Master of Medical Science
Overview
The George Fox University 112-credit, 6 continuous semester, Physician Assistant (PA) program awards a Master of Medical Science (MMSc) degree. New cohorts begin every January. Classes are held in person at the university’s Newberg campus and affiliated clinic sites.
Mission
The program seeks to develop well-informed, resilient, and compassionate PAs who provide patient centered and service-oriented medical care in diverse environments.
Accreditation
Accreditation for George Fox University MMSc PA program comes from the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA).
Accreditation Review Commission on Education for the PA
The ARC-PA has granted Accreditation-Provisional status to the George Fox University Master of Medical Science – Physician Assistant Program sponsored by George Fox University. Accreditation-Provisional is an accreditation status granted when the plans and resource allocation, if fully implemented as planned, of a proposed program that has not yet enrolled students appear to demonstrate the program’s ability to meet the ARC-PA Standards or when a program holding Accreditation Provisional status appears to demonstrate continued progress in complying with the Standards as it prepares for the graduation of the first class (cohort) of students. Accreditation-Provisional does not ensure any subsequent accreditation status. It is limited to no more than five years from matriculation of the first class. The program’s accreditation history can be viewed on the ARC-PA website at http://www.arc-pa.org/accreditation-history-george-fox-university.Degree Outcomes
The national organizations representing PAs, including the National Commission on Certification of Physician Assistants (NCCPA), the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA), the American Academy of Physician Assistants (AAPA), and the Physician Assistant Education Association (PAEA) worked to develop a set of overarching competencies for PAs and the PA professions. The Competencies were subsequently nationally adopted and intended to serve as a "map" for both the development and the maintenance of professional competencies inherent to PAs and the PA profession.
Some of the competencies are acquired during the PA education process while others are developed and honed throughout a PA’s career. The PA program acknowledges the importance of the national competencies and further recognizes that, although excellent benchmarks for PA performance, not all of the competencies can truly be evaluated within a PA education program. As such, the PA Program has adapted the competencies into specific measurable outcomes, each falling within the general heading of the original competencies (e.g., medical knowledge), but reduced to a specific and measurable performance item that best reflects the goals of the PA Program. As a result, the following are the Graduate Competencies for the George Fox MMSc PA Program:
Medical Knowledge (MK): PAs must demonstrate core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care in their area of practice. In addition, PAs are expected to demonstrate an investigatory and analytic thinking approach to clinical situations. Outcome expectations for this competency include:
- MK: Demonstrate the ability to effectively recognize, assess, diagnose, and treat patients across the lifespan with a variety of problems to include preventive, emergent, acute, and chronic clinical practice of medicine.
Interpersonal and Communication Skills (ICS): PAs must demonstrate interpersonal and communication skills that result in effective information exchange with patients, their patients’ families, physicians, members of the healthcare team, and the healthcare system. Outcome expectations for this competency include:
- ICS1: Demonstrate knowledge and application of effective interpersonal, oral, and written communication skills necessary to elicit and record a medical history, explain and document diagnostic studies, and present an appropriate treatment plan.
- ICS2: Communicate in a patient-centered and culturally responsive manner to accurately obtain, interpret and utilize information and implement a patient-centered management plan.
Patient Care and Clinical Problem Solving (PC): PAs must demonstrate care that is effective, safe, high quality, and equitable; includes patient- and discipline-specific assessment, evaluation, and management. Outcome expectations for this competency include:
- PC1: Demonstrate the ability to perform a new or routine follow-up physical exam.
- PC2: Demonstrate the ability to effectively work within a patient-centered healthcare team.
- PC3: Demonstrate the ability to apply an evidence-based approach to the evaluation and management of patients.
Technical Skills (TS): PAs must demonstrate the ability to obtain informed consent, perform clinical procedures common to primary care, and interpret diagnostic tests. Outcome expectations for this competency include:
- TS: Demonstrate skills including but not limited to: venipuncture, intravenous access, injections, wound care, casting and splinting and interpretation of radiographic images, laboratory studies, and ECGs.
Professionalism (P): Professionalism involves prioritizing the interests of those being served above one’s own while acknowledging their professional and personal limitations. Additionally, PAs must demonstrate a high level of responsibility, ethical practice, sensitivity to a diverse patient population, and adherence to legal and regulatory requirements. Outcome expectations for this competency include:
- P1: Demonstrate professionalism in interactions with others including, but not limited to, patients, families, and colleagues.
- P2: Demonstrate knowledge and application of an understanding of the PA role including ethical and professional standards regarding the PA profession.
- P3: Demonstrate knowledge and application of intellectual honesty, academic integrity and professional conduct throughout the program.
Admission Requirements
Applicants are evaluated on multiple criteria to include overall academic aptitude, pre-requisite course aptitude, paid health care experience, provider shadowing, and volunteerism. Additional detail on each is listed here.
Transcripts
All transcripts must be submitted and support completion of a bachelor's degree and required science prerequisites.
Bachelor's Degree and Associated Academic Standards
A bachelor's degree, from a U.S. regionally accredited institution with a 3.0 cumulative GPA minimum is required to matriculate. GFU will consider an applicant whose cumulative GPA falls below 3.0 provided their last 60 SH of academic work produced a 3.0 or higher GPA. Pre-requisites (see below) must still meet the 3.0 per course requirement.Prerequisite Courses and Associated Academic Standards
All prerequisite courses must be taken at a U.S. regionally accredited institution and EACH course must meet a minimum grade of B, or 3.0 grade points/unit (B- is not acceptable).Prerequisite course completion recommended within last 5 to 7 years.- Human Anatomy and Physiology I & II - Lecture and Lab (8 semester hours) OR Human Anatomy with Lab (4 semester hours) and Human Physiology (3 semester hours) Note: Successful completion of the Special Operations Combat Medic Course meets the Anatomy and Physiology requirement.
- General Biology with Lab (4 semester hours)
- Other Biology (3 semester hours)
- Microbiology (3 semester hours)
- General Chemistry with Lab (4 semester hours)
- Other Chemistry (3 semester hours)
- Introductory to Psychology or higher (3 semester hours)
- Statistics (3 semester hours)
- Medical Terminology is highly recommended
Note: (1) All labs must be completed in person (no online labs are accepted). (2) Survey courses (100) do not meet prerequisite requirements.
Letters of recommendation
Three letters of recommendation are required (each from a professional source (employer, teacher, and similar); they should not be from a relation or close family friend).
Additional Admissions Information
See Admissions webpage for more specifics regarding admissions recommendations and guidelines.
Transfer Credit
All George Fox courses must be taken as part of the PA cohort, and no advanced placement options are available.
Grading
Students enrolled in GFU’s PA Program must maintain adherence to the program standard of academic performance and professionalism. Due to the sequential nature of the curriculum, students must successfully complete all courses for a given semester before becoming eligible to take courses in the subsequent semester.
Didactic grades are given as A, B, C and F. Experiential (clinical) course grades are given as Pass or Fail.
The MMSc PA program has an ongoing ‘professionalism’ grading component. To receive a passing score, students must receive a 73% or higher rating.
Remediation
The goal of remediation is to identify areas of weaknesses or knowledge gaps and assist the student in overcoming those weaknesses and develop material mastery. Within courses that do not utilize exams, Course Directors may use other tools to evaluate the need for remediation. In all instances, the Course Director, in conversation with the student, will establish the remediation plan and complete the Remediation Form, which will be kept in the student’s file. In addition, all active remediation processes will be evaluated (for effectiveness and/or adjustment) during each end of semester Academic Progress and Professionalism Committee meetings. Remediation can be looked at in three areas: (1) Didactic, (2) Clinical, and (3) Professionalism.
Progression
Deceleration
The GFU MMSc PA program’s curriculum is delivered on a full-time basis to students in a cohort. There is no formal deceleration plan nor is there an option to complete the curriculum on a part time basis (A3.17f). Students who request and have an approved leave of absence from George Fox University may be required, due to course availability, to resume studies with the subsequent cohort. Any changes to the student’s requirements and deadlines for progression in and completion of the program that result from a leave of absence and having to decelerate to the subsequent cohort will be documented as part of the student’s leave of absence plan. In some instances, a student who has previously attended the program and did not complete the program or have an approved leave of absence must reapply. The admissions application will be treated in the same manner as all other applications.
Graduation Requirements
To graduate from the MMSc PA Program and earn a Master of Medical Science degree, students must meet the following:
- Successfully complete all coursework according to program-defined academic standards (cannot have any incomplete or outstanding grades). This is reviewed with the PA Program Advisor at the beginning of Fall II and can be done via Zoom or email if necessary.
- Achieve a minimum cumulative 3.0 GPA
- Successfully pass all components of the summative evaluation/course
- Demonstrate they have met all graduate competencies and learning outcomes
- Be in good professional standing
- Submit a completed graduation application to the Registrar at least two semesters prior to the graduation. Information on graduation can be found at https://www.georgefox.edu/
catalog/handbook/academic/ graduation/application.html. - Finally, to graduate, students cannot have any financial or library obligation with George Fox University.
Curriculum Plan
Complete the following:
This course covers the following topics:
- Profession Issues to include: (1) History of the PA profession, (2) PA professional organizations (3) Physician-PA team and interprofessional practice, (4) Political issues that affect PA practice
- Reimbursement, Documentation of Care, Coding, and Billing
- PA Licensure, Credentialing, and Laws and Regulations Regarding Professional Practice
- Intellectual Honesty and Appropriate Professional Conduct
This course prepares students to interpret and evaluate the medical literature, including its application to individualized patient care. This instruction assists students in maintaining a critical, current and operational knowledge of new medical findings required for the prevention and treatment of disease. Instruction includes:
- Framing of research questions
- Sampling methods
- Limits of medical research.
- Introduction and use of common medical databases
This course covers the following topics:
- Health Care Delivery Systems to include (1) Coordinated Care Organizations (CCOs), (2)
Rural Health
- Health Policy related to Healthcare Workforce
- Concepts of Public Health as they Relate to the Role of the Practicing PA to include (1)
Role of Health Care Providers in Prevention of Disease and Maintenance of Population
Health, (2) Provider Participation in Disease Surveillance, Reporting, and Intervention,
(3) Public Health
- Reimbursement and Billing
- Patient Safety and Medical Errors
This course covers intellectual Honesty and Appropriate Academic Professional Conduct and Medical Ethics.
This course introduces students to communication and counseling techniques. It covers basics
of:
- Interpersonal and Communication Skills that result in (1) effective exchange of
information and (2) collaboration with patients, their families, and other health care
professionals
- Interviewing and eliciting a medical history
- Counseling and Patient Education that is (1) Patient Centered, (2) Culturally Sensitive and Focused on Helping Patients Cope with Illness, Injury, and Stress, (3) Adhere to Prescribe Treatment Plans, and (4) Designed to Modify Patient Behaviors to More Healthful Patterns
This course provides an overview of anatomy, physiology, and genetic and molecular mechanisms of health and disease. In addition, the course will include core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care.
This course develops skills in patient evaluation to include:
Caring for patients of all ages
- Interviewing and eliciting a medical history
- Performing complete and focused physical exam
- ¿¿Generating a differential diagnosis
- Documenting a patient encounter
Ordering and interpreting laboratory and diagnostic testing
This course provides an introduction to pharmacotherapy. In addition, the course will cover acute and longitudinal – pharmaceutical and non-pharmaceutical – patient management that is patient centered and inclusive while addressing medical issues, patient education and patient safety.
This course covers mental health conditions to include the pathophysiology, neurophysiology, evaluation, diagnosis, detection, and treatment of each. Topics covered include, but are not limited to, abuse and neglect, anxiety disorders, mood disorders, conduct disorders, dissociative disorders, eating disorders, obsessive compulsive disorders, attention deficit, autism, personality disorders, schizophrenia, sleep-wake disorders, somatic symptoms, and trauma-related disorders.
In addition, detection and treatment of (1) substance abuse, (2) human sexuality, (3) issues of death, dying and loss, (4) response to illness, injury and stress, (5) principles of violence identification and prevention, and (6) a few additional key psychiatric/behavioral conditions will be covered.
This course provides an overview of anatomy, physiology, and genetic molecular mechanisms of health and disease as they relate to body system diseases and topics covered in this term.
This course provides an overview of anatomy, physiology, and genetic and molecular mechanisms of health and disease as they relate to body system diseases and topics covered in this term.
This course provides an overview of anatomy, physiology, and genetic and molecular
mechanisms of health and disease as they relate to body system diseases and topics covered this term.
This course provides a review of organ system topics covered in the Clinical Reasoning and Problem Based Learning and Clinical Reasoning and Problem Based Learning Lab series of courses. In addition, this course will cover topics that are not part of the problem-based learning modules and unique issues seen in special populations (primarily pediatrics and geriatrics). In all instances, the pathophysiology series looks at the disease process and helps to answer the “why” diseases present the way they do by understanding how diseases alter normal physiology.
This course provides a review of organ system topics covered in the Clinical Reasoning and Problem Based Learning and Clinical Reasoning and Problem Based Learning Lab series of courses. In addition, this course will cover topics that are not part of the problem-based learning modules and unique issues seen in special populations (primarily pediatrics and geriatrics). In all instances, the pathophysiology series looks at the disease process and helps to answer the “why” diseases present the way they do by understanding how diseases alter normal physiology.
This course provides a review of organ system topics covered in the Clinical Reasoning and Problem Based Learning and Clinical Reasoning and Problem Based Learning Lab series of courses. In addition, this course will cover topics that are not part of the problem-based learning modules and unique issues seen in special populations (primarily pediatrics and geriatrics). In all instances, the pathophysiology series looks at the disease process and helps to answer the “why” diseases present the way they do by understanding how diseases alter normal physiology.
This course is designed to provide the link between pharmacology, clinical practice, and prescribing medications. This course sequence will present the pharmacology,
pharmacokinetics, side effects, complications, dosages, contraindications, clinical pearls, and patient education for medications related to body systems and diseases covered this term.
This course is designed to provide the link between pharmacology, clinical practice, and prescribing medications. This course sequence will present the pharmacology,
pharmacokinetics, side effects, complications, dosages, contraindications, clinical pearls, and patient education for medications related to body systems and diseases covered this term.
This course is designed to provide the link between pharmacology, clinical practice, and prescribing medications. This course sequence will present the pharmacology,
pharmacokinetics, side effects, complications, dosages, contraindications, clinical pearls, and patient education for medications related to body systems and diseases covered this term.
This course provides instruction related to the development of problem solving and medical decision-making skills. It develops student knowledge in anatomy, physiology, pathophysiology, pharmacology/pharmacotherapeutics, and patient management of organ systems and topics covered during the term. Using student-led problem-based concepts, the course provides instruction in patient assessment (evaluation and diagnosis) and management includes caring for patients of all ages from initial presentation through ongoing follow-up. Students will develop skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering and interpreting diagnostic studies.
Patient management instruction will help students develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provide patient education and referral. Instruction will help students develop basic counseling and patient education skills that are (1) Patient Centered, (2) Culturally Sensitive and Focused on Helping Patients Cope with Illness, Injury, and Stress, (3) Adhere to Prescribe Treatment Plans, and (4) Designed to Modify Patient Behaviors to More Healthful Patterns.
The course covers medical care across the life span in prevention, emergent, acute, chronic and rehabilitative. In most instances, all age groups are addressed (prenatal, infant, children, adolescents, adult, and elderly).
This course provides instruction related to the development of problem solving and medical decision-making skills. It develops student knowledge in anatomy, physiology, pathophysiology, pharmacology/pharmacotherapeutics, and patient management of organ systems and topics covered during the term. Using student-led problem-based concepts, the course provides instruction in patient assessment (evaluation and diagnosis) and management includes caring for patients of all ages from initial presentation through ongoing follow-up. Students will develop skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4)
ordering and interpreting diagnostic studies.
Patient management instruction will help students develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provide patient education and referral. Instruction will help students develop basic counseling and patient education skills that are (1) Patient Centered, (2) Culturally Sensitive and Focused on Helping Patients Cope with Illness, Injury, and Stress, (3) Adhere to Prescribe Treatment Plans, and (4) Designed to Modify Patient Behaviors to More Healthful Patterns.
The course covers medical care across the life span in prevention, emergent, acute, chronic and rehabilitative. In most instances, all age groups are addressed (prenatal, infant, children, adolescents, adult, and elderly).
This course provides instruction related to the development of problem solving and medical decision-making skills. It develops student knowledge in anatomy, physiology, pathophysiology, pharmacology/pharmacotherapeutics, and patient management of organ systems and topics covered during the term. Using student-led problem-based concepts, the course provides instruction in patient assessment (evaluation and diagnosis) and management includes caring for patients of all ages from initial presentation through ongoing follow-up.
Students will develop skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering and interpreting diagnostic studies.
Patient management instruction will help students develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provide patient education and referral. Instruction will help students develop basic counseling and patient education skills that are (1) Patient Centered, (2) Culturally Sensitive and Focused on Helping Patients Cope with Illness, Injury, and Stress, (3) Adhere to Prescribe Treatment Plans, and (4) Designed to Modify Patient Behaviors to More Healthful Patterns.
The course covers medical care across the life span in prevention, emergent, acute, chronic and rehabilitative. In most instances, all age groups are addressed (prenatal, infant, children, adolescents, adult, and elderly).
This course takes the PBL session into the laboratory and clinical skills unit where hands-on training further develops patient assessment and management.
Students work in small groups, developing skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering, performing, and interpreting diagnostic studies.
Instruction will cover medical care across the life span in prevention, emergent, acute, and chronic management that helps develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provides patient education and referral. Finally, students will learn about patient safety, quality improvement, prevention of medical errors, and risk management.
This course takes the PBL session into the laboratory and clinical skills unit where hands-on training further develops patient assessment and management.
Students work in small groups, developing skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering, performing, and interpreting diagnostic studies.
Instruction will cover medical care across the life span in prevention, emergent, acute, and chronic management that helps develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provides patient education and referral. Finally, students will learn about patient safety, quality improvement, prevention of medical errors, and risk management.
This course takes the PBL session into the laboratory and clinical skills unit where hands-on training further develops patient assessment and management.
Students work in small groups, developing skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering, performing, and interpreting diagnostic studies.
Instruction will cover medical care across the life span in prevention, emergent, acute, and chronic management that helps develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provides patient education and referral. Finally, students will learn about patient safety, quality improvement, prevention of medical errors, and risk management.
This course prepares students to provide medical care to patients from diverse populations both domestically and internationally. It seeks to increase awareness of health disparities and inequities domestically and globally across diverse patient populations and highlight the impact of social determinants of health on individual and population health and wellbeing.
Instruction related to medical care and diversity prepares students to (1) evaluate their own values and avoid stereotyping, (2) become aware of differing health beliefs, values and expectations of patients and other health care professionals and how it impacts (a) communication, (b) decision-making, (c) compliance and (d) health outcomes.
This course provides instruction in medical topics for pediatric, adult and geriatric populations, including preventive care across the lifespan and nutrition and obesity counseling. It also provides an introduction to cultural nutrition and alternative therapies to meet the needs of a diverse patient population.
This course is focused on developing organization, communication and leadership traits. Instruction will look at how individuals and groups think, communicate and interact and analyze what factors enhance these interactions to positively impact the success of the organization, patient-provider relationship, and patient-centered healthcare teams. The purpose of this course is to create a more effective service-oriented clinician. The course will examine some of the primary theories and principles of motivation, communication, leadership attributes, managing conflict, decision making, team building, and quality improvement. It will provide examples of how greater knowledge and understanding of effective leadership skills is vital to successful and sound decision-making, problem solving, conflict management, team building, and managing change to improve healthcare teams, organizations, and patient care.
Complete the following:
(MMSC 605, MMSC 615, and MMSC 625 are effective beginning Spring 2025 and replace MMSC 610-882)
This course covers concepts of surgical assessment, basic surgical skills and procedures, surgical complications, and management of surgical patients. It builds on the foundation of the previous medicine courses and expands on etiology, pathophysiology, clinical manifestation, and diagnosis, and appropriate management of selected surgical conditions including care of acute and chronic patients.
Emphasis is on students developing competency in the principles and practices involved in aseptic and basic surgical techniques, surgical risk assessment, wound closure, wound management, anesthesia, and preoperative, intraoperative and postoperative evaluation and management.
This course prepares students to recognize, rapidly assess, and effectively manage emergent situations, illness, or injury. Problem-based case studies and team-based activities are used to encourage the development of teamwork, collaboration, and interdisciplinary value. Basic Life Support (BLS) and Advanced Cardiac Life Support (ACLS) are part of this course.
This course is designed to (1) prepare the student for entering clinical rotations, (2) discuss SCPE expectations and behavior, and (3) promote interprofessional relationships.
Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.
In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs. In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.
Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships.
Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.
In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs. In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.
Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships.
Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.
In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs. In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.
Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships.
Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.
In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs. In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.
Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships.
Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.
In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs. In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.
Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships.
Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.
In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs. In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.
Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships.
Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.
In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs. In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.
Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships.
Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.
In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs. In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.
Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships.
Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.
In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs. In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.
Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships.
General Clinical Rotation
General Clinical Rotation
General Clinical Rotation
The summative phase measures mastery in the GFU MMSc PA graduate competencies and outcomes, associated ARC-PA Standards, and NCCPA Blueprint items. The evaluation will consider each Graduate Competency category below:
1. Medical knowledge (MK)
2. Interpersonal and communication skills (ICS)
3. Patient care and clinical problem solving (PC)
4. Technical skills (TS)
5. Professionalism (P)
This phase is 1 month in duration and represents the final stage of the program and includes the following ‘summative’ evaluations:
- Written examination covering the knowledge base content associated with all the basic medical and clinical sciences and its application to the practice of medicine (testing aptitude of competency and outcomes relevant to [1] Medical Knowledge and [3]
Patient Care and Clinical Problem Solving.
- Objective Structured Clinical Examination (OSCE), which is used to evaluate direct patient care skills including obtaining the medical history, physical examination skills, communication, and professionalism - testing aptitude of competency and outcomes relevant to [1] Medical Knowledge, [2] Interpersonal and Communication Skills, [3]
Patient Care and Clinical Problem Solving, and [5] Professionalism.
- Skill Specific Testing, which is used to assess the student’s ability to perform and/or interpret the diagnostic and therapeutic skills - testing aptitude of competency and
outcomes are relevant to [1] Medical Knowledge, [2] Interpersonal and Communication Skills, [3] Patient Care and Clinical Problem Solving, [4] Technical Skills, and [5] Professionalism.
Additional instruction will include:
- A review of patient safety, quality improvement, prevention of medical errors, and risk management
- Instruction about PA licensure, credentialing, and laws and regulations of professional practice
- In addition, the program curriculum will include instruction in the PA profession and current trends to include:
- Physician-PA team relationship
- Political issues that affect PA practice
- PA professional organizations
Finally, students will also engage in preparation for the PANCE exam, Curriculum Vitae creation, and preparation for job interviews.