will be maintained consistent with FERPA and any other appropriate guidelines. Approved by: Principal Faculty Modified: February 5, 2015 Next Review: February 2017

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Policy - Student Employment Origin Date: October 30, 2013 Last Evaluated: February 5, 2015 Responsible Party: Program Director Minimum Review Frequency: Every Two Years Approving Body: Principal Faculty DPAS Associated Forms: None ARC-PA Associated Standards:

o A3.04 - PA students must not be required to work for the program. o A3.14 - The program must define, publish and make readily available to enrolled

and prospective students general program information to include o h) policies about student employment while enrolled in the program.

Background and Purpose The purpose of this policy is to clearly articulate the program’s expectations regarding student employment while in the program and ensure that the students’ role as a student is maintained in all academic and clinical education environments.

Policy Statement The HPU PA Program does not permit its students to work (paid or voluntary) for the PA Program.

The Program strongly discourages students from being employed while enrolled and does not make exceptions or alterations to required course work, scheduling, or rotation assignments for individual students due to employment. Employment status while in the program will not be used to excuse absence from scheduled learning activities, justify poor performance, or be considered as a mitigating factor when assessing students’ academic and professional progress.

During supervised clinical experiences, students may not substitute for clinical or administrative staff and must ensure all services provided to patients are directly supervised. Students may not accept compensation for any services provided during supervised clinical experiences unless specifically approved by the DCE (e.g. housing stipend)

Approved by: Principal Faculty

Modified: February 5, 2015

Next Review: February 2017

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Policy - Student Health

Origin Date: February 20, 2014 Last Evaluated: April 12, 2016 Responsible Party: Program Director Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms:

Health Information and Immunization Form Verification of Health Information and Immunization Form Immunization Release of Information Form Consent to Treat Form HIPAA Consent Form

ARC-PA Associated Standards: o A1.05 - PA students must be provided student health services equivalent to those services

provided other comparable students. o A3.07 - The program must have and implement a policy on immunization based on

current CDC recommendations for health care professionals. o A3.09 - Principal faculty, the program director and the medical director must not participate as

health care providers for students in the program, except in an emergency situation. o A3.19 - Student files kept by the program must include documentation: (b) that the student has

met institution and program health screening and immunization requirements. o A3.21 - Student health records are confidential and must not be accessible to or reviewed by

program, principal or instructional faculty or staff except for immunization and tuberculosis screening results which may be maintained and released with written permission from the student. ANNOTATION: The ARC-PA does not consider needle stick/sharp records, results of drug screening, or criminal background checks, a part of the health record.

Background and Purpose

The purpose of this document is to define policies, procedures and availability of health services for students enrolled in the physician assistant program.

Policy Statement

1. All students MUST provide proof of health insurance prior to matriculation. Each Student’s personal health insurance policy must remain active throughout their participation in the program.

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2. Students are financially responsible for the cost of all health care services they may require while enrolled in the program, including any health care services required as a result of their participation in scheduled program activities (e.g. TB testing, immunizations, treatment of injuries, pathogen exposure evaluation and treatment).

3. The following health requirements are mandatory prior to any experiential education course at off-site facilities. The immunization requirements must be fully complied with in the first 30 days post matriculation, or the student will be withdrawn from classes without credit. Tuberculosis: All students must have a two-step tuberculin skin (TST) or Quantiferon testing (if

applicable) performed 6 months prior to matriculation. If any TB testing is positive, evaluation (and treatment if indicated) must be completed in accordance with CDC guidelines.

Immunizations: Students must be current on all required immunizations. Either record of immunization or serologic proof of immunity must be provided for all listed conditions recommended by the Centers for Disease Control and Prevention for health care personnel, to include, but may not be limited to:

o Hepatitis B: Records of the three-dose immunization against Hepatitis B. This series must be started within 30 days of matriculation. Following completion of the Hepatitis B series, a positive (immune) titer must be completed prior to patient contact. Non-converters may require additional immunizations per the CDC recommendations.

o Mumps: 2-dose live attenuated mumps vaccine or two MMRs administered on schedule of which first must be given after one year of age. Documented positive titer is acceptable as proof of immunization.

o Rubeola (Measles): 2-dose live attenuated vaccine or two MMRs administered on schedule of which first must be given after one year of age. Documented positive titer is acceptable as proof of immunization.

o Rubella (German Measles): 1-dose live attenuated rubella vaccine or one MMR administered after one year of age. Documented positive titer is acceptable as proof of immunization.

o Varicella: 2-dose vaccine series being administered on schedule. Note: History of previous infection is not sufficient evidence of immunity. In these cases, titer validating current immunity must be included.

o Diphtheria/Tetanus/Pertussis: Documentation of a completed primary series. All students must get a one-time dose of Tdap as soon as possible if they have not received Tdap previously (regardless of when previous dose of Td was received) and must get Td boosters every 10 years thereafter.

o Influenza: Will be required to obtain influenza immunization annually while enrolled in the program.

Other Immunizations: Students may occasionally be involved in patient care activities that require additional immunizations or disease prophylaxis (e.g. international rotations). It is the responsibility of the student to consult with the PD/DCE to determine if any additional precautions are necessary.

4. Historical documentation without primary source evidence of tuberculosis screening, immunizations and/or serologic proof of immunity will not satisfy the program’s documentation requirements. The following qualify as legitimate proof of immunization/TB testing status:

o Copies of the applicant’s medical record(s) on which administration and results of tuberculosis screening data is recorded.

o Copies of the applicant’s medical record(s) on which administration of the immunization series is documented by the immunization provider (including immunization cards signed by the administering health care professional/agency).

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o Copies of the laboratory report(s) documenting results of serologic testing for immunity (antibody test results).

o Copies of the applicant’s medical record(s) or a letter from the applicant’s health care provider documenting immunization non-conversion and explaining the process by which that conclusion was reached.

5. Completed immunization forms must be submitted to the HPU Department of Student Health, NOT to the Department of Physician Assistant Studies. Students must make copies of the form prior to submitting to Student Health. Once forms are in the possession of Student Health, copies cannot be made.

6. Student Health will notify the PA program of successful completion of required immunizations and TB screening of all students. This record of completion will be retained in the Student File (DPAS Verification of Health Information and Immunization Form).

7. HPU Student Health Services provided by Cornerstone Health Care will retain an electronic copy of student tuberculosis screening test results and record of immunizations. Students will be provided access to these files and will be responsible to provide this information to all clinical sites to which they are assigned for program required supervised clinical practice experience (SCPE).

8. Program Director, principal program faculty, medical director, or program staff WILL NOT participate as health care providers for students enrolled in the program and WILL NOT have access to any student health information other than that defined in this policy.

Student Insurance through High Point University

Students without primary health insurance may purchase a health insurance plan offered by High Point University through partnership with United Healthcare/Student Resources, one of the largest student health insurance providers in the United States. UNITED HEALTHCARE PLAN Additional information is available at www.uhcsr.com/highpoint. ELECTING TO PURCHASE THE STUDENT HEALTH PLAN Students who do not have health care coverage or students who choose to purchase the policy in addition to their existing health care coverage may enroll through their HPU MyStuff account. After logging on to one’s MyStuff account, look for the “Dining Plan and Health Insurance Information” link. This link will be located under the Service Enrollment group. Insurance cards will be mailed to the student’s home address. Approved By: Principal Faculty Modified: February 5, 2015 April 12, 2016: updated to be consistent with revised Health Information and Immunization forms (9.16.15) Next Review: February 2017

 

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Policy - Student Role in Classroom and SCPEs Origin Date: November 25, 2013 Last Evaluated: March 28, 2016 Responsible Party: Director of Clinical Education Minimum Review Frequency: Every Two Years Approving Body: Principal Faculty DPAS Associated Forms:

DPAS Active Student Participation in Classroom Student Handbook Section V Acknowledgement Agreement

ARC-PA Associated Standards:

o A3.05 Students must not substitute for or function as instructional faculty. o A3.06 Students must not substitute for clinical or administrative staff during supervised clinical

practical experiences (SCPEs) (also see Student Employment Policy)

Purpose and Background

Physician Assistant students come from diverse backgrounds with varying life and professional experiences, which will prove beneficial in the educational setting. The purpose of this policy is to define the role of the physician assistant student during program enrollment and to define boundaries as to appropriate use of student’s prior knowledge and skills that they may possess.

Policy Statement

While enrolled in the physician assistant program at High Point University, students are to assume the role of a learner. Therefore, students should not be utilized to fulfill faculty or clinical staffing duties that would otherwise be provided by an employee of the University or outside organization. In compliance with the ARC-PA standards stated above, the High Point University Physician Assistant Program:

o Does not permit students to substitute for or function as instructional faculty (paid or volunteer). Students may actively participate with faculty and are encouraged to share their professional experiences/knowledge as well as any technical skills they may possess that contribute to the enhanced learning of fellow classmates in didactic, laboratory and technical skills lab settings. However, students may not be the primary instructor for any component of the program

 

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curriculum. Students may also not participate in the primary assessment of other students, except as indicated in the student reflection activities.

o Does not permit students to substitute for clinical or administrative staff during supervised clinical practice experiences. Patient care provided by the student must be directly supervised. This is outlined in the Preceptor Handbook and Expectations for Supervised Clinical Practice Experiences document provided to each preceptor/clinical rotation site as well as the Student Handbook, Section V, provided to all students.

As part of the program’s preclinical curriculum, students are taught how to perform physical exam and various technical skills that require student involvement and participation. Having students actively participate not only in the role of the provider, but also that of the patient, allows students to develop an appreciation of the patient’s perspective, hence, producing a more sensitive clinician. Additionally, active participation and repetition reinforce learning. Therefore, the High Point University Physician Assistant Program:

o Requires active participation of students in the role of provider and patient during selected clinical skills courses within the curriculum. Students are expected to willingly participate in a professional manner. On occasion, it will be requested that students wear appropriate clothing that will easily facilitate physical exam by fellow classmates. For females, this will consist of an appropriate sports bra or tank top and shorts and males will be requested to wear shorts. Students who require accommodations related to this policy should meet with the course instructor and provide reasonable justification for an alternative approach that allows the student to comply with the intent of the policy to the best of their ability.

o Requires students to sign the HPU DPAS Active Student Participation in Classroom form at the start of the program, and the Student Handbook Section V Acknowledgement Agreement at the start of the clinical year, documenting their understanding of and compliance with this policy.

Please see the Policy on Student Attendance, Participation and Inclement Weather for additional expectations of students in the classroom and during SCPEs. Approved By: Principal Faculty Modified: February 5, 2015 Next Review: February 2017

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Policy - Student Urine Drug Screen Origin Date: April 22, 2014 Last Evaluated: April 12, 2016 Responsible Party: Program Director Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms: None

Background and Purpose The purpose of this policy is to provide a safe treatment, working and learning environment for patients, students, clinical and institutional staff and protection of property during any clinical education experiential course of the High Point University Master of Physician Assistant Studies (MPAS) Program. Health care accreditation organizations mandate that hospitals and other health care agencies require students, who participate in the care of patients, be subject to the same compliance and work standards as their employees. Accordingly, submitting a negative urine drug screen is a condition for participation in certain clinical experiential learning opportunities offered during the didactic phase of the MPAS curriculum, as well as certain Supervised Clinical Practice Experiences offered during the clinical phase of the program.  

Policy Statement As a prerequisite to participating in patient care, High Point University MPAS students may be required to undergo one or more random urine drug screens. Such randomized testing is necessary in order to adhere to requirements of our clinical affiliates. When required by clinical facilities, students must complete urine drug screening prior to the onset of the given clinical experience. Students are financially responsible for services related to urine drug screening. Depending on the specific clinical site requirements, this may need to be repeated annually or more frequently. Urine drug screening results that limit the Program’s ability to secure clinical experiences may prevent a student from being promoted within the program or recommended for graduation. By accepting admission into the MPAS program, students agree to submit to urine drug screening, and also agree to pay expenses associated with these requirements. Acceptance into and successful completion of the High Point University MPAS Program does not imply or guarantee that the student will be able to obtain state licensure upon graduation.

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Process

I. Process for obtaining a required urine drug screen a. Upon enrollment in the program, the DPAS will instruct students in the process for contacting

the vendor with which the program has established a reporting relationship. b. The approved vendor will notify students via e-mail of the deadline for completion of any

required urine drug screens throughout the course of the MPAS program. c. The approved vendor will provide students with instructions regarding obtaining and

authorizing release of all required urine drug screen results. d. Required urine drug screen will consist of, but not be limited to: Amphetamines

(amphetamine and methamphetamine), Cocaine metabolite, Marijuana metabolites, Opiates (codeine and morphine), Phencyclidine, Barbiturates, Benzodiazepines, Methadone, Propoxyphene, Methaqualone, and MDMA (Ecstasy).

e. Results of all student urine drug screens will be provided by the approved vendor to the Chair of the Department of Physician Assistant Studies and the Director of Clinical Education. Results will only indicate whether the test result is “negative” or “non-negative”. No additional information will be provided to the program.

f. The approved vendor will ensure that all “non-negative” results are reviewed by a medical review officer/physician (MRO). A test is not considered “non-negative” until the MRO determines that the results are not due to a legally prescribed prescription medication being used as directed by their health care provider, or due to some other plausible reason. In these cases, students will receive a complete report and will have the opportunity to provide additional information/documentation to the MRO for consideration. The DPAS will be notified that the urine drug screen is undergoing review by the MRO. Following review, the program will receive notification of whether the results are deemed to be “negative” or “non-negative”.

II. Program examination of urine drug screen results

a. The Chair of the Department of Physician Assistant Studies and the Director of Clinical Education will review all required urine drug screen reports for enrolled MPAS students.

b. Because of the mandate to comply with health system policies, and the serious implications of a “non-negative” test, disciplinary actions against students may be imposed without the customary mechanisms of warning and probation.

c. Students may not begin or continue coursework (clinical or non-clinical) immediately after a “non-negative” urine drug screen is received. As a result, the student will not be able to complete the requirements of the education program, and will be dismissed from the program following final review by the Chair of the Department of Physician Assistant Studies.

III. Appeals process a. Dean of the School of Health Sciences

i. A MPAS student dismissed from the program may, within seven days after the “non-negative” urine drug screen was received, appeal to the Dean of the School of Health Sciences. The appeal must be made in writing and include any supporting documentation the student wishes to submit.

ii. The Dean will consider the request for appeal. iii. The student may request a meeting with the Dean. The Dean will determine whether

such a meeting is necessary, and will determine any terms of the meeting. iv. The Dean will render a decision on the matter within seven days of receipt of the

appeal request. v. The student, Chair of the Department of Physician Assistant Studies, and the

Graduate Operations Office will be informed of the Dean’s decision.

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b. Provost and Vice President for Academic Affairs i. A MPAS student dismissed from the program and whose subsequent appeal to the

Dean has also been denied may appeal the Dean’s decision. The appeal must be made in writing and received by the Provost within seven days of the Dean’s decision.

ii. The Provost will consider the request for appeal. iii. The student may request a meeting with the Provost. The Provost will determine

whether such a meeting is necessary, and will determine any terms of the meeting. iv. The Provost will render a decision on the matter within seven days of receipt of the

appeal request. v. The student, Dean of the School of Health Sciences, Department Chair and the

Graduate Operations Office will be informed of this decision. vi. The decision of the Provost and Vice President for Academic Affairs regarding

dismissal is final and cannot be appealed. Maintenance of Records and Confidentiality Urine drug screen results will be retained by the School of Health Sciences and will remain separate from other student educational and academic records. Confidentiality will be maintained consistent with Family Educational Rights and Privacy Act (FERPA) and any other appropriate requirements and/or guidelines. Approved by: Principal Faculty Modified: Next Review: February 2017

 

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Policy - Supervised Clinical Practice Origin Date: January 14, 2014 Last Evaluated: March 28, 2016 Responsible Party: Director of Clinical Education Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms:

Institution/Facility Affiliation Agreement Preceptor Affiliation Agreement Practice Profile Follow up Site/Preceptor Evaluation Preceptor Profile Clinical Site Visit Student Evaluation of Preceptor/Clinical Site Mid-rotation Evaluation Clinical Performance Evaluation

ARC-PA Associated Standards:

o A1.02 - There must be written and signed agreements between the PA program and/or sponsoring institution and the clinical affiliates used for supervised clinical practice experiences that define the responsibilities of each party related to the education program for students. ANNOTATION: Agreements typically specify whose policies govern and document student access to educational resources and clinical experiences. While one agreement between the sponsoring institution and clinical entity to cover multiple professional disciplines is acceptable, these agreements include specific notations acknowledging the terms of participation between the PA program and clinical entity.

o A1.03g - The sponsoring institution is responsible for addressing appropriate security and safety measures for PA students and faculty in all locations where instruction occurs.

o A1.11 - The sponsoring institution must support the program in securing clinical sites and preceptors in sufficient numbers for program-required clinical practice experiences.

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

o A2.17 - In each location to which a student is assigned for supervised clinical practice experiences, there must be an instructional faculty member designated by the program to assess and supervise the student’s progress in achieving learning outcomes. ANNOTATION: The program is expected to inform students at each location which instructional faculty member is serving in this role for the location and how to contact this faculty member.

o A3.03 - Students must not be required to provide or solicit clinical sites and preceptors for

program required rotations. ANNOTATION: The coordination of clinical practice experiences involves identifying, contracting and evaluating sites and preceptors for suitability as a required or elective rotation experience. Students may

 

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make suggestions to principal faculty for sites and preceptors, but are not required to do so. Student-suggested sites and preceptors are to be reviewed, evaluated, and approved for educational suitability by the program.

o B1.10 - The program should orient instructional faculty to the specific learning outcomes it requires of students. ANNOTATION: Program and principal faculty need to work collaboratively with instructional faculty in designing courses with appropriate learning outcomes and student assessment tools that reflect the learning outcomes expected of students.

o B3.01 - PA students must be clearly identified in the clinical setting to distinguish them from physicians, medical students and other health profession students and graduates.

o B3.02 - Supervised clinical practice experiences must enable students to meet program expectations and acquire the competencies needed for clinical PA practice. ANNOTATION: It is anticipated that the program expectations of students will address the types of patient encounters essential to preparing them for entry into practice. It is required that at a minimum these will include preventive, emergent, acute, and chronic patient encounters.

o B3.05 - Instructional faculty for the supervised clinical practice portion of the educational program must consist primarily of practicing physicians and PAs.

o B3.06 - Supervised clinical practice experiences should occur with: (a) physicians who are specialty board certified in their area of instruction, (b) PAs teamed with physicians who are specialty board certified in their area of instruction or (c) other licensed health care providers experienced in their area of instruction.

o B3.07 - Supervised clinical practice experiences should occur with preceptors practicing in the following disciplines: family medicine, internal medicine, general surgery, pediatrics, ob/gyn, and behavioral and mental health care. ANNOTATION: PA education requires a breadth of supervised clinical practice experiences to help students appreciate the differences in approach to patients taken by those with varying specialty education and experience. SCPE used for required rotations are expected to address the fundamental principles of the above disciplines as they relate to the clinical care of patients. Subspecialists serving as preceptors might, by advanced training or current practice, be too specialty focused to provide the fundamental principles for required rotations in the above disciplines. Reliance on subspecialists as preceptors for required rotations in the above disciplines is contrary to the intent of this standard.

o C4.01 - The program must define, maintain and document effective processes for the initial and ongoing evaluation of all sites and preceptors used for supervised clinical practice experiences to ensure that sites and preceptors meet program defined expectations for learning outcomes and performance evaluation measures. ANNOTATION: An effective process or processes involves the program establishing criteria by which to initially evaluate new sites and preceptors as well as those that have an ongoing relationship with the program. The process(es) will focus on the established criteria and fit the individual program.

o C4.02 - The program must document that each clinical site provides the student access to physical facilities, patient populations and supervision necessary to fulfill program expectations of the clinical experience. ANNOTATION: Site evaluation involves program faculty monitoring the sites used for supervised clinical practice experiences, and modifying them as necessary, to ensure the expected learning outcomes will be met by each student by program completion. It is expected that faculty document that differences in clinical settings do not impede the overall accomplishment of expected learning outcomes. Documentation shows that preceptors are providing observation and supervision of student performance while on supervised clinical practice experiences and that they are providing feedback and mentoring to students.

Background and Purpose

The Supervised Clinical Practice Experience (SCPE) portion of the PA curriculum is designed to provide meaningful direct patient care experiences working in a variety of clinical practice environments that

 

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allow students an opportunity to apply the extensive knowledge base developed during the didactic year. This will ensure an optimal clinical education experience for HPU PA students, ultimately preparing them for certification and professional practice. The purpose of this policy is to articulate the boundaries with which students may participate in the process of establishing supervised clinical practice experiences and define program expectations and processes for advancement to, recruitment of, and evaluation and approval of clinical sites and preceptors.

Policy Statement

In compliance with the ARC-PA standards, High Point University Department of Physician Assistant Studies:

o Requires a formal affiliation agreement be established with any clinical site or preceptor involved in providing a SCPE for students enrolled in the program.

o Does not require students to provide or solicit clinical sites or preceptors and does not require students to coordinate clinical sites and preceptors for program required SCPEs.

o Permits students to submit requests to develop new sites to the Director of Clinical Education, who then determines the appropriateness of developing the site.

o Coordinates all activities associated with clinical practice experiences including identifying, contacting, initial and ongoing evaluation of the suitability of, and student placement with clinical sites and preceptors.

Supervised Clinical Practice

1. Requirements for Student Progression to Clinical Phase

Successful completion of all didactic courses as described in the “Requirements for Progression” section of the “Academic Performance, Professionalism, and Progression” policy.

Successful completion of the Introduction to Clinical Education course, which will include HIPAA and OSHA training.

Successful completion of all activities/assignments associated with Mini Clinical Experiences Completion and successful passing of random drug screening and background checks when

required by clinical sites. Any associated fees will be incurred directly by the student. Proof of updated immunizations, which includes repeat TST (PPD) or Quantiferon test prior to

the start of clinical rotations and annual influenza vaccination. Successful completion of Basic Life Support (BLS) for Healthcare Providers course with current

certification. Successful completion of Advanced Cardiovascular Life Support (ACLS) course with current

certification. Signed Health Information Release form by student allowing High Point University Department

of Physician Assistant Studies to maintain and release the following information to clinical rotation sites: immunizations, TB screening status, drug screening, background check, and BLS/ACLS certification

Proof of Health Insurance coverage. Proof of Professional Liability Insurance: This is provided by High Point University and will

cover students on University business (e.g. clinical education assignments). This will not cover students while employed or working external to the clinical rotation sites.

 

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2. Clinical Rotation Scheduling

All students will be scheduled to complete seven mandatory “core” rotations and two elective rotations, all rotations being five (5) weeks in length, in order to meet program experiential learning expectations as defined in the SCPE Patient Exposure Policy. Students will be allowed to participate in two elective rotations of their choice to pursue further training in key areas of interest or may be program-assigned to remediate their area(s) of limited exposure to required experiences.

The core rotations include:

1) Family Medicine 2) Inpatient Medicine 3) Emergency Medicine 4) General Surgery 5) Pediatrics 6) Women’s Health 7) Behavioral Medicine

Students are allowed to submit requests for specific clinical sites and/or preceptors. However, while every attempt is made to accommodate student requests, rotation assignment is done by and at the sole discretion of the Clinical Coordinator and/or Director of Clinical Education subject to approval and availability of the Preceptor/Clinical Site.

Students are not allowed to request or participate in a rotation at a clinical site associated with a family member, friend or any other person who may be influenced by factors other than clinical performance of the student.

Students may be required to attend rotations at sites outside of the Piedmont Triad area and will be responsible for all expenses related to such assignments. Students are responsible for arranging lodging for all out-of-town rotations and all expenses associated with housing, meals, transportation and parking.

3. Student Orientation to Clinical Experiential Learning

Policies:

1. Identification as students in clinical settings: o Students will ALWAYS introduce themselves to patients, patient family members and

clinical site staff by stating their full name and position/title – “physician assistant student.”

o Students will wear a short white lab coat emblazoned with the High Point University Department of Physician Assistant Studies logo during all assigned rotation activities unless wearing the coat is inappropriate based upon the activity being performed (e.g. operating room) or at the discretion of the Preceptor.

o Students will wear the High Point University Department of Physician Assistant Studies student identification name badge whenever they are participating in PA professional activities (e.g. health fairs, community service opportunities, etc.) and particularly whenever they are in a health care facility, clinic or physician office in their official capacity as a student of the PA program. If a clinical education site requires a different type of ID badge, all badges will be worn as directed but must include clear identification of the “student” role.

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2. Dress code: Students will dress and present themselves in a professional and appropriate

manner for the clinical rotation to which they are assigned. Students should discuss the

appropriate dress code with the assigned preceptor or clinical site coordinator. In situations

where the rotation or preceptor mandates no specific dress code, students will dress according

to the High Point University Department of Physician Assistant Studies dress code defined in

the HPU DPAS Dress Code Policy and included in the Student Handbook.

3. Required Documentation: It is the students’ responsibility to identify the documentation

required for each SCPE and complete and return to the Clinical Education Specialist NO

LESS THAN 10 DAYS PRIOR TO THE START DATE. Failure to complete and return the

required documentation related to each SCPE may result in the student NOT being allowed to

participate in that SCPE and thus, delaying their date of graduation.

4. Student Attendance on Clinical Rotations: Students are required to be present at the clinical

site a minimum of 180 clinical hours for each rotation. More hours may be required by

individual clinical sites and preceptors, but should not exceed 80 hours per week. Please refer

to the Student Attendance, Participation and Inclement Weather Policy within the Student

Handbook for further detail regarding attendance expectations for clinical rotations.

Learning outcomes: The program-defined learning outcomes serve as the culminating learning

outcomes that must be demonstrated with formal assessment activities during or upon completion

of the supervised clinical practice experiences. Each individual rotation has rotation specific

learning objectives that must be satisfactorily demonstrated during or upon completion of that

rotation. Refer to the SCPE core syllabus and the individual rotation syllabi provided to students

during the Clinical Preparation week prior to beginning rotations. Each clinical site is provided

with the Rotation specific syllabus to help guide student learning and support the attainment of

program expectations and learning outcomes by students.

Assessment: Assessment of Supervised Clinical Practice Experiences will include the following:

1. End-of-Rotation Examinations:

Specialty Subject Exam

2. Case Presentations:

a. Oral

b. Written

3. End-of-Program Summative Evaluation to be completed as a component of Clinical Seminar III.

4. Completion and submission of all clinical data, via the Typhon system, including, but not

limited to:

a. Patient demographics

b. Patient clinical information

c. Clinical activity time logs

d. SOAP Notes/H&P’s

e. Procedure performance activities

5. Submission of Clinical Performance Evaluation, Clinical site/Preceptor evaluations and Mid-

Cycle Evaluations for each SCPE.

Refer to Academic Performance, Professionalism and Progression Policy for full details of

assessment for the clinical curriculum.

5. Monitoring of Student Progress

As defined in the SCPE Core Syllabus and individual rotation syllabi, students are required to

complete specific rotation course requirements including logging of ALL clinical practice

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experiences and online submission of rotation-related written assignments. Refer to the Student

Handbook for further detail regarding expectations for student logging on SCPEs.

The program-designated clinical team member will be responsible for monitoring student

submission/completion of these requirements and progress toward achieving the program-defined

SCPE experiences and technical skills competencies as outlined within the SCPE Patient

Exposure policy.

The designated SCPE preceptor and the clinical faculty will also monitor student conduct and

professionalism throughout the rotation. If a preceptor reports issues with student conduct, then

the student will need to meet with a clinical faculty member to discuss these issues. Depending on

the nature of the issue, the student may be required to present before the Student Progress

Committee.

In the event a preceptor suspects that a student is participating in a rotation under the influence of

any substance that affects their clinical performance, High Point University Department of

Physician Assistant Studies reserves the right to remove the student from the rotation, perform an

investigation of the matter, and work with its contracted vendor to perform a drug test on the

student at the student’s expense. Student return to rotation will be determined pending the

decision rendered by the Student Progress Committee.

6. Determination of Rotation Grade

As defined by program policy, all clinical rotations are graded on a pass/fail system. Refer to the

SCPE Core Syllabus and/or Academic Performance, Professionalism and Progression Policy for

details about criteria defining requirements for a passing grade.

The program retains full authority for determination and assignment of the student’s rotation

grade.

Clinical Sites

1. Recruitment

With the support of High Point University, the Department of Physician Assistant Studies

assumes responsibility for the recruitment of clinical sites and preceptors in sufficient numbers

for the program-mandated supervised clinical practice experience component of the curriculum.

Students will not be required to provide preceptors or clinical sites for the program mandated

clinical experiential learning component of the program.

Students may voluntarily submit to the clinical faculty the name(s) of potential preceptors and/or

clinical sites not already affiliated with High Point University Department of Physician Assistant

Studies; however, there is no direct or implied guarantee on the part of the program that the

student will be assigned a rotation with any requested preceptor or clinical site, including those

already affiliated with the program. It is ultimately up to the Director of Clinical Education to

decide whether the preceptor and clinical site are deemed appropriate for use in Supervised

Clinical Practice Experiences.

2. Program Requirements

Clinical Sites must meet all program-defined expectations for clinical training sites (see

evaluation section below)

All clinical sites must establish a formal Affiliation Agreement with the program

 

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3. Evaluation

Initial:

Completion of a Practice Profile form. This form is initiated by the clinical faculty in communication with a prospective clinical site representative.

Completion of the Practice Profile form will be used to validate and verify that the clinical site has sufficient resources (work space, patient exam rooms, references, support personnel, patient encounters of the designated specialty content) to provide broad experiential learning opportunities in a SAFE ENVIRONMENT in the corresponding clinical practice area (e.g. family medicine, general surgery, etc.) for which the physician assistant student will be assigned at that site.

Clinical curriculum subcommittee review of the prospective clinical site Practice Profile to establish program approval of the site as a suitable facility for students to fulfill curriculum-mandated SCPE.

Ongoing:

Continued clinical site evaluation of all active clinical sites to be conducted annually. Documentation will include any significant changes of/within the facility since prior evaluation and will be included within the Follow-up Clinical Site/Preceptor Evaluation form.

Review of Student Evaluation of the Clinical Site to ensure no ratings of “DISAGREE” (or worse) have been received. In the event a rating of “DISAGREE” has been received, the program will evaluate the reason for the rating to ascertain and document the suitability of continued use of the clinical site.

Review of the number and types of patient encounters students report having at the clinical site (recorded in Typhon PAST) to validate the experiential learning meets defined program expectations (see SCPE Patient Exposure policy).

Review of the numbers and types of technical/clinical skills procedure experiences students report having at the site (recorded in Typhon PAST) to verify students are provided opportunities to develop the program-defined technical skills as described in the SCPE Core Syllabus.

Concerns with clinical sites based on ongoing site evaluations, student evaluations, review of patient encounters, and/or review of clinical procedure experiences will be cause for re-evaluation of the clinical site by the Clinical Education Curriculum subcommittee to determine suitability of continued use of the clinical site. The Clinical Education Curriculum subcommittee may consider the following actions: conducting a site visit prior to the next student experience at the site, conducting a site visit in conjunction with the next student placement, telephone contact with the preceptor and or office manager, or removal of the clinical site from program use. Clinical Sites will be modified as necessary to ensure the expected learning outcomes will be met by each student by program completion.

4. Instructional Faculty

The High Point University Department of Physician Assistant Studies will designate at least one Instructional Faculty member (i.e. preceptor) at each clinical site. For each clinical practice rotation, students will be provided contact information for the designated Clinical Instructional Faculty member responsible for oversight of the student’s clinical practice experience in that rotation.

Clinical Instructional Faculty are responsible for assessment and supervision of a student’s progress in achieving learning outcomes while the student is assigned to that clinical site/rotation. Specific responsibilities include assuring:

 

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1. Student orientation to the site/rotation. 2. Opportunities for active patient care experiences. 3. Completion (and submission to the program) of the mid-rotation and end-of-rotation

Clinical Performance Evaluations.

5. Responsibilities

Provide student orientation which addresses, at a minimum: 1. Use and access to local resources including facilities, computers, and internet. 2. Clinical site patient care practices including identifying which patients students are

allowed to see. 3. Safety issues including exposure to hazardous materials, exposure control, and

procedures to be followed in event of exposure. 4. Access to/use of patient health records and medical documentation policies and procedures. 5. Student’s schedule.

Immediate notification of the program if/when: 1. Student behavior/performance is judged to create risk for the clinical site or its patients. 2. The site determines it will be unable to provide a previously agreed upon student

rotation/clinical experience.

Preceptors

1. Program Requirements

Health Care Providers: Preceptors will consist primarily of practicing Physicians and Physician Assistants in the following disciplines for the core rotations: family medicine, internal medicine, general surgery, pediatrics, women’s health, and behavioral medicine. Physicians and Physician Assistants practicing in various subspecialties may be utilized for SCPE elective rotations. Other licensed health care providers experienced in their area of instruction may be designated as preceptors for supervised clinical practice experiences (SCPEs) as the Program deems necessary and appropriate.

Licensure: Providers approved as preceptors must be licensed within the state in which they will be providing SCPE for program students. The program will verify licensure status at the time of initial preceptor evaluation via www.ncmedboard.org or respective state medical board for out-of-state providers, and again when the certification is due to expire, to confirm license renewal as long as the provider remains an active preceptor for the Program.

Specialty Certification: Physician preceptors should be ABMS or AOA board certified in the specialty for which they are providing SCPE for program students. Physician assistant preceptors must be supervised by physicians who are board certified in the specialty for which the physician assistant is providing SCPE for program students. Specialty board certification of physician preceptors or supervising physicians for PA preceptors will be confirmed by the program at the time of initial evaluation of the potential preceptor via www.BoardCertifiedDocs.com and again when the certification is due to expire if the provider remains an active preceptor for the program.

Establishment of a formal Preceptor Affiliation Agreement when preceptors are in private practice or otherwise act as the agent of the clinical site for purposes of providing student clinical training experience.

Signature of Preceptors to verify they have become familiar with program-defined Supervised Clinical Practice Experience expectations and learning outcomes through review of the HPU DPAS Preceptor Handbook and Rotation syllabi provided to each preceptor prior to student rotations. Updates and revisions to the HPU DPAS Preceptor handbook and Rotation Syllabi will be provided to Preceptors as they occur in the form of an Addendum.

 

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2. Evaluation

Initial:

Completion of the Preceptor Profile Form. The clinical faculty is responsible for initiation of this form in communication with the prospective preceptor or his/her designee.

Verification and documentation of (1) current licensure in the state in which the preceptor will be providing the SCPE, and (2) NCCPA certification for PAs; ABMS or AOA specialty board certification for Physicians.

Clinical site visit to the primary practice location, when located within a 50-mile radius, to complete Preceptor profile with emphasis on assessing the Preceptor’s clinical practice workload, types and numbers of patients seen, and preceptor understanding of program expectations and learning outcomes. [Assessment of Preceptors outside of a 50-mile radius may utilize mail, email, telephone, video telecommunication or any combination of these for completion of the Preceptor Profile.]

Clinical Education Curriculum subcommittee review of the prospective preceptor information to establish program approval of the preceptor as a Clinical Instructional Faculty member for program mandated SCPE.

Ongoing:

Review of Student Evaluations of the Preceptor to ensure no ratings of “DISAGREE” (or worse) have been received. In the event a rating of “DISAGREE” has been received, the program will evaluate the reason for the rating to ascertain and document the suitability of and/or conditions for continued assignment of students to the provider for SCPE.

Ongoing preceptor evaluation of all active Preceptors will be annually to document any significant changes in the preceptor’s practice and/or availability. Documentation will occur within the Follow-up Clinical Site/Preceptor Evaluation Form. Preceptor feedback from previous students will be given at this time as well.

Review of the number and types of patient encounters students report having with the preceptor (via Typhon PAST) to validate the clinical practice experience meets defined program expectations (see SCPE Student Exposure policy).

Review of the numbers and types of technical/clinical skills procedure experiences students report having with the preceptor (via Typhon PAST) to verify students are provided opportunities to develop the program defined technical skills defined in the SCPE Core Syllabus.

Concerns with preceptors based on periodic site/preceptor evaluations, student evaluations, review of patient encounters, and/or review of clinical procedure experiences will be cause for re-evaluation of the preceptor by a member of the Clinical Education team which will include direct communication with the preceptor to determine validity of stated concerns. Information collected will be presented to the Clinical Education Curriculum subcommittee to determine suitability of continued use of the preceptor. The Clinical Education Curriculum subcommittee may consider the following actions: conducting a site visit prior to the next student experience with the preceptor, conducting a site visit in conjunction with the next student placement, telephone contact with the preceptor, or removal of the preceptor from program use. Assignment of preceptors will be modified as necessary to ensure the expected learning outcomes will be met by each student by program completion.

 

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3. Responsibilities

At the beginning of each student’s clinical rotation, review the goals and learning objectives and outcomes for the clinical practice experience with the student in an effort to devise a plan for attainment of these.

Provide students with opportunities to provide supervised direct patient care and clinical skills/procedural experiences.

Provide early and frequent feedback to students regarding their clinical performance and ways they might improve their performance.

Verify and document student achievement of technical skills competency if demonstrated during the rotation.

Perform a mid-rotation student evaluation to provide the student with feedback concerning their performance up to that point and review progress toward fulfilling their rotation goals.

Complete the end-of-rotation Clinical Performance Evaluation of the student and return to the program in a sealed envelope with signature across the seal.

4. Faculty Development

Initial:

All preceptors will be provided with electronic or printed copies of the program’s Preceptor Handbook, which includes SCPE Core Syllabus and rotation-specific syllabus to orient them to program curriculum and instructional design, student clinical practice experience expectations and program-defined learning outcomes.

Copies of required documentation related to the student rotation will be provided for review/discussion.

Ongoing:

High Point University Department of Physician Assistant Studies newsletter will be distributed to preceptors electronically on a bi-annual basis. This will highlight PA student and program achievements, upcoming High Point University events, as well as provide resources for preceptor development.

During clinical site visits, preceptors will be asked for ideas and/or suggestions for improvement of clinical practice experiences for both the preceptors and students. As these are identified, the clinical faculty will compile the information to be included within the bi-annual newsletter to be shared with all Clinical Instructional Faculty/Preceptors.

When student evaluations of a preceptor identify a specific need for improvement, the clinical faculty will work with the individual preceptor to create an individualized faculty development plan to address that need.

Documentation

Record keeping processes for the aforementioned documents/forms are described in the Program Files policy.

Approved by: Principal Faculty

Modified: February 2015, March 2016

Next Review: February 2017

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Policy - Technology

Origin Date: November 8, 2013 Last Evaluated: March 28, 2016 Responsible Party: Director of Didactic Education Minimum Review Frequency: Annually Approving Body: Principal Faculty DPAS Associated Forms: None ARC-PA Associated Standards: N/A

Background and Purpose

The purpose of this policy is two-fold: 1) to define minimum technology requirements for students to ensure they are equipped with the hardware and software necessary to facilitate their participation and success in all facets of the program and, 2) to communicate digital etiquette expectations related to utilizing technology in the classroom.

Policy Statement

Technology Requirements Students are required to have a laptop computer for use during the course of their studies. Students are required to bring their laptops to class with a fully charged battery. The laptop computer may be either a Mac or a PC as long as it complies with HPU recommended specifications. Students may bring iPads to class if they wish to use them for taking notes, but iPads may not serve as a replacement for a laptop. Other tablet-style devices may be used as long as they are compatible with HPU and DPAS learning management systems (e.g. Blackboard, ExamSoft, SofTest) and fully functional in all Microsoft Office applications or their equivalent. Recommended Specifications Any computer purchased within the last two years will likely meet our minimum recommendations for accessing our campus network. If you are considering purchasing a new computer, please review the following recommendations for your machine. If you have additional questions or need more information please contact the Help Desk at helpdesk@highpoint.edu or at (336) 841-9147.

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Personal Computer Processor: Intel i5/i7 Processor or AMD equivalent Memory: 4GB or higher Network: Wireless N or newer Operating System: Windows 7 or newer Software: Antivirus, Microsoft Office 2010 or newer

Macintosh

Processor: Intel i5/i7 Processor Memory: 4GB or higher Network: Wireless N or newer Operating System: Mac OSX 10.7 or newer Software: Antivirus, Microsoft Office for Mac 2011 or newer

Additional Software

o Dropbox: Students are recommended to have a personal Dropbox account. For those who are not familiar with Dropbox, an account can be established forfree, and students are encouraged to become comfortable with using Dropbox prior to matriculation. Learn more about Dropbox or create an account by visiting www.dropbox.com.

o Evernote: Students are recommended to have a personal Evernote account. For those who are not familiar with Evernote, an account can be established for free, and students are encouraged to become comfortable with using Evernote prior to matriculation. Learn more about Evernote or create an account by visiting www.evernote.com.

Network Resources and VPN Students, faculty and staff are all provided with access to a minimum of two network drives. These drives are located on HPU servers and are backed up regularly. We encourage all users to save any University-related work to at least one of these drives. Your O: Drive is your personal share space and can be accessed while on campus or while off campus using VPN. The W: Drive is a public drive most often used for personal websites or for providing public access to documentation. VPN software and instructions can be obtained by logging into Blackboard and clicking on the Software tab. It is also recommended that any important work be backed up on a USB storage device and/or portable hard drive. Digital Etiquette in the Classroom The High Point University Physician Assistant Program is committed to providing an optimal learning environment for all students. Electronic devices serve professional needs. However, they are also typically used for personal needs. During formal learning experiences the use of electronic devices is at the discretion of the course instructor; when permitted, it is expected that students will only use electronic devices for context-specific professional learning purposes. In order to mitigate potential distractions, and to facilitate increased individual participation and overall class engagement, the use of electronic devices for the following purposes is prohibited during formal learning experiences:

Conducting personal business (e.g. email or text messaging) Engaging in social media and/or playing video games Watching/streaming non-course related video or any other non-course related content Searching for course-related content without the express permission of the class

instructor Any other activities that may interfere with an optimal learning environment

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Mobile Devices Mobile devices should remain off or engaged with settings where they will not cause distractions for students and faculty. Students should only use mobile devices in the classroom when directed by faculty for specific learning experiences or when there is a need to research information pertinent to current subject matter, at the discretion of the instructor. Laptops and Tablet Devices Laptops will be used extensively in class for taking examinations and quizzes. Any attempt to access information from any source or device during an examination will be considered a violation of the student honor code and grounds for dismissal. ExamSoft/SofTest programs will not permit access to any other device functions during an exam. Students may use laptops or tablet-style devices as a way to take notes, and as tools to research information pertinent to current subject matter, at the discretion of the instructor. Violation of Digital Etiquette Digital etiquette violations are considered unprofessional and may result in formal evaluation of a student’s professionalism and remedial action. Approved By: Principal Faculty

Modified: February 2015, March 2016

Next Review: February 2017