clinical year handbook - university of the sciences · 1 samson college of health sciences...

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Samson College of Health Sciences Department of Physician Assistant Studies

600 S. 43RD STREET • PHILADELPHIA, PA 19104 • [email protected] • PHONE: 215-596-7140 • FAX: 215-596-7147

CLINICAL YEAR HANDBOOK C L I N I C A L Y E A R 2 0 2 1 - 2 0 2 2

Updated July 2019

SAMSON COLLEGE OF HEALTH SCIENCES

DEPARTMENT OF PHYSICIAN ASSISTANT STUDIES

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TABLE OF CONTENTS

INTRODUCTION 5

MESSAGE FROM THE PROGRAM DIRECTOR 6

FACULTY DIRECTORY 7

GENERAL INFORMATION 8

Mission 9

Goals 9

Student Learning Objectives 11

Code of Ethics 14

Statement of Values of the PA Profession 15

CLINICAL ROTATION DATES/CALENDAR 16

Student Responsibilities 17

Professional Behavior 17

Prerequisites for Clinical Rotations 18

Clinical Activity & Documentation Guidelines 19

Patient Confidentiality 20

Attendance 20

ACGME Duty Hour Federal Regulation 21

Absenteeism 21

Excused Absences 21

Unexceed Absences and Tardiness 22

Other Situations for Absences 22

Inclement Weather Policy 24

Attire/Identification 23

Medical Diagnostic Equipment 24

Parking/ Travel/ Housing 24

Social Media Policy 24

Meals 25

Insurance 25

SAFETY 28

Universal Precautions 28

Student Incident Reporting 27

Bloodborne Pathogens Training 28

Public Safety 29

GENERAL GUIDELINES FOR CLINICAL ROTATIONS 30

The Clinical Site 31

The First Day 31

Student Clinical Site Schedule & Address Update Form 31

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“Under Supervision” Defined 32

Responsibility of the Supervising Preceptor 32

Clinical Responsibility of the PA Student 33

Responsibility of the PA Program 33

Patients’ Rights and Confidentiality 34

Patient Records, Preceptor Review, and Countersignature 34

Charting Medical Records 34

Prescription Writing 34

Special Considerations 35

Employment Opportunities/Operational Policy 35

Clinical Rotation Site Assignments 35

The process for precepting University of the Sciences PA students 36

Site Visits 36

CLINICAL ROTATION DESCRIPTIONS 38

NCCPA BLUEPRINT 41

CALL BACK DAYS & ASSESSMENT 42

Call Back Day Format 43

Student Site Evaluation 43

Rotation Grading Format 44

PA Program Grading Policy & Academic Standards 45

Preceptor Evaluation 45

Interim Evaluation 46

End of Rotation Examination 46

Literature Review 46

Electronic Logging 46

History and Physical 47

Site Visits & Oral Boards 47

Grand Rounds Case Presentation 48

ELS Posting and Pharmacology Cards 48

CAPSTONE COURSE 49

Capstone Project 47

Progression 51

Requirements for Promotion within the Clinical Phase 51

CLINICAL YEAR REMEDIATION POLICY 51

Student Grievance Policy 53

Dismal from the PA Program 53

GRADUATION REQUIREMENTS 55

EXHIBIT & FORMS 53 Student Clinical Site Schedule and Update Form (Exhibit 1) 57

Student Evaluation of Preceptor (Exhibit 2A) 59

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Student Evaluation of Clinical Sites (Exhibit 2B) 62

Evaluation of Student by Preceptor (Exhibit 3) 64

Mid-Rotation Student Self Reflection Check-in (Exhibit 4) 126 Incident Report (Exhibit 5) 140

Absence Form (Exhibit 6) 141 Receipt & Acknowledgement (Exhibit 7) 143

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INTRODUCTION

This clinical year handbook has been developed by the faculty and administration of the University of the Sciences

Physician Assistant Program to provide the student with specific guidelines, rights and responsibilities regarding the PA

Program. This handbook is designed to supplement rather than supplant existing University policies and procedures,

including those set forth in the University Catalog and Physician Assistant Program. We encourage every student to

become familiar with and refer to those and other University publications for further information.

Any questions regarding policies contained within this manual should be directed to the Director of Clinical Education of

the PA Program. Although every effort has been made to make this handbook as complete and up-to-date as possible, it

should be recognized that circumstances will occur that the handbook does not cover. Changes may be necessary in the

handbook due to changes in the PA Program. Students will be notified of any changes or additions in writing and they

will become effective immediately.

When the handbook does not cover a specific circumstance or the interpretation is ambiguous, the Program Director

will make the necessary decision and/or interpretation. Written policies that are not in the handbook should not be

interpreted as an absence of a policy or regulation. If the student has questions regarding a situation, they should

discuss them with the Program Director.

Any conflict between the specific policies and procedures set forth in this handbook and general University policies and

procedures, the University policies and procedures shall be the standard. We hope you find this handbook helpful and

wish you much success in your clinical rotations.

-The PA Program Faculty

New policies approved after the publication of this handbook may add to or supersede those contained herein.

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MESSAGE FROM THE PROGRAM DIRECTOR

Dear USciences PA Student:

As you prepare to enter your clinical training year here with The University of the Sciences PA Program, I would like for

you to realize that you have reached a significant milestone in your medical education. The rigorous academic learning

you have achieved will soon be applied to the clinical setting, where you will be afforded multiple opportunities to hone

your skills, knowledge, and practice as a future healthcare provider. The quality of your clinical experiences this year will

be what you make of it, so I encourage you to take full advantage of this time and privilege to learn and work in the

various assigned clinical venues. The program will work to provide you with the support and resources necessary to help

you navigate the clinical year, so as to maximize your educational experiences and lead you toward becoming a

competent and exemplary healthcare professional.

Your engagement in clinical education will be unique, essential, and critically important. You will be interacting with

real-life patients who will entrust you with elements of their healthcare. This engagement with patients is both a great

privilege and a great responsibility and should be viewed as one of the most valuable processes in your development as

a healthcare provider. Please remember to respect all of your patients, as they will certainly be some of your greatest

teachers and defer to your preceptor for any medical pearls of wisdom, direction, and guidance in their specialty of

practice. Always respect and regard every preceptor as a potential employer, colleague, mentor, and even future

colleague. If you conscientiously review this guide in its entirety and abide by its content, you will be well-prepared to

gain the best possible learning experiences during your clinical year.

PAs have become prominent, respected, and trusted participants in the healthcare community because those who

preceded you represented themselves and their profession with integrity and excellence. You too will earn the proud

respect of the medical community if you contribute your excellence to your medical training and practice.

Congratulations on your well-won achievements thus far, and I wish you much success as you begin the clinical phase of

your education. Please do not hesitate to contact me if you have any questions, concerns, or suggestions on how to

enhance your educational experience.

Sincerely,

Robert Young, MS PA-C

Robert Young, MS, PA-C

Program Director

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FACULTY DIRECTORY

Chair

Program Director:

Robert W. Young, MS, PA-C, AT

215-596-7146

[email protected]

Vice Chair

Deborah A. Summers, MS, PA-C

215-596-8675

[email protected]

Medical Director

Anthony Roselli, MD

215-596-7281

[email protected]

Director of Academic Education

Allison Williams, MSPAS, PA-C

215-596-7145

[email protected]

Director of Clinical Education

Virel Prajapati, MMS, PA-C

215-596-7143

[email protected]

Faculty

Michelle Reslier, MSPAS, PA-C

215-596-7144

[email protected]

Admissions and Assessment Coordinator

Katherine Jackson, MA

215-596-7141

[email protected]

Administrative Coordinator

Angela Flowers, AA

215-596-7140

[email protected]

Program Fax Number: 215-596-7147

After Hours Emergency Contact Number: Director of Clinical Education @ 609-217-1847

mailto:[email protected]

mailto:[email protected]

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GENERAL

INFORMATION

All program policies contained within this handbook apply to all students, principal faculty and the program director,

regardless of location



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GENERAL INFORMATION

Mission

The Mission of the University of the Sciences Physician Assistant Program is to educate future physician assistants with a

foundation in primary care, with a focus on interprofessional healthcare and exposure to underserved and diverse

populations.

Goals

1) Matriculate qualified applicants who will successfully complete the Master of Science Degree in Physician Assistant

Studies.

Demonstrated by:

o Demographics of the applicants meeting all admissions criteria

o Graduation rate at or greater than 95%

o Attrition rate less than 5%

2) Prepare students with a foundation in Primary Care with the knowledge, skills, and attitudes to function as entry-

level members of the health care team in varied clinical settings and disciplines.

Demonstrated by:

o All students will complete the didactic phase with a minimum 3.0 GPA

o All students will attain a score of 4.0/5.0 average on the Preceptor’s Evaluation of Student on each

rotation

o All students’ rotations will include underserved and diverse populations

o Successful completion of the Summative Examination, OSCEs and Clinical Skills Examination

o Graduation rate at or greater than 95%

3) Engage students in interprofessional medical education that will enable them to adapt to the changing health care

environment with a focus on evidence-based practice.

Demonstrated by:

o PA students engage with USciences OT, PT, and Pharmacy students during both the didactic and clinical

phases of the program to provide an understanding of the roles and responsibilities of each health

profession and engage in the application of those roles and responsibilities during the entire PA Program

o PA students are required to journal additional interprofessional opportunities during each clinical rotation

o Research courses provide the students with the knowledge to participate in evidence-based practice during

the clinical phase and the Capstone project

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4) Model an interdisciplinary approach to medicine which utilizes effective oral and written communication between

members of the healthcare team and patient.

Demonstrated by:

o Oral case presentations to PA faculty and preceptors

o Multiple OSCE presentations in both didactic and clinical phases

o Electronic medical records

5) Facilitate and cultivate the development of professional, moral and ethical attitudes essential to the role of a

physician assistant.

Demonstrated by:

o Courses

o Preceptor evaluations of students

o OSCE evaluations

o Student self-reflection

6) Educate students in a patient-centered environment which promotes critical thinking and medical problem-solving

skills.

Demonstrated by:

o Providing case-based scenarios/questions throughout the program

o OSCE evaluations

o Preceptor evaluation of critical thinking and medical problem-solving skill

7) Prepare students for the successful completion of the PANCE.

Demonstrated by:

o Goal of first-time pass rate at or above the national average

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STUDENT LEARNING OUTCOMES & COMPETENCIES

The University of the Sciences PA Program learning outcomes and competencies were developed using several sources.

The faculty reviewed the following documents: the competencies from PAEA, AAPA, ARC-PA, and NCCPA to address

medical knowledge, interpersonal and communication skills, clinical and technical skills, professional behaviors, and

clinical reasoning and problem-solving abilities; the NCCPA Content Blueprint for entry level medical content and tasks;

the ARC-PA Standards and the most common diseases and skills used in medicine.

The PA student will be able to:

1. Evaluate the structures of the human body and how they function at the biochemical and physiological level.

2. Integrate and apply their knowledge of the basic sciences and clinical medicine to the care of the patient.

3. Analyze the etiologies, risk factors, underlying pathologic process, and epidemiology for medical conditions.

4. Describe and understand the principles of drug absorption, distribution, action, toxicity, and elimination, and have a

practical, working knowledge of commonly prescribed drugs.

5. Differentiate the indications, contraindications, and side effect profiles for the pharmacologic agents used in the

treatment of various diseases and conditions.

6. Recognize the importance of patient education and compliance as it relates to pharmacologic interventions.

7. Collect and document essential and accurate patient medical history and perform an appropriate comprehensive or

problem-focused physical examination based on the patient's presentation.

8. Formulate an appropriate differential diagnosis based on history and physical examination of pertinent positive and

negative findings and diagnostic study results in the diagnosis and management of common medical and psychiatric

conditions across the life span.

9. Demonstrate competency in written, oral, and electronic forms of communication and the ability to effectively

communicate with patients, patients' families, physicians, and various other professional associates in outpatient,

inpatient, operative, emergent and behavioral health settings for patients across the lifespan.

10. Use communication skills and collaborate with patients, their families/caregivers, and members of the healthcare

team to provide competent comprehensive patient-centered care across the life span.

11. Interpret and recognize the significance of various laboratory and radiographical studies in relation to the disease

process.

12. Differentiate between normal and abnormal signs, symptoms, and diagnostic studies results.

13. Demonstrate the ability to provide superior patient care, including presentation-based diagnosis and management of

emergent, acute, and chronic medical and psychological disorders across the lifespan.

14. Formulate a working differential diagnosis and create an assessment and plan that is evidence-based and

appropriate, based on the patient's signs and symptoms.

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15. Develop and implement appropriate treatment plans for common disorders including medications, surgery,

counseling, therapeutic procedures, rehabilitative therapies, and specific disease prevention, and evaluate the success

of those treatments.

16. Demonstrate the knowledge and ability to perform the skills necessary for prevention, health

promotion/maintenance, patient evaluation, monitoring, diagnosis/differential diagnosis, therapeutics, counseling,

rehabilitation, and appropriate referral of the patient.

17. Screen for diseases, assess for risk factors of common diseases, and initiate and recommend health promotion and

disease prevention measures.

18. Identify when referral is indicated and work effectively with physicians and other health care professionals as a

member of an interprofessional patient-centered health care team.

19. Apply the scientific method and critically evaluate landmark research publications that lead to establishment

guidelines for disease management and apply that information in the health care of the patient.

20. Understand the principles of scientific inquiry and research design, so that they will be able to apply those principles

to critically interpret medical literature and enhance their ability to provide quality health care.

21. Keep abreast of the evolving practice of medicine through a dedication to life-long learning and enhancement of

one's knowledge, skills, and attitudes as a PA by self-reflection, active management and professional development.

22. Demonstrate an understanding of health care policy, health care and social service systems, coding/reimbursement,

billing, and the role of the PA/Physician Team within those systems and how they apply in clinical practice.

23. Conduct themselves in a professional courteous manner and with the highest ethical and legal standards expected of

a health care professional and consistent with the role and responsibilities of a PA.

24. The knowledge, appreciation, and application of legal and ethical concepts related to medical care.

25. Evaluate the impact of the racial, ethnic, and socioeconomic ramifications on the diagnosis and treatment of various

medical conditions, as well as the ethical considerations within medical practice, and demonstrate sensitivity regarding

the emotional, cultural, and socioeconomic aspects of the patient, the patient's condition, and the patient's family.

26. Appraise the psychological, socioeconomic, cultural, and spiritual dimensions of the patient's experience of the

health and disease and utilize the information in the development of appropriate plans of care.

27. Understand the commitment to ethical principles pertaining to provision or withholding of clinical care,

confidentiality of patient information, informed consent, and business practices.

28. Effectively advocate for patients and the PA profession.

29. Demonstrate respect, compassion, and accountability to patients and society, and be responsive to the patient's

values, culture, age, gender, and capabilities.

30. Create healthy living behaviors through patient education and counseling.

31. The attitudes and skills which demonstrate a commitment to personal growth and sensitivity to cultural and

individual differences, respect for self and others throughout a diverse patient population.

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32. Continually assess and demonstrate self-reflective practice and an awareness of one's own implicit bias and

recognize its potential effect on the care of patients.

33. Demonstrate understanding of the important considerations in reproductive and sexual health, including the societal

and clinical aspects of human sexuality, prenatal care, gynecologic care, men's health and associated preventative

medicine.

34. Understand the importance of superior patient care in the pre-operative, intra-operative and post-operative

settings, with consideration for patient safety and optimal outcomes

35. Demonstrate the ability to provide appropriate behavioral and mental healthcare across the lifespan, through the

appraisal of both the societal and clinical aspects of behavioral health and wellness.

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CODE OF ETHICS & VALUES OF THE PHYSICIAN ASSISTANT

Code of Ethics

(American Academy of Physician Assistants)

https://www.aapa.org/wp-content/uploads/2017/02/16-EthicalConduct.pdf

The PA profession has revised its code of ethics several times since the profession began. Although the fundamental

principles underlying the ethical care of patients have not changed, the societal framework in which those principles are

applied has. Economic pressures of the health care system, social pressures of church and state, technological advances,

and changing patient demographics continually transform the landscape in which PAs practice. Previous codes of the

profession were brief lists of tenets for PAs to live by in their professional lives. This document departs from that format

by attempting to describe ways in which those tenets apply. Each situation is unique. Individual PAs must use their best

judgment in a given situation while considering the preferences of the patient and the supervising physician, clinical

information, ethical concepts, and legal obligations. Four main bioethical principles broadly guided the development of

these guidelines: autonomy, beneficence, nonmaleficence, and justice. Autonomy, strictly speaking, means self-rule.

Patients have the right to make autonomous decisions and choices, and PAs should respect these decisions and choices.

Beneficence means that PAs should act in the patient’s best interest. In certain cases, respecting the patient’s autonomy

and acting in their best interests may be difficult to balance. Nonmaleficence means to do no harm, to impose no

unnecessary or unacceptable burden upon the patient. Justice means that patients in similar circumstances should

receive similar care. Justice also applies to norms for the fair distribution of resources, risks, and costs. PAs are expected

to behave both legally and morally. They should know and understand the laws governing their practice. Likewise, they

should understand the ethical responsibilities of being a health care professional. Legal requirements and ethical

expectations will not always be in agreement. Generally speaking, the law describes minimum standards of acceptable

behavior, and ethical principles delineate the highest moral standards of behavior.

© American Academy of PAs 3 S

When faced with an ethical dilemma, PAs may find the guidance they need in this document. If not, they may wish to

seek guidance elsewhere possibly from a supervising physician, a hospital ethics committee, an ethicist, trusted

colleagues, or other AAPA policies. PAs should seek legal counsel when they are concerned about the potential legal

consequences of their decisions. The following sections discuss ethical conduct of PAs in their professional interactions

with patients, physicians, colleagues, other health professionals, and the public. The "Statement of Values" within this

document defines the fundamental values that the PA profession strives to uphold. These values provide the foundation

upon which the guidelines rest. The guidelines were written with the understanding that no document can encompass

all actual and potential ethical responsibilities, and PAs should not regard them as comprehensive.

https://www.aapa.org/wp-content/uploads/2017/02/16-EthicalConduct.pdf

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Statement of Values of the PA Profession

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

• PAs uphold the tenets of patient autonomy, beneficence, nonmaleficence, and justice.

• PAs recognize and promote the value of diversity.

• PAs treat equally all persons who seek their care.

• PAs hold in confidence the information shared in the course of practicing medicine.

• PAs assess their personal capabilities and limitations, striving always to improve their medical practice.

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

• PAs work with other members of the health care team to provide compassionate and effective care of patients.

• PAs use their knowledge and experience to contribute to an improved community.

• PAs respect their professional relationship with physicians.

• PAs share and expand knowledge within the profession.

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CLINICAL ROTATION DATES/CALENDAR

Rotation Dates Call Back Days FALL Semester 1

August 30th – October 1st, 2021

Sept 30th + October 1st, 2021

2 October 4th – November 5th, 2021 November 4th + 5th, 2021

3 November 8th – December 10th, 2021

December 9th + 10th, 2021

SPRING Semester 4

January 3rd – February 4th, 2022

February 3rd + 4th, 2022

5 February 7th – March 11th, 2022 March 10th + 11th, 2022 6 March 14th – April 15th, 2022 April 14th + 15th, 2022 SUMMER Semester 7

May 2nd – June 3rd, 2022

June 2nd + 3rd, 2022

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June 6th – July 8th, 2022 July 11th – August 12th, 2022

July 7th + 8th, 2022 August 11th + 12th, 2022

The PA student will return to campus after the completion of the 9th rotation to fulfill the requirements of graduation. Important Dates Clinical Year Orientation: Thursday, August 26th + Friday, August 27th, 2021 Graduation: Friday, September 9th, 2022

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STUDENT RESPONSIBILITIES

Professional Behavior

Students are granted the privilege to be invited guests of each clinical site, and should strive to always leave a positive

impression of themselves, University of the Sciences, and the PA profession. Discretion, integrity, honesty, courtesy, and

respectful behavior are required and expected while on rotations. Those who fail to consistently demonstrate an

acceptable level of maturity and overall professionalism may receive a failing grade for the rotation.

Students are expected to treat all patients, faculty, university staff, clinical preceptors, health care workers, health care

staff, and fellow students with dignity and respect. Any conflicts should be resolved in a diplomatic, mature, and

reasoned manner. Students should be sensitive to, and tolerant of, diversity within preceptor and patient populations.

PA training involves working closely with health care providers, patients, staff, and other students, where personal

information is often discussed and shared. These situations must be approached with respect for the privacy,

confidentiality, and sensitivity of such individuals. Ideas, suggestions, and constructive criticism should be offered in a

thoughtful and respectful manner that encourages trust and understanding between individuals.

Professionalism is taught throughout the entire curriculum and is expected to be exemplified by the PA student. In

addition to ongoing faculty evaluation of the student on rotation, it is assessed by our clinical preceptors and is worth

7% of the total clinical rotation grade. The University of the Sciences PA Program reserves the right to take further

academic action against the student depending on the nature of the potential offense. If a serious professionalism

offense occurs, the PA student will be required to have a meeting with the Director of Clinical Education and the

Program Director to discuss appropriate disciplinary action such as failure of the rotation and/or dismissal from the

program. The following is a list of potential serious violations:

Displays of anger, intimidation, or aggression

Demeaning, inappropriate, offensive, argumentative, and threatening language/behavior

Conduct that is insensitive to race, religion, national origin, age, sex, marital status, citizenship, sexual orientation,

gender identity or expression, disability, veteran status, medical condition, socioeconomic status, religious or political

beliefs, or any status protected by law or executive order.

Concern for privacy of the patient (all students are required to complete the HIPAA online training program and adhere to all of the standards while performing any aspect of PA training)

• Students will complete online HIPAA training during both the Didactic and Clinical orientations

• http://www.myhipaatraining.com/

http://www.myhipaatraining.com/

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Prerequisites for Clinical Rotations Students must fulfill the following criteria prior to engaging in clinical rotations:

1. Successful completion of all didactic course work.

2. Successful completion of clinical skills labs and demonstrated proficiency in the following procedures:

• Nasogastric Tube

• PEG Tube placement

• Foley Catheter

• Thumb Spica Splint

• Volar Splint

• Ulnar Gutter Splint

• Finger Splint

• Sugar-tong Splint

• Posterior Lower extremity

• Upper Extremity Cast

• Lower Extremity Cast

• Suturing: simple interrupted, subcutaneous, running, mattress

• Staple placement and removal

• Suture removal

• Injections: subcutaneous, intradermal, intramuscular

• Joint injection

• IV-line placement

• ABG

• Surgical scrubbing, gowning, and gloving

• Sterile Technique

• Ankle Brachial Index

• Performing an EKG

3. Maintain a valid personal health insurance policy. Failure to maintain health insurance throughout the clinical year will result in removal from rotations until valid proof of insurance coverage is submitted.

4. Successful completion of a criminal background check (and any other background checks required or requested by a particular clinical site or Institution), and drug testing if required.

5. Completion of all required immunizations and testing (MMR, varicella, DTaP, record of hepatitis B vaccine and/or serum titer levels, PPD with or without chest x-ray, if indicated). Maintain yearly TB testing while on rotation. Students are responsible for maintaining their personal immunization record, and it is recommended that they carry a copy of this record to the assigned clinical site on the first day of each rotation. Failure to demonstrate an up-to-date immunization status on request will result in removal from the rotation until valid proof of current immunization status is presented. Immunizations are based on the Center for Disease Control guidelines for health professionals.

6. Maintain a functional mobile phone number and University of the Sciences email. As well, it is

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the students’ responsibility to make sure the PA Program always has the most updated contact information to reach them throughout the entire clinical year.

7. Some Clinical sites mat require additional training prior to starting which will be provided by the site.

Clinical Activity

1. PA students on clinical rotation must work under the direct supervision of a board certified licensed physician,

PA-C, or NP.

2. Students must wear the embroidered University of the Sciences PA Program patch on their program issued short

white coat, and display their program issued name tag designating their student status. Students must always

identify themselves as PA students to patients, health care providers, staff, and family members.

3. Students at clinical sites must always work under the supervision of a preceptor. They may not function as a

substitute for any employee, or assume primary responsibility for a patient's care. They must not consult,

examine, treat, or discharge a patient from care without consultation with a clinical preceptor or supervisor.

4. Students shall perform only those procedures authorized by the PA Program, clinical site, and preceptor.

Students must adhere to all rules and regulations of the PA Program and the clinical sites.

5. Students cannot appear at the University or clinical sites under the influence of alcohol or drugs.

6. Students shall not exhibit any behavior that may jeopardize the health and safety of patients, staff, faculty, or

fellow students.

7. Students will deliver health care services to patients without regard to their race, religion, national origin, age,

sex, marital status, citizenship, sexual orientation, gender identity or expression, disability, veteran status,

medical condition, socioeconomic status, religious or political beliefs, or any status protected by law or

executive order.

8. In the event of the temporary absence of the assigned preceptor, the preceptor or his/her designee will identify

an alternate preceptor. At no time will students work at a clinical site without having a preceptor clearly

identified.

9. All charts and written orders must be signed (if applicable) with the student’s name clearly written, followed by

the designation “PA-S.” At no time may PA students use other professional titles (e.g. RN, EMT, DPT, etc.) while

on clinical rotations.

10. The preceptor must countersign all chart entries and written orders immediately.

11. Students must know their limits while in training. Students must not consent to assess any patient or perform

any procedure that is beyond their ability or scope of practice.

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12. The highest levels of patient confidentiality and privacy will be observed at all times, in compliance with HIPPA

guidelines.

Documentation Guidelines

The Center for Medicare and Medicaid Services (CMS) guidelines only permit students to document a portion of the

History and Physical Exam (the Past Medical History, Family History, Social History, and Review of Systems).The

preceptor must personally document all other key elements of the visit. If a particular site does not authorize or allow

PA students to officially document patient notes in a paper or electronic chart, it is advisable for students to document

the patient encounter on a separate piece of paper so that they can continue practicing their documentation skills and

obtain feedback from the preceptor.

Patient Confidentiality

Medical ethics and federal laws forbid violation of patient confidentiality. Students and preceptors alike must be

sensitive to this issue. Any discussion regarding a patient’s identity, diagnosis, care, condition, or other medical

information should be conducted with discretion, and preferably in a private setting. All current HIPAA Guidelines must

be followed by every individual who works in a setting where exposure to protected patient information is present.

Attendance

Students are expected to follow all PA Program reporting instructions and must notify the program of any errors or

changes.

An assigned clinical site schedule will be determined by the preceptor (or his/her designee) and should include a

minimum of 40 hours per week. Students should anticipate working some evenings, weekends, holidays, or “on-call”

shifts on various rotations and must not refuse to work during these times if it is deemed necessary by the preceptor.

University holidays do not apply to students’ schedules during the clinical year, and preceptors are not obligated to

grant days off to students on holidays or weekends (but may do so at their discretion). Keep in mind that PA students

only have one year to receive all of their clinical training prior to graduation, so it behooves them to make the most of

the time and privilege granted to them of working at clinical sites; the more time spent at a given clinical site, the

greater the opportunities available for enhancing one’s learning, skills, and understanding of the overall practice of

medicine.

Students will email or fax their clinical rotations schedules to the Director of Clinical Education or Faculty designee

(clinical coordinator) by the end of the first week of the rotation. Any changes to a student’s schedule while on rotation

must be sent directly via email or fax to the Director of Clinical Education.

Students must notify the Director of Clinical Education as to how they may best be reached during regular office hours,

and of any mailing address or phone number changes (i.e. personal mobile number, emergency contact number(s),

clinical site number, and/or student pager number if cellular service is weak or unavailable at some clinical sites, etc.).

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American College for Graduate Medical Education (ACGME)

Duty Hour Federal Regulations 2012 ACGME Requirements

By Federal law, here are the regulations regarding duty hours of any/all students in the hospital setting (residents, interns, medical students, and PA students):

• Maximum 80 hours/week (this may be averaged over a 4-week period. i.e. 100 hours one week, 60 hours the next week, etc., for an average of 80 hours/week).

• Not more than every 3rd day on-call.

• Continuous duty not to exceed 30 consecutive hours. 24 hours on-call, and an additional 6 hours for didactic activities, transfer care of patients, or work in the out-patient clinics. No new patient may be accepted for admission after 24 hours of continuous duty. This does not count pre-round time.

• 24 hours off per 7 day period. Can be averaged over 4 weeks. For example, students may work 14 days straight but then have two days off. Post-call days do NOT count as a day off. A day off is free of any clinical activities.

• Post-call: minimum of 12 hours off-duty before starting next shift. If your clinical schedule does not follow these rules, advise the attending physician or chief resident with whom you are working and the Chapman University PA Program immediately.

Absenteeism

Adherence to scheduled clinical rotation hours and attendance at all scheduled “Call Back” days at the conclusion of

rotations are mandatory. Failure to fulfill these requirements is strongly considered in the evaluation of the student’s

academic performance and professional attitude and may result in a failing grade for the rotation.

If a student must be absent from a scheduled clinical rotation shift (this can include daytime shifts, evening/overnight

shifts, and/or “on-call” shifts), both the preceptor and the Director of Clinical Education must be notified as soon as

possible, via telephone or electronic means; but in any event, no later than 9am on the day of the absence or following

the absence (in the case of absence from an overnight shift). If the appropriate party cannot be reached, the student

must leave a phone or electronic message regarding the absence, and a phone number where they can be immediately

reached.

In addition, students must complete and submit a formal Student Absence Form to the Director of Clinical Education

within 24 hours of the date of the absence (forms may be faxed, scanned and emailed as a .pdf file, or hand-delivered to

the PA Program office). Failure to follow this procedure as stated will result in an unexcused absence. The student will

be responsible to make up the hours for the clinical time missed during the absence.

Be advised that the program will make random calls and visits to rotation sites to verify student attendance and

performance.

Excused Absences

Incapacitating illness, injury requiring bed rest, and unexpected family emergencies are considered valid reasons for

absenteeism; however, the procedures for absenteeism as outlined above must be followed. Excused absences greater

than TWO (2) scheduled clinical rotation shifts per 5-week rotation due to bona fide, documented, medical or personal

22



emergencies will result in a grade of "I" (incomplete) for the rotation. Rotations in which students receive an "I" due to

excessive excused absences may be completed at a later date, depending on the availability of the rotation and at the

discretion of the Director of Clinical Education. For an excused absence, time missed will be made up on an hour for

hour basis.

Unexcused Absences and Tardiness

Business appointments, routine dental and doctor appointments, weddings, graduations, family reunions, and other

social events are not valid reasons for excused absenteeism. Absenteeism not reported as per policy outlined above will

be considered unexcused, regardless of cause.

Students are expected to always act in a professional manner and reporting to scheduled clinical work shifts on time is

one of the most important demonstrations of professionalism. Tardiness to rotations and/or post-clinical activity days is

not acceptable. Unexcused absences and tardiness will be handled as follows:

1. First Event - Documented counseling session with assigned faculty advisor and Director of Clinical Education;

documented proof, with preceptor's signature, that missed clinical training time was made up; final rotation

grade decreased by 5 points.

2. Second Event - Documented conference with the Director of Clinical Education and PA Program Director

concerning professional conduct and responsibility; documented proof, with preceptor's signature, that missed

clinical training time was made up; final rotation grade decreased by 10 points.

3. Third Event - Automatic rotation failure and referral to the PA Program Student Progress Committee, with

remediation efforts/decisions reviewed by the PA Program Director. A letter from the Program Director notating

the student’s citations will be placed in the student’s academic file and will remain in the file at the Program

Director’s discretion. The student will be required to report to the PA Program office for the remainder of the

clinical rotation cycle, 8:30 AM - 5:00 PM, Monday through Friday, to engage in an independent study program.

Other Situations for Absences

Job interviews are not considered valid reasons for absences. All attempts must be made to schedule an interview so it

does not interfere with the core clinical rotations (preferably during an elective rotation month). In the event that this

cannot be accomplished, students must first obtain permission from the Director of Clinical Education to attempt to

arrange time off for the interview. Subsequently, the preceptor must grant permission for the absence, and students

must make up the missed clinical time within the confines of that rotation. The PA Program must be notified as outlined

above. A maximum total of TWO (2) days per calendar year will be allowed for interviews. The "I" grade for excused

absences outlined above applies.

A “Leave of Absence” may be granted by the Director of Clinical Education for extended illness or absence from a

rotation. The Director of Clinical Education will (on an individual basis) consider emergencies, special requests, and

special issues arising that cause students to request a leave of absence, if done prior to failure of the rotation. All

student requests are considered private and confidential and are treated as such by the faculty.

PSPA and AAPA Conference attendance - Students who wish to attend these conferences must submit their intentions,

in writing, at the start of the clinical year to the Director of Clinical Education. Following approval by the Director of

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Clinical Education, permission from the preceptor must also be obtained one month prior to the scheduled absence. If

these processes are followed accordingly, this absence will be considered excused.

Students who serve on State or National committees must submit requests for time off for meetings at least 2 (two)

months in advance, as these organizations schedule their meetings on an annual calendar. Any request submitted less

than two months in advance may not be granted. If a documented “emergency meeting” is scheduled, permission for

attendance will be considered on an individual basis, at the discretion of the Director of Clinical Education.

Absences for other scholarly activities will be considered by the Director of Clinical Education on a case-by-case basis,

and must be addressed at least one month prior to the scheduled event.

Inclement Weather Policy

1. The PA student is responsible for contacting the preceptor and/or site in the event of inclement weather to

confirm the facility is requiring them to report. If the student is directed not to report to the respective clinical

site, the PA student must stay home and work on assignments.

2. The PA student must e-mail the Director of Clinical Education If they are not to report to their assigned clinical

site due to inclement weather immediately.

Attire/Identification

As health care professionals, PA students are expected to maintain the highest possible standard of appearance. Students are expected to be neatly dressed, and practice good hygiene throughout all phases of their professional education. PA students are expected to be in full professional attire and to comply with the standards as outlined by the clinical site.

1. Wear clean, pressed, short white jackets with the issued University of the Sciences PA Program patch attached to the left upper sleeve.

2. Identification badges bearing the student’s name and designating him/her as a “Physician Assistant Student”

must be worn at all times.

3. Slacks/skirts-at an appropriate length, with shirts/blouses that are non-revealing.

4. Skirts or dresses should be no more than three inches above the knee.

5. Denim, regardless of color, is not allowed.

6. No shorts, sweatshirts, cut-off clothing, capri pants, cargo pants, or leggings without skirts.

7. Scrubs may be worn if approved by the preceptor and/or clinical site (e.g. OR and/or ER).

8. No midriff tops, halter tops, translucent or transparent tops; no shirts with low-cut necklines or tank tops.

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9. Undergarments should not be visible, even with movement.

10. No sneakers are permitted (unless wearing scrubs and approved by your preceptor), shoes are to be worn with socks or hose; heel height should be conservative. Open toe shoes are not permitted at any site.

11. Jewelry and make-up, if worn, must be and subtle. Perfume and cologne are not permitted, as some patients

may be allergic.

12. Hair styles should be clean, combed, and neatly trimmed or arranged worn in a neat style. Long hair should be worn back if necessary, to avoid interference with work or patient care.

13. Body piercings including, but not limited to, tongue, lip, eyebrow or nose piercings, should not be worn.

pierced earrings are allowed. Tattoos should be covered.

Clinical supervisors, preceptors, or PA Program faculty reserve the right to remove any student from a clinical site/experience who is not appropriately dressed. If a student is sent home due to inappropriate attire or poor hygiene, the student will not be permitted to make up any clinical work, assignments or experiences for the missed day. All such incidents will be documented in the student’s permanent record.

Medical Diagnostic Equipment

Students should bring their own properly functioning medical diagnostic instruments (stethoscope, reflex hammer, etc.).

Parking/Travel/Housing

All students admitted to the University of the Sciences PA Program should expect that they will be placed at some

remote, underserved, and/or rural clinical sites that are not local to University of the Sciences campus (50 mile radius).

The program strives to afford all students the opportunity to work and receive training in a variety of clinical settings.

The ultimate goal of this is to ensure that students will become well-rounded, culturally / demographically sensitive, and

equitable providers to both the local community and population at large.

The Director of Clinical Education will attempt to place all students at clinical sites within a 50-mile driving radius of the

University of the Sciences campus in Philadelphia. When placement within a 50-mile driving radius is not possible,

students will be responsible for planning their own living and transportation arrangements. Students are responsible for

all parking, transportation, and travel costs incurred during attendance at clinical rotations. Students who attend

required rotations and stay in nearby housing are responsible for all costs, risks, and liabilities involved in such housing

arrangements. Travel expenses, parking, and housing are not covered by program tuition and will be the student’s

personal and financial responsibility to cover and/or arrange.

Social Media Policy

USciences PA program recognizes that social media has many far-reaching benefits both socially as well as in the health

care setting. That being said, it is imperative that our students follow and abide by patient confidentiality guidelines and

25



be HIPPA compliant in all of their social media activities. The PA Student must follow these rules while enrolled in

USciences PA Program:

1. Students are not permitted to post material on social media that has information about a patient encounter

regardless if identifying information is omitted.

2. Students are not permitted to post material on social media that contains pictures of a medical facility where

they are rotating.

3. Students are not permitted to post any derogatory or disparaging material on social media that involves another

student, faculty, staff, University representatives, Institution/Practice representatives, health care employees,

patients, or preceptors.

Violators of this policy will possibly lose points for the professionalism component of their evaluation and final course

grade, and will require a meeting with the Program Director, Director of Clinical Education, and/or Student Progress

Committee. In additional to disciplinary action, violations may trigger legal ramifications.

Meals

Some clinical sites may provide meals to student providers at their own discretion. The program does not require nor

request that any clinical site provide meals to student providers. Students should not assume that they are automatically

welcome or invited into physician’s lounges or cafeterias at hospital institutions, and should enter these areas only if

invited by a staff member or preceptor.

Insurance

Personal health insurance coverage is required for admission into and completion of the University of the Sciences PA

Program. Students must maintain a valid health insurance policy throughout their course of study in this program.

Failure to maintain a valid insurance policy will result in removal from clinical rotations until proof of compliance is

provided, which in turn may result in delay of graduation from the program. At the initiation of and throughout the

clinical year, students will be required to show proof of a valid health insurance policy. Any costs incurred through

illness, injury (either on or off-site during the course of the program), and/or a hospitalization during attendance at the

PA Program is the students’ sole financial responsibility.

Professional Liability (Malpractice) Insurance – During clinical rotations, all students will be covered under their own

student policy offered by HPSO* (claims-made and occurrence-based), which they will purchase individually (this cost is

included in the mandatory student fee assessments). They will also be covered under a separate limited (claims-made

only) professional liability policy provided by the University. It is expected that all incidents involving students and

patients will be reported immediately by e-mail to the Director of Clinical Education and (at request) in writing to the

University of the Sciences PA Program. If the PA Student is involved in care of a patient and an incident occurs, it is

26



expected the PA Program is notified within 24 hours. Examples of incidents involving patients include, but are not

limited to the following:

o Fatality

o Major paralytic conditions, such as paraplegia or quadriplegia

o Second or third-degree burns to 25% or more of the body

o Amputation, permanent loss of use or permanent loss of sensation of a major extremity

o Head or brain injuries resulting in coma, behavioral disorders, personality changes, seizures,

aphasia, or permanent disorientation

o Loss of sight in one or both eyes, or loss of hearing

o Injury resulting in incontinence of bowel or bladder

o Allegations of Sexual molestation, sexual assault, or rape

o Bodily injury resulting from patient care

The PA Program may recommend reporting the incident to the University’s Risk Management Department after filling

out the incident reporting form.

*Health care Providers Service Organization.

27



SAFETY

Universal Precautions

Students are responsible for following OSHA Guidelines for universal precautions at clinical rotation sites, including the

use of protective gloves, eyewear, and clothing, the proper use and disposal of sharps, regular hand-washing/hand

sanitation, and other precautionary measures. These guidelines will be presented in the PA Professional Issues didactic

modules and pre-clinical training activities prior to starting clinical rotations.

Any documented allergies to latex products should be reported to the preceptor and the Director of Clinical Education.

Each student is responsible to supply any latex-free products they may need, if they are not otherwise available at a

given clinical site.

Student Incident Reporting

1. Ultimately, the student is responsible for initiating care after exposure to possible blood borne pathogens.

Students may consult their private physician or the “Environmental Health and Radiation Safety Department”

for guidance and assistance.

2. Students involved in a chemical/hazardous substance exposure should not go to Student Health (SHAC) as they

are not equipped to handle these incidents and it could delay needed medical care.

3. While there is no guarantee or requirement for such, many of the clinical sites utilized by the University of the

Sciences PA Program can and will arrange for immediate medical care of students in the event of accidental

injury or illness (costs incurred may be charged to the student’s personal health insurance policy). However,

they are not obligated to take responsibility for subsequent costs involved in follow-up care, treatment,

counseling, hospitalization, preventive care, etc.

4. If exposed (i.e. needle-stick injuries, splashing of body fluids on exposed mucous membranes, inhalation

exposure, etc.), students should take the following steps:

a. Using gloves, remove and dispose of all contaminated personal protective equipment (PPE). Wash the

exposed area thoroughly with soap and running water. Use non-abrasive, antibacterial soap, if possible.

If blood is splashed in the eyes or mucous membranes, flush the affected area with running water for at

least 15 minutes.

b. Many clinical facilities will initiate post-exposure procedure(s) with a student. There is no mandatory

requirement for them to do so, and any costs incurred following such a plan is the student’s

responsibility. Students should ascertain costs (if any) in advance of accepting such services.

c. Students may also contact their personal primary care provider or seek immediate care at an Emergency

Room.

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5. The Director of Clinical Education must also be notified within 24 hours via e-mail of any exposure/possible

exposure (i.e. needle-stick injuries, splashing of body fluids on exposed mucous membranes, inhalation

exposure, etc.).

6. All costs for treatment and follow-up are the student’s sole responsibility. Please refer to the attendance and absenteeism policies in this handbook to account for any and all time missed due to clinical injury or exposure.

7. In the event of an accident/injury, Students must fill out the following forms:

a. University of the Sciences “Environmental Health and Radiation Safety (EHRS)” Department via this

online Incident Report Form :

https://usciences.blackboard.com/bbcswebdav/pid-850671-dt-content-rid-1920279_1/orgs/DEHRS/manuals/forms/LabIncidentForm10-22-14.doc

b. USciences PA Program Incident Reporting form found in the Exhibit 4 of this document in the Exhibits +

Forms at the end of this handbook:

Page #140

8. The PA Program may recommend reporting the incident to the University’s Risk Management Department after filling out the following incident reporting form:

https://www.usciences.edu/administrative-offices/risk-management.html

Bloodborne Pathogens Training

• In any situation involving possible exposure to blood or potentially infectious materials, students should always

practice Universal Precautions and try to minimize exposure by wearing protective barrier devices (i.e. gloves,

splash goggles, gowns, pocket mouth-to-mouth resuscitation masks, etc.). For more information on University of

Science’s Bloodborne Pathogen Exposure Control Plan, visit:

https://usciences.blackboard.com/bbcswebdav/pid-850671-dt-content-rid-

1920279_1/orgs/DEHRS/manuals/bmanual/index.htm

• All students will need to complete online video training on Bloodborne Pathogen during orientation of both the

didactic and clinical years.

https://www.redcross.org/take-a-class/classes/bloodborne-pathogens-training-online/05447631.html

• Students are required for pay for this training which is included in their mandatory student fee



https://www.usciences.edu/administrative-offices/risk-management.html

https://usciences.blackboard.com/bbcswebdav/pid-850671-dt-content-rid-1920279_1/orgs/DEHRS/manuals/bmanual/index.htm

https://usciences.blackboard.com/bbcswebdav/pid-850671-dt-content-rid-1920279_1/orgs/DEHRS/manuals/bmanual/index.htm

https://www.redcross.org/take-a-class/classes/bloodborne-pathogens-training-online/05447631.html

29



Public Safety

1. Students are required to review the University of the Sciences Public Safety Website which can be found here:

https://www.usciences.edu/student-life/public-safety/index.html

2. If a student encounters any issues with safety may contact the following:

a. Emergency Dispatch: 215-596-7000 or 911 b. Non-Emergent Dispatch: 215-895-1117 c. Walking Escort: 215-895-1117

3. The University has contracted with the University of Pennsylvania to provide bus and shuttle services to and from various location on and off campus.

a. Hours are 3am- 7pm b. Please call 215-898-RIDE

4. Emergency call boxes are located throughout the entire campus.

5. USciences Mobile App with Public Safety applications.

6. Students will attend an orientation session from the University of the Sciences Public Safety Department.

https://www.usciences.edu/student-life/public-safety/index.html

30



GENERAL GUIDELINES

FOR

CLINICAL ROTATIONS



31



GENERAL GUIDELINES FOR CLINICAL ROTATIONS

The Clinical Site

• The Clinical Year team will notify you when you should contact your scheduled site for the next rotation o The contact may be your assigned preceptor or their designee

o You will be informed where and when you are to report on your first day

The First Day

• Confirm your daily/weekly schedule with the appropriate site designee (daily schedule, on-call, rounds, weekend hours, etc.)

• Inquire regarding available conferences you may be able to attend while on rotation (grand rounds, daily/weekly conferences, CME presentations, etc.)

• Mandatory dress code

• Access to a Medical Library/Resource Center

• WIFI access

Student Clinical Site Schedule & Address Update Form

During the first week of the rotation you will be provided with your schedule from your clinical site. No later than the

completion of the first week, you will complete the Student Clinical Site Schedule & Address Update form and submit it

to the Director of Clinical Education by e-mail (EXHIBIT 1). This will be kept on file at the program and will be utilized for

faculty to schedule site visits. It will also allow the Director of Clinical Education to determine if there are any issues that

need to be addressed immediately.

The actual hours that you work at your rotation should be entered into the logging program so that the program can

determine actual hours worked per site and this can be added to your portfolio

Always

• Be professional, respectful, flexible, helpful, and cooperative at all times

• Be intellectually curious

• Accept constructive criticism

• Be prepared to discuss and answer questions about any disease or procedure encountered during your

rotations. Read ahead of time on expected or scheduled cases

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• If you do encounter any problems on a rotation, please notify the Director of Clinical Education as soon as

possible

General Guidelines

1. Students have NO legal standing, and therefore, work entirely under the preceptor’s supervision.

2. Learning is best achieved by student participation under guidance.

3. Learning by “trial and error” without supervision is unacceptable, as it jeopardizes patient care and threatens all health care professionals (physicians, PAs, nurses, administrators, etc.).

Learning “under supervision” is defined in the following manner:

1. Eliciting a meaningful history (the preceptor is in the hospital or in office).

2. Performing a physical examination (the preceptor is in the hospital or in office).

3. Progress notes, written or electronic medical record (EMR) keeping (dependent upon the policies of the individual clinical site).

4. Charting of orders (dependent upon the policies of the individual clinical site).

5. Technical procedures (the appropriate professional will be at the student’s side or within immediate proximity).

Responsibility of the Supervising Preceptor

• Indicate clearly to the medical staff, the administration, and nursing/office staff which practitioner will be responsible for the activities of the student

• Respond to any and all questions as to the scope of the activities of the student

• Assist students in meeting the assigned learning objectives for the specific clinical rotation

• Incorporate teaching activities. This can be accomplished in a variety of ways such as structured teaching rounds or chart review periods, reading assignments, informal consultation between patient encounters, recommending specific conferences. The preceptor should assign the student activities such as: patient care, rounds, H&Ps, surgical assisting, etc.

• Be responsible for the evaluation of student competence and performance at the end of the rotation. The preceptor will also be asked to complete an interim student evaluation form so feedback can be given to the program

• Release students to attend mandatory End of Rotation sessions and other “tests” at the program. Will be notified well in advance

• Students may not substitute for clinical or administrative staff during supervised clinical practical experiences

33



• Attempt to handle minor problems directly with the student. Major or persistent problems with the student should be referred to the Director of Clinical Education

• Provide documentation of Liability Insurance to the PA Program

Clinical Responsibility of the PA Student

• Learn unobtrusively from all persons involved in the clinical rotation for the benefit of the patient

• Do not pose as a primary medical provider or advisor-counselor to the patient except to relay information as directed by authorized professionals. Students must not misrepresent themselves as a physician, PA, or any health care provider other than a PA student

• Provide the site with all necessary records and perform any in-services required by the site

• Report to clinical sites on time

• Submit all required assignments and documents to the PA Program on or before their respective due date(s)

• Notify the Director of Clinical Education if the assigned preceptor will be off site (on vacation or absent) and a substitute preceptor is not assigned

• Notify the Director of Clinical Education if the student will be away from their assigned clinical site for any reason (illness, reassignment, etc.)

The Responsibility of the PA Program

• Adequately prepare the student for the clinical education experience both academically and administratively

• Assign students to clinical sites that will provide a quality learning experience

• Provide the preceptor with a set of learning objectives

• Provide the preceptor with the assigned student fact sheet

• Ensure the affiliation agreement is in place and current

• Provide documentation of student malpractice insurance

• Provide the preceptor/site with health, criminal, and child abuse clearances as required

• Continuously monitor students throughout their rotations and clinical year

• Assign a final grade to each student for all rotations

34



• Interact with preceptors on a regular basis and be available to handle any issues as they arrive

• The PA student may not work for the PA program and may not substitute for or function as instructional faculty

Patients’ Rights and Confidentiality of Medical Record Health History Information

• All data gathered about the patient and his/her illness, including items within a patient’s history are confidential information

• Students should not discuss a patient’s record with individuals not involved in his/her health care

• Charts or contents, e.g. lab reports, x-rays etc. are not to be removed from the clinical site. If photocopies of work are to be submitted to the PA program for evaluation, all specific references to the patient must be deleted (i.e. name, address and ID number). Preceptor permission must be obtained and individual clinical site regulations must be followed

• Taking pictures at any clinical site violates patient’s privacy

• Reference, at any time, to a patient in a dehumanizing or insensitive manner is unprofessional and will not be tolerated. Such an infraction will be reviewed by the Program Director and Director of Clinical Education and is justification for professional probation

Patient Records, Preceptor Review, and Countersignature

On each clinical rotation, it is the student’s responsibility to ensure that the supervising preceptor also sees all his/her

patients. The preceptor should review all PA student notes written in the medical record and countersign. If there is

any doubt as to the correct format, students must consult with their preceptor.

Charting Medical Records

Students are reminded that the medical record is a legal document. Whenever a student makes an entry into a patient’s medical record (i.e., H&P, progress note, SOAP note etc.), the student must indicate he/she is a PA Student when signing the entry, as follows: John/Jane Doe, PA-S

Prescription Writing

PA Students are NOT permitted to prescribe medications. Students may assist in the writing of a prescription or assist

the assigned preceptor or designee with transmission of a prescription, but the preceptor or assigned designee must

sign all prescriptions. MORE SPECIFICALLY, YOUR NAME IS NOT TO APPEAR ON THE PRESCRIPTION. You may not sign

a prescription for the preceptor and then write your initials after the preceptor’s name. Any student violating the

guidelines on prescription writing will have the case referred to the Student Progress Committee and result in possible

35



dismissal from the PA Program. Should you have any further questions or need clarification while on rotations, please

contact the Director of Clinical Education.

Special Considerations

The Director of Clinical Education must be made aware of any issues occurring during a clinical rotation. If a student has

a concern about the professional, academic, or clinical training, the Director of Clinical Education must be made aware

immediately. In rare cases, it may be necessary to remove the student from the rotation site. Students must provide

written documentation of any issue for program review.

Changes to clinical rotation site assignments are rare and will only occur in extreme situations such as site cancellation, a

serious issue that cannot be resolved satisfactorily for all parties, or an emergency on the part of the student or

preceptor. Any change to a clinical rotation site assignment will be made at the discretion of the PA Program.

Employment Opportunities/Operational Policy Regarding Students Performing Service Work

Participation in any rotation is not construed as gainful employment. Accepting payment could result in the loss of

malpractice liability coverage on the student.

PA Program faculty strongly advise against any employment while participating in the PA Program. PA Program

obligations will not be altered due to a student’s employment. It is further expected that employment obligations must

not interfere with the student’s progress or responsibilities while enrolled in the PA program. Employment interferes

with learning opportunities during rotations. The schedule at the clinical rotation site is not negotiable.

Clinical Rotation Site Assignments

• Assignment of PA students to clinical rotations is the sole responsibility and authority of the PA Program and will

be scheduled by the Director of Clinical Education. The majority of this clinical practice must be supervised by a

board-certified, residency-trained physician (MD or DO) or experienced PA (PA-C). Other experienced health

care providers (NP, certified nurse midwives, psychologists, etc.) can also supervise limited portions of a PA

student’s clinical training but will not serve as the primary preceptor.

• PA students are not required to procure their own clinical sites; however, the PA Program will allow students to

assist the PA Program in identifying new clinical site(s) where the PA Student is interested in participating in a

rotation. These potential sites must undergo the same approval process as program-identified sites and be

approved appropriate for use.

• In order to ensure program compliance with accreditation standards, all preceptors and clinical sites are

evaluated carefully. The process of establishing a clinical rotation site is as follows:

1. A clinician or practice is recruited by the PA Program or contacts the PA Program directly regarding interest

in preceptorship.

2. A Preceptor Information Packet is given to the potential preceptor.

3. PA Program faculty conducts initial site evaluation visit.

4. The Clinical Year Committee reviews the site’s prospects and site visit evaluation and makes

recommendation to the Director of Clinical Education. and Program Director.

36



5. The Affiliation Agreement is executed by both parties, and all supporting documentation is gathered (i.e.

proofs of medical malpractice insurance, general liability insurance, board certifications, and licenses of all

preceptors involved).

6. Confirmation and a copy of the fully executed affiliation agreement is sent to the preceptor.

7. Availability for student placement and scheduling at any given clinical site is determined by the Director of

Clinical Education.

THE DIRECTOR OF CLINICAL EDUCATION MAKES THE FINAL DECISION ON ALL CLINICAL ROTATION SITE

ASSIGNMENTS.

The process for precepting University of the Sciences PA students is as follows:

1. Student is assigned to the site by the Director of Clinical Education.

2. Student information is forwarded to the preceptor (as well as associated practice facilities), and includes:

Student biography, photograph, immunization record, date of last TB testing, background check, verification of

health insurance coverage, certificate(s) of malpractice insurance coverage, HIPAA training certification,

ACLS/BLS certifications.

3. Student begins clinical rotation and the Director of Clinical Education provides the preceptor with the most

updated version of the specialty-specific objectives and outcomes.

4. Student will evaluate the clinical training site, learning experience, and site resources at the conclusion of the

rotation.

5. Preceptor will evaluate the student’s performance at mid-rotation and at the end of the rotation, and will send

the appropriate documentation to the PA program accordingly.

The process for maintaining a clinical rotation site is as follows

1. Faculty will occasionally visit the site to assess student performance and observe student-preceptor interactions.

2. Preceptor feedback, student feedback, and site visit data is reviewed by the Clinical Year Committee, which will

make recommendations to the Director of Clinical Education and Program Director.

Students may not switch site assignments with other students

Site Visits

1. In addition to the above, site visits are mandated under any of the following conditions:

37



a. In reply to a preceptor request or complaint about a student

b. In response to a student’s concerns, whether communicated verbally or in conjunction with the mandatory

student evaluation of the site/preceptor

c. At the sole discretion of the PA program

2. Site visits can be requested for any reason by either the preceptor or the student by contacting the Director of

Clinical Education.

3. Sites that take 3 or more students per year will be visited a minimum of once every year. Site visits can be

completed by faculty, alumni, adjunct faculty, or other personnel that the program determines to be in appropriate

standing. Each visit will have a Periodic Follow-up Clinical Site Evaluation form filled out. Site visits can occur in

person, by phone or video conferencing.

38



CLINICAL ROTATION

DESCRIPTIONS



39



DESCRIPTION OF CLINICAL ROTATIONS

Family Medicine I & II

This course is a 5-week rotation in an outpatient setting at a family medicine office. The goal of this rotation is to educate

the PA student in the diagnosis, management and treatment of both acute and chronic illness for the patient in the primary

care setting. Experience is provided at the level of a primary care PA and will include becoming familiar with the primary

care provider’s role in overall patient health, prevention of disease and screenings, wellness, and coordination of care

within the health care system.

Surgery

This five-week rotation provides the PA student with practical clinical experience in data gathering, evaluation and

management of general surgical problems encountered in the hospital. Students participate in the management of

surgical patients during the pre-operative phase, assist during surgery and provide post-operative care, including post-

operative screening for complications.

Emergency Medicine

This five-week rotation provides the Physician Assistant student with practical clinical experience by working in an

Emergency Department setting. This enables the student to develop focused and systematic approach to the diagnosis

and treatment of common medical and surgical emergencies. This rotation also teaches the student about the indications,

limitations and methodology of emergency room diagnostic procedures and therapeutic regiments. In addition, this

rotation provides students with the opportunity to formulate organized and complete emergency room records, problem

lists and management plans. Recognizing the acuity level with appropriate triaging of presenting patients and utilization

of socioeconomic and patient safety considerations when determining patient disposition of admission or discharge is

paramount for the student to meet the goals of this course.

Internal Medicine

This five-week rotation provides the PA student with the practical experience necessary to interpret and integrate

information obtained through the comprehensive history and physical examination; to formulate diagnoses; to develop

effective treatment plans; and to provide patient management throughout the hospital course. In addition, the students

will learn the indications, limitations and methodology of in-patient diagnostic procedures and therapeutic regimes

common to internal medicine. Students are expected to see both adults and geriatric adults in this rotation.

Women’s Health

This five-week rotation provides the PA student with practical clinical experience in evaluation and management of normal

and abnormal conditions in women’s health. In addition, students will learn to provide pre-natal and postpartum care,

family planning, health education and counseling.

Behavioral/Mental Health

This five-week rotation provides the PA student with experience in a behavioral health facility (inpatient and/or

outpatient). The student will also be provided with practical clinical experience in identification, evaluation, management

and referral of patients presenting with common and/or emergent psychiatric conditions. Students learn to recognize and

treat acute and chronic health disorders, affective and cognitive disorders as well as disorders associated with substance

abuse.

40



Pediatrics

Requests for meetings should be made in person or via email; students should not leave voicemail or written messages.

Students are required to check their USciences university email daily and are to respond to faculty within one business

day. In general, the Director of Clinical Education is the first person contacted by a student regarding any problems related

to the clinical year. This syllabus is to be used in conjunction with the USciences PA Program Student Handbook and the

Clinical Year Handbook.

Elective

This five-week rotation provides the PA student with practical clinical experience by working in a medical setting of their

choice. This enables the student to develop focused and systematic approach to the diagnosis and treatment of common

medical issues in that specialty. In addition, this rotation provides students with the opportunity to formulate organized

and complete medical records, problem lists and management plans. Each student will present an interesting case that

they were involved in evaluating and managing and will complete a research project during their elective rotation.

41



NCCPA BLUEPRINT

Content Blueprint for PANCE

(Effective January 2019)

Beginning in 2019, there is a new content blueprint for the Physician Assistant National Certifying Examination

(PANCE). The content blueprint provides guidance on the information assessed on the Physician Assistant National

Certifying Exam (PANCE). The examination is categorized in two dimensions:

1. Knowledge of the diseases and disorders physician assistants encounter. 2. Knowledge and skills related to tasks physician assistants perform when treating patients.

The detailed listings provided under each of these two categories represent examples of the material that may be

covered on PANCE. It is not possible to include all topics on a single exam, and it may be possible that some questions on

the exam cover content that is not listed in the examples.

The content blueprint for PANCE is based on information provided from certified physician assistants who participate in

profession-wide practice analysis studies. Certified PAs are involved throughout the exam development process,

including: reviewing results of the practice analysis, writing questions that appear on PANCE, reviewing exams before

they are administered, reviewing performance data for exam questions, and developing recommendations for the

passing standard. Certified PAs work with NCCPA to continuously review the content included on PANCE to ensure it is

relevant and current, as the practice of medicine changes and treatment guidelines are revised or new ones

introduced.

For a complete listing of the NCCPA Blueprint:

https://www.nccpa.net/pance-content-blueprint

https://www.nccpa.net/pance-content-blueprint

42



Call Back Days

&

Assessments



43



CALL BACK DAYS AND ASSESSMENTS

Call Back Day Format

All PA students on rotation are required to attend Call Back Days. All Call Back Day activities are mandatory. There are a

number of activities that take place on Call Back Days. They include:

• End of rotation examinations

• Grand Rounds: Student presentations on medical topics/patient case(s) experienced on rotations

• Lecture Series: assorted lectures on medical topics, CV writing, PANCE prep, coding/billing, contract

negotiations, etc.

• Practical Exercises: problem oriented practical exams, OSCE preparation, Clinical Skills

• Call Back Days will take place on the last Thursday and Friday of each five-week block. Depending on the planned activities, students can expect to be dismissed no later than 6 p.m. Call Back Day schedules will be posted one week prior

Student Site Evaluation

This evaluation allows the University of the Sciences PA students to provide constructive feedback for preceptors and

help guide the future use of clinical sites by the PA program. Student feedback should offer insight, constructive

criticism, informative advice, and should not be judgmental or accusatory in nature. This contribution from students can

be a powerful tool in improving medical education by providing the preceptor and PA program with important feedback.

The Student Assessment of Preceptor and Clinical Rotation Sites Form can be found in EXHIBIT 2A and EXHIBIT 2B of this

document. Guidelines for giving constructive feedback include the following points:

• Base it on first-hand, personally observed/experiential data (and not on second-hand knowledge of the

preceptor/site)

• Keep the tone professional, well-reasoned, and articulate

• Report specific information, rather than generalized impressions

• Provide suggestions for improvement, if needed

• Provide commentary that would help guide other PA students rotating on the site

These are not graded but are required to be submitted on the first Call Back Day.

44



ROTATION GRADING FORMAT

Assessment

Preceptor

Evaluation

End of

Rotation

Exam

Literature

Review

Patient

Logging

H&P/Soap

Note

Site Visit

&

Oral Exam

Grand

Rounds

Blackboard

Postings

Family

Medicine I

35% 35% N/A 10% 10% N/A 10% N/A

Family

Medicine II

35% 35% N/A 10% 10% 10% N/A N/A

Women’s

Health

35% 35% N/A 10% 10% N/A 10% N/A

General

Surgery

35% 35% N/A 10% 10% N/A 10% N/A

Mental &

Behavioral

35% 35% N/A 10% 10% N/A N/A 10%

Pediatrics 35% 35% N/A 10% 10% N/A N/A 10%

Internal

Medicine

35% 35% N/A 10% 10% 10% N/A N/A

Emergency

Medicine

35% 35% N/A 10% 10% 10% N/A N/A

Elective 35% N/A 35% 10% 10% N/A 10% N/A

45



PA PROGRAM GRADING POLICY

The Course Director will make all final decisions regarding student grades. Failure to comply with all aspects of the course goals, learning objectives, and other attributes described in the course syllabus may adversely affect the student’s grade.

A 90 and above F 0-69.99 B+ 87 -89.99 I Incomplete B 80 -76.99 C+ 77-79.99 C 70-76.99

Academic Standards

1. Students are required to maintain a semester/cumulative GPA of 3.0 (B) or higher to continue and/or graduate

from the PA Program.

2. Students must pass the comprehensive final after each rotation with a minimum grade of 70% (C).

EVALUATION OF STUDENTS

Preceptor Evaluation

The PA Program has adopted a standard evaluation form which will be given to the preceptor. The preceptor is

responsible for assessing performance and discussing it with the student. The PA student will be evaluated on the basis

of general medical knowledge, ability to obtain a medical history, and perform an appropriate physical examination. The

evaluation will be utilized to ensure that the student is meeting all of the objectives in the syllabi. Included in the

evaluation will be the student’s ability to organize, develop a differential diagnosis and management plan, present cases,

and demonstrate a rapport with patients and other health care workers. Dependability, attitude, and work ethic are

also part of the evaluation. The following goals will be measured by specific objectives by the preceptor:

• Goal 1: Understand Various Roles in health care

• Goal 2: Clinical Skills

• Goal 3: Medical Knowledge and Evidence Based Decision Making

• Goal 4: Preventive Care & Counseling

• Goal 5: Professional Behavior

Each goal component is worth 7% of the preceptor evaluation for total of 35%

All evaluations are to be returned to the PA Program electronically upon completion of the rotation. Some preceptors

may request input from other providers/clinicians the student has come in contact with to complete a composite

evaluation. You must obtain a 70% (C) or better on your preceptor evaluation to successfully complete the rotation.

Anyone who is unsuccessful in meeting the minimum score on the preceptor evaluation will be required to repeat the

rotation. The student can refer to each individual course syllabi for further information regarding the graded

components.

46



Interim Evaluation

An interim evaluation must be submitted midway through the rotation. This evaluation will not be graded but will

provide the student, preceptor and PA Program information on how the student is progressing through the rotation.

The PA Program hope is to objective measure how the students know their expectations. Any student receiving a score

of less than “3” on any category will be required to meet with the Director of Clinical Education to schedule a meeting.

Students unable to improve these scores may fail the rotation. Any student receiving a score of less than “3” will be

required to meet with the preceptor. Additionally, the PA student will fill out a Mid-Clinical Rotation Self Reflection

Check-in so the PA Program can know if the student is meeting the objectives highlighted in the syllabus.

End of Rotation Examinations

At the conclusion of each rotation (except for the Elective) on a specified “Call Back” day, a comprehensive End of

Rotation written examination is administered. It is worth 35% of the rotation grade. Questions are based on the

learning objectives for each rotation and you must receive a 70% (C) or above to successfully pass the examination. Any

student who is unsuccessful in meeting the minimum score requirement of 70% (C) on the first attempt, will be required

to take another version of the exam. The highest grade the student will be able to receive for the repeat exam is a 70%

(C). If the student fails, the repeat exam they will be required meet with the course director and/or their assigned

designee to design and implement a remediation plan. Please refer to Clinical Year Remediation Policy for more details

on this process.

Literature Review

The PA student will perform a comprehensive literature review in place of an end of rotation exam during their elective

call back. The following is a breakdown of the format:

1. Method- The purpose and population for the investigation

2. Assignment- Selection of participants for the study and control groups

3. Assessment- Measurement of outcomes or endpoints in the study and control groups

4. Results- Comparison of outcomes in the study and control groups

5. Interpretation- Meaning of the results for those included in the investigation

6. Extrapolation- Meaning for those not included in the investigation

The PA student will complete this review via an electronic format.

Electronic Logging

Students are to submit logs during the clinical year documenting the patient encounters, diagnoses, and procedures

while on rotations. It is understood that the number of patients may vary at specific sites. Logging must be done daily

so that data is not lost. 0Faculty will review this data on a weekly basis. Any technical problems with the electronic

logging system should be addressed to the Director of Clinical Education immediately. Patient logging is worth 10% of

the total grade for this rotation.

Failure to log every patient encounter on a weekly basis will result in a 2 point deduction per week from the FINAL rotation grade.

47



It is imperative that all patient encounters be logged. This data is utilized by the PA Program to evaluate

sites/preceptors and number and type of student/patient experiences. The following fields are mandatory: age group,

diagnosis, chief complaint, procedure/procedure code, case type, visit type, minutes with patient and preceptor, and the

box clicked for Prenatal Care or Psych Care, if appropriate.

History and Physicals

The PA Student is to submit a completed H&P or SOAP note for each clinical rotation to the Director of Clinical Education

or designated faculty. This H&P is worth 10% of the total rotation grade.

1. A Template for completing this can be found in the course syllabus

2. H&P’s must be submitted electronically to the Director of Clinical Education and are due on Monday of Week #3

of each rotation. Any rewrites will be required one week from when the H&P is returned to the student.

Site Visits & Oral Boards

Students will be site visited by a faculty member during the clinical phase once during the following rotations for a total

of 3 site visits (once per semester):

1. Internal Medicine

2. Emergency Medicine

3. Family Medicine II

The rotation site visit will be part of the student’s rotation grade. The faculty member will speak with the PA student

and preceptor and observe the student present a case to the preceptor. Student’s schedules will be utilized to

determine the timing of these visits. When notified by a faculty member that the site visit is to be scheduled, students

are asked to clear it with their preceptors prior to confirming the visit with faculty.

The site visit and oral examinations are worth 5% each for a total of 10% of the total rotation grade.

1. Oral Examination

• The PA student will be asked general knowledge questions regarding the objectives

• A list complete list of potential conditions is found in the course syllabus

2. Site Visit:

• Faculty will observe and assess the PA student present a case to their preceptor

• A detailed rubric for this assessment can be found in the rotation’s respective syllabus

Students should also be prepared for unannounced site visits that may occur at any point throughout the clinical phase.

48



Grand Rounds: Case Presentation 1. The PA Student will be required to present during Grand Rounds to the entire PA class and faculty during call back

days at the conclusion of the following 4 rotations:

a. Women’s Health

b. Family Medicine I

c. General Surgery

d. Elective

2. Presentations are structured around 10 minutes in length followed by a brief question and answer session from the

students and faculty.

3. Presentations will be worth 10% of the final grade for the rotation.

4. Instructions for completing this can be found in the course syllabus.

Blackboard Posting and Pharmacology Cards

1. Assignment: Discussion Board

a. Students on the following rotations will be involved in a case discussion board:

Behavior Medicine/Mental Health

Pediatrics

1. Each assignment includes an initial post from the student, and then a response to two (2) classmates’ initial posts. The initial posting will include information relating to a case that the student found interesting on their rotation. The initial post should include the History of Present Illness and the course of care for the case. The post should end with a question for classmates to respond to.

2. The student will gain access to other posts after they submit the initial post. The first post is due by Friday at 11:59PM of rotation week #2. The responses are due at 11:59PM of rotation week #4. In the 5th week of the rotation, student is to review any further questions and/or discussion points that were posed to them and respond if applicable.

Please refer to the Case Discussion Rubric, which can be found in the course syllabi, for assessment details

2. Assignment: Pharmacology Cards

Students are also required to submit five (5) pharmacology cards to the Director of Clinical Education before the end of the Call Back day. Each index card should include information a frequently prescribed medication from the current rotation. The index card should include information about the medication including indications, contraindications, dosing and side effects. The reverse side of the card should include an example of a written prescription for a patient.

Please refer to the Pharmacology Cards Rubric, which can be found in the course syllabi, for assessment details

These two assignments will be worth 5% each for a total of 10% of the final grade for the rotation

49



Capstone Course Course Description

This 2-credit course encompasses three integrative elements. The first element outlines study skills that aid the student

in preparing for the PANCE Exam. The second element consists of a comprehensive written exam, OSCE, and

demonstration of clinical skills. The third integrative element will provide the student with the opportunity to share their

research projects with colleagues, faculty, and the University at large. Students will be evaluated on the quality of the

presentations.

PACKRAT Examination

On the second day of the Call Back Day at the conclusion of rotation 6, students will participate in a 225 question “board

like” examination (PACKRAT) which is used by PA programs to help students determine areas that need to be addressed

while preparing for the PANCE. From the information gathered, the faculty will assist in the development of a 3 day

board review session which will be held at the conclusion of rotation 9/week 16 of Summer 2 Semester.

Summative Exam

During the final three clinical rotations, students will be given a comprehensive 300 question multiple choice examination based on information taught from the didactic and clinical phase of the program on all the objectives provided to the student. Students must receive a grade of 80% or above to pass the examination. Students will be permitted to retake the examination once. The summative exam is a must pass component of the program in order to graduate.

Objective Standardized Clinical Examinations (OSCE)

Upon completion of the clinical rotations, students will participate in an Objective Structured Clinical Experience (OSCE) examination. Students will be presented with brief case descriptions and will need to perform the appropriate history and physical examination, develop a differential diagnosis, and provide an assessment and treatment plan. Students will be required to answer questions and/or write a SOAP note for each patient/case. Students must receive a grade of 80% or above to pass. Students will be permitted to retake the examination once.

Note: Students unable to pass either the Summative or OSCE examinations after the retake, will be referred to the Student Progress Committee for remedial recommendations.

Clinical Skills Practical

The PA student is given a comprehensive list of Clinical Skills. Training of these clinical skills has taken place in the

dedicated Clinical Skills Lab during the didactic phase as well as during rotations on specified call-back days. The PA

student will be required to demonstrate proficiency in 8 of these skills, randomly chosen by the course director.

Capstone Project

The Capstone Project can be considered the clinical equivalent to a Master’s Degree thesis. The project topic is picked during their didactic year. Methods for research and analysis are taught and applied from PHA 526, Intro to Research & EBM, PHA 543 Research Methods, Design and Implementation, and encompassed in the curriculum during the Clinical Year. Descriptions of the Capstone Project may be found in course syllabi for Capstone Course.

50



The Capstone Project provides the PA student an opportunity to develop the skills to work independently in research, demonstrate critical thinking skills, integrate concepts, properly analyze data, perform a gap analysis, differentiate, critique, and summarize the many different types of medical literature, perform a literature search, develop and implement an individual, unique, and pertinent project which will advance medical knowledge amongst their peers, and present to a university community and group of professionals and peers.

Please refer to the Capstone Project Rubric, which can be found in the course syllabi, for assessment details

51



PROGRESSION

Requirements for Promotion within the Clinical Phase

In addition to the Requirements for Promotion within the Didactic Phase, a PA Program student must complete the

following requirements in order to complete the PA Program.

1. Satisfactory remediation for a grade below 70% (C) on any examination. 2. Preceptor evaluations must be passed (graded) with a minimum grade of “70% (C) 3. Each PHA course/rotation must be passed with a minimum grade of 70% (C) 4. Satisfactory completion of BLS/ACLS. 5. Demonstration of required skills necessary for clinical practice as determined by the PA Program. 6. Receiving a satisfactory review from Student Progress Committee by meeting all the academic and behavioral

requirements at the conclusion of each semester. 7. Compliance with policies of the University of the Sciences and the PA Program. 8. Compliance with the Behavioral Standards and Professional Performance Standards contained in this section

and Standards of Conduct for the PA Student located in the General Information section of this Handbook.

CLINICAL YEAR REMEDIATION POLICY

Students who fail to demonstrate the requisite knowledge or skills will be required to remediate those deficiencies.

Remediation is a process intended to correct a student’s academic deficiencies and includes such activities as

assignments, examinations, and other assessment. The student will work with the course director or their assigned

faculty advisor/designee to collectively develop a strategy to successfully remediate the failed item which could include

tutoring, additional readings, and developing efficient study skills. A student who requires remediation will be contacted

by the course director or their assigned faculty advisor/designee. Failure of an exam in defined by a grade below 70%

(C) or a “Fail” from a Pass/Fail evaluation.

Remediation of Assignments (Case Studies, H & P’s, SOAPs, etc.) and Practical Examinations within a Didactic or

Clinical Course:

1. A student who fails an assignment, project or practical examination must complete the following:

a. Remediate the failure by successfully repeating the assignment or practical examination as determined by the course director.

b. The PA student will be given an assignment to complete. The assignment is meant to satisfy knowledge deficiencies.

➢ The highest grade that can be achieved for the remediation is 70% ➢ Failure of remediation assignments will trigger a meeting with the course director or the assigned faculty

advisor/designee to discuss additional remediation. The PA student will receive the lowest achieved assignment grade.

52



Remediation of Written Examinations : Clinical Year

The PA student will be required to achieve a minimum score of 70% (C) on the End of Rotation exam. Any student who is unsuccessful in meeting the minimum score requirement of 70% (C) on the first attempt will be:

1. Required to meet with the Director of Clinical Education and/or their assigned faculty advisor/designee (clinical coordinator) for a remediation plan

2. Required to take another version of the exam the following Monday and complete an assignment.

a. Assignment will aim to reflect objectives missed in the exam b. Assignment is due within 1 week of remediation plan meeting

➢ The highest grade the student will be able to receive for the repeat exam is a 70% (C). ➢ In the event that a student fails the remediation exam (grade of <70%), they will be placed on academic

probation and referred to the Student Progress Committee. If it is the Committee’s determination that the student has not met the rotation requirements, the following actions will take place:

1. Implementation of a remediation plan 2. The student will be required to repeat the rotation

a. Attempt will be made to place student in the remediation rotation within the same clinical year

b. If the student is not able to remediate the rotation within the same clinical year, they will be required to remediate the rotation the following clinical year. This will delay graduation and sitting for the PANCE. Remediation of a failed rotation course will incur additional tuition/fees.

➢ The highest grade the PA student can achieve for the rotation is 70% (C) ➢ Repeating of the clinical rotation may cause a delay in graduation and additional tuition costs may occur

Remediation of a Clinical Rotation

In the event that a student fails a rotation (grade of <70%), the student will be placed on academic probation and

referred to the Student Progress Committee. If it is the Committee’s determination that the student has not met the

rotation requirements, the following actions will take place:

1. Implementation of a remediation plan

2. The student will be required to repeat the rotation

a. Attempt will be made to place student in the remediation rotation within the same clinical year. b. If the student is not able to remediate the rotation within the same clinical year, they will be required to

remediate the rotation the following clinical year. This will delay graduation and sitting for the PANCE. Remediation of a failed rotation course will incur additional tuition/fees.

➢ The highest grade the PA student can achieve for the rotation is 70% (C)

➢ In the event that a student fails 2 (two) clinical rotations or 2 (two) courses in the entire program, the PA

student will be dismissed from the USciences PA Program.

3. No student will be allowed to repeat a rotation more than once. A failed performance of a repeated rotation

53



(<70%) while on academic probation will be grounds for dismissal from the PA Program.

Note: Repeating a rotation may cause delay in graduation. In many states, this will have a negative impact on the

student’s ability to obtain/accept employment. Depending on the state, it may also be required to be documented

on the student’s records when applying for licensure.

Students who receive a FINAL grade below 70% (C) on 2 PHA courses will be dismissed from the program.

STUDENT GRIEVANCE POLICY Prior to initiating the grievance process, the student should make every reasonable effort to resolve the complaint informally by discussing the situation with the person most directly involved. If an informal discussion between the student and the respondent does not resolve the issue, the student may initiate a grievance. This should be done within one month of the incident. To begin the process, the student should contact the Office of the Dean of Students. During this initial meeting, the Dean of Students or designee will outline the informal and formal grievance processes. More information regarding this policy can be found in the University’s Student Handbook in the link below. Student Grievance Policy Pages #67 - #71

COURSE GRADE APPEAL PROCESS Disputes regarding course grades should be resolved, if possible, within the PA Program. Students should seek assistance first from the course director and then the Program Director if not successful. For further information, please see the Student Grievance Policy found within the University of the Sciences Student Handbook. Student Grievance Policy Pages #70 - #71

DISMISSAL FROM THE PA PROGRAM Failure to meet conditions for removal from academic or behavioral/professional program probation or being placed on program probation more than once while enrolled in the program will result in dismissal from the PA Program. Please see the previous sections for a more in-depth discussion. Dismissal is effective upon the receipt of the letter of notification from the Program Director. If a student is dismissed, his/her registration for courses will be voided and tuition for such course shall be refunded as per University policy. The Program Director or designee will, as soon as possible, notify a student in writing, usually by email or other notification as deemed appropriate by the Program Director, that he/she has been dismissed from the PA Program. Students who have been dismissed and wish to be reinstated must petition the Student Progress Committee for readmission to the PA Program. The petition must be in writing and delivered to the Program Director who will forward the request to the Student Progress Committee. The Program must receive the petition within five (5) business days of the date of the dismissal notification.

https://www.usciences.edu/student-life/student-handbook/student_handbook.pdf#%5B%7B%22num%22%3A91%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C51%2C155%2C0%5D

https://www.usciences.edu/student-life/student-handbook/student_handbook.pdf#%5B%7B%22num%22%3A94%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C51%2C278%2C0%5D

54



A student may, at the sole discretion of the Program Director, be permitted to attend class pending a decision from the Student Progress Committee. In order to be reinstated the student must establish to the satisfaction of the Student Progress Committee that his/her unsatisfactory performance: 1) is due to extraordinary and non-recurring circumstances AND 2) is not representative of the student’s academic ability and/or usual professional conduct. The Program Director or designee will notify the student in writing of both successful and unsuccessful petitions. Additionally, a successful outcome may include specific conditions of program probation. Any conditions of program probation are final and may not be appealed to the Student Progress Committee. A student who is reinstated but fails to satisfy the conditions of program probation will automatically be dismissed from the PA Program without further review or appeal within the PA Program.

55



GRADUATION REQUIREMENTS

The PA Program and the University will review all student records prior to graduation. Any outstanding financial balance

must be reconciled with the University prior to graduation. Students must fulfill all Department and University

requirements before being awarded a diploma and to be eligible for the PANCE examination. Specific requirements

include:

1. Satisfactory completion of all University of the Sciences PA courses.

2. Satisfactory completion of all courses in the curriculum with a grade of 70% (C) or better.

3. Students must have a minimum cumulative GPA of 3.00.

4. Satisfactory completion of all assignments including the Capstone project.

5. Satisfactory completion of a comprehensive summative written examination.

6. Satisfactory completion of a comprehensive Objective Structured Clinical Evaluation (OSCE).

7. Completion of the PA Clinical Knowledge Rating and Assessment Tool (PACKRAT) examination.

8. Compliance with behavioral and professional performance standards.

9. Successful completion of comprehensive clinical skills evaluation.

10. Successful completing of the Graduate Project.

NCCPA Examination: PANCE (PA National Certification Examination)

Only those students who graduate in good standing from a program approved by the Accreditation Review Committee

for PAs (ARC-PA) may sit for the PANCE exam. Advanced registration is required and can be completed 3 months prior

to graduation. Registration is completed online at www.nccpa.net Following completion of the application is received

from a candidate and confirmation of graduation is received from the PA Program, a scheduling permit is created by the

NCCPA and emailed directly to the candidate. The available testing dates for each candidate will begin seven days after

the expected program completion date and end 180 days later. Please contact NCCPA at www.nccpa.net for more

detailed information.

Graduation from the USciences PA Program does not ensure that one can practice as a PA. Graduates must successfully

pass the PANCE examination and meet state registration requirements in order to become licensed to practice as a PA.

http://www.nccpa.net/

http://www.nccpa.net/

56



EXHIBITS

&

FORMS



57



Student Clinical Site Schedule and Address Update Form

Rotation Block: 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐ 6 ☐ 7 ☐ 8 ☐ 9 ☐

COMPLETE FORM FULLY

Student Name: Click here to enter text.

Rotation: Click here to enter text.

Dates: Click here to enter text.

Preceptor Name: Click here to enter text.

Clinical Site: Click here to enter text.

Clinical Site Address: Click here to enter text.

Clinical Site Telephone #: Click here to enter text.

Personal address during this block: Click here to enter text.

Personal Telephone #: Click here to enter text.

Emergency Contact, Relationship, Telephone #: Click here to enter text.

EXHIBIT 1

58



SCHEDULE:

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1

2

3

4

5

Preceptor: I have seen and approved this schedule:

__________________________________ _______________________________________

Name Signature

59



Student Evaluation of Preceptor


Course number and name: Click here to enter text.

Semester:

Fall Spring Summer

Date: Click here to enter text.

Discipline: Click here to enter text.

Clinical Site Name: Click here to enter text.

(5) = Strongly Agree; (4) = Agree; (3) = Neither Agree nor Disagree; (2) = Disagree;

(1) = Strongly Disagree, (0) = N/A (Not Applicable)

I. PRECEPTOR:

CRITERIA 5 4 3 2 1 N/A

0 1. The preceptor provided constructive and adequate feedback. ☐ ☐ ☐ ☐ ☐ ☐

2. The preceptor’s teaching methods were affective. ☐ ☐ ☐ ☐ ☐ ☐

3. The preceptor encouraged a professional atmosphere. ☐ ☐ ☐ ☐ ☐ ☐

4. The preceptor encouraged participation in all aspects of patient care. ☐ ☐ ☐ ☐ ☐ ☐

5. The preceptor provided feedback on student performance. ☐ ☐ ☐ ☐ ☐ ☐

EXHIBIT 2A

60



6. The preceptor was knowledgeable about the discipline of medicine. ☐ ☐ ☐ ☐ ☐ ☐

7. The preceptor monitored and discussed medical ethical concerns. ☐ ☐ ☐ ☐ ☐ ☐

8. The preceptor developed and maintained a working alliance with the student.

☐ ☐ ☐ ☐ ☐ ☐

9. The preceptor demonstrated sensitivity to social and ethical situations presented in the health care environment.

☐ ☐ ☐ ☐ ☐ ☐

10. The preceptor was a role model for the student. ☐ ☐ ☐ ☐ ☐ ☐

11. The preceptor helped to identify the student’s strengths and weaknesses.

☐ ☐ ☐ ☐ ☐ ☐

12. The preceptor understands the role of a physician assistant. ☐ ☐ ☐ ☐ ☐ ☐

13. The preceptor was available for consultation. ☐ ☐ ☐ ☐ ☐ ☐

14. The preceptor provided feedback on student history and physical exams.

☐ ☐ ☐ ☐ ☐ ☐

15. The preceptor encouraged student to perform diagnostic and therapeutic procedures.

☐ ☐ ☐ ☐ ☐ ☐

16. The preceptor provided the opportunity for the student to develop patient treatment plans.

☐ ☐ ☐ ☐ ☐ ☐

17. The preceptor provided opportunities to attend formal medical lectures.

☐ ☐ ☐ ☐ ☐ ☐

18. The preceptor assigned topics for discussion and/or reading. ☐ ☐ ☐ ☐ ☐ ☐

19. The preceptor provided adequate supervision. ☐ ☐ ☐ ☐ ☐ ☐

ADDITIONAL COMMENTS:

1. Strengths of this rotation: Click here to enter text.


0

61



2. Weaknesses of this rotation: Click here to enter text.

3. Did the didactic year adequately prepare you for this rotation? ☐ Yes ☐ No

If no, what could the PA Program have done to better prepare you? Click here to enter text.

4. Would you recommend this rotation to other students? ☐ Yes ☐ No

If no, why not? Click here to enter text.

___________________________________________ _______________

Student Signature Date

62



Student Evaluation of Clinical Site

Please provide below the information requested for the clinical rotation you have just completed.



Clinical Site: Click here to enter text.

Preceptor: Click here to enter text.


(5) = Strongly Agree; (4) = Agree; (3)= Neither Agree nor Disagree; (2) = Disagree;

(1) = Strongly Disagree, (0) = N/A (Not Applicable)

I. PRECEPTOR:


0 1. The site provided medical care to persons with a wide range of presenting

complaints that were appropriate for the rotation.

☐ ☐ ☐ ☐ ☐ ☐

2. The resources at the site were adequate to support training (e.g. reference materials, patient education materials, office equipment) were available.

☐ ☐ ☐ ☐ ☐ ☐

3. The volume of patient encounters provided the opportunity for the required knowledge and skills to be accomplished.

☐ ☐ ☐ ☐ ☐ ☐

4. The site provided an orientation at the start of the rotation. ☐ ☐ ☐ ☐ ☐ ☐

EXHIBIT 2B

63



5. The clinical rotation increased your knowledge and skills.

☐ ☐ ☐ ☐ ☐ ☐

6. How would you rate your overall experience of this clinical rotation?

☐ ☐ ☐ ☐ ☐ ☐

CRITERIA

5 4 3 2 1 N/A

1

7. Would you recommend this preceptor and site to other students?

☐ ☐ ☐ ☐ ☐ ☐

8. The site allowed for chart documentation.

☐ ☐ ☐ ☐ ☐ ☐

9. The role of a PA student was accepted by the staff.

☐ ☐ ☐ ☐ ☐ ☐

10. The didactic year prepared me for this rotation. ☐ ☐ ☐ ☐ ☐ ☐

ADDITIONAL COMMENTS

1. Strengths of this rotation: Click here to enter text.

2. Weaknesses of this rotation: Click here to enter text.

3. Additional Comments:

Click here to enter text.

___________________________________________ _______________


64



Physician Assistant Program Mid-Clinical Rotation Evaluation of the Student

Behavioral Health



Clinical Rotation Information:

Name of Site & Preceptor: Click here to enter text.

☐ Outpatient ☐ Inpatient ☐ Operating Room

☐ Emergency Room ☐ Urgent Care ☐ Other

_____________________________________________________________________________________

Grade Meaning

5 Excellent- overall performance exemplary, consistent and appropriate.

4 Above Average- very good performance, exceeds expected standards, required

some guidance.

3 Average- room for improvement, performance required consistent guidance.

2 Below Average- does what is needed, performance was inconsistent, skills need

improvement

1 Poor- performance where omissions are made, techniques are not completed in a

manner which provides appropriate care

N/A Not Applicable

EXHIBIT 3

65



In what ways could this student improve over the next few weeks?


In what areas could the student have improved upon to be more prepared for the start of the rotation?


Preceptor Signature: ____________________________________MD____DO____PA-C____

Student Signature: _______________________________________


1. How would you rate this student on their ability to perform a focused medical

history for a behavioral health patient?

☐ ☐ ☐ ☐ ☐ ☐

2. How would you rate this student on their ability to perform an appropriate

physical exam on a behavioral health patient?

☐ ☐ ☐ ☐ ☐ ☐

3. How would you rate this student on giving oral presentations? ☐ ☐ ☐ ☐ ☐ ☐

4. How would you rate this student on their ability to formulate a behavioral health

differential diagnosis?

☐ ☐ ☐ ☐ ☐ ☐

5. How would you rate this student on their awareness of professional limitations? ☐ ☐ ☐ ☐ ☐ ☐

6. How would you rate this student on their ability to work as a team member? ☐ ☐ ☐ ☐ ☐ ☐

7. How would you rate this student on their punctuality and attendance?

☐ ☐ ☐ ☐ ☐ ☐

8. How would you rate this student on their preparedness for the Behavioral Health

rotation?

☐ ☐ ☐ ☐ ☐ ☐

9. How would you rate this student on their ability to perform a MMSE exam?

☐ ☐ ☐ ☐ ☐ ☐

66



PHYSICIAN ASSISTANT CLINICAL YEAR STUDENT EVALUATION

BEHAVIORAL HEALTH

Student name Clinical Rotation Title and Site

Clinical Rotation Semester Print Evaluator’s Name

Click here to enter text. Click here to enter text.


Check all that apply: ☐ Inpatient ☐ Outpatient ☐ Operating Room ☐ ER ☐ Urgent Care

Check One: ☐ Physician Evaluator ☐ Physician Assistant Evaluator

☐ Clinical Director ☐ Other: Click here to enter text. ______________________________________________

Did you discuss this evaluation with the student? ☐ Yes, on date: Click here to enter text.

☐ No, Click here to enter text.

For the student to be eligible to pass the clinical year, they must achieve a 70% on this evaluation. This number is a calculated average of the answers of the questions below. If a student receives less than a 70% OR if the student receives a failing grade on ANY of the professionalism questions, the student will not be eligible to successfully pass the clinical rotation. Please refer to the syllabus or contact the Director of Clinical Education with any questions regarding the objectives and expectations of the student.

Grade Meaning



some guidance.



improvement

67





N/A Not Applicable

Goal 2: Clinical Skills 5 4 3 2 1 N/A

Did the student demonstrate the ability to

obtain a medical history for behavioral

health patient? ☐ ☐ ☐ ☐ ☐ ☐


perform the appropriate physical exam for

a psychiatric patient? ☐ ☐ ☐ ☐ ☐ ☐

Can the student recognize abnormalities

on exam and describe them properly? ☐ ☐ ☐ ☐ ☐ ☐

Goal 1: Understand Various Roles in health care

5 4 3 2 1 N/A

Did the student demonstrate the ability to address sensitive subjects with rapport-building respect and professionalism?

☐ ☐ ☐ ☐ ☐ ☐

Does the student consider social, cultural and economic contexts when caring for the patient and communicating with the

patient and family?

☐ ☐ ☐ ☐ ☐ ☐

Did the student understand the roles of and utilize the members of

interprofessional teams to care for patients?

☐ ☐ ☐ ☐ ☐ ☐

Was the student aware of their personal limitations?

☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an understanding of the impact of health

care disparities and knowledge of resources to assist with this issue?

☐ ☐ ☐ ☐ ☐ ☐

Does the student understand the roles of the PA and supervising physician in

behavioral health? ☐ ☐ ☐ ☐ ☐ ☐

68



Did the student demonstrate an ability to

properly perform a MMSE on patients? ☐ ☐ ☐ ☐ ☐ ☐

Can the student create an appropriate

differential diagnosis? ☐ ☐ ☐ ☐ ☐ ☐

Did the student select the correct

diagnostic tests and appropriately interpret

them to help narrow down the differential

diagnosis?

☐ ☐ ☐ ☐ ☐ ☐

Did the student orally present patient

cases accurately and succinctly? ☐ ☐ ☐ ☐ ☐ ☐


comprehensive, cost-effective

management plan that considers

risk/benefit?

☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate knowledge of

pharmacology?

☐ ☐ ☐ ☐ ☐ ☐

Is the student able to articulate the disease

process and treatment plan to the patient

and family with their understanding? ☐ ☐ ☐ ☐ ☐ ☐

Can the student document/chart

appropriately?

☐ ☐ ☒ ☐ ☐ ☐

Goal 3: Medical Knowledge and Evidence

Based Decision Making 5 4 3 2 1 N/A

Does the student use an evidence-based

approach to diagnosis and management

behavioral health conditions? ☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an

understanding of pathophysiology of

encountered disease processes? ☐ ☐ ☐ ☐ ☐ ☐

69



Goal 4: Preventive/Counseling 5 4 3 2 1 N/A

Does the student demonstrate preventive

care capabilities? ☐ ☐ ☐ ☐ ☐ ☐

Does the student demonstrate the

psychological and social factors that

influence the exacerbation of an illness? ☐ ☐ ☐ ☐ ☐ ☐

Goal 5: Professional Behaviors 5 4 3 2 1 N/A

Did the student demonstrate professional

growth over this clinical rotation? ☐ ☐ ☐ ☐ ☐ ☐

Does the student compose queries and

demonstrate an ability to effectively utilize

valid resources to enhance learning?

☐ ☐ ☐ ☐ ☐ ☐

Did the student show initiative and

capability to enhance and drive their

educational experience? ☐ ☐ ☐ ☐ ☐ ☐

Did the student attend all scheduled

sessions and shifts and present on time? ☐ ☐ ☐ ☐ ☐ ☐

Did the student take initiative and

responsibility for scheduling mid clinical

rotation evaluation & request to review

objectives?

☐ ☐ ☐ ☐ ☐ ☐

Did the student wear appropriate

professional attire, including identification

as a PA student?

☐ ☐ ☐ ☐ ☐ ☐

Did the student respectfully accept

constructive criticism and utilize that

information to grow professionally?

☐ ☐ ☐ ☐ ☐ ☐

70



VII. Student Strengths:


VIII. Suggestions of areas for improvement


X: Which of the following methods have been utilized to assess section IX regarding competencies? (MARK ALL THAT

APPLY)

☐ Direct Observation ☐ Other preceptor/clinician feedback

☐ Patient/Procedure Logs ☐ Mid Rotation Evaluations

☐ Didactic Sessions ☐ Clinical Skills Sessions

☐ Online Educational Programs

☐ Other:

_______________________________________________

___________________________ ______________ ________________________ __________________

Signature of Preceptor Date Signature of PA Student Date

Return completed evaluation to: DIRECTOR OF CLINICAL EDUCATION of the Physician Assistant Program

The PA Program would like to thank you for your time and effort in precepting our students. If you have any questions,

comments or concerns about this student or the PA program, please do not hesitate to contact the PA Program Director

of Clinical Education.

71




Elective







_____________________________________________________________________________________

Grade Meaning



some guidance.



improvement



N/A Not Applicable

72











history?

☐ ☐ ☐ ☐ ☐ ☐


physical exam?

☐ ☐ ☐ ☐ ☐ ☐


4. How would you rate this student on their ability to formulate a differential

diagnosis?

☐ ☐ ☐ ☐ ☐ ☐




☐ ☐ ☐ ☐ ☐ ☐

8. How would you rate this student on their preparedness for their elective rotation? ☐ ☐ ☐ ☐ ☐ ☐

9. How would you rate this student on their eagerness to learn more about their

elective rotation specialty?

☐ ☐ ☐ ☐ ☐ ☐

73




ELECTIVE

Student name Clinical Year Title and Site

Clinical Year Semester Print Evaluator’s Name










Grade Meaning



some guidance.



improvement

74





N/A Not Applicable



obtain a medical history for an acute

complaint? ☐ ☐ ☐ ☐ ☐ ☐


obtain a medical history for the ongoing

management of a chronic complaint? ☐ ☐ ☐ ☐ ☐ ☐


perform the appropriate physical exam? ☐ ☐ ☐ ☐ ☐ ☐


5 4 3 2 1 N/A


☐ ☐ ☐ ☐ ☐ ☐


patient and family?

☐ ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☐ ☐ ☐


☐ ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☐ ☐ ☐

Does the student understand the roles of the PA and supervising physician?

☐ ☐ ☐ ☐ ☐ ☐

75








diagnostic tests and appropriately

interpret them to help narrow down the


☐ ☐ ☐ ☐ ☐ ☐






risk/benefit?

☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate knowledge

of pharmacology?

☐ ☐ ☐ ☐ ☐ ☐

Is the student able to articulate the

disease process and treatment plan to the

patient and family with their

understanding?

☐ ☐ ☐ ☐ ☐ ☐


appropriately?

☐ ☐ ☐ ☐ ☐ ☐




approach to management of chronic

health conditions? ☐ ☐ ☐ ☐ ☐ ☐

Does the student use an evidence -based

approach to the diagnosis and

management of acute health problems? ☐ ☐ ☐ ☐ ☐ ☐

76



Did the student recognize when a higher

level of acute care or specialty care was

required?

☐ ☐ ☐ ☐ ☐ ☐


understanding of the pathophysiology of



understanding of considerations of

managing a geriatric patient, including

safety, polypharmacy and changing

physiology?

☐ ☐ ☐ ☐ ☐ ☐

Goal 4: Preventive Care & Counseling 5 4 3 2 1 N/A


routine health maintenance activities for

patients across the age spectrum? ☐ ☐ ☐ ☐ ☐ ☐

Did the student utilize resources to stay current

on preventive care recommendations? ☐ ☐ ☐ ☐ ☐ ☐

Did the student utilize resources to become

aware of the latest preventive care resources

available to patients? ☐ ☐ ☐ ☐ ☐ ☐


appropriately counsel patients on preventive

care? ☐ ☐ ☐ ☐ ☐ ☐






valid resources to enhance learning? ☐ ☐ ☐ ☐ ☐ ☐

77







Did the student show initiative and capability

to enhance and drive their educational

experience? ☐ ☐ ☐ ☐ ☐ ☐

Did the student attend all scheduled sessions

and shifts and present on time? ☐ ☐ ☐ ☐ ☐ ☐




objectives?

☐ ☐ ☐ ☐ ☐ ☐

Did the student wear appropriate professional

attire, including identification as a PA student? ☐ ☐ ☐ ☐ ☐ ☐



information to grow professionally? ☐ ☐ ☐ ☐ ☐ ☐

78




APPLY)





☐ Other:

_______________________________________________

___________________________ ______________ ________________________ __________________






79




Emergency Medicine







_____________________________________________________________________________________

Grade Meaning



some guidance.



improvement



N/A Not Applicable

80








Student Signature: ______________________________________



history?

☐ ☐ ☐ ☐ ☐ ☐


physical exam?

☐ ☐ ☐ ☐ ☐ ☐



diagnosis in an Emergency Department setting?

☐ ☐ ☐ ☐ ☐ ☐




☐ ☐ ☐ ☐ ☐ ☐

8. How would you rate this student on their preparedness for the Emergency

Medicine rotation?

☐ ☐ ☐ ☐ ☐ ☐

9. Does the student recognize when the severity of illness at the time of presentation

required emergent or urgent intervention?

☐ ☐ ☐ ☐ ☐ ☐

10. Does the student actively engage in opportunities to perform clinical procedures? ☐ ☐ ☐ ☐ ☐ ☐

81




EMERGENCY MEDICINE



Insert student photo

here









Grade Meaning



some guidance.



improvement



N/A Not Applicable

82




Did the student demonstrate the ability to obtain a focused medical history as it pertains to emergency

medicine?

☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate the ability

to perform the appropriate physical

exam? ☐ ☐ ☐ ☐ ☐ ☐




5 4 3 2 1 N/A


☐ ☐ ☐ ☐ ☐ ☐


patient and family?

☐ ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☐ ☐ ☐


☐ ☐ ☐ ☐ ☐ ☐


emergency medicine? ☐ ☐ ☐ ☐ ☐ ☐

Does the student understand the ED-specific medical management practices

such as triaging, acuity level consideration, timing of management,

and considerations involved in eventual disposition of the patient?

☐ ☐ ☐ ☐ ☐ ☐

83









☐ ☐ ☐ ☐ ☐ ☐



Did the student demonstrate

understanding of the indications,

contraindications and techniques of

encountered procedures?

☐ ☐ ☐ ☐ ☐ ☐




risk/benefit?

☐ ☐ ☐ ☐ ☐ ☐


of pharmacology?

☐ ☐ ☐ ☐ ☐ ☐


disease process and treatment plan to

the patient and family with their

understanding?

☐ ☐ ☐ ☐ ☐ ☐


appropriately?

☐ ☐ ☐ ☐ ☐ ☐





emergent conditions? ☐ ☐ ☐ ☐ ☐ ☐

☐ ☐ ☐ ☐ ☐ ☐

84



Did the student recognize when the

severity of illness at the time of

presentation required emergent or urgent

intervention?



encountered disease processes?

☐ ☐ ☐ ☐ ☐ ☐

Did the student progress towards

managing higher acuity patients and

improve in their ability to do so? ☐ ☐ ☐ ☐ ☐ ☐

Goal 4: Counseling/Safety/Prevention 5 4 3 2 1 N/A

Did the student demonstrate ability to

provide appropriate patient education? ☐ ☐ ☐ ☐ ☐ ☐


create comprehensive discharge

instructions with attention to patient

safety, patient understanding, and

prevention?

☐ ☐ ☐ ☐ ☐ ☐


understanding of the socioeconomic

considerations of patient disposition? ☐ ☐ ☐ ☐ ☐ ☐


understanding of the factors considered

in disposition of a patient? ☐ ☐ ☐ ☐ ☐ ☐


85








professional growth over this clinical

rotation? ☐ ☐ ☐ ☐ ☐ ☐


demonstrate an ability to effectively

utilize valid resources to enhance

learning?

☐ ☐ ☐ ☐ ☐ ☐









objectives?

☐ ☐ ☐ ☐ ☐ ☐


professional attire, including

identification as a PA student? ☐ ☐ ☐ ☐ ☐ ☐




86




APPLY)





☐ Other:

_______________________________________________

___________________________ ______________ ________________________ __________________






87




Family Medicine I and II







_____________________________________________________________________________________

Grade Meaning



some guidance.



improvement



N/A Not Applicable

88











history for an acute presenting complaint?

☐ ☐ ☐ ☐ ☐ ☐


history for a chronic presenting complaint?

☐ ☐ ☐ ☐ ☐ ☐



diagnosis?

☐ ☐ ☐ ☐ ☐ ☐




☐ ☐ ☐ ☐ ☐ ☐

8. How would you rate this student on their preparedness for the Family Medicine

rotation?

☐ ☐ ☐ ☐ ☐ ☐


physical exam?

☐ ☐ ☐ ☐ ☐ ☐

10. Does the student demonstrate knowledge of routine health maintenance

activities for patients across the age spectrum?

☐ ☐ ☐ ☐ ☐ ☐

89




FAMILY MEDICINE I and II












Grade Meaning



some guidance.



improvement



N/A Not Applicable

90





obtain a medical history for an acute

complaint? ☐ ☐ ☐ ☐ ☐ ☐


obtain a medical history for the ongoing

management of a chronic complaint? ☐ ☐ ☐ ☐ ☐ ☐



Goal 1: Understand Various Roles in healthcare

5 4 3 2 1 N/A


☐ ☐ ☐ ☐ ☐ ☐

Does the student consider social, cultural and economic contexts when caring for the patient and communicating with the patient and family?

☐ ☐ ☐ ☐ ☐ ☐

Did the student understand the roles of and utilize the members of interprofessional teams to care for patients?

☐ ☐ ☐ ☐ ☐ ☐


☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an understanding of the impact of healthcare disparities and knowledge of resources to assist with this issue?

☐ ☐ ☐ ☐ ☐ ☐

Does the student understand the roles of the PA and supervising physician in family medicine?

☐ ☐ ☐ ☐ ☐ ☐

91











☐ ☐ ☐ ☐ ☐ ☐






risk/benefit?

☐ ☐ ☐ ☐ ☐ ☐


of pharmacology?

☐ ☐ ☐ ☐ ☐ ☐




understanding?

☐ ☐ ☐ ☐ ☐ ☐


appropriately?

☐ ☐ ☐ ☐ ☐ ☐



Does the student use an evidence based

approach to management of chronic

health conditions? ☐ ☐ ☐ ☐ ☐ ☐

Does the student use an evidence based

approach to the diagnosis and

management of acute health problems? ☐ ☐ ☐ ☐ ☐ ☐

92





required?

☐ ☐ ☐ ☐ ☐ ☐








physiology?

☐ ☐ ☐ ☐ ☐ ☐

Goal 4: Preventative Care &

Counseling 5 4 3 2 1 N/A


knowledge of routine health

maintenance activities for patients

across the age spectrum?

☐ ☐ ☐ ☐ ☐ ☐

Did the student utilize resources to

stay current on preventative care

recommendations? ☐ ☐ ☐ ☐ ☐ ☐

Did the student utilize resources to

become aware of the latest

preventative care resources available

to patients?

☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an ability

to appropriately counsel patients on

preventative care? ☐ ☐ ☐ ☐ ☐ ☐

93








rotation? ☐ ☐ ☐ ☐ ☐ ☐

Does the student compose queries

and demonstrate an ability to

effectively utilize valid resources to

enhance learning?

☐ ☐ ☐ ☐ ☐ ☐



educational experience?

☐ ☐ ☐ ☐ ☐ ☐


sessions and shifts and present on

time? ☐ ☐ ☐ ☐ ☐ ☐


responsibility for scheduling mid

clinical rotation evaluation & request

to review objectives?

☐ ☐ ☐ ☐ ☐ ☐







94






APPLY)





☐ Other:

_______________________________________________

___________________________ ______________ ________________________ __________________






95




Internal Medicine







_____________________________________________________________________________________

Grade Meaning



some guidance.



improvement



N/A Not Applicable

96











history?

☐ ☐ ☐ ☐ ☐ ☐


physical exam?

☐ ☐ ☐ ☐ ☐ ☐



diagnosis?

☐ ☐ ☐ ☐ ☐ ☐




☐ ☐ ☐ ☐ ☐ ☐

8. How would you rate this student on their preparedness for the Internal Medicine

rotation?

☐ ☐ ☐ ☐ ☐ ☐

9. Does the student demonstrate an understanding of considerations of managing a

geriatric patient, including safety, polypharmacy and changing physiology?

☐ ☐ ☐ ☐ ☐ ☐

10. Is the student able to articulate the disease process and treatment plan to the

patient and family with their understanding?

☐ ☐ ☐ ☐ ☐ ☐

97




INTERNAL MEDICINE



Click here to enter

text.





☐ Clinical rotation Director ☐ Other: Click here to enter text. ______________________________________________




Grade Meaning



some guidance.



improvement



N/A Not Applicable

98





obtain a focused history and a

comprehensive history, if required? ☐ ☐ ☐ ☐ ☐ ☐






5 4 3 2 1 N/A


☐ ☐ ☐ ☐ ☐ ☐


patient and family?

☐ ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☐ ☐ ☐


☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an understanding of the impact of healthcare disparities and knowledge of resources to

assist with this issue?

☐ ☐ ☐ ☐ ☐ ☐

Does the student understand the roles of the PA and the supervising physician?

☐ ☐ ☐ ☐ ☐ ☐

99









☐ ☐ ☐ ☐ ☐ ☐






risk/benefit?

☐ ☐ ☐ ☐ ☐ ☐


of pharmacology?

☐ ☐ ☐ ☐ ☐ ☐


of pharmacology?

☐ ☐ ☐ ☐ ☐ ☐




understanding?

☐ ☐ ☐ ☐ ☐ ☐


appropriately?

☐ ☐ ☐ ☐ ☐ ☐




approach to diagnosis and management? ☐ ☐ ☐ ☐ ☐ ☐



required?

☐ ☐ ☐ ☐ ☐ ☐

100










physiology?

☐ ☐ ☐ ☐ ☐ ☐



routine health maintenance activities for

patients across the age spectrum? ☐ ☐ ☐ ☐ ☐ ☐

Did the student utilize resources to stay current

on preventive care recommendations? ☐ ☐ ☐ ☐ ☐ ☐

Did the student utilize resources to become

aware of the latest preventive care resources

available to patients? ☐ ☐ ☐ ☐ ☐ ☐


appropriately counsel patients on preventive

care? ☐ ☐ ☐ ☐ ☐ ☐







101







Did the student show initiative and capability

to enhance and drive their educational


Did the student attend all scheduled sessions

and shifts and present on time? ☐ ☐ ☐ ☐ ☐ ☐




objectives?

☐ ☐ ☐ ☐ ☐ ☐

Did the student wear appropriate professional

attire, including identification as a PA student? ☐ ☐ ☐ ☐ ☐ ☐




102




APPLY)





☐ Other:

_______________________________________________

___________________________ ______________ ________________________ __________________






103




Pediatrics







_____________________________________________________________________________________

Grade Meaning



some guidance.



improvement



N/A Not Applicable

104










1. Does the student demonstrate the ability to obtain a focused & comprehensive

history for a “sick” visit; including information from second parties if required?

☐ ☐ ☐ ☐ ☐ ☐


physical exam?

☐ ☐ ☐ ☐ ☐ ☐



diagnosis?

☐ ☐ ☐ ☐ ☐ ☐




☐ ☐ ☐ ☐ ☐ ☐

8. How would you rate this student on their preparedness for the Pediatric Rotation?

☐ ☐ ☐ ☐ ☐ ☐

9. Does the student conduct a well visit for an infant (<1 y/o) considering

developmental milestones and growth parameters?

☐ ☐ ☐ ☐ ☐ ☐

10. Does the student conduct a well visit for a child, (Age 1-10 y/o) considering

developmental milestones and growth parameters?

☐ ☐ ☐ ☐ ☐ ☐

11. Does the student conduct a well visit for an adolescent (> 10y/o), considering

developmental milestones and growth parameters

☐ ☐ ☐ ☐ ☐ ☐

105




PEDIATRICS












Grade Meaning



some guidance.



improvement



N/A Not Applicable

106





to obtain a focused & comprehensive

history; including information from

second parties if required?

☐ ☐ ☐ ☐ ☐ ☐


to perform the appropriate physical exam

for a pediatric patient? ☐ ☐ ☐ ☐ ☐ ☐


5 4 3 2 1 N/A


☐ ☐ ☐ ☐ ☐ ☐


patient and family?

☐ ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☐ ☐ ☐


☐ ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☐ ☐ ☐

Does the student understand the roles of the PA and supervising physician?

☐ ☐ ☐ ☐ ☐ ☐

107





exam? ☐ ☐ ☐ ☐ ☐ ☐









☐ ☐ ☐ ☐ ☐ ☐






risk/benefit?

☐ ☐ ☐ ☐ ☐ ☐


of pharmacology?

☐ ☐ ☐ ☐ ☐ ☐




understanding?

☐ ☐ ☐ ☐ ☐ ☐


appropriately?

☐ ☐ ☐ ☐ ☐ ☐

Can the student conduct a well visit for

an infant (<1 y/o) considering

developmental milestones and growth

parameters

☐ ☐ ☐ ☐ ☐ ☐

Can the student conduct a well visit for a

child, (Age 1-10 y/o) considering


parameters?

☐ ☐ ☐ ☐ ☐ ☐

108



Can the student conduct a well visit for

an adolescent (> 10y/o), considering


parameters

☐ ☐ ☐ ☐ ☐ ☐




approach to management of pediatric

conditions? ☐ ☐ ☐ ☐ ☐ ☐



required?

☒ ☐ ☐ ☐ ☐ ☐






of routine health maintenance activities

for infants, children, and adolescents? ☐ ☐ ☐ ☐ ☐ ☐

Did the student utilize resources to stay

current on preventive care

recommendations? ☐ ☐ ☐ ☐ ☐ ☐


to appropriately counsel patients on

preventive care?

☐ ☐ ☐ ☐ ☐ ☐


to provide health information to parents,

including anticipatory guidance and

safety precautions?

☐ ☐ ☐ ☐ ☐ ☐

109



VII. Student Areas of Strength


Goal 5: Professional Behaviors 5 4 3 2 1 0, NA



rotation? ☐ ☐ ☐ ☐ ☐ ☐


demonstrate an ability to effectively

utilize valid resources to enhance

learning?

☐ ☐ ☐ ☐ ☐ ☐



educational experience?

☐ ☐ ☐ ☐ ☐ ☐






objectives?

☐ ☐ ☐ ☐ ☐ ☐







110






APPLY)





☐ Other:

_______________________________________________

___________________________ ______________ ________________________ __________________






111




Surgery







_____________________________________________________________________________________

Grade Meaning



some guidance.



improvement



N/A Not Applicable

112











history?

☐ ☐ ☐ ☐ ☐ ☐


physical exam?

☐ ☐ ☐ ☐ ☐ ☐



diagnosis?

☐ ☐ ☐ ☐ ☐ ☐




☐ ☐ ☐ ☐ ☐ ☐

8. How would you rate this student on their preparedness for the Surgery Rotation?

☐ ☐ ☐ ☐ ☐ ☐

9. Does the student demonstrate an understanding of considerations of pre-op

testing and patient comorbidities?

☐ ☐ ☐ ☐ ☐ ☐

10. Does the student demonstrate an ability to complete an evaluation and present a

plan for post-operative patients, with consideration to common post-operative

complications and comorbidities?

☐ ☐ ☐ ☐ ☐ ☐

113




SURGERY

Student Name Clinical Rotation Title and Site










For the student to be eligible to pass the clinical year, they must achieve a 70% on this evaluation. This number is a calculated average of the answers of the questions below. If a student receives less than a 70% OR if the student receives a failing grade on ANY of the professionalism questions, the student will not be eligible to successfully pass the rotation. Please refer to the syllabus or contact the Director of Clinical Education with any questions regarding the objectives and expectations of the student.

Grade Meaning



some guidance.



improvement



N/A Not Applicable

114





to obtain both a focused &

comprehensive history of a surgical

patient?

☐ ☐ ☐ ☐ ☐ ☐



exam? ☐ ☐ ☐ ☐ ☐ ☐




5 4 3 2 1 N/A


☐ ☐ ☐ ☐ ☐ ☐


patient and family?

☐ ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☐ ☐ ☐


☐ ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☐ ☐ ☐


surgery?

☐ ☐ ☐ ☐ ☐ ☐

Does the student understand how units of a hospital function as a team to provide pre-operative, intra-operative and post-

operative care?

☐ ☐ ☐ ☐ ☐ ☐

115









☐ ☐ ☐ ☐ ☐ ☐





☐ ☐ ☐ ☐ ☐ ☐






risk/benefit?

☐ ☐ ☐ ☐ ☐ ☐


understanding of the indications,

contraindications and techniques of

encountered procedures?

☐ ☐ ☐ ☐ ☐ ☐




risk/benefit?

☐ ☐ ☐ ☐ ☐ ☐


understanding of considerations of pre-

op testing and patient comorbidities? ☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an understanding of "scrubbing in" and

sterile technique and utilize this information to actively participate in the

OR?

☐ ☐ ☒ ☐ ☐ ☐

116




complete an evaluation and present a

plan for post-operative patients, with

consideration to common post-operative

complications and comorbidities?

☐ ☐ ☐ ☐ ☐ ☐




understanding?

☒ ☐ ☐ ☐ ☐ ☐


appropriately?

☐ ☐ ☐ ☐ ☐ ☐

Goal 3: Medical Knowledge and

Evidence-Based Decision Making 5 4 3 2 1 N/A



surgical conditions? ☐ ☐ ☐ ☐ ☐ ☐




Goal 4: Preventive/Counseling 5 4 3 2 1 N/A

Does the student demonstrate

preventative care capabilities? ☐ ☐ ☐ ☐ ☐ ☐

Does the student demonstrate the

psychological and social factors that

influence the exacerbation of an illness? ☐ ☐ ☐ ☐ ☐ ☐

117









growth over this rotation? ☐ ☐ ☐ ☐ ☐ ☐










responsibility for scheduling mid rotation

evaluation & request to review objectives? ☐ ☐ ☐ ☐ ☐ ☐


professional attire, including identification

as a PA student? ☐ ☐ ☐ ☐ ☐ ☐



information to grow professionally?

☐ ☐ ☐ ☐ ☐ ☐

118




APPLY)





☐ Other:

_______________________________________________

___________________________ ______________ ________________________ __________________






119




Women’s Health







_____________________________________________________________________________________

Grade Meaning



some guidance.



improvement



N/A Not Applicable

120











history?

☐ ☐ ☐ ☐ ☐ ☐


physical exam for a gynecologic patient?

☐ ☐ ☐ ☐ ☐ ☐



diagnosis?

☐ ☐ ☐ ☐ ☐ ☐




☐ ☐ ☐ ☐ ☐ ☐

8. How would you rate this student on their preparedness for the Women’s Health

rotation?

☐ ☐ ☐ ☐ ☐ ☐

9. Does the student demonstrate the ability to perform the appropriate physical

exam for an obstetric patient for both prenatal visits and acute visits?

☐ ☐ ☐ ☐ ☐ ☐

10. Does the student demonstrate an ability to counsel pregnant patients regarding

prenatal care?

☐ ☐ ☐ ☐ ☐ ☐

121




WOMEN’S HEALTH



Click here to enter text. Click here to enter text. Click here to enter text. Click here to enter text.







Grade Meaning



some guidance.



improvement



N/A Not Applicable


5 4 3 2 1 N/A


☐ ☐ ☐ ☐ ☐ ☐

122




Did the student demonstrate the ability to obtain a focused and comprehensive history, when appropriate?

☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate the ability to perform the appropriate physical exam for an obstetric patient for both prenatal

visits and acute visits?

☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate the ability to perform the appropriate physical exam

for a gynecologic patient? ☐ ☐ ☐ ☐ ☐ ☐

Can the student recognize abnormalities on exam and describe them properly?

☐ ☐ ☐ ☐ ☐ ☐

Can the student create an appropriate differential diagnosis?

☐ ☐ ☐ ☐ ☐ ☐

Did the student select the correct diagnostic tests and appropriately

interpret them to help narrow down the differential diagnosis?

☐ ☐ ☐ ☐ ☐ ☐


patient and family?

☐ ☐ ☐ ☐ ☐ ☐



☐ ☐ ☐ ☐ ☐ ☐


☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an understanding of the impact of healthcare disparities and knowledge of resources to

assist with this issue?

☐ ☐ ☐ ☐ ☐ ☐

Does the student understand the roles of the PA and the supervising physician?

☐ ☐ ☐ ☐ ☐ ☐

123



Did the student orally present patient cases accurately and succinctly?

☐ ☐ ☐ ☐ ☐ ☐

Can the student create an appropriate comprehensive, cost-effective

management plan that considers maternal-fetal risk/benefit?

☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate knowledge of pharmacology?

☐ ☐ ☐ ☐ ☐ ☐

Is the student able to articulate the disease process and treatment plan to

the patient and family with their understanding?

☐ ☐ ☐ ☐ ☐ ☐

Can the student document/chart appropriately?

☐ ☐ ☐ ☐ ☐ ☐

Goal 3: Medical Knowledge and Evidence Based Decision Making

5 4 3 2 1 N/A

Does the student use an evidence-based approach to diagnosis and management?

☐ ☐ ☐ ☐ ☐ ☐

Did the student recognize when a higher level of acute care or specialty care was

required?

☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an understanding of pathophysiology of


Goal 4: Preventative Care & Counseling 5 4 3 2 1 N/A

Did the student demonstrate knowledge of routine health maintenance activities for

obstetric and gynecologic patients? ☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an ability to counsel pregnant patients regarding prenatal

care? ☐ ☐ ☐ ☐ ☐ ☐

Did the student demonstrate an ability to appropriately gynecologic patients on

preventative medicine? ☐ ☐ ☐ ☐ ☐ ☐


Did the student demonstrate professional growth over this clinical rotation?

☐ ☐ ☐ ☐ ☐ ☐

124



VII. Student Strengths: Click here to enter text. VIII. Suggestions of areas for improvement Click here to enter text.

Does the student compose queries and demonstrate an ability to effectively utilize


Did the student show initiative and capability to enhance and drive their educational


Did the student attend all scheduled sessions and shifts and present on time?

☐ ☐ ☐ ☐ ☐ ☐

Did the student take initiative and responsibility for scheduling mid clinical rotation evaluation & request to review

objectives?

☐ ☐ ☐ ☐ ☐ ☐

Did the student wear appropriate professional attire, including identification as a PA student?

☐ ☐ ☐ ☐ ☐ ☐

Did the student respectfully accept constructive criticism and utilize that information to grow professionally?

☐ ☐ ☐ ☐ ☐ ☐

125



X: Which of the following methods have been utilized to assess section IX regarding competencies? (MARK ALL THAT APPLY)





☐ Other: _______________________________________________ ___________________________ ______________ ________________________ __________________






126



Physician Assistant Program Mid-Clinical Rotation Student Self Reflection Check-in Behavioral Health







_________________________________________________________________________________

Students: Please answer the following question(s) and discuss these with your preceptor at the Mid-Rotation

Evaluation. Be sure to make the Director of Clinical Education aware if you are not appropriately working towards

competency in the outlined objectives.

Do you feel as if you are meeting the objectives as outlined in the course syllabus?



Student Signature:________________________________________

EXHIBIT 4

127



Physician Assistant Program Mid-Clinical Rotation Student Self Reflection Check-in Elective



Clinical Rotation Information: Click here to enter text.


2) ☐ Outpatient ☐ Inpatient ☐ Operating Room


_________________________________________________________________________________







Student Signature: ________________________________________

128



Physician Assistant Program Mid-Clinical Rotation Student Self Reflection Check-in Emergency Medicine







_________________________________________________________________________________






Are you working towards competency in the objectives as outlined in the syllabi?


Are you learning to appropriately triage patients and demonstrate ability to recognize urgent and emergent situations?


Are you actively involved in managing higher acuity patients and making progress in your ability to do so?


129



Are you involved in geriatric care?




130



Physician Assistant Program Mid-Clinical Rotation Student Self Reflection

Check-in

Family Medicine I & II







_________________________________________________________________________________






Are you assisting in diagnosis and management of both acute and chronic conditions?



131




132



Physician Assistant Program Mid-Clinical Rotation Student Self Reflection Check-in

Internal Medicine Student Name: Click here to enter text.






_________________________________________________________________________________








Are you evaluating and managing patients between the ages of 18-65?


133



Are you evaluating and managing patients over the age of 65?


Are you involved in managing both the acute and chronic conditions of the admitted patients?


Are you making progress on your ability to manage higher acuity patients and your ability to recognize emergent

situations?




134



Physician Assistant Program Mid-Clinical Rotation Student Self Reflection and Check-in Pediatrics







_________________________________________________________________________________

Students: Please answer the following question(s) and discuss these with your preceptor at the Mid-Clerkship





Are you involved in the evaluation and management of infants?


Are you involved in the evaluation and management of children?


135



Are you involved in the evaluation and management of adolescents?


Are you involved in preventative medicine & parent counseling?


Are you involved in management of chronic patients?


Are you involved in management of acute cases?



Student Signature________________________________________

136



Physician Assistant Program Mid-Clinical Rotation Student Self Evaluation Check-in Surgery







_________________________________________________________________________________






Are you working towards competency in the procedural components as outlined in the syllabus?


Are you involved in pre-op management of a patient?


Are you engaging in intraoperative management of patients?

137




Are you caring for pts post op, learning to track for complications?


Are you learning to recognize surgical conditions in patients?




138



Physician Assistant Program Mid-Clinical Rotation Student Self Reflection Check-in Women’s Health







_________________________________________________________________________________

Students: Please answer the following question(s) and discuss these with your preceptor at the Mid-Clerkship






Ratings:

5- Excellent -- overall performance exemplary, consistent and appropriate. 4- Above Average --very good performance, exceeds expected standards, required some guidance. 3- Good -- room for improvement, performance required consistent guidance. 2- Average -- does what is needed, performance was inconsistent, skills need improvement. 1- Poor --performance where omissions are made, techniques are not completed in a manner which provides appropriate I information, skills not developed despite multiple attempts. N/A- Not Applicable – performance only done when asked, unacceptable performance or Not Applicable

139




Are you actively involved in preventative care and counseling of both obstetric and gynecologic patients?


Are you actively involved in prenatal care?


Are you involved in the evaluation and management of gynecologic patients?




140



Incident Report

Student Name (PRINT) Year/Class Date

_________________________________ _________________________________ __________________

Date Incident(s) Occurred Time Incident Occurred

_________________________________ _________________________________

Institution/Office Preceptor Name

Has an Incident Report been filed at the Institution/Office? Yes _____ No _____

If yes, who filed the report? _________________________________________________________________

Describe incident in detail. Give date, time, and names of other personnel present, etc. Attach additional sheets, if

necessary.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

________________________________________________

Student Name (Signature) Date

EXHIBIT 5

141



Student Absence Form

Student Name: Click here to enter text. Date Submitted: Click here to enter a date.

Student Instructions: It is your responsibility to obtain and complete this form whenever you miss a class or clinical day. If it is an

anticipated absence, please complete the form at least a week in advance of the class you expect to miss; if it is an unanticipated

absence, you must fill out this form on the first day you return to class. When you have completed this form, print and sign it then

submit it to the appropriate course director for the didactic year, or to the Director of Clinical Education for the clinical year.

Check one: ☐ Anticipated absence ☐ Unanticipated absence

Date(s) of Absence: Click here to enter a date. to Click here to enter a date.

Class/Activity/Clinical Rotation missed: Click here to enter text.

Preceptor Name/Specialty (if applicable): Click here to enter text.

Reason for Absence:


EXHIBIT 5

142



How will the missed material be remediated?


______________________________________ ___________________


For Course Director/Clinical Coordinator Use Only:

Form submitted on time: ☐ Yes ☐ No Date received: ____________

Excused absence? ☐ Yes ☐ No

Course material missed due to absence (check all that apply):

☐ Lecture ☐ Exam ☐ Group Assignment ☐ Skills/Anatomy Lab ☐ Quiz

☐ Clinical Rotation ___________________________ ☐ Other: ______________________

May the student remediate the missed work? ☐ Yes ☐ No

Plan for remediation (if applicable):

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________ _______________________________________

Printed Name Signature Date

Email a copy to your Faculty Advisor

143



Receipt & Acknowledgement of Clinical Year Handbook

This Clinical Year Handbook is an important document intended to help the student become acquainted with and guide

them through the clinical year of the USciences PA Program. Because educational systems at USciences may evolve and

change according to institutional and/or accreditation requirements, the contents of this material may be changed at

any time, at the discretion of the PA Program. In the event of a change, the student will be notified in writing.

Please read the following statements and sign below to indicate receipt and acknowledgment of this material:

1. I have received a copy of the Clinical Year Handbook. I understand that the policies, rules, and information

described in it are subject to change at the sole discretion of the USciences PA Program at any time.

2. I understand that my matriculation is terminable by myself at any time, regardless of the length of my

matriculation. My matriculation may also be terminable secondary to infraction/violation of USciences PA

Program policy, guideline, or procedure, in accordance with the established policy for such matters.

3. I understand that, should the contents of the Clinical Year Handbook be changed in any way for any reason, the

PA Program or USciences will provide me with the current version and may require an additional signature from

me to indicate that I am aware of, and understand such changes.

4. I understand that, for the duration of my time as a student at USciences, any medical costs incurred, incidental

or coincidental, during my enrollment in the USciences PA Program is my own responsibility. Neither USciences

nor the clinical rotation sites are responsible for covering any costs for medical treatment required or provided

during my enrollment during the clinical year. I further understand that I must maintain a valid health insurance

policy throughout the entire clinical year, and be able to provide proof of insurance upon request. Failure to

comply with this policy may result in suspension of clinical rotations until compliance can be documented, which

may result in delays of course completion, graduation, and eligibility to sit for the PANCE.

5. I further understand that my signature below indicates that:

a. I have received a copy of the Clinical Year Handbook;

b. I have read and understand the above statements;

c. I have read and understand the material in its entirety contained within the Clinical Year Handbook;

d. I agree to abide by the rules, guidelines, and policies contained therein.

____________________________________ _______________________________

Student’s Printed Name Student’s Signature & Date

____________________________________ _______________________________

Witness Name Date

EXHIBIT 7

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