clinical preceptor handbook
TRANSCRIPT
PHYSICIAN ASSISTANT PROGRAM
Clinical Preceptor Handbook
Through the New York State Education Department, Marist College has submitted an Application for Registration of a New Program in a Licensed Profession, for
Physician Assistants. We are awaiting for the program’s proposal to be evaluated by the Professional Education Program Review (PEPR) Unit in the Office of the
Professions (OP).
Marist College has applied for Accreditation - Provisional from the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Marist
College anticipates matriculating its first class in May 2016, pending achieving Accreditation - Provisional status at the September 2015 ARC-PA meeting. Accreditation - Provisional is an accreditation status for a new PA program that, at the time of its initial accreditation review, demonstrated its preparedness to
initiate a program in accordance with the accreditation Standards.
April 2015
To Our Instructional Faculty,
The Marist College Physician Assistant Program (MCPAP) would like to take this opportunity to express our sincere
gratitude to all of you for your commitment and dedication. Our local healthcare community is the foundation of our
program and the clinical experiences you offer are critical to successful student outcomes.
Attached you will find our Preceptor Handbook, a helpful guide to assist you in directing student learning. This document
provides a brief introduction to the clinical curriculum and general guidelines for MCPAP students while functioning on
clinical rotations. While it is not a definitive work, it has been developed to:
Provide a mechanism for orienting clinicians to the preceptor role
Identify program requirements for the clinical year
Introduce ideas which you may find useful as you function in the role of PA student preceptor
Thank you for your contribution to the overall success of our students and your commitment to PA education. Should you
have any suggestions that would make this document more useful, please utilize the comment page which you’ll find at
the end of this packet. As always, please feel free to contact me at any time should you have comments, questions, or
concerns.
Best Regards,
Theresa Skelly, MPT, MS, PA-C
Clinical Coordinator
Marist College
Physician Assistant Program
School of Science Physician Assistant Program Marist College Poughkeepsie, NY 12601-1387
Telephone: 845-575-3308 Fax: 845-575-3586 [email protected]
Special thanks to the MCPAP Advisory Board for their enthusiasm and commitment.
Frank Ehrlich, MD – Advisory Board Chair
Eric Amoh, PA-C, MBA, PCHM CCE/SVP
Richard Burzine, PA-C
Tom Hagerty, MD
William Heffernan, MD
Jonathan Londin, PA-C
Mara McErlean, MD
Jeff Midgley, PA-C
Al Nace, LMHC, CASAC
Bekoe Ohene-Agyei, PA-C
Daniel Perkes, MD
Steve Ritter, MD
John Sabia, MD
James Scaduto, MD
Ron Tatelbaum, MD
David Tecchio, PA-C
Jack Weeks, MD
James Wing, MD
Table of Contents
The PA Profession 1
The Marist College PA Program 1-2
The Clinical Year Basics 3-4
The Preceptor – Student Relationship 4
PA Students and Patients 4-5
Student’s Abilities 5-6
Marist College PA Program Requirements 6-7
Mid Rotation Evaluation 7-8
Final Evaluation 8
Resources 9
Conclusion 9
Summary of Preceptor Responsibilities 10
Tentative Schedule for the Class of 2018 10
Appendices
A. Request / Explanation for Student Absence 11
B. General Rotation Learning Objectives 12-14
C. Core Elements 15-16
D. Clinical Rotation Grading Table 17
E. Student Site Visit Evaluation Form 18
F. Individual Preceptor Agreement 19
G. Orientation Checklist 20
H. Student Injury / Incident Report 21
I. Mid Rotation Evaluation 22
J. Final Rotation Evaluation 23-25
K. The One Minute Preceptor 26
L. Competencies for the Physician Assistant Profession 27-29
M. Preceptor Comment Form 30
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A Brief Introduction to the PA Profession
The concept of PA’s evolved in the mid 1960’s at Duke University. The profession was
envisioned as a way to assist over-burdened physicians and as a means to provide primary care in
medically underserved areas. The first PA students were military medics who, returning from war, didn’t
fit into an existing provider role in the civilian healthcare system. The first program began in 1965 and
graduated its first class in October 1967.
According to the National Commission for the Certification of Physician Assistants (NCCPA), by
the end of 2013 there were over 95,000 certified PAs in the United States. Presently there are 190
accredited PA programs and several dozen more in development. Physician Assistants practice in all
states, and all states allow physicians to delegate prescriptive practices to PAs. The PA scope of practice
is defined by those duties delegated by the supervising physician. Physician Assistants are governed by
state and federal law, as well as by their supervising physician.
All states require PAs to pass a national exam in order to obtain state licensure. In order to be
certified, a candidate must pass a written objective examination developed by the National Commission
on Certification of Physician Assistants (NCCPA). In order to maintain certification, PAs must accrue
continuing medical education hours and pass a recertification exam every 10 years.
The Marist College PA Program
Through the New York State Education Department, Marist College has submitted an
Application for Registration of a New Program in a Licensed Profession, for Physician Assistants. We
are awaiting for the program proposal to be evaluated by the Professional Education Program Review
(PEPR) Unit in the Office of the Professions (OP).
Marist College has also applied for Accreditation - Provisional from the Accreditation Review
Commission on Education for the Physician Assistant (ARC-PA). Marist College anticipates
matriculating its first class in May 2016, pending achieving Accreditation - Provisional status at the
September 2015 ARC-PA meeting. Accreditation - Provisional is an accreditation status for a new PA
program that, at the time of its initial accreditation review, demonstrated its preparedness to initiate a
program in accordance with the accreditation Standards.
All MCPAP applicants must hold a minimum of a baccalaureate degree and have completed a
minimum of 500 hours of direct patient contact. In addition, applicants must demonstrate completed
coursework in the following areas, including the appropriate labs: General Biology (8 Cr), Microbiology
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(4 Cr), General Chemistry (8 Cr), Biochemistry (4 Cr), Organic Chemistry (4 Cr), Anatomy & Physiology
(8 Cr), and Statistics (3 Cr).
[Insert demographics for the Class of 2018 show…avg # contact hours / previous experience / GPA…]
The program is a 24 month, 90 credit, full-time, graduate level program. The first twelve months
of our program are dedicated to the didactic curriculum. Prior to entering the clinical phase, students will
have successfully completed the following: Human Anatomy (with cadaver lab), Human Physiology,
Physical Diagnostics, Medical Microbiology & Infectious Disease, and Clinical Pathology. In addition,
they will have completed courses within the social sciences/humanities including: Health Policy &
Regulation, Ethics in Healthcare Delivery, and Behavioral Medicine. Clinical topics are written into the
didactic curriculum via the many Clinical Medicine courses, in addition to Clinical Skills Labs and
Community Health. Evidence-based medicine is referenced throughout the year and a dedicated
Epidemiology/Biostatistics course is implemented just prior to the clinical year.
In addition to the foundation provided by the basic didactic courses, students will have received
education in basic procedures such as:
Testicular Exam Breast Exam Pelvic Exam
Mental Status Exam Venipuncture IV Techniques
Universal Precautions Urinalysis Finger Sticks
Basic Suturing and Wound Care Sterile Technique Splinting / Casting
Basic Life Support Infection Control Training Child Abuse Reporting
HIPAA / Privacy Training And several more…
The second twelve months of the program are reserved for the clinical and capping phases. During the
clinical year, students complete a total of nine 5-week rotations in the following specialties:
Internal Medicine Family Medicine Emergency
Medicine Pediatrics
Elective
(student’s
choice)
Ob/Gyn General Surgery Behavioral Health
Geriatrics (or
Approved Medicine
Elective)
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The Clinical Year Basics
Each rotation is 5 weeks is duration, starting on a Monday and ending on a Sunday. Students
must be available from the first Monday of the each rotation, through the last Sunday of each rotation.
Attendance is mandatory and outside work is strongly discouraged. Students are expected to maximize
the resources available to them during each clinical rotation and get as much clinical time as possible
during each week. Hours may be variable and should be assigned by the preceptor. Students are
expected to work the same schedule as their preceptor and/or the schedule that preceptors assigns to them.
This may include day, night, overnight, weekends, and holidays. All students are required to work a
minimum of 40 hours per week. Most rotations average between 50-60 hours and we encourage students
to spend as much time as possible on site. They may not accrue hours one day in order to receive time off
on another day. If for any reason the student needs to be absent from your site, it is expected that he/she
will speak with you AND contact the program directly. All anticipated absences MUST be approved by
the Program Director in order to be considered an excused absence. For all absences, students must
submit documentation to the program that identifies when they must be off site and how they plan to
make up for the missed clinical time (Appendix A). Unexcused absences are taken seriously and will be
investigated accordingly by the Program faculty.
As health care professionals, students are expected to be neatly dressed and groomed. Men must
wear a shirt and tie at all times. Women must be appropriately attired for a professional work situation.
For both men and women common sense should indicate the amount and type of jewelry worn, length of
fingernails and how to keep long hair out of harm's way. Only natural fingernails are acceptable.
Artificial nails, of any type, are not acceptable. Nail polish is acceptable if it is not chipped or cracked.
Jeans, open footwear and sneakers are unacceptable. Hospital issued scrubs are acceptable for surgical
rotations, however students are expected to wear their white coat whenever outside of the sterile area.
Scrubs are prohibited outside of patient care areas and may not be worn home. Should a site require a
dress code which differs a great deal from the above, that site should notify the Program prior to student
arrival.
The mandatory identification for students includes: short white jacket with college seal on left
shoulder, Marist College ID, and name plate which indicates they are a “Physician Assistant Student”.
Students should always identify themselves as a “Physician Assistant student” to patients, preceptors,
staff, etc. All notes written by a student should clearly indicate this status as well. In the patient record,
his/her name should be legibly written, signed, and followed by “MC/PA-S”.
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If your site requires additional site specific identification, please make the Program and student
aware. In addition, students have been instructed that they must carry equipment necessary to complete
appropriate physical examinations on patients.
Please Note: Students will never be required to solicit their own clinical rotations. All clinical
rotations will be assigned by the Clinical Coordinator at sites or with preceptors that have been vetted by
the Program. If a student requests a specific site or preceptor not previously vetted, the Program must first
approve the site and/or preceptor prior to placing the student.
The Preceptor – Student Relationship
While functioning on clinical rotations, all students will be under the supervision of a licensed
provider (attending physician, physician assistant, nurse practitioner, etc). The primary duties of a
preceptor are to impart knowledge, assist the student in refining clinical skills, and serve as a role model.
While on clinical rotations, students can be involved in several activities in and out of direct patient care.
Most of the time, preceptors will assign students to specific patients. The students should be responsible
for obtaining a complete history and physical examination. They should also develop differential
diagnoses, construct problem lists, order and interpret appropriate diagnostic tests, establish a diagnosis,
and recommend a treatment plan. Of course, all of this occurs under the review of a preceptor.
Routinely shadowing a preceptor is considered a sub-optimal experience and is not an acceptable
use of clinical time. After demonstrating proficiency, students may be permitted to undertake certain
defined activities with appropriate supervision and direction. At no time may the student take the place of
qualified medical staff. All patients must be seen and examined by a licensed provider prior to the end of
their visit.
When not seeing patients, students may attend formal demonstrations, participate in rounds, and
give presentations. At sites where other students are present, they may work in teams and participate in
group projects. This activity not only fosters medical knowledge, but also a team approach to learning.
From time to time, students may also benefit from the interdisciplinary education that comes with
spending time observing providers who have different roles within the healthcare team (i.e., PT/OT,
Speech therapy, radiology, etc.).
PA Students and Patients
The goal is to educate our PA students to provide primary care services. When possible they
should be assigned to patients who have problems commonly seen in primary care settings. While
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patients with atypical presentations or rare diseases are interesting, time spent with these patients should
be utilized judiciously.
Of course, patients should always be asked if he or she is willing to be seen by a student (with the
knowledge they will still be seen by their primary provider). On the rare occasion that there aren’t
enough patients, performing full physicals on available patients may be a meaningful use of time.
Daily notes, problem focused notes, pre/post-operative notes, and discharge summaries can all be
a part of the students daily activities. It is important to know however, that student notes alone are NOT
to serve as part of the patients’ permanent record and therefore, cannot substitute for preceptor findings.
All PA students notes must be countersigned by a preceptor, and once countersigned, may remain in the
medical record. During the call back days of every rotation, students will be submitting patient
documentation produced on site and signed by a preceptor. All demographic information should be
redacted in order to preserve patient confidentiality.
Student’s Abilities
The rigorous nature of PA programs requires students to learn a great deal of information in a
restricted amount of time. The goal is to help them learn the skills necessary to keep pace with the rapid
advances in medicine. While they will learn a great deal by activities outside of direct patient care, they
should never be viewed as “gophers”, scribes, or administrative assistants. In addition, students are never
considered contractors, agents or employees of any healthcare provider or organization. They are not
entitled to any benefits, including disability benefits or any other rights and benefits normally afforded to
employees.
In order to ensure a uniform learning experience, our students will have general learning
objectives for the clinical year (Appendix B), in addition to specific learning objectives assigned to each
rotation. The rotation specific objectives will be listed in their respective course outline. These rotation
goals and objectives have been developed with input from various sources, including practicing
physicians, and in accordance with the NCCPA. Prior to the start of the rotation, you will receive a copy
of the course outline for your rotation. The student has been instructed by the program to review these
goal and objectives with you early in the rotation. In addition, we utilize a list of “core elements” for all
rotations. This list includes daily tasks varying from site orientation to review of medical literature and
can be found in Appendix C. During elective rotations, students are required to submit their own
individual learning objectives prior to their arrival on site.
Second year PA students enter the clinical year knowing how to perform a complete history and
physical with a rudimentary knowledge of how to present a patient. On site, the speed and facility with
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which these tasks are met are a function of the number of previous rotations the student has completed.
You may see them on their first rotation or just prior to graduation. Students should show progress in
applying these skills throughout the course of this rotation. They should be able to perform these tasks on
the patient assigned to them, as well as present the patient and answer basic questions about the specific
disease process.
In any task area, it is incumbent on the student to demonstrate proficiency to you and incumbent
on you to guide the student until he/she is proficient. You may teach a student a new task, but you may
not delegate complete responsibility and authority to a student who is not competent to perform said task.
Each rotation site may require that students participate in specific learning activities in addition to the
patient care elements. These may include Grand Rounds, conferences, lectures, literature reviews, or
presentations. The other functions that a PA student can performed are governed by the PA program
policy, Marist College Policy, and New York State law. Students will decline to perform any task that is
in conflict with any of these policies.
Marist College PA Program Requirements
The following items represent a listing of the primary program requirements for 2nd year students:
1. Students are required to keep a log of their daily activities. This data includes patient
experiences, diagnoses encountered, time spent at the rotation site, board review, and procedures
performed on site. The information provided is compliant with HIPAA regulations and does not
contain any identifiable patient information, aside from an age range and sex.
2. During the course of a clinical rotation, students are expected to return to the program for the
following sessions:
a. Mandatory monthly “Call Back Day”, which falls on the third week. At that time,
students meet with their Faculty advisor to review their logs and discuss their progress to
date.
b. PA Grand Rounds: provided by students on their elective rotations, taking place during
week 5.
c. End of rotation examinations: for core rotations, taking place during week 5.
3. Depending on the rotation, the program may require a certain number of complete patient write-
ups, examinations, or case presentations to the faculty/class. The grading table for the clinical
year may be found in Appendix D. Over time, many preceptors have added assignments which
they feel are beneficial learning experiences. While these assignments may be utilized as a tool
for completing your End of Rotation Assessment (Appendix J), they will not be directly
incorporated into the student’s final grade.
4. Site visits by program faculty are conducted in order to evaluate student progress. During that
time a faculty member will spend time with the student and potentially observe a patient
encounter. He or she will also request to speak with you briefly to discuss the rotation. The
Student Visit Evaluation form utilized by faculty can be found in Appendix E.
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5. A mid-rotation and final rotation evaluation will be required of the lead preceptor for each
rotation. Details regarding this process are outlined in the next section. In addition, students are
required to evaluate each rotation site and preceptor via a secure website.
6. An individual preceptor agreement form (Appendix F) must be obtained from the preceptor for
each rotation. This should be returned to the program along with an updated CV.
7. At the start of each rotation, the student will review an “Orientation Checklist” with you
(Appendix G). When complete, both parties should sign the document and return it to the
Program.
8. Students must comply with the health requirements of each site and are instructed to be prepared
to provide evidence of compliance if requested. Updated Health Attestation Forms are collected
prior to the start of the clinical year. Copies of Health Attestation Forms and immunization
records will be kept by the Program. The student must keep copies of this information as well.
9. Students receive HIPAA refresher training prior to the start of the clinical year and must comply
with all guidelines when on site. Failure to comply with these guidelines may result in dismissal
from the program.
10. Marist College provides general liability insurance for all students and covers the duties
performed in an approved site. Preceptors must carry their own coverage.
11. All puncture wounds or blood/body fluid exposures should be reported immediately per the site
specific protocol. In addition, the student must follow the MCPAP protocol as outlined:
Protocol for blood borne pathogen exposure for Physician Assistant students off-site:
a) Follow standard procedures for the exposure – washing/flushing the site, documenting the
patient’s information, etc.
b) Notification of the preceptor.
c) The preceptor directs the student to the local site (such as the Emergency Department) and/or has
the student follow their protocol for an exposure. In some instances this means that they will
notify the PA program (845) 575-3308.
d) The student should be prepared to provide documentation to the provider of your tetanus and
hepatitis B immunization status. If the situation warrants, it is understood the student may need
to be started on treatment for HIV exposure (medication).
e) Complete a Marist College Occurrence Report (Appendix H), and fax it to the Clinical
Coordinator (845) 575-3586. The student will fill out the equivalent at the host facility.
f) Please note that the cost for any treatment and/or services rendered as a result of an exposure is
the responsibility of the student.
Mid Rotation Evaluation
Mid rotation evaluations serve as a means for both the student and preceptor to “check in” and
discuss the student’s progress (Appendix I). They do not become part of the rotation grade. Time spent
in the middle of the rotation will save time and anguish later over mismatched expectations. Please set
aside 15 minutes, about half way through the rotation to review their activities. The discussion should
take place in private, perhaps over coffee or over lunch, but never informally while on the run. Utilizing
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the evaluation form will help identify core items for discussion and expedite the process. The student is
required to complete a self-evaluation, mirroring that which is provided to the preceptor. To initiate the
conversation, you may want to ask the student how they perceive their performance and if the objectives
for the rotation are being fulfilled. It may also be helpful to ask if the student feels he/she is doing better
than two weeks ago, or to give feedback on an area the student feels might need special attention over the
remaining weeks. The program has developed resources to address any area of identified need and the
preceptor should feel free to contact the Clinical Coordinator at any time to discuss matters of concern.
All students feel good if they have learned and performed tangible skills of the trade. However
your expertise in thinking through new problems in invaluable. Is the student beginning to incorporate
your approach? Are there ways the student can more effectively tackle new problems? How is the
student’s rapport with the patients and staff?
Final Evaluation
The most useful evaluations are candid and contain concrete information regarding the student’s
performance. You will receive a copy of the Clinical Rotation Final Evaluation form in the mail
(Appendix J) or via email. If the opportunity presents itself, please review this with the student on the last
day of the rotation. When you have completed the form, please return it to the program via mail, fax, or
electronically as soon as possible. The evaluation will be scored and accounts for 60% of the student’s
final grade.
Evaluation of areas such as clinical skills, judgment, and knowledge base require that you take
into account how many rotations the student completed prior to arriving at your site. Please also consider
the progress made during the rotation.
If you are using an additional objective measure on your service, please include that information
on the attached comment form (Appendix M) and return it to the program with the completed clinical
rotation form.
Promotion and retention in the MCPAP are not automatic. At the end of each term, a committee
meets to evaluate each student’s progress. Students who have received a grade of “B” or lower, or have
otherwise failed to exhibit appropriate professional development, may be required to repeat courses or
rotations. They may also be required to complete others forms of remediation, or be dismissed from the
program. If a student is having difficulty, it is imperative that the Clinical Coordinator be alerted as early
as possible so that remediation may be initiated early. It is of no service to the student, future employer,
or most importantly future patient, to let a student slip by.
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Resources
The “One Minute Preceptor” (Appendix K) is included as an educational tool. The steps listed
provide an efficient method for evaluating and giving feedback to students.
The American Academy of Physician Assistants (AAPA), ARC-PA, and Physician Assistant
Education Association (PAEA), and NCCPA have developed the document “Competencies for
the Physician Assistant Profession” (Appendix L). Please review these at your convenience as
they were utilized in the development of program objectives.
If you have any concerns about a student, please contact the Clinical Coordinator at 845.575.3308
immediately. If a student is not making progress, please also let the Clinical Coordinator know
this information
In Conclusion
We hope that you find this orientation manual to be useful. Please let us know if you have any
suggestions for improvement via the attached comment form. We also welcome any feedback that you
may have regarding the program and its curriculum.
On behalf of the program and PA profession, thank you for serving as a preceptor for the Marist
College PA Program.
Theresa Skelly, MPT, MS, PA-C
Clinical Coordinator
Program: (845) 575 – 3308
Direct: (845) 575 – 3592
Fax: (845) 575 – 3586
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Summary of Preceptor Responsibilities
o As an accreditation requirement, we ask that all preceptors provide the Program with an updated
CV identifying state licensing, board certification, and clinical experience. This information must
be verified prior to student placement. For PA’s, please also provide a copy of your supervising
physician’s CV. (MCPAP verifies licensing by identifying any actions taken by OPMC and
maintains CVs for all PAs. The Clinical Coordinator will verify current status of NYS licensure,
as well as board certifications on an annual basis.)
o Provide a clinical setting with an appropriate level of supervision for the student.
o Perform the duties outlined in the orientation checklist with the student (Appendix G). Including
orientation to the site, expectations, objectives, etc.
o Provide oral or written patient assignments and responsibilities as appropriate.
o See all patients seen by the student prior to discharge/end of the day.
o Co-sign all chart notes and orders.
o Complete the mid rotation and final rotation evaluations (Appendix I and J).
o Notify the Program if there is a change in the designated preceptor.
o Contact the Clinical Coordinator immediately if there is a concern about a student’s behavior or
performance.
Tentative Clinical Schedule for the Class of 2018
Rotation I
Monday 5/22/2017 through
Sunday 6/25/2017
Rotation II
Monday 6/26/2017 through
Sunday 8/30/2017
Rotation III
Monday 8/31/2017 through
Sunday 9/3/2017
Rotation IV
Monday 9/4/2017 through
Sunday 10/8/2017
Rotation V
Monday 10/9/2017 through
Sunday 11/12/2017
Rotation VI
Monday 11/13/2017 through
Sunday 12/17/2017
Rotation VII
Monday 1/1/2018 through
Sunday 2/4/2018
Rotation VIII
Monday 2/5/2018 through
Sunday 3/11/2018
Rotation IX
Monday 3/19/2018 through
Sunday 4/22/2018
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Appendix A
Request / Explanation for Rotation Absence
Student Name: ______________________________ Today’s Date: ____________
To Clinical Coordinator: ______________________
Re: Absence from: __________________________
(rotation name / number)
I will be/was absent from the above rotation on: ________________________________________
Reason for absence: ______________________________________________________________
This is / was an:
________ anticipated absence*
________ unanticipated absence
Plan(s) for making up the hours missed on site:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________ ___________________
Signature of Student Date
_____________________________ ___________________
Signature of Clinical Coordinator Date
Office use only:
____ Reviewed ______ Discussed with student
____ File ______ Student phoned program
*Anticipated absence requires prior approval of the Program Director
_____________________ _________
PD Signature Date
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Appendix B
General Clinical Rotation Goals and Competencies
The Competencies for the Physician Assistant Profession are utilized in the development of general course goals.
Each goal listed below is referenced to one or more of the competencies. A copy of the coded Competencies can be
found in the following pages of the Preceptor Handbook. The Competencies may also be found online at:
https://www.nccpa.net/Upload/PDFs/Definition%20of%20PA%20Competencies.pdf.
During the 5-week clinical rotation, the 2nd year PA student will:
1. obtain an accurate medical history covering all essential aspects of the history, including, but not limited to,
issues related to age, gender, and socio-economic status. (MK3, MK4, MK8, MK9, ICS2, ICS3, ICS6,
PC3, PROF7)
2. perform, in a skilled manner, a comprehensive and/or problem-oriented, organ system specific, physical
examination. (MK1, MK2, MK3, MK4, MK8, MK9, ICS2, ICS3, PC2, PC3, PROF7)
3. collect data from previous medical records, including exam findings, imaging, laboratory reports, etc.,
required of a diagnostic work-up (MK1, MK2, MK3, MK4, MK9, PC3, PC4, PBLI4).
4. identify indications for diagnostic tests and procedures, and order them appropriately. (MK1, MK2, MK3,
MK4, MK5, MK6, MK7, MK8, MK9, ICS2, PC3, PC4, PC5, PC8)
5. skillfully perform diagnostic and therapeutic procedures warranted by a patient’s condition, including but
not limited to venipuncture, suturing, common laboratory testing, and injections. (MK1, MK2, MK4, MK5,
MK6, ICS2, ICS3, PC5, PC7, PC8)
6. obtain, interpret, and manage information from laboratory and imaging studies for the formation of
diagnostic and management plans. (MK1, MK2, MK3, MK4, MK5, MK6, MK7, MK8, MK9, ICS2, ICS6,
PC3, PC4, PC5)
7. formulate a differential diagnosis in accordance with the patient assessment. (MK3, MK4, MK9, ICS2,
ICS6, PC3, PC4)
8. prepare a patient problem list (MK3, MK6, PC3, PC8).
9. implement and monitor health management plans for common, uncomplicated medical and surgical
problems. (MK1, MK3, MK6, MK7, MK8, ICS4, ICS6, PC1, PC4, PC5, PC8, SBP1, SBP9)
10. know the indications for provider referral and seek consultation from other physicians and other health
professionals when indicated. (MK3, MK6, MK7, MK8, ICS4, PC1, PC4, PC5, PROF1, PROF2, SBP3,
SBP5)
11. understand the etiology and pathogenesis (in addition to the clinical, laboratory, radiologic, and pathologic
manifestations) of the diseases or conditions clinicians are likely to encounter within a practice. (MK2,
MK3, PC4)
12. understand the scientific evidence of effectiveness for each of the therapeutic options available for patients
throughout the course of the patients’ care. (MK1, MK2, MK6, ICS3, PC4, PBLI3, PBLI4, SBP3)
13. construct diagnostic and therapeutic management strategies for patients with common acute and chronic
conditions, including medical, surgical, and psychological conditions (MK1, MK3, MK5, MK6, MK9,
PC5).
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14. construct a management strategy for patients requiring short- and long-term rehabilitation. (MK6, MK7,
ICS4, ICS6, PC1, PC4, PC5)
15. Recognize and assess the severity of common emergency problems and respond in a decisive manner.
(MK4, MK9, PC3, PC5, PC7, PROF4)
16. outline an initial course of management for patients with conditions requiring emergency or critical care.
(MK1, MK5, MK6, PC4, PC5, PC7, PROF4)
17. discuss management options with patients in an honest and objective fashion. (MK6, ICS1, ICS2, ICS3,
ICS5, ICS6, PC2, PC4, PC5, PC6, PC8, PROF3, PROF4, PROF7, SBP2, SBP3)
18. respond to patient needs which go beyond the scope of the immediate presenting complaint, including the
social, emotional, spiritual, and economic aspects of the patient’s problem. (ICS1, ICS2, ICS3, ICS5, PC2,
PC6, PC8, PROF3, PROF4, SBP2, SBP3, SBP4, SBP6)
19. communicate effectively, both orally and in writing, with patients, patients’ families, colleagues, and others
with whom exchange of information is required. (ICS1, ICS2, ICS3, ICS4, ICS6, PC1, PC2, PC6, PROF2)
20. interact with, educate and counsel patients at their level of comprehension, while demonstrating cultural
competency and sensitivity. (ICS1, ICS2, ICS3, ICS5, ICS6, PC2, PC6, PC8, PROF3, PROF7, PROF8).
21. demonstrate knowledge of traditional and non-traditional treatment strategies in order to provide intelligent
guidance to patients. (MK1, MK6, PC1, PC4, PC8, PROF7, PROF8, SBP1, SBP5, SBP7)
22. clearly document patient information, including admission notes, discharge summaries, progress notes,
initial comprehensive evaluations, problem-oriented notes, consult notes, surgical notes, problem lists,
orders, and prescriptions in a complete and concise manner. (ICS6, PC9, PROF1, PROF4, PBLI4, SBP1,
SBP2, SBP7)
23. provide a complete, concise and well-organized case presentation on assigned patients. (MK3, MK6, MK9,
ICS2, ICS3, ICS4, PC1)
24. review current medical literature on a continuing basis for resource and research purposes in order to
reason deductively when solving clinical problems. (MK1, MK2, PC4, PC9, PROF5, PROF8, PBLI1,
PBLI2, SBP7)
25. use evidence-based medicine protocols when possible. (MK1, MK2, PC4, PC9, PROF5, SBP7, PBLI2)
26. Implement clinical therapeutics and pharmacologic therapy in an appropriate manner. (MK1, MK2, MK6,
ICS2, PC4, PC5)
Professionalism Objectives
The 2nd year Physician Assistant student will:
1. demonstrate compassionate treatment of patients. (ICS1, ICS2, ICS3, ICS5, PC2, PC6, PROF3, PROF7)
2. demonstrate respect for patient privacy and dignity (PC2, PROF3, PROF4, PROF6).
3. demonstrate integrity in all interactions with patients, patients’ families, colleagues, and co-workers (PC1,
PC2, PROF2, PROF3, PROF4, PROF7).
4. develop an understanding and respect for the roles of other health care professionals. (PC1, ICS4, PROF2,
PROF3, PROF10)
Updated: 5/29/2015 MCPAP Preceptor Handbook 14 | P a g e
5. understand the need for collaboration with others in caring for individual patients. (ICS4, PC1, PROF1,
PROF2, PROF10, SBP5)
6. effectively function as a member of the interdisciplinary health care team. (ICS4, PC1, PROF2, PBLI1,
SBP5)
7. act as a health care professional with a positive attitude. (ICS3, ICS4, ICS5, PC1, PROF2, PROF8, PROF9)
8. recognize and accept limitations in one’s knowledge base and skill set. (ICS5, PROF8, PBLI5)
9. commit to continuously improving one’s knowledge base and abilities. (PROF5, PROF8, PBLI4, PBLI5,
SBP7)
10. carry out strategies to promote acceptance of the PA role within the professional community. (ICS4, ICS5,
ICS6, PC1, PROF1, PROF2, PROF 5, PROF10).
Updated: 5/29/2015 MCPAP Preceptor Handbook 15 | P a g e
Appendix C
Core Elements
The following is a guide to the basic tasks and procedures in which all students should participate
throughout the clinical year. It is in no way, all inclusive and subject to change at the discretion of the
Program.
o Elicit a detailed and accurate patient history, comprehensive and/or problem-oriented
o Perform a detailed and appropriate physical examination, comprehensive and/or problem
oriented, including (but not limited to): pelvic, breast, rectal, testicular, mental status exam
o Record data as would be part of a patient’s record. This includes:
Comprehensive Evaluations Admission Notes Problem Lists
Problem Oriented Notes Progress Notes Discharge Summaries
o Present patient data by developing patient management plans, participating in rounds, and
assisting a preceptor in rounds.
o Identify patient problems
o Order and interpret appropriate diagnostic procedures
o Order and evaluate the effectiveness of therapeutic procedures and medications
o Write prescriptions
o When appropriate and available, perform diagnostic procedures and tests. Including but not
limited to:
Fingerstick Venipuncture Irrigation/Debridement
Gram Stain Culture Urinalysis
Pulse oximetry Wound checks Cardiac monitoring
o When appropriate, perform therapeutic procedures. Including but not limited to:
o Participate in patient education and counseling. Discuss issues of compliance, health
maintenance, disease prevention, and health promotion.
Injections Dermal biopsy Immunizations Suturing
Surgical First Assisting Nasal Packing NG tube insertion /
removal
Cast application /
removal
Suture / Staple removal Lumbar Puncture Wound Care IV/Line insertion /
removal
Foley catheter insertion /
removal
Chest tube insertion /
removal
CPR ACLS / BLS
Slit lamp exam Fluorescein stain exam Wound debridement Endotracheal intubation
Updated: 5/29/2015 MCPAP Preceptor Handbook 16 | P a g e
o Assist in referral to preceptor, specialty care providers, health, and social service agencies.
o Review of medical literature to ensure evidence based practice.
o Some rotations have additional core requirements:
Surgical Rotations Ob/Gyn Rotations
Sterile prep procedure Assist in vaginal delivery
Staple application / removal Assist in cesarean section delivery
I & D Diaphragm and pessary fitting / care
Suture application / removal PAP smear
Cryotherapy Contraceptive counseling
Pre/Intra/Post-op notes Pre/post-natal counseling
Contraceptive insertion/removal (i.e., Norplant)
Updated: 5/29/2015 MCPAP Preceptor Handbook 17 | P a g e
Appendix D
Clinical Year Grading Table
Class of 2018
Course Number Clinical Rotation Credits Preceptor
Evaluation
EOR
exam Write-up
Grand
Rounds
Presentation
Professionalism Logs
Complete
Final
Grade
PA 701 Family Medicine 3 60% 30% Pass / Fall 10% Yes / No
PA 702 Internal Medicine 3 60% 30% Pass / Fall 10% Yes / No
PA 703 General Surgery
3 60% 30% Pass / Fall 10% Yes / No
PA 704 Pediatrics 3 60% 30% Pass / Fall 10% Yes / No
PA 705 Ob/Gyn 3 60% 30% Pass / Fall 10% Yes / No
PA 706 Behavioral Health 3 60% 30% Pass / Fall 10% Yes / No
PA 707 Emergency Medicine 3 60% 30% Pass / Fall 10% Yes / No
PA 708 Geriatrics / Elective 3 60% Pass / Fall 30% 10% Yes / No
PA 709 Elective 3 60% Pass / Fall 30% 10% Yes / No
Updated: 5/29/2015 MCPAP Preceptor Handbook 18 | P a g e
Appendix E
Site Visit – Student Evaluation Form
Student: _________________________________________________
Evaluator: _______________________________________________
Date: ___________________________________________________
Rotation / Site: ___________________________________________
Week # ____ of 5
Preceptor: _______________________________________________
Time / Pt log Review
Average # of pts seen daily
Hours
Procedure Tracking Review
Reading / Board Review:
Text
# Questions per wk / % correct
Comments:
Student Observation/Assessment:
Patient Presentation
Review of Chart Notes
History & Physical Exam
Assessment/Plan
Procedure/Skills
Patient Education / Counseling
Professionalism / Dress
Other:
Student Comments
Orientation
Level of Supervision
Teaching
Review of Objectives
Preceptor Knowledge of Objectives
Notes:
Student Perception
Strengths
Areas for Improvement
Remediation done / scheduled:
Preceptors Comments:
Overall Impression of Performance
Student Strengths
Areas for Improvement
Program Curriculum
** If you spoke or received feedback from other site personnel, please document below:
Please sign and date: _______________________________________ ___________________________________________
Evaluator Clinical Coordinator
Updated: 5/29/2015 MCPAP Preceptor Handbook 19 | P a g e
Appendix F
Agreement for Supervised Clinical Education of Marist College Physician Assistant Students
A. I, __________________, agree to provide supervised clinical education for ___________________ from the (Name of preceptor) (Name of student) Marist College Physician Assistant Program (MCPAP) while he/she is participating in clinical rotations during the
May 2017-May 2018 Clinical Year.
I also agree to provide evaluation of the student's performance throughout the rotation, and to submit a
summative evaluation to the Marist College Physician Assistant Program at the conclusion of the rotation. It is my
understanding that the student will be in good academic standing and will have written objectives identifying activities
that should be given emphasis while on rotation under my supervision. The PA Program will assist me, as necessary,
in providing the optimal environment for the student’s clinical education.
I am aware that during these clinical rotation experiences, the student will be provided professional liability
insurance coverage through Marist College. The limits of liability are $1,000,000 per occurrence and $3,000,000
aggregate ($5,000,000 cap).
I understand that I may obtain copies of the student’s immunization record and tuberculosis screening results
from the student and/or with the student’s permission but that I am not entitled to other student health records, as I
am/we are considered affiliated clinical faculty member/s of the PA program. My facility may request such
documentation from the student if needed.
Furthermore, I realize that the Marist College Physician Assistant Program prohibits its clinical preceptors
from discriminating with regard to the acceptance and education of its Physician Assistant students on the basis of
age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender or sexual orientation.
B. Please describe or list the duties and responsibilities expected of this student on this rotation:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
________________________________________ ___________________
Preceptor's Signature / Printed Name Date
________________________________________ ___________________
Program Signature Date
Marist College • 3399 North Road • Poughkeepsie, NY 12601-1387
Telephone: 845-575-3308 • Fax: 845-575-3586 • [email protected]
Updated: 5/29/2015 MCPAP Preceptor Handbook 20 | P a g e
Appendix G
Clinical Rotation Orientation Form
Student: _________________________
Dates: from ___/___/___ to ___/___/___ Rotation/Site: ____________________________________
(e.g., Emergency Medicine/MHRH)
Preceptor: _______________________________________
Student’s Orientation to Clinical Rotation Site:
Orientation to site and staff
Orientation to patient documentation and flow of patient care
Health and safety procedures and point of contact for issues on site
Review of the rotation objectives with preceptor
Review of any additional expectations outlined by preceptor (please document below)
Review midterm and end of rotation evaluation, policies and procedures
Review schedule, hours, and equipment needs
Notes: ______________________________________________________________________
____________________________________________________________________________
FEEDBACK
Please discuss how formative feedback will be given during this rotation.
Please discuss how and when the mid-rotation evaluation will be scheduled.
Please discuss and document whether or not the final evaluation will be reviewed with the student prior to
submission.
Sign and date below:
Student___________________________________________________________ Date________________
Preceptor_________________________________________________________ Date________________
Clinical Coordinator_______________________________________________ Date________________
Updated: 5/29/2015 MCPAP Preceptor Handbook 21 | P a g e
Appendix H
Student Injury & Incident Report
Person Submitting Report: Student Name: ______________________________________ Student ID #: Home address: ______________________________________ Phone Number: Date & Time of Incident: _____________________________ Location: Preceptor of Record: Source of Injury (tool, chemical, machine): Medical Treatment: Yes _____ No _____ If yes, location of treatment: Nature of Injury / Incident:
Description of Incident (attach additional page as necessary):
Corrective action that should be taken to avoid reoccurrence:
Names of Witnesses: Student’s Signature: ____________________________________________ Date: Instructor’s Name / Signature: ____________________________________ Date:
For Office Use Only: Corrective Action Taken:
Copies: Program File / Student Affairs / Risk Management
Updated: 5/29/2015 MCPAP Preceptor Handbook 22 | P a g e
Appendix I
Mid Rotation Evaluation Form
Student: ___________________________________ Rotation/Site: ___________________________
Preceptor: _______________________________ Date/Week #: ___________________________
Mid-rotation evaluations are helpful to both the student and the program in addressing areas of concern, as well as identifying
opportunities for improvement. At the midpoint of the rotation, we ask that you please take a moment to address the skills listed
below.
Your feedback is extremely important to the overall success of our students.
PLEASE FEEL FREE TO CONTACT THE CLINICAL COORDINATOR AT ANY TIME with comments, concerns, or
questions at (845) 575 – 3592.
Please check () the box that best describes the student’s performance to date, and leave any necessary comments in the space provided.
Below
Expectations Meets
Expectations Exceeds
Expectations Below
Expectations Meets
Expectations Exceeds
Expectations
History taking and physical exam
Initiative and motivation
Use of laboratory and diagnostic testing
Dependability and reliability
Application of scientific concepts
Honesty and integrity
Patient assessment and differential diagnosis
Maturity and flexibility
Patient management, plans, clinical
inventions/therapeutics
Interpersonal skills and attributes
Communication (oral/written)
Knowledge of limitations
Clinical judgment Social sensitivity and tolerance
Please email or fax the completed form to the Clinical Coordinator at (845) 575 – 3586. Thank you for your continued support of
our students.
Student Signature: ____________________________________________
Preceptor Signature: ___________________________________________
Date: ______________________________
Comments:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
___
__________________________________
Clinical Coordinator Signature
________________________
Date
Updated: 5/29/2015 MCPAP Preceptor Handbook 23 | P a g e
Appendix J
Clinical Rotation Final Evaluation
STUDENT NAME: ____________________________________ ROTATION DATES: ___________________________________
PRECEPTOR: _______________________________________ ROTATION # ________________ OF _________9 _________
CLINICAL ROTATION: _________________________________ SITE: ______________________________________________
Instructions: The final evaluation of student performance covers areas of knowledge, skills, and attitudes in correlation to the
rotation objectives and goals. Please take into consideration the timing of this rotation relative to the remainder of the clinical
year. Please check the box that best correlates to the student’s performance in the following areas. Please refer to the attached
rubric (page 3) for clinical skills evaluation criteria.
Unacceptable
Clinical Skills N/A Poor Below
Average Average
Above
Average Excellent
History Taking
Physical Exam
Laboratory and Diagnostic Studies
Medical Factual Knowledge and Scientific Concepts
Problem Solving and Critical Thinking
Assessment and Differential Diagnosis
Plans, Interventions, and Management
Communication (written)
Communication (oral)
Health Maintenance
Personal Attributes and Interpersonal Skills Unacceptable Below
Expectations
Meets
Expectations
Initiative & motivation -
Demonstrates desire to learn; seeks opportunities to advance knowledge.
Honesty, integrity, & accountability -
On time; completes assigned tasks; adheres to academic honesty; ethically sound
Patient Rapport –
Able to establish and sustain sound relationships; communicate with patients /
families.
Cultural competency –
Adapts to the needs of diverse populations; sensitive and responsive to variable needs
Adaptability & flexibility –
Handles stressful situations; Able to adapt to change; demonstrates resiliency.
Emotional maturity –
Respectful of staff and patients; self-confident; behaves professionally.
Respect for patient confidentiality –
Maintains privacy of information and during patient exams; compliant with HIPAA.
Recognition of limitations –
Able to self-assess; asks for help when needed; confident in his/her practice.
Acceptance of constructive feedback –
Recognizes and implements feedback; committed to professional development
Adherence to dress code and image standards:
Wears white coat, always identifies self as PA student.
Updated: 5/29/2015 MCPAP Preceptor Handbook 24 | P a g e
STUDENT NAME: ____________________________ PRECEPTOR: ________________________________
CLINICAL ROTATION: _______________________
Please comment on the student’s level of preparedness for the clinical year: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Additional comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Was this evaluation discussed with the student: ________ YES ________ NO Signature: __________________________________________________ Printed Name: _______________________________________________ Date: __________________
Please return this completed evaluation via fax / email / mail to:
Marist College Physician Assistant Program
Attn: Clinical Coordinator 3399 North Road
Poughkeepsie, New York 12601 Phone (845) 575-3308
Fax (845) 575-3586 Email: [email protected]
Updated: 5/29/2015 MCPAP Preceptor Handbook 25 | P a g e
n/a 1 (Poor) 2 (Below Average) 3 (Average) 4 (Above Average) 5 (Excellent)
History Taking
Data obtained is
incomplete and
inaccurate. Routinely fails to elicit important
data. Inadequate
understanding of cases.
Occasionally fails to elicit important data.
Includes irrelevant
data. At times disorganized.
Adequate. Rarely
includes irrelevant data or misses very
minor points.
Elicits complete and
important data.
Capably done with very good
understanding of
cases.
Consistently elicits complete and
accurate data. Able
to describe findings in clear and concise
manner. Excellent
understanding of cases.
Physical Exam
Frequently incomplete. Fails to follow a logical
sequence. Deficient in
technical qualities.
Generally complete, but often fails to
follow logical
sequences. Minor technical difficulties.
Abnormalities not
always identified.
Complete and
technically accurate. Follows a logical
sequence and
recognizes abnormalities.
Thorough, logical,
and smooth
sequences. Technically reliable.
Common
abnormalities consistently
identified.
Consistently thorough and precise.
Follows logical
sequence even in difficult cases.
Technically efficient
and sound.
Laboratory/
Diagnostic
Studies
Poor knowledge of orders
and relationship of tests to
the clinical picture. Selection and
interpretation often
inappropriate.
Marginal knowledge of
routine tests. Has difficulty interpreting
results.
Average knowledge
and interpretation. Orders are clinically
appropriate.
Above average
knowledge of routine
tests. Orders and interpretations are
clinically
appropriate.
Excellent knowledge
of routine and some
specialized exams.
Orders appropriately and interprets well
Medical Factual
Knowledge/Scie
ntific Concepts
Lacks basic knowledge of
underlying processes with
frequent errors.
Needs improvement of knowledge base to
function consistently
well. Not always able to apply to cases.
Average understanding of
underlying processes
and good knowledge base.
Above average base of knowledge.
Consistently able to
relate concepts to cases.
Demonstrates a
comprehensive
understanding of processes associated
with given
conditions. Demonstrates
relevant clinical
application.
Problem Solving
/ Critical
Thinking
Faulty reasoning and
unable to solve patient
problems without significant guidance.
Requires guidance to
solve common
problems and identify diagnoses.
Able to solve
common problems. Identifies most issues
in diagnosis and
management.
Able to solve complex problems
with minimal to no
guidance. Identifies appropriate
diagnoses and plans.
Able to solve
complex problems. Concise and
thorough diagnostic
and treatment plans.
Assessment and
Differential
Diagnosis
Fails to integrate data.
Assessments often
incorrect. Avoids making decisions. Judgment is
poor.
Difficulty integrating data, identifying
problems, and setting
priorities.
Average judgment.
Assessments are appropriate.
Priorities and
differentials are appropriate.
Integrates pertinent
data. Acceptable differentials are
formulated. Very
good understanding and judgment.
Consistently correct.
Understands and
prioritizes problems. Excellent judgment
and insight.
Plans,
interventions,
and
management
Misses key components
of a plan. Unfamiliar with
clinical tasks. Unable to select appropriate
therapies, even with
guidance.
Plans are inadequate.
Requires frequent
revision. Limited understanding of
pharmacologic
properties.
Average
understanding of clinical tasks.
Formulates,
implements, and prescribes with
minimal assistance.
Formulates
acceptable plans. Selects appropriate
therapies without
guidance. Very good understanding of
pharm properties.
Consistently formulates and
implements thorough and appropriate
plans.
Comprehensive understanding of
pharmacologic
properties.
Communication
(written and
oral)
Pertinent data absent.
Disorganized.
Inappropriate and incomplete.
Sometimes incomplete or disorganized. Some
difficulty
communicating and modifying plans for
patient needs.
Capably done and
organized.
Adequately
communicates with
patients.
Concise and
organized. Timely
with documentations.
Communicates very
well with patients.
Consistently concise and organized.
Documents timely
and appropriately. Excellent patient
rapport
Health
maintenance
Poor understanding of conditions, risk factors,
screening tests, and
prevention. Frequently omits patient education.
Fair understanding of conditions, risk factors
and screening tests.
Inconsistently provides patient education.
Adequate
understanding of medical conditions,
risk factors,
screening tests. Appropriate level of
patient education..
Above average
understanding of conditions, risk
factors and screening
tests. Routinely provides patient
education.
Comprehensive understand of
medical conditions,
risk factors, screening tests and
prevention.
Consistently provides patient education.
Updated: 5/29/2015 MCPAP Preceptor Handbook 27 | P a g e
Appendix L
Competencies for the Physician Assistant Profession
“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; systems-based practice; as well as an unwavering commitment to continual
learning, professional growth, and the physician-PA team for the benefit of patients and the larger
community being served. These competencies are demonstrated within the scope of practice, whether
medical or surgical, for each individual physician assistant as that scope is defined by the supervising
physician and appropriate to the practice setting.” (NCCPA)
At Marist College, the “Competencies for the Physician Assistant Profession” (National Commission on
Certification of Physician Assistants, 2012) are utilized as a guideline for student evaluation and
formulating course objectives. For convenience purposes, these competencies have been listed below.
In the syllabus for each clinical rotation, you will find a course objective or goal linked to one of these
codes. This method is helpful in monitoring student progress and identifying areas which require
improvement.
Medical Knowledge (MK)
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:
MK1) evidence-based medicine
MK2) scientific principles related to patient care
MK3) etiologies, risk factors, underlying pathologic process, and epidemiology for medical conditions
MK4) signs and symptoms of medical and surgical conditions
MK5) appropriate diagnostic studies
MK6) management of general medical and surgical conditions to include pharmacologic and other
treatment modalities
MK7) interventions for prevention of disease and health promotion/maintenance
MK8) screening methods to detect conditions in an asymptomatic individual
MK9) history and physical findings and diagnostic studies to formulate differential diagnoses
Interpersonal & Communication Skills (ICS)
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:
ICS1) create and sustain a therapeutic and ethically sound relationship with patients
ICS2) use effective communication skills to elicit and provide information
ICS3) adapt communication style and messages to the context of the interaction
Updated: 5/29/2015 MCPAP Preceptor Handbook 28 | P a g e
ICS4) work effectively with physicians and other health care professionals as a member or leader of a
health care team or other professional group
ICS5) demonstrate emotional resilience and stability, adaptability, flexibility, and tolerance of ambiguity
and anxiety
ICS6) accurately and adequately document information regarding care for medical, legal, quality, and
financial purposes
Patient Care (PC)
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:
PC1) work effectively with physicians and other health care professionals to provide patient- centered care
PC2) demonstrate compassionate and respectful behaviors when interacting with patients and their families
PC3) obtain essential and accurate information about their patients
PC4) make decisions about diagnostic and therapeutic interventions based on patient information and
preferences, current scientific evidence, and informed clinical judgment
PC5) develop and implement patient management plans
PC6) counsel and educate patients and their families
PC7) perform medical and surgical procedures essential to their area of practice
PC8) provide health care services and education aimed at disease prevention and health maintenance
PC9) use information technology to support patient care decisions and patient education
Professionalism (PROF)
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:
PROF1) understanding of legal and regulatory requirements, as well as the appropriate role of the physician
assistant
PROF2) professional relationships with physician supervisors and other health care providers
PROF3) respect, compassion, and integrity
PROF4) accountability to patients, society, and the profession
PROF5) commitment to excellence and on-going professional development
PROF6) commitment to ethical principles pertaining to provision or withholding of clinical care,
confidentiality of patient information, informed consent, and business practices
PROF7) sensitivity and responsiveness to patients’ culture, age, gender, and abilities
PROF8) self-reflection, critical curiosity, and initiative
PROF9) healthy behaviors and life balance
PROF10) commitment to the education of students and other health care professionals
Practice-based Learning and Improvement (PBLI)
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:
Updated: 5/29/2015 MCPAP Preceptor Handbook 29 | P a g e
PBLI1) analyze practice experience and perform practice-based improvement activities using a systematic
methodology in concert with other members of the health care delivery team
PBLI2) locate, appraise, and integrate evidence from scientific studies related to their patients’ health
information on diagnostic and therapeutic effectiveness
PBLI3) apply knowledge of study designs and statistical methods to the appraisal of clinical literature and
other information on diagnostic and therapeutic effectiveness
PBLI4) utilize information technology to manage information, access medical information, and support
their own education
PBLI5) recognize and appropriately address personal biases, gaps in medical knowledge, and physical
limitations in themselves and others
Systems-based Practice (SBP)
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:
SBP1) effectively interact with different types of medical practice and delivery systems
SBP2) understand the funding sources and payment systems that provide coverage for patient care and use
the systems effectively
SBP3) practice cost-effective health care and resource allocation that does not compromise quality of care
SBP4) advocate for quality patient care and assist patients in dealing with system complexities
SBP5) 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
SBP6) accept responsibility for promoting a safe environment for patient care and recognizing and
correcting systems-based factors that negatively impact patient care
SBP7) apply medical information and clinical data systems to provide effective, efficient patient care
SBP8) recognize and appropriately address system biases that contribute to health care disparities
SBP9) apply the concepts of population health to patient care
Updated: 5/29/2015 MCPAP Preceptor Handbook 30 | P a g e
Appendix M
Preceptor Comment Form
Please feel to leave comments or suggestions in the space below and return it with your final evaluation at
the end of the rotation.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Please return the form via mail, fax, or email to:
Theresa A. Skelly, MPT, MS, PA-C
Clinical Coordinator
Marist College
Physician Assistant Program
3399 North Road
Poughkeepsie, New York 12601
Fax (845) 575-3586
Program Telephone (845) 575-3308
Direct Line: (845) 575-3592