Clinical Year Handbook - Long Island University

Transcription

Division of Physician Assistant Studies
CLINICAL YEAR HANDBOOK
2014 - 2015
TABLE OF CONTENTS
I. GENERAL INFORMATION
General Policy Statement …………………………………………………………… 3
Program Accreditation ……………………………………………………………….. 3
Projected Expenses for the Physician Assistant Program……………………….. 4
Withdrawal and Refunds …………………………………………………………….. 4
Clinical Year Textbooks and Equipment …………………………………….......... 5
Demands and Requirements of the Clinical Year Student ………………………. 8
Students Used as Instructional Faculty ……………………………………………. 9
Functions and Tasks of the LIU Physician Assistant Graduate …………………. 9
Competencies for the Physician Assistant Profession …………………………… 10
Accreditation Review Commission on Education for the Physician Assistant …
14
American Academy of Physician Assistants Guidelines for Ethical Conduct
for the Physician Assistant Profession ……………………………………………… 15
II. ATTENDANCE ISSUES
Attendance in the Division of Physician Assistant Studies ……………………...
Absence from Clinical Rotations ……………………………………………………
Unexcused Absences …………………………………………………………….....
Absence Due to Death in the Family ……………………………………………....
Absence Due to Religious Observance .…………………………………………..
Absence Due to Personal Business ……………………………………………….
Leaves of Absence …………………………………………………………….........
Holidays and Academic Calendar ……………………………………………….....
Weather-Related Emergencies …………………………………………………….
Work Policies …………………………………………………………………………
Student Certification ………………………………………………………………….
Student Records …………………………………………………………………......
Background Checks, Criminal Records and Drug Testing ………………………
Advanced Standing …………………………………………………………………..
Technical Standards ….………………………………………………………………
Notification of Adverse Actions ………………………………………………........
24
24
24
25
25
25
25
25
26
26
26
26
27
27
27
28
III. ACADEMIC AND PROFESSIONAL GUIDELINES AND POLICIES
Introduction……………………………………………………………………………
Performance Expectations in the Clinical Year……………………………….…..
Attendance and Punctuality…………………………………………………………
Scoring…………………………………………………………………………… …..
General Policy Regarding Photography, Copying etc……………………………
Clinical Rotations……………………………………………….…………………..
Clinical Electives.…………………………………………………………….………
External Rotations.………………………………………………….……….……….
Range of Clinical Experiences……………………………………...………….…..
Learning Objectives…….………..………………………………………………….
Clinical Year Grading Policies.………………..……………………………….…...
Academic Performance Criteria…………………………………………………
Physician Assistant Student Tracking (PAST) …..…………………….………...
Histories and Physicals/SOAP Notes .……………………………………….……
End-of-Rotation Examinations…………. ………………….………………….…..
Policy Regarding Review of Examinations ……………………………………….
Failure of the End-of-Rotation Examination or Research Paper …..…………..
Failure of Three (3) End-of-Rotation Examinations .…………………………….
Failure of more than Two (2) Rotations during the Clinical Year ……………..
End-of-Rotation Meetings ………………………………………………….........
Attendance at End-of-Rotation Meetings …………………………………………
End-of-Rotation Examinations ……………………………………………………..
Case Presentations – Clinical Seminar I&II - (MS 611&MS 612)………………
29
29
31
31
31
32
32
33
33
33
34
35
35
35
35
35
36
36
36
37
37
37
38
LIU - Division of Physician Assistant Studies Clinical Year Handbook 2014-2015
Page 1 of 206
Research Papers...………………………………………………………………….
Regarding Plagiarism …..................................................................................
Preceptor Evaluation ...…………………………………………………….….......
Standards of Professionalism………………………………………….…….……
Failure to Meet Academic Performance Criteria………………………………..
Maintenance of Student Standing………………………………………………....
Grievances…………………………………………… …………………………..
PACKRAT Examination…………………………………………………………….
PANCE Preparation Course – Clinical Seminar III – (MS 613)………………..
Grades………………………………………………………………………………..
Successful Completion of the Senior Year ………………………………………
Summative Evaluation – (MS 614)………………………………………………..
Mid-Rotation Evaluation ……………………………………………………………
Site Visits………………………………………………………………….…….....
Inadequate Supervision ………………………………………………….………..
Dismissal from Rotation…………………………………………………………….
Communication during the Clinical Year ………………………………………….
Malpractice Insurance …………………………………………………….…...........
Health Insurance…..……………………………………………………….………..
Student Health Forms …………………………………………………………........
Influenza Vaccination…………………………………………………………..........
Health Practitioners…………………………………………………………..…......
Non-Discrimination Policy…………………………………………………………..
Pregnancy…………………………………………………………………………….
Students with Disabilities……………………………………………………………
Senior Awards Ceremony..…………………………………………………………
38
39
39
39
40
41
41
41
41
42
42
42
43
43
43
44
44
44
45
45
46
46
46
47
47
47
IV. EMERGENCIES, PUBLIC SAFETY, ALCOHOL AND DRUG USE, AND SEXUAL
HARASSEMENT
Exposure to Bloodborne Pathogens, Reporting Incidents, Public Safety……….
Policy on Drug and Alcohol Use on Campus or on Rotation……………….…….
Sexual Harassment……………………………………………………………….......
Consensual Relationships……………………………………………………...........
Academic Freedom, False and Malicious Accusations, Procedures, Investigation
Enforcement and Campus Contact Persons………………………………………
48
49
49
50
51
52
V. PROFESSIONALISM - PROFESSIONAL DRESS AND APPEARANCE
Attire…………………………………………………………………………….………
Hair………………………………………………………………………………………
Fingernails…………………………………………………………………………..….
Fragrances …………………………………………………………………………....
Tattoos and Piercings…..…………………………………………………………..…
Jewelry………………………………………………………………………................
Protective Eyewear………...................................................................................
Identification Badges………..………………………………………………………...
Breaches of Professionalism Form…..................................................................
Professional Accolades and Testimonials Form…………………………..……….
53
53
54
54
54
54
54
54
55
56
VI. INDEX OF APPENDICES ……………………………………………………………….
Appendix A: Clinical Rotation Schedule…………………………..
Appendix B: Clinical Rotation Affiliations/Sites………………….
Appendix C: Where to Report on the First Day of Rotation…....
Appendix D: Directions to Clinical Affiliations/Sites…………….
Appendix E: Clinical Year Grievance Procedure…………………
Appendix F: Clinical Evaluation Form……………………………..
Appendix G: Clinical Year Course Syllabi…………………………
Appendix I:
Clinical Year Course Objectives……………………
57
58
59
61
66
72
75
79
146
Page 2 of 206
I. GENERAL INFORMATION
GENERAL POLICY STATEMENT
All students of the Division of Physician Assistant Studies are subject to the rules and
regulations of Long Island University (LIU), of the Division of Physician Assistant Studies, and
all clinical sites in which they practice. The Division of Physician Assistant Studies is committed
to producing physician assistants of high moral, ethical, academic and professional caliber. To
ensure the integrity of the profession and the University as well as to ensure the safety of all
patients, students must comply with all professional and academic standards.
The student who violates these regulations is subject to disciplinary proceedings up to and
including dismissal from the Division of Physician Assistant Studies. All students must sign the
“Receipt of Guidelines and Policies and Statement of Understanding” form, which documents
his or her receipt of, understanding of, and adherence to all rules, regulations and procedures
of the Division and of the University.
These policies and procedures may be modified or amended at any time by the faculty of the
Division of Physician Assistant Studies.
PROGRAM ACCREDITATION
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has
granted Accreditation-Continued to the Physician Assistant program sponsored by Long Island
University. Accreditation- Continued is an accreditation status granted when a currently
accredited program is in compliance with the ARC-PA Standards.
Accreditation remains in effect until the program closes or withdraws from the accreditation
process or until accreditation is withdrawn for failure to comply with the Standards. The
approximate date for the next validation review of the program by the ARC-PA will be
December 2014. The review date is contingent upon continued compliance with the
Accreditation Standards and ARC-PA policy.
Page 3 of 206
PROJECTED EXPENSES FOR THE PHYSICIAN ASSISTANT PROGRAM
Tuition and fees listed below are at the projected prevailing rates for the 2014-2015 academic
year. Fees noted below do not include expenses for room, board, cost of living, and other
personal expenses.
•
•
•
•
•
Tuition per credit for PA students: $1,130
Number of credits in the curriculum: 86
Tuition for the entire curriculum: $97,180
Fees: $850 per semester (x 7 semesters): $5,950
Kaplan PANCE prep course fee: $395
Projected Expenses for the Didactic Year
Didactic year: 40 credits @ $1,130 per credit: $45,200
Fees: $850 per semester @ 3 semesters:
$2,550
Total: $47,750
Projected Expenses for the Clinical Year
Clinical year: 46 credits @ $1,130 per credit: $51,980
Fees: $850 per semester @ 4 semesters: $ 3,400
Kaplan PANCE prep course fee: $395
Total: $55,775
Subtotal for Tuition & Fees
$103,525
Estimate of additional expenses per year*: $ 2,450
(*Does not include housing and other personal expenses)
Grand Total for All Expenses: $105,975
WITHDRAWAL AND REFUNDS
To withdraw, a student must give a valid reason and obtain an Application for Permission to
Withdraw from the Office of the Registrar or from the Division of Physician Assistant Studies,
fill it out as indicated, have it approved by the Office of the Dean, and clear his or her financial
accounts. Students who withdraw from all classes in the clinical year of the Division of
Physician Assistant Studies may appeal to the faculty to decelerate. This will require the
student to repeat the entire clinical year, beginning with the next class in August. The
decelerating student will also be placed on academic probation. When a student withdraws
from courses, the University refunds tuition according to the following schedule:
Time of Withdrawal
Cancellation prior to
beginning of semester
Cancellation after beginning
of semester or session
Summer 5 or 6 Week
Session
Complete refund except for deposit and applicable
registration fee
Fall/Spring Semester
No refund of Dining Club fee
During 1st calendar week
90%
60%
During 2nd calendar week
75%
25%
During 3 calendar week
50%
No refund
During 4th calendar week
25%
rd
th
After 4 calendar week
No refund
Page 4 of 206
CLINICAL YEAR TEXTBOOKS AND EQUIPMENT
The textbooks recommended for use in the clinical year are generally those used in the didactic
year. The faculty will not release sources of examination questions to students.
Course
Textbook
- Bickley, LS et al., Bates’ Guide to Physical Examination and
History Taking, 10th edition. Philadelphia: Lippincott, Williams
and Wilkins, 2008.
MS 601
Internal Medicine
- Goldman, L et al., Cecil Textbook of Medicine, 24th edition.
Philadelphia: Elsevier, 2011.
&
MS 611
Clinical Seminar I
- Gomella, L et al., Clinician’s Pocket Reference, 11th edition.
New York: McGraw-Hill, 2006.
- Tierney, LM et al., Current Diagnosis and Treatment, 51st
edition. New York: McGraw-Hill, 2011.
MS 602
Surgery
&
MS 612
Clinical Seminar II
and Wilkins, 2008.
- Doherty, GM et al., Current Surgical Diagnosis and
Treatment, 13th edition. New York: Lange Medical Books /
McGraw-Hill, 2009.
and Wilkins, 2008.
MS 603
Pediatrics
- Marcdante, K. et al., Nelson Essentials of Pediatrics, 7th
edition. Philadelphia: Saunders, 2013.
MS 604
Family Medicine
Use textbooks for MS 601, MS 603, and MS 606.
Page 5 of 206
and Wilkins, 2008.
MS 605
Emergency
Medicine
- Stone, K., Current Diagnosis & Treatment Emergency
Medicine, 7th edition. New York: McGraw-Hill, 2011.
- Beckman, CRB et al., Obstetrics and Gynecology, 7th edition.
- Philadelphia: Lippincott Williams and Wilkins, 2013.
MS 606
Obstetrics and
Gynecology
and Wilkins, 2008.
MS 607
Psychiatry
and Wilkins, 2008.
- Sadock, BJ et al., Kaplan and Sadock’s Synopsis of
Psychiatry: Behavioral Sciences/Clinical Psychiatry, 11th
edition. Philadelphia: Lippincott Williams and Wilkins, 2014.
MS 613
Clinical Seminar III
All textbooks listed on the clinical year textbook list
MS 614
Summative
Evaluation
All textbooks listed on the clinical year textbook list
MS 615
Capstone Project
All textbooks listed on the clinical year textbook list as well as
peer-reviewed journal articles, additional textbooks, and
online medical databases
Students will need the same equipment purchased during the didactic year.
Page 6 of 206
CLINICAL YEAR TEXTBOOK LIST
-
Beckmann, CRB et. al., Obstetrics and Gynecology, 7th edition. Philadelphia: Lippincott
Williams and Wilkins, 2013.
-
Bickley, LS et al., Bates Guide to Physical Examination and History Taking, 10th edition.
Philadelphia: Lippincott Williams and Wilkins, 2008.
-
Costanzo, LS., Physiology, 4th edition with Student Consult Online Access. Philadelphia:
Elsevier, 2009.
-
Doherty, GM et al., Current Surgical Diagnosis and Treatment, 13th edition. New York:
Lange Medical Books / McGraw-Hill, 2009.
-
Fishbach, Francis, A Manual of Laboratory and Diagnostic Tests, 9th edition.
-
Goldman, LS et al., Cecil’s Medicine: Expert Consult Premium Edition: Enhanced online
features and print, 24th edition. Philadelphia: Elsevier, 2011.
-
Gomella, LG et al., Clinician’s Pocket Reference, 11th edition. New York: McGraw-Hill,
2006.
-
Katzung, B., Basic and Clinical Pharmacology, 12th edition. New York: McGraw-Hill,
2011.
-
Kumar, V et al., Basic Pathology, 9th edition. Philadelphia: Saunders, 2012.
-
Marcdante, K. et al., Nelson Essentials of Pediatrics, 7th edition. Philadelphia: Saunders,
2013.
-
McPhee, SJ et al., Current Medical Diagnosis and Treatment, 51st edition. McGraw-Hill,
2011.
-
Moore, K et al., Clinically Oriented Anatomy, 6th edition. Philadelphia: Lippincott Williams
and Wilkins, 2009.
-
Sadock, BJ et al., Kaplan and Sadock’s Synopsis of Psychiatry: Behavioral
Sciences/Clinical Psychiatry, 11th edition. Philadelphia: Lippincott Williams and Wilkins,
2014.
-
Stone, K., Current Diagnosis &Treatment Emergency Medicine, 7th edition. New York:
McGraw-Hill, 2011.
Page 7 of 206
DEMANDS AND REQUIREMENTS OF THE CLINICAL YEAR STUDENT
Physical demands
- Must be able to stand for long periods of time in class and
on clinical rotations.
- Must be able to have adequate eye-hand coordination and
gross and fine motor dexterity to perform history, physical
exam, and clinical laboratory procedures.
- Must have normal visual and hearing acuity (with or without
correction).
Mental demands
- Must be able to comprehend, synthesize and retain a large
volume of material related to medicine, surgery, and related
fields.
- Must be able to tolerate long hours of classroom work,
lecture, laboratory, clinical experiences, Grand Rounds,
self- or group study, etc.
- Must be able to accept constructive criticism from core and
adjunct faculty and clinical preceptors and respond
appropriately.
- Must be able to communicate appropriately and effectively in
written and spoken English and in medical terminology.
- Must be able to participate appropriately in examinations,
practical exams, and the like.
- Must be able to work appropriately with patients in a
compassionate, professional, effective and efficient manner.
Working conditions
- Must be able to tolerate difficult and stressful environments,
including: potential repeated exposure to hazardous
substances, including bloodborne pathogens; difficult,
demanding patients.
- Must be able to work with patients from all cultures,
countries, backgrounds, ages, with a variety of medical
problems.
Performance
requirements
- Will be able to perform in the following clinical arenas:
inpatient units, clinics, private practices, long-term care
facilities, Emergency Departments.
- Will be able to perform required and relevant invasive and
noninvasive procedures (see below).
- Will be able to perform at the appropriate level as
determined by the faculty.
- Will participate in community activities as required.
- Will display an ability to work long hours and to complete
required clinical examinations.
- Will display understanding of the appropriate ethical and
medico-legal considerations.
Page 8 of 206
STUDENTS USED AS INSTRUCTIONAL FACULTY
No PA student in either year may serve in the capacity of an instructional faculty member,
regardless of the student's previous experience in health care or medicine. Students with
specific prior knowledge, experiences and skills may assist faculty in didactic and laboratory
sessions to share their experiences and skills.
FUNCTIONS AND TASKS OF THE LIU PHYSICIAN ASSISTANT GRADUATE
The new graduate will be able to:
1. Take a thorough history and perform a comprehensive physical examination;
2. Order and interpret laboratory, radiologic and other studies needed to formulate a
working diagnosis;
3. Perform relevant clinical laboratory procedures as necessary for ongoing care of the
patient;
4. Formulate a treatment plan based on history, physical and relevant diagnostic studies
obtained;
5. Counsel patients about diagnoses, risk modification and treatment regimens;
6. In the hospital, perform all of the above, and also: conduct patient rounds; order
consults; perform consultations; assist at surgery; and other tasks as assigned by the
supervising physician;
7. Be an advocate for the patient and the community by performing community outreach
and other community services so as to ensure the well-being of the community at large;
8. Continue to be a lifelong learner by attending continuing medical educational activities,
reading journals, and the like;
9. Be a culturally competent practitioner.
Page 9 of 206
COMPETENCIES FOR THE PHYSICIAN ASSISTANT PROFESSION1,2
Preamble
In 2003, the National Commission on Certification of Physician Assistants (NCCPA) initiated
an effort to define PA competencies in response to similar efforts being conducted within other
health care professions and growing demand for accountability and assessment in clinical
practice. The following year, representatives from three other national PA organizations, each
bringing a unique perspective and valuable insights, joined NCCPA in that effort. Those
organizations were the Accreditation Review Commission on Education for the Physician
Assistant (ARC-PA), the body that accredits PA educational programs; the Physician Assistant
Education Association (PAEA), the membership association for PA educators and program
directors; and the American Academy of Physician Assistants (AAPA), the only national
membership association representing all PAs.
The resultant document, Competencies for the Physician Assistant Profession, is a foundation
from which each of those four organizations, other physician assistant organizations, and
individual physician assistants themselves can chart a course for advancing the competencies
of the PA profession.
Introduction
The purpose of this document is to communicate to the PA profession and the public a set of
competencies that all physician assistants regardless of specialty or setting are expected to
acquire and maintain throughout their careers. This document serves as a map for the
individual PA, the physician-PA team, and organizations that are committed to promoting the
development and maintenance of these professional competencies among physician
assistants.
The clinical role of PAs includes primary and specialty care in medical and surgical practice
settings. Professional competencies for physician assistants include the effective and
appropriate application of medical knowledge, interpersonal and communication skills, patient
care, professionalism, practice-based learning and improvement, systems-based practice, as
well as an unwavering commitment to continual learning and professional growth, and the
physician-PA team, for the benefit of patients and the larger community being served. These
competencies are demonstrated within the scope of practice, whether medical or surgical, for
each individual physician assistant as that scope is defined by the supervising physician and
appropriate to the setting.
The PA profession defines the specific knowledge, skills, and attitudes required and provides
educational experiences as needed in order for physician assistants to acquire and
demonstrate these competencies.
1
In 1999, the Accreditation Council for Graduation Medical Education (ACGME) endorsed a list of general
competencies for medical residents. NCCPA's Eligibility Committee, with substantial input from representatives
of AAPA, PAEA and ARC-PA, has modified the ACGME's list for physician assistant practice, drawing from
several other resources, including the work of Drs. Epstein and Hundert; research conducted by AAPA's
EVP/CEO, Dr. Steve Crane; and NCCPA's own examination content blueprint.
2 American Academy of Physician Assistants. Competencies for the physician assistant profession.
Available at: http://www.aapa.org/policy/competencies.html. Accessed on: July 10, 2007.
Page 10 of 206
Medical Knowledge
Medical knowledge includes an understanding of pathophysiology, patient presentation,
differential diagnosis, patient management, surgical principles, health promotion, and disease
prevention. Physician assistants must demonstrate core knowledge about established and
evolving biomedical and clinical sciences and the application of this knowledge to patient care
in their area of practice. In addition, physician assistants are expected to demonstrate an
investigatory and analytic thinking approach to clinical situations. Physician assistants are
expected to:










Understand etiologies, risk factors, underlying pathologic process, and epidemiology
for medical;
Identify signs and symptoms of medical conditions;
Select and interpret appropriate diagnostic or lab studies;
Manage general medical and surgical conditions to include understanding the
indications, contraindications, side effects, interactions, and adverse reactions of
pharmacologic agents and other relevant treatment modalities;
Identify the appropriate site of care for presenting conditions, including identifying
emergent cases and those requiring referral or admission;
Identify appropriate interventions for prevention of conditions;
Identify the appropriate methods to detect conditions in an asymptomatic individual;
Differentiate between the normal and the abnormal in anatomy, physiology, laboratory
findings, and other diagnostic data;
Appropriately use history and physical findings and diagnostic studies to formulate a
differential diagnosis; and
Provide appropriate care to patients with chronic conditions.
Interpersonal & Communication Skills
Interpersonal and communication skills encompass verbal, nonverbal, and written exchange
of information. Physician assistants must demonstrate interpersonal and communication skills
that result in effective information exchange with patients, their patients' families, physicians,
professional associates, and the health care system. Physician assistants are expected to:







Create and sustain a therapeutic and ethically sound relationship with patients;
Use effective listening, nonverbal, explanatory, questioning, and writing skills to elicit
and provide information;
Appropriately adapt communication style and messages to the context of the individual
patient interaction;
Work effectively with physician and other health care professionals as a member or
leader of a health care team or other professional group;
Apply an understanding of human behavior;
Demonstrate emotional resilience and stability, adaptability, flexibility, and tolerance of
ambiguity and anxiety;
Accurately and adequately, document and record information regarding the care
process for medical, legal, quality, and financial purposes.
Page 11 of 206
Patient Care
Patient care includes age appropriate assessment, evaluation, and management. Physician
assistants must demonstrate care that is effective, patient-centered, timely, efficient, and
equitable for the treatment of health problems and the promotion of wellness. Physician
assistants are expected to:








Work effectively with physicians and other health care professionals to provide patientcentered care;
Demonstrate caring and respectful behaviors when interacting with patients and their
families;
Gather essential and accurate information about their patients;
Make informed decisions about diagnostic and therapeutic interventions based on
patient information and preferences, up-to-date scientific evidence, and clinical
judgment;
Develop and carry out patient management plans;
Counsel and educate patients and their families;
Competently perform medical and surgical procedures considered essential in the area
of practice;
Provide health care services and education aimed at preventing health problems or
maintaining health.
Professionalism
Professionalism is the expression of positive values and ideals as care is delivered. Foremost,
it involves prioritizing the interests of those being served above one's own. Physician assistants
must know their professional and personal limitations. Professionalism also requires that PAs
practice without impairment from substance abuse, cognitive deficiency, or mental illness.
Physician assistants must demonstrate a high level of responsibility, ethical practice, sensitivity
to a diverse patient population, and adherence to legal and regulatory requirements. Physician
assistants are expected to demonstrate:









Understanding of legal and regulatory requirements, as well as the appropriate role of
the physician assistant;
Professional relationships with physician supervisors and other health care providers;
Respect, compassion, and integrity;
Responsiveness to the needs of patients and society;
Accountability to patients, society, and the profession;
Commitment to excellence and ongoing professional development;
Commitment to ethical principles pertaining to provision or withholding of clinical care,
confidentiality of patient information, informed consent, and business practices;
Sensitivity and responsiveness to patients' culture, age, gender, and disabilities;
Self-reflection, critical curiosity, and initiative.
Page 12 of 206
Practice-based Learning and Improvement
Practice-based learning and improvement includes the processes through which clinicians
engage in critical analysis of their own practice experience, medical literature, and other
information resources for the purpose of self-improvement. Physician assistants must be able
to assess, evaluate, and improve their patient care practices. Physician assistants are
expected to:







Analyze practice experience and perform practice-based improvement activities using a
systematic methodology in concert with other members of the health care delivery team;
Locate, appraise, and integrate evidence from scientific studies related to their patients'
health problems;
Obtain and apply information about their own population of patients and the larger
population from which their patients are drawn;
Apply knowledge of study designs and statistical methods to the appraisal of clinical studies
and other information on diagnostic and therapeutic effectiveness;
Apply information technology to manage information, access online medical information,
and support their own education;
Facilitate the learning of students and/or other health care professionals;
Recognize and appropriately address gender, cultural, cognitive, emotional, and other
biases; gaps in medical knowledge; and physical limitations in themselves and others.
Systems-based Practice
Systems-based practice encompasses the societal, organizational, and economic
environments in which health care is delivered. Physician assistants must demonstrate an
awareness of and responsiveness to the larger system of health care to provide patient care
that is of optimal value. PAs should work to improve the larger health care system of which
their practices are a part. Physician assistants are expected to:










Use information technology to support patient care decisions and patient education;
Effectively interact with different types of medical practice and delivery systems;
Understand the funding sources and payment systems that provide coverage for patient
care;
Practice cost-effective health care and resource allocation that does not compromise
quality of care;
Advocate for quality patient care and assist patients in dealing with system complexities;
Partner with supervising physicians, health care managers, and other health care;
providers to assess, coordinate, and improve the delivery of health care and patient
outcomes;
Accept responsibility for promoting a safe environment for patient care and recognizing
and correcting systems-based factors that negatively impact patient care;
Use information technology to support patient care decisions and patient education;
Apply medical information and clinical data systems to provide more effective, efficient
patient care;
Utilize the systems responsible for the appropriate payment of services.
Page 13 of 206
ACCREDITATION REVIEW COMMISSION ON EDUCATION FOR THE PHYSICIAN
ASSISTANT3
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) is
the accrediting agency that protects the interests of the public and PA profession by defining
the standards for PA education and evaluating PA educational programs within the territorial
United States to ensure their compliance with those standards.
The ARC-PA encourages excellence in PA education through its accreditation process by
establishing and maintaining minimum standards of quality for educational programs. It awards
accreditation to programs through a peer review process that includes documentation and
periodic site visit evaluation to substantiate compliance with the Accreditation Standards for
Physician Assistant Education. The accreditation process is designed to encourage sound
educational practices and innovation by programs and to stimulate continuous self-study and
improvement.
In addition to establishing educational standards and fostering excellence in PA programs, the
ARC-PA provides information and guidance to individuals and organizations regarding PA
program accreditation.
The American Academy of Family Physicians, the American Academy of Pediatrics, the
American Academy of Physician Assistants, the American College of Physicians, the American
College of Surgeons, the American Medical Association, and the Physician Assistant
Education Association (formerly the Association of Physician Assistant Programs) all
cooperate with the ARC-PA as collaborating organizations to establish, maintain, and promote
appropriate standards of quality for entry level education of physician assistants (PAs) and to
provide recognition for educational programs that meet the minimum requirements outlined in
these Standards. These Standards are to be used for the development, evaluation, and selfanalysis of physician assistant programs.
The ARC-PA is recognized by the Council for Higher Education Accreditation (CHEA). The
CHEA scope of recognition is for programs preparing individuals for entry-level PA practice
located in institutions in the US that are accredited by recognized regional or specialized or
professional accrediting bodies. The CHEA scope does not cover the accreditation of clinical
postgraduate PA programs.
The ARC-PA is also a member of the Association of Specialized and Professional Accreditors
(ASPA) and, as such, subscribes to its code of ethics, as posted on the ASPA web site.
This web site (www.arc-pa.org) has been designed for use by the general public, currently
accredited PA programs, those interested in starting PA programs, students and potential
students, and ARC-PA site visitors. The ARC-PA welcomes your comments ([email protected]) about how the site can be more useful.
3
Accreditation Review Commission on Education of the Physician Assistant, Inc.
Available at: www.arc-pa.org (Accessed on: July 10, 2007).
Page 14 of 206
AMERICAN ACADEMY OF PHYSICIAN ASSISTANTS (AAPA) GUIDELINES FOR
ETHICAL CONDUCT FOR THE PHYSICIAN ASSISTANT PROFESSION
(ADOPTED MAY 2000)
Introduction
The physician assistant 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 physician assistants 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. Physician assistants 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.
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.
Page 15 of 206
Statement of Values of the Physician Assistant Profession
•
•
•
•
•
•
•
•
•
•
•
Physician assistants hold as their primary responsibility the health, safety, welfare, and
dignity of all human beings;
Physician assistants uphold the tenets of patient autonomy, beneficence,
nonmaleficence, and justice;
Physician assistants recognize and promote the value of diversity;
Physician assistants treat equally all persons who seek their care;
Physician assistants hold in confidence the information shared in the course of
practicing medicine;
Physician assistants assess their personal capabilities and limitations, striving always
to improve their medical practice;
Physician assistants actively seek to expand their knowledge and skills, keeping
abreast of advances in medicine;
Physician assistants work with other members of the health care team to provide
compassionate and effective care of patients;
Physician assistants use their knowledge and experience to contribute to an improved
community;
Physician assistants respect their professional relationship with physicians;
Physician assistants share and expand knowledge within the profession.
CONDUCT FOR THE PHYSICIAN ASSISTANT PROFESSION
THE PA AND PATIENT
PA Role and Responsibilities
Physician assistant practice flows out of a unique relationship that involves the PA, the
physician, and the patient. The individual patient–PA relationship is based on mutual respect
and an agreement to work together regarding medical care.
In addition, PAs practice medicine with physician supervision; therefore, the care that a PA
provides is an extension of the care of the supervising physician. The patient–PA relationship
is also a patient–PA–physician relationship. The principal value of the physician assistant
profession is to respect the health, safety, welfare, and dignity of all human beings. This
concept is the foundation of the patient–PA relationship. Physician assistants have an ethical
obligation to see that each of their patients receives appropriate care. PAs should be sensitive
to the beliefs and expectations of the patient. PAs should recognize that each patient is unique
and has an ethical right to self-determination.
While PAs are not expected to ignore their own personal values, scientific or ethical standards,
or the law, they should not allow their personal beliefs to restrict patient access to care. A PA
has an ethical duty to offer each patient the full range of information on relevant
options for their health care. If personal moral, religious, or ethical beliefs prevent a PA from
offering the full range of treatments available or care the patient desires, the PA has an ethical
duty to refer a patient to another qualified provider. That referral should not restrict a patient’s
access to care. PAs are obligated to care for patients in emergency situations and to
responsibly transfer patients if they cannot care for them.
Page 16 of 206
Cost Containment
Cost containment and resource allocation policies can present particular ethical challenges to
clinicians. Physician assistants should always act in the best interests of their patients and as
advocates when necessary. PAs should actively resist policies that restrict free exchange of
medical information. For example, a PA should not withhold information about treatment
options simply because the option is not covered by insurance. PAs should inform patients of
financial incentives to limit care, use resources in a fair and efficient way, and avoid
arrangements or financial incentives that conflict with the patient’s best interests.
THE PA AND DIVERSITY
The physician assistant should respect the culture, values, beliefs, and expectations of the
patient.
Discrimination
Physician assistants should not discriminate against classes or categories of patients in the
delivery of needed health care. Such classes and categories include gender, color, creed, race,
religion, age, ethnic or national origin, political beliefs, nature of illness, disability,
socioeconomic status, or sexual orientation.
Initiation and Discontinuation of Care
In the absence of a preexisting patient–PA relationship, the physician assistant is under no
ethical obligation to care for a person unless no other provider is available. A PA is morally
bound to provide care in emergency situations and to arrange proper follow-up. PAs should
keep in mind that contracts with health insurance plans might define a legal obligation to
provide care to certain patients. A physician assistant and supervising physician may
discontinue their professional relationship with an established patient as long as proper
procedures are followed. The PA and physician should provide the patient with adequate
notice, offer to transfer records, and arrange for continuity of are if the patient has an ongoing
medical condition. Discontinuation of the professional relationship should be undertaken only
after a serious attempt has been made to clarify and understand the expectations and concerns
of all involved parties.
If the patient decides to terminate the relationship, they are entitled to access appropriate
information contained within their medical record.
Informed Consent
Physician assistants have a duty to protect and foster an individual patient’s free and informed
choices. The doctrine of informed consent means that a PA provides adequate information that
is comprehendible to a competent patient or patient surrogate. At a minimum, this should
include the nature of the medical condition, the objectives of the proposed treatment, treatment
options, possible outcomes, and the risks involved. PAs should be committed to the concept
of shared decision making, which involves assisting patients in making decisions that account
for medical, situational, and personal factors.
In caring for adolescents, the PA should understand all of the laws and regulations in his or
her jurisdiction that are related to the ability of minors to consent to or refuse health care.
Adolescents should be encouraged to involve their families in health care decision making.
The PA should also understand consent laws pertaining to emancipated or mature minors (See
the section on Confidentiality).
Page 17 of 206
When the person giving consent is a patient’s surrogate, a family member, or other legally
authorized representative, the PA should take reasonable care to assure that the decisions
made are consistent with the patient’s best interests and personal preferences, if known. If the
PA believes the surrogate’s choices do not reflect the patient’s wishes or best interests, the
PA should work to resolve the conflict. This may require the use of additional resources, such
as an ethics committee.
Confidentiality
Physician assistants should maintain confidentiality. By maintaining confidentiality, PAs
respect patient privacy and help to prevent discrimination based on medical conditions. If
patients are confident that their privacy is protected, they are more likely to seek medical care
and more likely to discuss their problems candidly. In cases of adolescent patients, family
support is important but should be balanced with the patient’s need for confidentiality and the
PA’s obligation to respect their emerging autonomy. Adolescents may not be of age to make
independent decisions about their health, but providers should respect that they soon will be.
To the extent they can, PAs should allow these emerging adults to participate as fully as
possible in decisions about their care. It is important that PAs be familiar with and understand
the laws and regulations in their jurisdictions that relate to the confidentiality rights of
adolescent patients (See the section on Informed Consent.)
Any communication about a patient conducted in a manner that violates confidentiality is
unethical. Because written, electronic, and verbal information may be intercepted or overheard,
the PA should always be aware of anyone who might be monitoring communication about a
patient. PAs should choose methods of storage and transmission of patient information that
minimize the likelihood of data becoming available to unauthorized persons or organizations.
Computerized record keeping and electronic data transmission present unique challenges that
can make the maintenance of patient confidentiality difficult. PAs should advocate for policies
and procedures that secure the confidentiality of patient information.
The Patient and the Medical Record
Physician assistants have an obligation to keep information in the patient’s medical record
confidential. Information should be released only with the written permission of the patient or
the patient’s legally authorized representative. Specific exceptions to this general rule may
exist (e.g., workers compensation, communicable disease, HIV, knife/gunshot wounds, abuse,
and substance abuse). It is important that a PA be familiar with and understands the laws and
regulations in his or her jurisdiction that relate to the release of information. For example,
stringent legal restrictions on release of genetic test results and mental health records often
exist. Both ethically and legally, a patient has certain rights to know the information contained
in his or her medical record. While the chart is legally the property of the practice or the
institution, the information in the chart is the property of the patient. Most states have laws that
provide patients access to their medical records. The PA should know the laws and facilitate
patient access to the information.
Disclosure
A physician assistant should disclose to his or her supervising physician information about
errors made in the course of caring for a patient. The supervising physician and PA should
disclose the error to the patient if such information is significant to the patient’s interests and
well being. Errors do not always constitute improper, negligent, or unethical behavior, but
failure to disclose them may.
Page 18 of 206
Care of Family Members and Co-workers
Treating oneself, co-workers, close friends, family members, or students whom the physician
assistant supervises or teaches may be unethical or create conflicts of interest. For example,
it might be ethically acceptable to treat one’s own child for a case of otitis media but it probably
is not acceptable to treat one’s spouse for depression.
PAs should be aware that their judgment might be less than objective in cases involving
friends, family members, students, and colleagues and that providing “curbside” care might
sway the individual from establishing an ongoing relationship with a provider. If it becomes
necessary to treat a family member or close associate, a formal patient-provider relationship
should be established, and the PA should consider transferring the patient’s care to another
provider as soon as it is practical. If a close associate requests care, the PA may wish to assist
by helping them find an appropriate provider.
There may be exceptions to this guideline, for example, when a PA runs an employee health
center or works in occupational medicine. Even in those situations, the PA should be sure they
do not provide informal treatment, but provide appropriate medical care in a formally
established patient-provider relationship.
Genetic Testing
Evaluating the risk of disease and performing diagnostic genetic tests raise significant ethical
concerns. Physician assistants should be informed about the benefits and risks of genetic
tests. Testing should be undertaken only after proper informed consent is obtained. If PAs
order or conduct the tests, they should assure that appropriate pre-and post-test counseling is
provided. PAs should be sure that patients understands the potential consequences of
undergoing genetic tests − from impact on patients themselves, possible implications for other
family members, and potential use of the information by insurance companies or others who
might have access to the information. Because of the potential for discrimination by insurers,
employers, or others, PAs should be particularly aware of the need for confidentiality
concerning genetic test results.
Reproductive Decision Making
Patients have a right to access the full range of reproductive health care services, including
fertility treatments, contraception, sterilization, and abortion. Physician assistants have an
ethical obligation to provide balanced and unbiased clinical information about reproductive
health care. When the PA's personal values conflict with providing full disclosure or providing
certain services such as sterilization or abortion, the PA need not become involved in that
aspect of the patient's care. By referring the patient to a qualified provider who is willing to
discuss all treatment options and perform those services, the PA fulfills their ethical obligation
to ensure the patient’s access to all legal options.
End of Life
Among the ethical principles that are fundamental to providing compassionate care at the end
of life, the most essential is recognizing that dying is a personal experience and part of the life
cycle. Physician Assistants should provide patients with the opportunity to plan for end of life
care. Advance directives, living wills, durable power of attorney, and organ donation should be
discussed during routine patient visits. PAs should assure terminally-ill patients that their
dignity is a priority and that relief of physical and mental suffering is paramount. PAs should
exhibit non-judgmental attitudes and should assure their terminally-ill patients that they will not
be abandoned. To the extent possible, patient or surrogate preferences should be honored,
using the most appropriate measures consistent with their choices, including alternative and
Page 19 of 206
non-traditional treatments. PAs should explain palliative and hospice care and facilitate patient
access to those services.
End of life care should include assessment and management of psychological, social, and
spiritual or religious needs. While respecting patients’ wishes for particular treatments when
possible, PAs also must weigh their ethical responsibility, in consultation with supervising
physicians, to withhold futile treatments and to help patients understand such medical
decisions. PAs should involve the physician in all near-death planning. The PA should only
withdraw life support with the supervising physician's agreement and in accordance with the
policies of the health care institution.
THE PA AND INDIVIDUAL PROFESSIONALISM
Conflict of Interest
Physician assistants should place service to patients before personal material gain and should
avoid undue influence on their clinical judgment. Trust can be undermined by even the
appearance of improper influence. Examples of excessive or undue influence on clinical
judgment can take several forms. These may include financial incentives, pharmaceutical or
other industry gifts, and business arrangements involving referrals. PAs should disclose any
actual or potential conflict of interest to their patients.
Acceptance of gifts, trips, hospitality, or other items is discouraged. Before accepting a gift or
financial arrangement, PAs might consider the guidelines of the Royal College of Physicians,
“Would I be willing to have this arrangement generally known?” or of the American College of
Physicians, “What would the public or my patients think of this arrangement?”
Professional Identity
Physician assistants should not misrepresent directly or indirectly, their skills, training,
professional credentials, or identity. Physician assistants should uphold the dignity of the PA
profession and accept its ethical values.
Competency
Physician assistants should commit themselves to providing competent medical care and
extend to each patient the full measure of their professional ability as dedicated, empathetic
health care providers. PAs should also strive to maintain and increase the quality of their health
care knowledge, cultural sensitivity, and cultural competence through individual study and
continuing education.
Sexual Relationships
It is unethical for physician assistants to become sexually involved with patients. It also may
be unethical for PAs to become sexually involved with former patients or key third parties. Key
third parties are individuals who have influence over the patient. These might include spouses
or partners, parents, guardians, or surrogates. Such relationships generally are unethical
because of the PA’s position of authority and the inherent imbalance of knowledge, expertise,
and status. Issues such as dependence, trust, transference, and inequalities of power may
lead to increased vulnerability on the part of the current or former patients or key third parties.
Gender Discrimination and Sexual Harassment
It is unethical for physician assistants to engage in or condone any form of gender
discrimination. Gender discrimination is defined as any behavior, action, or policy that
adversely affects an individual or group of individuals due to disparate treatment, disparate
Page 20 of 206
impact, or the creation of a hostile or intimidating work or learning environment. It is unethical
for PAs to engage in or condone any form of sexual harassment. Sexual harassment is defined
as unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct
of a sexual nature when:
•
•
•
Such conduct has the purpose or effect of interfering with an individual's work or
academic performance or creating an intimidating, hostile or offensive work or
academic environment; or
Accepting or rejecting such conduct affects or may be perceived to affect professional
decisions concerning an individual; or
Submission to such conduct is made either explicitly or implicitly a term or condition of
an individual's training or professional position.
THE PA AND OTHER PROFESSIONALS
Team Practice
Physician assistants should be committed to working collegially with other members of the
health care team to assure integrated, well-managed, and effective care of patients. PAs
should strive to maintain a spirit of cooperation with other health care professionals, their
organizations, and the general public.
Illegal and Unethical Conduct
Physician assistants should not participate in or conceal any activity that will bring discredit or
dishonor to the PA profession. They should report illegal or unethical conduct by health care
professionals to the appropriate authorities.
Impairment
Physician assistants have an ethical responsibility to protect patients and the public by
identifying and assisting impaired colleagues. “Impaired” means being unable to practice
medicine with reasonable skill and safety because of physical or mental illness, loss of motor
skills, or excessive use or abuse of drugs and alcohol. PAs should be able to recognize
impairment in physician supervisors, PAs, and other health care providers and should seek
assistance from appropriate resources to encourage these individuals to obtain treatment.
PA–Physician Relationship
Supervision should include ongoing communication between the physician and the physician
assistant regarding patient care. The PA should consult the supervising physician whenever it
will safeguard or advance the welfare of the patient. This includes seeking assistance in
situations of conflict with a patient or another health care professional.
Complementary and Alternative Medicine
When a patient asks about an alternative therapy, the PA has an ethical obligation to gain a
basic understanding of the alternative therapy being considered or being used and how the
treatment will affect the patient. If the treatment would harm the patient, the PA should work
diligently to dissuade the patient from using it, advise other treatment, and perhaps consider
transferring the patient to another provider.
Page 21 of 206
THE PA AND THE HEALTH CARE SYSTEM
Workplace Actions
Physician assistants may face difficult personal decisions to withhold medical services when
workplace actions (e.g., strikes, sick-outs, slowdowns, etc.) occur. The potential harm to
patients should be carefully weighed against the potential improvements to working conditions
and, ultimately, patient care that could result. In general, PAs should individually and
collectively work to find alternatives to such actions in addressing workplace concerns.
PAs as Educators
All physician assistants have a responsibility to share knowledge and information with patients,
other health professionals, students, and the public. The ethical duty to teach includes effective
communication with patients so that they will have the information necessary to participate in
their health care and wellness.
PAs and Research
The most important ethical principle in research is honesty. This includes assuring subjects’
informed consent, following treatment protocols, and accurately reporting findings. Fraud and
dishonesty in research should be reported so that the appropriate authorities can take action.
Physician assistants involved in research must be aware of potential conflicts of interest. The
patient's welfare takes precedence over the desired research outcome. Any conflict of interest
should be disclosed.
In scientific writing, PAs should report information honestly and accurately. Sources of funding
for the research must be included in the published reports. Plagiarism is unethical.
Incorporating the words of others, either verbatim or by paraphrasing, without appropriate
attribution is unethical and may have legal consequences. When submitting a document for
publication, any previous publication of any portion of the document must be fully disclosed.
PAs as Expert Witnesses
The physician assistant expert witness should testify to what he or she believes to be the truth.
The PA’s review of medical facts should be thorough, fair, and impartial.
The PA expert witness should be fairly compensated for time spent preparing, appearing, and
testifying. The PA should not accept a contingency fee based on the outcome of a case in
which testimony is given or derive personal, financial, or professional favor in addition to
compensation.
THE PA AND SOCIETY
Lawfulness
Physician assistants have the dual duty to respect the law and to work for positive change to
laws that will enhance the health and well being of the community.
Executions
Physician assistants, as health care professionals, should not participate in executions
because to do so would violate the ethical principle of beneficence.
Access to Care / Resource Allocation
Physician assistants have a responsibility to use health care resources in an appropriate and
efficient manner so that all patients have access to needed health care. Resource allocation
Page 22 of 206
should be based on societal needs and policies, not the circumstances of an individual patient–
PA encounter. PAs participating in policy decisions about resource allocation should consider
medical need, cost-effectiveness, efficacy, and equitable distribution of benefits and burdens
in society.
Community Well Being
Physician assistants should work for the health, well being, and the best interest of both the
patient and the community. Sometimes there is a dynamic moral tension between the well
being of the community in general and the individual patient. Conflict between an individual
patient’s best interest and the common good is not always easily resolved. In general, PAs
should be committed to upholding and enhancing community values, be aware of the needs
of the community, and use the knowledge and experience acquired as professionals to
contribute to an improved community.
CONCLUSION
The American Academy of Physician Assistants recognizes its responsibility to aid the PA
profession as it strives to provide high quality, accessible health care. Physician assistants
wrote these guidelines for themselves and other physician assistants. The ultimate goal is to
honor patients and earn their trust while providing the best and most appropriate care possible.
At the same time, PAs must understand their personal values and beliefs and recognize the
ways in which those values and beliefs can impact the care they provide.4
4
American Academy of Physician Assistants. Guidelines for ethical conduct for the physician assistant
profession. Available at: http://www.aapa.org/policy/23-EthicalConduct.pdf (Accessed on: July 17, 2007).
Page 23 of 206
II.
ATTENDANCE ISSUES
ATTENDANCE IN THE DIVISION OF PHYSICIAN ASSISTANT STUDIES
The physician assistant curriculum is by definition intense and rigorous. It is not possible for
the student to obtain all the necessary information and knowledge only by attending lectures.
However, it is also not possible for the student to gain sufficient knowledge and understanding
of the material at hand without attending all classes, practice groups, seminars, clinical
rotations, clinical experiences and the like. Your absence in the clinical year may disrupt the
activities of the entire clinical team. In the clinical year, you are a real participant in the work of
your service. If you are not there, someone else must stay and complete your work or else
patient care may well be jeopardized.
Clinical year students are required to spend a minimum of 35 hours a week at the clinical site.
This is a requirement of the Accreditation Review Commission on Education of the Physician
Assistant, Inc. (ARC-PA). There is no maximum amount of time that students may spend at
the clinical site. The American Council on Graduate Medical Education (ACGME) sets policies
governing work hours of interns and residents, who are employees of the hospital or medical
center. These policies do not apply to students.
ABSENCE FROM CLINICAL ROTATIONS
Each student has five authorized absences for illness only over the entire clinical year.
These days are not to be considered:
 Free days;
 “Days in the bank”;
 Personal days.
They are available only in the event that you are ill and must miss clinical rotation. After the
five days have been exhausted, all other time must be made up. Please note that it is possible
to take a leave of absence should your health require you to do so. A note from a medical
practitioner is required for any personal illness of two (2) days or more.
If you are unable to report to your clinical site for any reason, you are required to call the clinical
preceptor before the time you are expected to report to the site. You must also call the Director
of Clinical Education of the Division of Physician Assistant Studies at (718) 488-1505 by 9 AM.
If the Director of Clinical Education is unavailable, you must speak with some other member
of the faculty. You may not leave a message with the Administrative Assistant. You may
not contact the preceptor or the faculty via electronic mail, nor may you have another
student call on your behalf. Failure to report an absence in the correct manner will mean
that the absence will be considered unexcused.
UNEXCUSED ABSENCES
A student whose absence is considered by the faculty of the Division of Physician Assistant
Studies to be either unexcused or unauthorized will be required to make up two days for each
day lost from the clinical rotation. Such behavior may also result in other disciplinary measures.
Page 24 of 206
ABSENCE DUE TO DEATH IN THE FAMILY
In the event that you must attend a funeral for a member of your immediate family, you will be
granted up to three days absence from clinical rotations. In this case, “immediate family” is
defined as: a spouse or partner, children, stepchildren, parents, step-parents, parents-in-law,
siblings, grandparents, grandparents-in-law, and grandchildren or step-grandchildren. In the
event of such a death, the student must submit the following information to the Director of
Clinical Education in writing (electronic mail is acceptable):
 name of the deceased;
 name, address, and telephone number of funeral home, church, synagogue, or temple
where service is being held;
 name and telephone number of funeral director or clergyperson officiating at service;
 funeral date;
 relationship of the deceased to the student.
The student is responsible for notifying both the clinical preceptor and the Director of Clinical
Education by telephone in the manner noted above.
ABSENCE DUE TO RELIGIOUS OBSERVANCE
A student may miss time from the clinical rotation for religious observance of holy days with
permission of the Director of Clinical Education and of the clinical preceptor. All time must be
made up. In certain circumstances, the Director of Clinical Education may require a note from
a clergyperson certifying that the student is known to the clergyperson, and that the particular
date is indeed a holy day in the particular religion of the clergyperson and student.
ABSENCE DUE TO PERSONAL BUSINESS
Students are to make every effort to conduct personal business (medical appointments, work
done on one’s home, automobile service, etc.) at a time when the student is not at the clinical
site or attending end-of-rotation meetings or other Division-related events at which attendance
is mandatory. However, if such an appointment is unavoidable, the student must make
arrangements with the Director of Clinical Education. Documentation of the appointment may
be required.
LEAVES OF ABSENCE
Students may apply for leaves of absence due to medical or personal reasons by speaking
with the Director of Clinical Education. Depending on the nature of the request, students may
need to speak with the Division Director or, in rare cases, with the Dean of the School of Health
Professions. Students must complete the PA curriculum no later than twenty two (22) months
after beginning the clinical year. Leaves of absence are not automatically granted. A leave will
not be granted because of a student’s upcoming wedding.
HOLIDAYS AND ACADEMIC CALENDAR
The Division of Physician Assistant Studies publishes two separate academic calendars each
year for didactic and clinical year students. Students are not expected to attend clinical
Page 25 of 206
rotations on holidays or vacation periods noted on the academic calendar. Students may make
up time on holidays or vacations when prior arrangements have been made with the clinical
preceptor and the Director of Clinical Education.
WEATHER-RELATED EMERGENCIES
Students should check the LIU website (www.liu.edu) to determine the status of University
events and classes in the event of severe weather or other emergencies. Students may also
call the LIU main number at (718 )488-1000 to determine if the University is closed. If the
University is closed, students are excused from clinical rotations. Students should inform their
clinical preceptors by telephone of the reason for the absence by 9 AM on the day of the
absence. Students may elect to attend rotations in the event of weather-related emergencies
if the student wishes to do so, and if the student can safely travel to the site and to home again.
WORK POLICIES
In order to maximize the clinical learning environment and to adhere to the Accreditation
Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) Accreditation
Standards for Physician Assistant Education Guidelines, students must not be used to
substitute for regular clinical or administrative staff while on clinical rotations, nor may they be
used to accept payment for services rendered in connection with the performance on their
rotations. Students must notify the Program office immediately if they are put in such a position,
or if they have any questions or other concerns regarding this policy. According to the
Standards of the Accreditation Review Commission on Education for the Physician Assistant,
Inc. (ARC-PA), students may not be required to work for the Division of Physician Assistant
Studies. In addition, any student considering in engaging in gainful employment, or who is
already doing so during his or her time in the Program, must make the Program Director aware
of his or her employment. The appropriateness of such employment will be reviewed by the
Program Director with the student in light of the student’s personal academic history.
STUDENT CERTIFICATION
Each student must have a valid American Heart Association Basic Life Support for Healthcare
Providers card while enrolled in the Division of Physician Assistant Studies. Recertification
must be maintained during the complete course of the program and is required for the clinical
year.
All students are also required to be certified in Advanced Cardiac Life Support (ACLS) to attend
clinical rotations. Students are responsible for obtaining such certification. This course may not
be offered on the LIU campus. There is an additional fee for the ACLS class to be paid by the
student.
STUDENT RECORDS
In accordance with University policy and the Family Educational Rights and Privacy Act of
1974, the University and Division of Physician Assistant Studies provides students access to
their records.
Page 26 of 206
BACKGROUND CHECKS, CRIMINAL RECORDS AND DRUG TESTING
Many of our clinical/field experience affiliates now require the completion of criminal
background checks and/or drug testing for employees, volunteers and students affiliated with
the site. Therefore, LIU students who will participate in a clinical/field experience may be asked
to undergo a criminal background check, and/or a drug screen. A criminal conviction and/or
the use of illegal drugs may impede your progress in your chosen field of study. Students
desiring to enroll and remain in the School of Health Professions should be aware that our
clinical/field affiliates can reject or remove a student from the site if a criminal record is
discovered or if a drug test is positive. In the event that a student is rejected from a clinical/field
site due to information contained in the criminal background check, or drug screen, you may
be unable to complete a required clinical/field experience. If you are unable to complete
program requirements, you may be advised to withdraw from the program. If a clinical affiliate
requires a background checks and/or drug testing:

The student has the responsibility to fulfill the appropriate requirements of the clinical
site and absorb all costs associated with these checks if they are not covered by the
clinical site.
In addition, students seeking to enter into and remain in health and human service professions
should be aware that the presence of a criminal record can result in the refusal of licensing/
certification/registration agencies to issue the credential needed to practice in that field of
study. Students are urged to contact the pertinent state and/or federal licensing board to inquire
whether a criminal record will have an impact on your eligibility to obtain licensure or
certification.
ADVANCED STANDING
The Division of Physician Assistant Studies of Long Island University does not grant advanced
placement, give credit for required Medical Science (MS) and Health Science (HS) courses, or
accept transfer of credit for Medical Science (MS) or Health Science (HS) courses. Previous
experience with direct patient care is required for admission, but no academic credit is granted
for such prior experience.
TECHNICAL STANDARDS
The technical standards for admission developed by the Division of Physician Assistant
Studies have been written so as to establish the qualities needed to develop and achieve the
levels of competency required of physician assistants. All students are expected to
demonstrate competency in the technical standards that appear below. Every student admitted
to the Division of Physician Assistant Studies is expected to be able to meet these standards
through both years of the curriculum. In the event that the student is unable to meet these
standards, the student may be dismissed from the Division of Physician Assistant Studies.
Candidates for admission to the Division of Physician Assistant Studies must meet the
following Technical Standards:
1. Observation: The ability to observe is required for demonstrations, visual
presentations in lectures and laboratories, laboratory evidence and microbiological
cultures, microscopic studies of microorganisms and tissues in normal and
Page 27 of 206
pathological states. A candidate must be able to observe patients accurately and
completely, both closely and from a distance. Observation requires functional vision
and somatic sensation and is enhanced by a sense of smell.
2. Communication: A candidate should be able to speak, hear, and observe patients in
order to elicit information, perceive non-verbal communications, and describe
changes in mood, activity and posture. The candidate must be able to communicate
effectively and sensitively with patients including not only through speech but also
through reading and writing. Communication in oral and written form with the health
care team must be effective and efficient.
3. Motor: A candidate should have sufficient motor function to elicit information from
patients by palpation, auscultation and percussion, as well as carry out diagnostic
maneuvers. A candidate should have motor function sufficient to execute movements
reasonably required to provide general care and emergency treatment to patients.
Such skills require coordination of gross and fine muscular movements, equilibrium
and sensation.
4. Intellectual-Conceptual, Integrative and Quantitative Abilities: Problem solving
is a critical skill demanded of physician assistants; this skill requires all these
abilities. The candidate must also be able to comprehend three-dimensional
relationships as well as the spatial relationship of structures.
5. Behavioral and Social Attributes: A candidate must have sufficient emotional
health to fully use his or her intellectual ability, to exercise good judgment, complete
all responsibilities, and attend to the diagnosis and care of patients.
A candidate must be able to develop mature, sensitive and effective relationships with patients
and colleagues. A candidate must be able to tolerate physical and emotional stress and
continue to function effectively. A candidate must possess qualities of adaptability, flexibility
and be able to function in the face of uncertainty. He or she must have a high level of
compassion for others, motivation to serve, integrity, and a consciousness of social values. A
candidate must possess sufficient interpersonal skills to interact positively with people from all
levels of society, all ethnic backgrounds, and all belief systems.
The faculty of the Division of Physician Assistant Studies recognizes its responsibility to
present candidates for the PA certificate who have the knowledge and skills to function in a
broad variety of clinical situations and to render a wide spectrum of patient care. The
responsibility for these technical standards is primarily placed on the Admissions Committee
of the Division of Physician Assistant Studies to select entering PA students who will be the
candidates for the PA certificate and degree.
NOTIFICATION OF ADVERSE ACTIONS
Students are required to inform the Division faculty of any adverse actions that occur while
enrolled in the professional phase of the Program, including but not limited to:




Suspension or revocation of licenses;
Cancellation of malpractice insurance;
Arrests and/or misdemeanor/felony convictions, including DUI;
Notification of legal action in a malpractice case.
Page 28 of 206
III. ACADEMIC AND PROFESSIONAL GUIDELINES AND
POLICIES FOR CLINICAL YEAR PA STUDENTS
Introduction
During the clinical year, the student will have the opportunity to demonstrate the knowledge
and skills acquired during the didactic year of the curriculum. Students will be assigned to an
educational setting, which will promote the development of a greater understanding of the
medical environment and patient management skills.
The responsibility entrusted to the student is significant. Therefore, commitment to a high level
of professionalism, clinical skills and knowledge is an integral part of the student’s obligation
to one’s patients, preceptors, faculty, the profession, and oneself. It is believed that medicine,
law and the ministry were the first professions recognized as such in Western civilization.
These three honored professions still have a great deal in common. Among these
commonalities is the commitment to the concept of accountability. Medical professionals are
expected to conform to certain behaviors. The physician assistant student in the clinical year
is expected to demonstrate such professional behavior. You will find many examples and
standards of professional behavior in this handbook. The student is expected to be completely
cognizant of these criteria on which he or she will be evaluated. The importance of attendance,
punctuality, team participation, motivation for learning, ability to accept criticism, and
recognition of personal and professional limitations cannot be stressed enough. At no other
time during your professional career are you likely to be exposed to the variety of medical
experiences available to you this y0065ar. It is up to you to make the most of this opportunity.
PERFORMANCE EXPECTATIONS IN THE CLINICAL YEAR
On each clinical rotation, the student will be evaluated by at least one clinical preceptor. The
evaluation completed by the preceptor is the basis for the largest component of the student’s
grade for the clinical rotation.
The clinical evaluation is composed of the following criteria:
Fund of Knowledge
The student will demonstrate extensive and well-applied knowledge. The student knows the
mechanisms of disease, as well as clinical signs and symptoms associated with diseases; the
student is able to integrate information into clinical diagnosis.
Data Acquisition
A. History Skills: The student will gather data in a logical, thorough and reliable manner. The
student will establish a broad base of information about the patient.
B. Physical Examination: The student will perform a complete and accurate physical exam
in a compassionate manner. The student relates clinical findings to altered physiology. The
student will establish a complete, prioritized differential diagnosis.
Data Interpretation (Problem - Solving): Differential Diagnosis
The student will identify the patient’s problems in order of importance. The student will elicit
both obvious and subtle findings.
Page 29 of 206
Development of Diagnostic and Treatment Plans
The student will provide appropriate sequence of testing and therapeutic recommendations,
considering the patient’s age, gender, lifestyle, genetics, and comorbidities. The student will
involve the patient and his or her family in planning.
Patient Care and Follow-up
The student will seek results of tests, and will communicate results in chart notes; by reporting
them to the clinical team, and to the patient and his or her family, if the patient so desires. The
student will re-evaluate the plan of management accordingly. The student re-evaluates the
patient’s clinical condition. The student will conduct an additional history and physical
examination as needed in the process of re-evaluating the patient’s condition and progress
Relationship with Patients
The student always shows integrity, respect, compassion and empathy to patients. The student
will establish trust in his or her relationships with all patients. The student’s primary concern
will always be for the patient’s welfare. The student maintains credibility and an excellent
rapport with patients and their families; the student respects the patient’s needs for information
as well as the patient’s personal preferences.
Relationship with Clinical Team
The student participates actively in discussions and works with clinical team at all levels. The
student has excellent rapport with peers; the student maintains collegiality and demonstrates
respect for peers, teachers and the staff. The student will be friendly, trustworthy, and
interested in the welfare of the group.
Reliability
The student will be present and on time for all clinical activities and teaching sessions. The
student will prepare materials for presentation. The student will communicate clinical
information in a timely fashion. The student readily takes on additional assignments and stays
late when extra help is needed for patient care or other tasks.
Effort to Learn
The student will be self-motivated to acquire knowledge about all aspects of medicine. The
student will not limit his or her interest to only specific cases. The student will demonstrate
excellent use of available resources, including specialty texts, journals, Medline, and the
like. The student will be aware of his or her own strengths and weaknesses. The student will
direct his or her own learning agenda. The student is able to think and to work independently.
Professionalism and Integrity
The student will be responsible, reliable, and committed. The student is respectful and honest
in professional situations. The student will maintain high standards for his or her own self and
for others. The student establishes trust. The student always demonstrates respect,
compassion and empathy for all individuals. The student will readily accept the rights and
opinions of others and will do so without judgment or prejudice. The student will respect the
privacy and trust of patients.
Page 30 of 206
ATTENDANCE AND PUNCTUALITY
The student will be consistently present and on time. The student will arrive sufficiently early
at the clinical site so as to begin work at the scheduled time and place. The student will begin
assignments on time and will be willing to stay late to complete assignments, The student will
understand that the practice of medicine cannot be limited to particular hours; thus, when
patient care needs are such that extra help is required, the student will be willing to remain at
the site past the assigned hour. The student will understand that flexibility is an important part
of professional behavior in the senior year and in one’s career as a physician assistant.
SCORING
Each of the attributes listed above is graded on a letter scale, ranging from a score of (D),
meaning Unsatisfactory, to a score of five (A), meaning Outstanding. A student who has
performed acceptably should receive a score of (C). All attributes are equally weighted.
GENERAL POLICY REGARDING PHOTOGRAPHY, COPYING ETC.
PA student may not take photographs of items on PA Studies bulletin boards, including: exam
and class schedules, posted grades, and any all other materials. PA student may not take
photographs of patients, body parts, cadavers, etc. unless directly ordered to do so by an
attending physician for use in direct patient care or research, and while under the direct
supervision of the attending physician and/or his or her delegate. At no time may any PA
student reproduce or copy for his or her own personal use (social networking sites, photo
albums, scrapbooks, etc.) any image of a patient, body part or cadaver taken from a clinical
site.
Page 31 of 206
CLINICAL ROTATIONS
The clinical year includes ten (10) clinical rotations. Of these, seven (7) are in required
disciplines. Each rotation is five (5) weeks in length.
Clinical Course Number
MS 601
MS 602
Clinical Rotation
Internal Medicine
Surgery
MS 603
Pediatrics
MS 604
Family Medicine
MS 605
Emergency Medicine
MS 606
Obstetrics and Gynecology
MS 607
Behavioral Medicine
MS 608
Internal Medicine Elective
MS 609
Surgical Elective
MS 610
Clinical Elective
There are many hospitals, outpatient facilities, private practices and long-term care facilities
that serve as clinical education sites for the Division of Physician Assistant Studies. The
Division faculty reserve the right to assign or remove a student from any clinical site. Students
are not required to supply their own preceptor or clinical sites for required clinical rotations.
CLINICAL ELECTIVES (MS 608, MS 609, MS 610)
There are three (3) clinical elective rotations, Internal Medicine Elective (MS 608), Surgical
Elective (MS 609), and Clinical Elective (MS 610), which are required courses. The purpose
of the elective rotations is to expand the student’s fund of knowledge and experience in the
fields of medicine and surgery while also allowing each student an opportunity to select
rotations in areas of special interest to him or her. Specific assignments of elective rotations
are based upon approval of the Director of Clinical Education as well as the availability of sites.
The Internal Medicine Elective may be taken in general internal medicine or in a specialty of
internal medicine, including but not limited to: allergy and immunology, cardiology, critical care,
dermatology, endocrinology, geriatrics, hematology, infectious diseases, nephrology,
neurology, oncology, pulmonology, psychiatry, radiology, or rheumatology.
The Surgical Elective may be taken in general surgery or in a specialty of surgery, including
but not limited to: anesthesiology, bariatric surgery, cardiothoracic surgery, neurosurgery,
oncological surgery, orthopedic surgery, pathology, plastic and reconstructive surgery,
transplant surgery, or trauma and surgical critical care.
The Clinical Elective may be taken in any field of medicine or surgery. All electives are subject
to approval by the Director of Clinical Education.
Page 32 of 206
EXTERNAL ROTATIONS
In some cases, the student may arrange a clinical elective rotation and/or one of the required
core clinical courses or rotations with a private practice, hospital, or long-term care facility with
which the Division does not currently have an affiliation agreement. If the student wishes to
rotate at an external site, it is the student’s responsibility to:
 Make contact with a physician (MD or DO) or physician assistant who is willing to serve
as the clinical preceptor;
 Obtain a letter of agreement (not in email) from the prospective clinical preceptor
stating his or her willingness and ability to serve as a clinical preceptor, to provide a
clinical learning experience which will meet the course objectives, and to abide by the
Guidelines and Policies of the Division of Physician Assistant Studies;
 Provide the Director of Clinical Education with all relevant data so that a clinical contract
may be prepared with the practice or institution;
 To do so well in advance of the expected time of the clinical rotation (e.g., six months
in advance).
It is also incumbent upon the student and prospective clinical preceptor to assure the Division
that:
 The preceptor is not a relative or a future in-law of the student;
 The preceptor or facility is not a former employer of the student;
 The student’s spouse, partner, or future spouse is not employed by the preceptor or
the facility.
In no case will a student be permitted to spend more than one clinical rotation at an external
site. An elective rotation requires that the student have the requisite maturity to function at an
appropriate level when away from the University. Therefore, the faculty of the Division of
Physician Assistant Studies reserves the right to decline a student’s request for an external
rotation.
RANGE OF CLINICAL EXPERIENCES
Clinical learning experiences may vary from site to site and from student to student. At some
sites, the student may be permitted a full range of participation in all patient care activities. At
other sites, there may be restrictions imposed on students regarding: access to electronic
medical records; laboratory results available on computer; chart documentation; clinical
procedures; administration of medication; and required on-call, among others. Restrictions are
usually based on institutional protocols, but some preceptors may restrict a student’s activity if
the preceptor has reservations about the student’s ability or professional conduct.
LEARNING OBJECTIVES
It is the professional obligation of the clinical year student to supplement clinical experiences
with reading from textbooks and other sources of medical information. By developing a
disciplined approach to reading, the student will build upon his or her fund of medical
knowledge that will prepare the student for the end-of-rotation exams, for the PA National
Certifying Examination (PANCE), and for the rest of the student’s professional life as a
physician assistant. The learning objectives are published separately.
Page 33 of 206
CLINICAL YEAR GRADING POLICIES
Each clinical rotation is a course unto itself and each course is graded on the basis of the
following components:
Course
Number
MS 601
MS 602
MS 603
MS 604
MS 605
MS 606
MS 607
MS 608
MS 609
MS 610
Clinical /
Preceptor
Evaluation










H&Ps /
SOAP Notes
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
End-ofRotation
Examination









Research
Paper

Each component is weighted as follows:
Course
Number
MS 601
MS 602
MS 603
MS 604
MS 605
MS 606
MS 607
MS 608
MS 609
MS 610
Clinical /
Preceptor
Evaluation
50%
50%
50%
50%
50%
50%
50%
50%
50%
50%
H&Ps/
SOAP
Notes
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
End-ofRotation
Examination
50%
50%
50%
50%
50%
50%
50%
50%
50%
Research
Paper
50%
Each of these components must be satisfactorily completed in order to achieve a passing
grade of C for the clinical rotation and thus for the course. If the preceptor evaluation form has
not been received by the Director of Clinical Education by the end of the semester, the student
will receive a grade of Incomplete. If the evaluation is received after an Incomplete has been
placed on the transcript, the new grade will appear with the I (for Incomplete) before it.
Page 34 of 206
ACADEMIC PERFORMANCE CRITERIA
To successfully complete a clinical course and to maintain good academic standing in the
clinical year, the student must meet or exceed all of the following criteria.
Physician Assistant Student Tracking (PAST)
In order to ensure that students have access to a variety of clinical experiences during the
clinical year, the Division of Physician Assistant Studies subscribes to the Typhon Group’s
Physician Assistant Student Tracking (PAST) system. This system allows students to submit
data regarding patient encounters, diagnoses, and other information in a secure, paperless
system. Students must enter data within 7 days of the date the patient was seen. If
students do not do so, they will be locked out and will forfeit entry of these data. The Typhon
Group system is monitored by the Division faculty and staff. Students who do not enter patient
data on this system will lose 10 points of the final rotation grade. Students may use personal
digital assistants (PDAs), telephones with styluses or a personal computer to enter data. The
PAST is provided to students free of charge. Every patient seen by the student must be
entered into Typhon for each rotation.
Histories and Physicals / SOAP Notes
The requisite number of these notes must be entered on Typhon by your last day on rotation.
The number and type of required notes varies with each rotation and is specified in the learning
objectives for each rotation. The student must submit notes on a computer. In accordance
with HIPAA, patient names and medical record numbers must not appear anywhere on
H&Ps, SOAP notes, or other documentation submitted to the Division of Physician
Assistant Studies. Failure to submit the required number of notes will result in a deduction
of 10 points from the final rotation grade. Students will have 10 points deducted from their final
grade for not being in compliance with HIPAA standards with regard to H&Ps, SOAP notes,
and other documentation.
End-of-Rotation Examinations
The end-of-rotation examination will cover all material related to the clinical rotation that
appears in the learning objectives for the rotation. Sources of exam questions are not revealed
to students. A grade of 74 is required to pass the clinical rotation. After all examinations are
given, the faculty review the examinations and related statistical scores to determine the
accuracy of the examination, to identify any errors and to correct them.
Failure to sit for the exam, unless due to extenuating circumstances, will result in a grade of
zero (0) and will result in a failure for the rotation. The student taking Clinical Elective (MS 610)
will submit a research paper in lieu of taking an end-of-rotation examination. The research
paper is discussed in detail below.
Policy Regarding Review of Examinations
A student may request to review an examination at any time during the semester in which the
examination was administered. The Division maintains Scantron and other answer forms until
the student has graduated or has separated from the Division. Examinations are shredded
immediately after the examination is administered. As a result, a student requesting a review
Page 35 of 206
will be provided with a copy of the examination other than that used by the student during the
actual test. In all cases, the final arbiter of the grade earned by the student will be the grade
obtained from the Scantron or other answer form.
Failure of the End-of-Rotation Examination or Research Paper
If the student does not pass the examination with a grade of at least 74, the student must sit
for a make-up examination to be taken within 14 calendar days from the date of the original
examination. If the student passes the make-up examination with a grade of 74 or better, the
student will receive a passing grade of 74 for the EOR examination, provided all other course
requirements have been met. If the student fails the make-up examination with a grade less
than 74, the student will receive a grade of F for the rotation.
If the student fails the research paper for Clinical Elective (MS 610), the student will be required
to rewrite a research paper. If the student fails the rewritten paper with a grade of less than 74,
the student will receive a grade of F for the course.
The student who has failed either the make-up examination or the rewritten research paper
will need to repeat the entire rotation and all rotation requirements after completing all other
coursework in the clinical year. This also means that the student will complete the curriculum
at least five weeks after students who have not failed a clinical course. The student will also
have to sit for the PANCE later. The student will also need to pay additional tuition for the
rotation to be repeated. A student may not take more than one make-up examination for the
same rotation. The faculty reserve the right to assign the clinical rotation site to any student
who has failed a clinical rotation.
Failure of Three (3) End-of-Rotation Examinations
A student may not take more than 2 make-up examinations in the clinical year. If a student
fails three end-of-rotation examinations, the student is dismissed from the Division of Physician
Assistant Studies after completing the deceleration application procedure. A student will be
considered for re-application to the clinical year by the faculty if approved. The student will
repeat the entire clinical year, beginning with the next class in September. The decelerating
student will also be placed on academic probation.
Failure of More Than Two (2) Rotations during the Clinical Year
Under no circumstances will a clinical year physician assistant student be permitted to continue
in the clinical year after having received a failing grade in more than two rotations. If a student
has failed more than two rotations, the student must decelerate in the curriculum. This will
require the student to repeat the entire clinical year, beginning with the next class in
September. The decelerating student will also be placed on academic probation.
Page 36 of 206
END-OF-ROTATION MEETINGS
Students are responsible for attending all end-of-rotation meetings, which are almost always
held on the last two days of the rotation. In few instances, the dates may deviate from this
pattern in order to accommodate University or national holidays.
The purpose of end-of-rotation meetings is to:
 to administer end-of-rotation written examinations;
 to conduct case presentations (Clinical Seminar I&II);
 to hold administrative meetings as needed.
In general, the schedule of events for the end-of-rotation meeting follows this pattern:
Day One
Day Two
End-of-rotation examinations
Board Review lecture
Administrative tasks
Case presentations
Attendance at End-of-Rotation Meetings
Attendance at end-of-rotation meetings is mandatory. Students with an unauthorized absence
from end-of-rotation meetings, or a student who leaves an end-of-rotation meeting early
without permission will lose 10 points from the end-of-rotation exam or research paper grade.
If the score on the examination or research paper is below 74% because of the unexcused
absence, the student will be required to take a make-up examination or to rewrite the research
paper. The event will be considered a failed end-of-rotation examination.
End-of-Rotation Examinations
The end-of-rotation examination is held during the end-of-rotation meeting. This exam is
administered to all students at the same time, except for those students taking Clinical Elective
(MS 610). These students do not need to report for the examination, as there is no exam given
for MS 610. Students must submit their research paper during “Administrative Tasks” held on
the same day as the examination.
Students will be assigned seats for the end-of-rotation examination. Before the exam, students
must place all personal belongings in the front or back of the examination room. Students must
not have any access during the examination to items including but not limited to:

notes of any kind;

food or beverages of any kind, including water;

personal digital assistants (PDAs) of any type;

cellular telephones;

recording devices of any kind;

watches with any type of function other than timekeeping;
 notes, formulae, or the like written on articles of clothing, the student’s body, the
wall, seat, the desk, etc.
If a student completes the examination before time is called, the student is to approach the
proctor to submit the examination and answer sheet. The student is then to take his/her seat.
The student may not pick up any personal items, nor may the student leave the room, until the
Page 37 of 206
examination is concluded. Students are not to engage in any kind of discussion while the exam
is in progress. When the examination has ended, the proctor will immediately begin the next
task in the end-of-rotation schedule. Failure to comply with examination rules will result in
disciplinary action.
Case Presentations – Clinical Seminar I &II (MS 611 & MS 612)
Students taking MS 601 must create and deliver a case presentation based on the course of
a patient seen during the Internal Medicine rotation (MS 601). Students taking MS 602 must
create and deliver a case presentation based on the course of a patient seen during the
Surgery rotation (MS 602). The presentation is similar to a formal presentation made at Grand
Rounds, Morbidity and Mortality, or Tumor Board and must include the entire history, physical
exam, diagnostic studies, assessment, plan, and hospital course of the patient. Students are
required to use PowerPoint for such presentations and should also incorporate techniques
used in the Clinical Problem-Solving component of Research Methodology II: Evidence-Based
Medicine (MS 508B) in the didactic year. The presentation should last approximately 30
minutes and not exceed 45 minutes. Students will be expected to cite and to discuss within the
presentation one current article related to the case. The article must come from a peerreviewed, nationally recognized medical journal published no more than ten (10) years ago.
Students are required to submit a copy of the case presentation and a journal article to the
designated faculty member at end-of-rotation. Students should be prepared to send the case
presentation and the journal article to a faculty member, if requested, up to one week before
the end-of-rotation.
Research Papers
The research paper is submitted in partial fulfillment of the requirements of Clinical Elective
(MS 610). The student is to identify a topic of interest to him or her that is related to the
discipline of the clinical elective. The paper MUST NOT BE A REVIEW OF THE LITERATURE
regarding a particular topic. The student should also discuss the topic with the clinical
preceptor. The Director of Clinical Education, as well as any faculty member, will be pleased
to review drafts of research papers if submitted at least two weeks before the paper is due.
Research papers are due on the first day of the end-of-rotation meeting. The paper must be
submitted to: the Director of Clinical Education. Failure to properly submit the paper in person
will result in a failing grade for the paper. Students who are unsure of how to research the
chosen topic may also consult the reference librarians of the Long Island University Library.
The research paper must be at least 6 double spaced pages. There is no maximum length.
Margins must be set equally at one (1) inch in a font equal to or less than 12 point. At least ten
references are required which must be dated within the last 10 years. References must be
from peer-reviewed journal articles or from standard medical textbooks. Lay materials should
not be used as references. Footnotes and bibliographic citations should follow American
Medical Association guidelines. These guidelines are available in:
Iverson C et al. American Medical Association manual of style, 10 th edition. Philadelphia:
Lippincott Williams and Wilkins, 2007.
The research paper will be graded by the faculty on the basis of content, clarity as well as the
proper use of basic grammar, syntax and spelling. Equal emphasis will be placed on the
utilization of appropriate research sources as well as the incorporation of the topic’s relevance
Page 38 of 206
to the elective rotation experience. This paper will be worth 50% of the final grade for MS 610.
As noted above, a grade of less than 74% is a failing grade. The student receiving less than a
74% on the research paper will be held to the same requirements of a student failing an endof-rotation examination, except there will be no make-up examination offered. Instead, the
student will be required to rewrite the research paper.
REGARDING PLAGIARISM
Plagiarism is defined as “the unauthorized use or close imitation of the language and thoughts
of another author and the representation of them as one’s own original work.”5
Plagiarism is considered a form of academic dishonesty, and as such is grounds for
punishment up to and including suspension from the Division of Physician Assistant Studies
or expulsion from the University.
PRECEPTOR EVALUATION
The student must receive a satisfactory evaluation from the clinical preceptor. The evaluation
standards are discussed in detail on page 29 of these Guidelines and Policies.
The student is to hand the evaluation form physically to the preceptor designated by the
Division of Physician Assistant Studies on the first day of the clinical rotation. Students may
ask for an evaluation from other practitioners with whom the student performed clinical work,
with the permission of both the preceptor and the Director of Clinical Education. The preceptor
may also ask other clinicians for an evaluation of the student. Ideally, students should review
the evaluation form with the preceptor before the last day of the rotation.
Students must receive a passing score of 74% on the preceptor evaluation in order to
successfully complete the rotation. Each of the attributes in the preceptor evaluation form is
weighted equally. If a student receives a failing grade on the preceptor evaluation, the student
will receive an F for the course. The student will have to repeat all components of the rotation
and will have to pay additional tuition for the rotation. The Director of Clinical Education and
the Division Director reserve the right to assign the student to an appropriate clinical site, which
may be the original site or a new site.
STANDARDS OF PROFESSIONALISM
Students must adhere to the standards of professionalism outlined in these Guidelines and
Policies in order to complete successfully the course or rotation. Failure to adhere to the
Division’s rules and regulations, and all expectations concerning professional behavior, will
result in failure of the clinical course or rotation, even if all other components of the academic
and clinical performance criteria have been met. Behavior that is deemed unprofessional is
grounds for dismissal from the Division of Physician Assistant Studies.
Examples of unprofessional behavior include but are not limited to:
 Failure to comply with program rules and regulations;
 Failure to accept constructive criticism;
5
Flexner SB et al., editors. The Random House dictionary of the English language, 2 nd edition, unabridged. New
York: Random House, 1987, p. 1479.
Page 39 of 206















Poor attendance;
Lateness;
Failure to follow protocol, or directions of supervising physician, physician assistant or
program faculty;
Performing unauthorized procedures or administering services not permitted by the
supervisor, the facility, or the Division of Physician Assistant Studies;
Lack of cooperation;
Violation of the Health Insurance Portability and Accountability Act (HIPAA);
Not respecting the rights of patients;
Failure to perform all or part of assigned tasks and responsibilities;
Leaving the clinical setting without permission of supervising physician or physician
assistant;
Performing any activity which is beyond the scope of your role as student;
Failure to identify yourself as a physician assistant student;
Failure to inform a patient, staff member or any other individual who addresses or
refers to you as “Doctor” of your identity as a physician assistant student;
Failure to report all observed unethical conduct by other members of the health
profession, including other students;
Associating professionally with those who violate ethical practice;
Endangering the health and welfare of any patient.
It is rare that a student fails a clinical course or rotation because of academic deficiency. In the
majority of cases, students have failed rotations or clinical courses because of unprofessional
behavior. The faculty of the Division of Physician Assistant Studies will not permit a student to
continue on clinical rotations if the faculty believe that the student represents a threat to patient
welfare, or is acting in a manner which is detrimental to patients, to the reputation and integrity
of the Division of Physician Assistant Studies, the University, or to the physician assistant
profession.
In order to assist students in developing proper professional behavior, the faculty of the
Division of Physician Assistant Studies at their discretion may bring to your attention areas of
deficiency or of particular excellence. To this end, two instruments have been developed. The
Breach of Professionalism (BOP) and Professional Accolades and Testimonials (PAT) appear
below. Students should make themselves familiar with these instruments. If a student receives
a PAT or BOP during the didactic or clinical years, a copy of the relevant form will be placed
in the student’s permanent record. The presence of PATs or BOPs will be noted in any letters
of reference written on a student’s behalf by members of the faculty.
Also, the faculty may take disciplinary action against a student if a number of minor infractions
are committed or if a serious infraction of professionalism is committed.
FAILURE TO MEET ACADEMIC PERFORMANCE CRITERIA
To pass a clinical course or rotation, a student must:
 Achieve a grade of at least 74% on the written examination or research paper;
 Achieve a grade of at least 74% on the preceptor evaluation;
 Achieve a final score of at least 74% for the clinical course or rotation;
 Maintain acceptable professional behavior while on clinical rotation.
Page 40 of 206
If the student fails a clinical course or rotation, the student will receive an F for the course. The
student will have to repeat all components of the rotation and will have to pay additional tuition
for the rotation. The student will complete the curriculum at least five weeks later than
scheduled. This may affect employment eligibility, access to board review courses, and other
matters. The Director of Clinical Education and the Division Director reserve the right to assign
the student to an appropriate clinical site, which may be the original site or a new site.
MAINTENANCE OF STUDENT STANDING
It is expected that students will fulfill the requirements for the degree by registering over
successive semesters, either by attending classes or maintaining matriculation. A degree
candidate who does not reregister for classes must apply to his or her Dean for maintenance
of matriculation before or during the registration period, if the student wishes to continue
under the requirements in effect when admitted. A fee must be paid during the registration
period of each inactive semester (excluding summer sessions).
GRIEVANCES
A student who wishes to appeal a decision rendered by the faculty of the Division of Physician
Assistant Studies must follow the procedure of the School of Health Professions and of this
Division. This policy is outlined in great detail in Appendix E within this Handbook. Students
seeking a grievance must follow this policy exactly.
THE PHYSICIAN ASSISTANT CLINICAL KNOWLEDGE RATING AND ASSESSMENT
TOOL (PACKRAT) EXAMINATION
The Physician Assistant Clinical Knowledge Rating and Assessment Tool – PACKRAT- is
an online test that consists of 225 questions in all areas of medicine and surgery. The
Division administers at least one (1) PACKRAT exam to clinical year students in order to help
students prepare for the Physician Assistant National Certifying Examination (PANCE). This
examination/s simulates the national certifying examination and thus helps students prepare
for this major undertaking.
This exam/s does not serve as part of the Summative Evaluation or of the PANCE
Preparation Seminar (Clinical Seminar III).
PHYSICIAN ASSISTANT NATIONAL CERTIFYING EXAM (PANCE) PREPARATION
COURSE - Clinical Seminar III - ( MS 613)
This course will take place at the conclusion of all clinical rotations. The preparation will be
based on board review lectures presented via video and in person, and performance will be
based on examinations from a variety of sources. If students do not perform well, they will
need to remediate this particular course, but will not need to repeat clinical clerkships.
There is an additional fee per student for this material.
Page 41 of 206
GRADES
The grading system currently used for clinical year students in the Division of Physician
Assistant Studies is as follows:
Numerical Grade
Letter Grade Equivalent
≥ 93
A
90 - 92.99
A-
87 - 89.99
B+
83 - 86.99
B
80 - 82.99
B-
77 - 79.99
C+
74 - 76.99
C
SUCCESSFUL COMPLETION OF THE CLINICAL YEAR
To complete the clinical year and to graduate from the Long Island University Division of
Physician Assistant Studies, the student must meet all of the aforementioned academic
performance criteria, maintain standards of professional behavior, and satisfactorily complete
the following:







All didactic year courses with a grade of at least C;
All clinical year courses with a grade of at least C;
Maintain a semester GPA of 2.85 or higher and a cumulative GPA of a minimum of
3.0 per academic year.
All prerequisite courses required by the Division of Physician Assistant Studies and
Long Island University;
All financial obligations to the University;
All health forms required by the Division of Physician Assistant Studies and the
University Health Service;
Successful completion of the summative evaluation (Sim-Man scenario and
comprehensive examination).
The faculty will document successful completion of the Physician Assistant curriculum by
completing a Summative Evaluation for each student.
SUMMATIVE EVALUATION (MS 614)
Within the last four months of the curriculum, all clinical year physician assistant students must
demonstrate that he or she has the knowledge, interpersonal skills, patient care skills and
professionalism required for entry into the profession. The one is the summative practical
examination that utilizes the Simulation Laboratory and Sim-Man3G. A list of potential topics
that may be encountered in the practical exam is distributed to students in the second semester
of the clinical year.
The other is the summative written examination. The summative written examination covers
all material presented in the curriculum offered by the Division of Physician Assistant Studies.
Page 42 of 206
Students are urged to use the NCCPA Blueprint as a study guide. The student must receive a
score of 74% or better for each examination in order to pass the course. Students may take
up to three attempts to pass each examination. A student who has failed the exam on all three
attempts will receive an F for the course and must repeat the course in order to complete the
curriculum.
MID-ROTATION EVALUATION
During the third week of the rotation, the preceptor must complete and submit to the Division
a mid-rotation evaluation of the student. This evaluation gives the preceptor and student the
opportunity to address any concerns while there is still time for the student to remediate any
deficiencies or problems. It also allows the Division to be aware of students who may be having
difficulty on rotation. The student is to give the preceptor the mid-rotation evaluation form on
the first day of the clinical rotation, and is to remind the preceptor of the need for the midrotation evaluation on the third week of the rotation. The form should be faxed back to the
Division by the preceptor.
It is the student’s responsibility to ensure that the mid-rotation evaluation is completed during
the third week of the rotation. Students are encouraged to maintain an open dialogue with the
preceptor in order to promote a positive educational experience. It is important to be aware of
one’s areas of weakness and strengths. Students are strongly encouraged to meet with the
preceptor at regular intervals. If there are problems that cannot be readily resolved by
discussion with the preceptor, the student should notify the Director of Clinical Education
without delay.
SITE VISITS
Site visits are made occasionally through the clinical year. A faculty member of the Division of
Physician Assistant Studies will contact the student and preceptor during the clinical rotation,
either by visiting the site, by having the student come to the Division offices, or by telephone.
Students will be informed of upcoming site visits either by telephone or by electronic mail. It is
understood that preceptors may not be available at all times to meet with Division faculty. The
purpose of the site visit is to ensure that the student is having an acceptable educational
experience. The student will be asked to present a case seen during the clinical rotation.
Students are not formally graded on the site visit, though it may present opportunities for
constructive criticism and feedback.
INADEQUATE SUPERVISION
The clinical year PA student is assigned to clinical settings in which adequate and appropriate
supervision is available. In the event that the student is asked or expected to perform without
adequate or appropriate supervision, the student must politely but firmly decline, and then
immediately contact the Director of Clinical Education.
In any of the following circumstances, the student must not engage in any patient care activity,
and must immediately contact the Director of Clinical Education.


There is reason to believe that the procedure may be harmful to the patient;
The authorized preceptor or his or her delegate is not on the immediate premises;
Page 43 of 206




The student has not received adequate instruction, or is not knowledgeable or proficient
enough about the care s/he is asked to deliver;
There is no appropriate supervision available at the time the student is expected to
carry out the assignment;
The student decides that a particular procedure is indicated and decides to perform it
himself/herself;
The procedure or assigned task is beyond the scope of the role of the physician
assistant student.
DISMISSAL FROM ROTATION
If a student is dismissed from the clinical site, e.g., if the student is asked to leave and not to
return, the student will automatically fail the clinical course or rotation. The student will receive
a grade of F for the course. The student will have to repeat all components of the rotation and
will have to pay additional tuition for the rotation. If the student fails the same rotation twice,
the student must decelerate in the curriculum. This will require the student to repeat the entire
clinical year, beginning with the next class in August. The decelerating student will also be
placed on academic probation.
COMMUNICATION DURING THE CLINICAL YEAR
The clinical year is a time when students may only see Division faculty members once or twice
during the clinical course or rotation. However, there are many reasons why the faculty or staff
may need to speak with a student throughout the rotation. Students are expected to read
electronic mail messages at least once per day. Students must use only the e-mail address
provided by the University ([email protected]). Anonymous e-mail will not be accepted by
the faculty. Students are also expected to check their e-mail spam folders and other issues
that may interfere with receipt of electronic mail. Students are expected to be available via
cellular phone or email throughout the clinical day. It is recognized that there are areas of the
hospital in which cellular phones are unavailable. However, the student must check his or her
voice mail frequently during the day to ensure that there are no messages from the Division.
There are numerous clinical facilities or hospital units that will not permit the use of cellular
telephones. Additionally, reception may be poor in a number of clinical facilities.
Failure to respond appropriately to electronic mail or telephone messages from the faculty will
be considered an act of unprofessional behavior.
MALPRACTICE INSURANCE
Malpractice insurance is provided to students by Long Island University. A certificate of liability
is sent to each clinical affiliate each year. Any clinical affiliate has the right to require students
to buy individual malpractice insurance policies in addition to the insurance provided by the
University. It is the responsibility of the student to determine if a particular site requires the
additional insurance policy. If the student does not obtain the additional insurance, the student
will be removed from the rotation until the student has an active policy.
All students rotating at sites at which additional insurance is required, must provide the Director
of Clinical Education with a copy of the policy before beginning the malpractice insurance policy
rotation at the site.
Page 44 of 206
HEALTH INSURANCE
All physician assistant students in both the didactic and clinical years are required to carry
health insurance. This is a policy of the University. Students are automatically billed for the
health insurance by the Bursar. If the student has his or her own health insurance policy, he or
she can produce evidence of the policy to the Bursar’s office. If the policy is found to be
satisfactory, the cost of the University health insurance policy will be waived. Please contact
the Bursar’s office about all such policies and inquiries regarding this matter.
STUDENT HEALTH FORMS
Students must complete student health forms as required by the University and by the Division
of Physician Assistant Studies. The University requires that all students enrolled in clinical
courses must have proof of immunity to the following infections by submitting titers and
vaccination date (influenza).
Test
Required by
Frequency
Measles titer
University
Once (at entry to curriculum)
Mumps titer
University
Once (at entry)
Rubella titer
University
Once (at entry)
Varicella titer
University
Hepatitis B surface antibody
Division
Purified protein derivative (PPD)
Division
Once (at entry)
Once after completion of hepatitis B
series
Yearly
Physical examination
Division
Yearly
Influenza
Division
Yearly
Students who do not have the required tests submitted to the Division will not be permitted to
engage in clinical experiences. Students who fail to participate in clinical experiences will
receive a grade of zero (0) for associated coursework. As it may be difficult to obtain medical
appointments, and as clinical laboratory results may take several days to be received, students
should be prudent when arranging to complete all health requirements of the Division and
University.
It is the responsibility of the student to ensure that s/he is in full compliance with the health
policies of the Division, the University, and the State of New York. Students who have not met
these regulations will not be able to participate in clinical activities. A student will lose credit for
clinical assignments if the student is unable to attend due to an incomplete health form. The
student may be required to make up the clinical assignment after the health form has been
completed.
Forms are available from the Division of Physician Assistant Studies.
Page 45 of 206
INFLUENZA VACCINATION
As PA students are exposed to patients throughout the curriculum, it is crucial that they take
all the necessary measures to reduce the risk of transmitting illness to patients and to reduce
the risk of personal illness. Influenza is responsible for over 30,000 deaths in the United States
annually, and the influenza vaccine is 90% effective against this potentially deadly viral illness.
To that end, all PA students must provide documentation to the faculty of annual influenza
vaccination by November 30 of each year unless the student has:
 A religious or philosophical conviction that prohibits such vaccination;
 A history of anaphylaxis with exposure to eggs;
 A history of Guillain–Barré syndrome.
Any such student who meets the criteria above must sign a statement regarding his or her
ability to comply with his policy. Students who do not provide documentation of vaccination or
who do not provide the contraindication/refusal statement noted above will face disciplinary
action. Clinical year students will not be able to attend clinical rotation until vaccination has
been documented or until the contraindication/refusal statement has been completed. If a
clinical year student has missed time from clinical rotation because of noncompliance with his
policy, the student will make up two (2) days for each day missed from rotation. Any student
who does not receive the influenza vaccine must wear a facemask whenever assigned
to patient care for the duration of influenza season.
HEALTH PRACTITIONERS
It is a policy of the Accreditation Review Commission on Education of the Physician Assistant,
Inc. (ARC-PA) that no member of the core (full-time) faculty may participate as health care
providers for students in the program. Additionally, health screening and immunization of
students must not be conducted by Program personnel
NON-DISCRIMINATION POLICY
Long Island University does not discriminate on the basis of sex, sexual orientation, race, color,
creed, national origin, religion, age, handicap, or political belief, in any of its educational
programs and activities, including employment practices and its policies relating to recruitment
and admission of students. Additionally, Long Island University takes affirmative action to
recruit applicants from among women, members of protected minority groups, handicapped
individuals and veterans, including disabled veterans and Vietnam-era veterans.
It is the policy of the School of Health Professions to comply with Title IX of the Education
Amendments of 1972, which prohibits discrimination on the basis of sex (including sexual
harassment and sexual violence) in the University's educational programs and activities. Title
IX also prohibits retaliation for asserting or otherwise participating in claims of sex
discrimination.
Title IX states that: No person in the United States shall, on the basis of sex, be excluded from
participation in, be denied the benefits of, or be subjected to discrimination under any education
program or activity receiving Federal financial assistance.
The University’s Policy on Title IX can be found at:
http://www.liu.edu/About/Administration/University-Departments/HumanResources/HR-Policies/Anti-Harassment-Discrimination-Policy
Page 46 of 206
PREGNANCY
From time to time, female students may become pregnant in the course of their studies.
Pregnant students should notify the Director of Clinical Education as soon as possible so that
the student may avoid working in potentially hazardous environments. The student should also
inform the clinical preceptor of any special needs that might arise.
STUDENTS WITH DISABILITIES
In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990, including changes made by the Americans with Disabilities
Amendments Act of 2008, the PA Program does not discriminate against qualified individuals
with disabilities.
Under the ADA, a person with a disability is defined as one who has any physical or mental
impairment that substantially limits any major life activity, has a record of such an impairment
(documentation), or is regarded as having such an impairment
Request for Reasonable Accommodations
If you are a student with a documented disability/impairment (Psychological, Neurological,
Chronic Medical, Learning Disability, Sensory, and Physical) and require reasonable
accommodations, please contact Student Support Services (SSS):
Location: Pratt Building 410
Contact Number: (718) 488-1044
Hours of operation: Monday – Thursday 9-7, & Friday 9-5.
Email address: [email protected]
Website: http://www.liu.edu/Brooklyn/SSS
SENIOR AWARDS CEREMONY
Each year, the Senior Awards Ceremony is held in November to commemorate the completion
of the clinical year, as diplomas are not issued until January. At the Senior Awards Ceremony,
the following awards may be presented:





The Program Director’s Award, given to the student with the highest grade point
average in the curriculum
The Stanley Bergen, Jr. Award, given to the senior student with the highest evaluation
in clinical work as judged by his or her clinical preceptors
The Rudy Bruner Award, given to the student who, in the opinion of the faculty, best
demonstrates clinical and academic excellence and consummate professionalism
The Peer Award, given to the student who best exemplifies the qualities of the
consummate physician assistant in the opinion of his or her peers
The Maureen Sullivan Award, given to a student who, in the opinion of the faculty, has
done the most for the Division of Physician Assistant Studies
The Senior Awards Ceremony is held on the Brooklyn campus. Therefore, on average,
each student may invite no more than 4 guests (depending on the venue) to attend the
ceremony. A reception is held afterward and light refreshments are served.
Page 47 of 206
IV. EMERGENCIES, PUBLIC SAFETY, ALCOHOL AND DRUG
USE, AND SEXUAL HARASSMENT
EXPOSURE TO BLOOD BORNE PATHOGENS
It is possible for students to be exposed to hazardous substances, including blood-borne
pathogens, in the course of clinical work. If such exposure occurs, students should
immediately undertake the following steps:






Remove soiled clothing;
Wash exposed skin;
If eyes were exposed, remove contact lenses and flush eyes for 10-15 minutes;
Notify your clinical preceptor immediately;
Obtain name and medical record number of patient, if known;
Immediately seek care at the appropriate clinical department. During regular business
hours, this site is probably the Employee Health Service. After regular business hours,
or on weekends, it is probably the Emergency Department. You will be offered testing
for HIV and hepatitis C, and may be offered post-exposure prophylaxis depending on
the nature of the exposure and the serostatus of the patient. Updated guidelines on
post-exposure prophylaxis are available from the Centers for Disease Control and
Prevention at:
http://www.cdc.gov/mmwr/preview/mmwrhtml/rr5011a1.htm.
REPORTING INCIDENTS
After seeking care for any exposures or other incidents in which the student is involved while
on clinical rotation, the student should inform the Director of Clinical Education of the event.
The student should obtain copies of all relevant paperwork regarding the exposure and all
treatment offered and/or administered to the student and sends them to the Director of Clinical
Education.
PUBLIC SAFETY
No part of our society can be kept completely safe at all times, especially places and institutions
that are open to the public. This is particularly true of hospitals and other health care facilities
that serve persons who are ill, in pain, in a state of uncertainty or anxiety, or who are suffering
from mental illness. Students must recognize the potential for patients to become hostile and
even violent. Students will be educated in ways to anticipate and manage a difficult and violent
patient during the didactic year.
Should the student encounter any type of emergency while on the University campus, the
student should immediately contact the Public Safety office by calling 55. The Public Safety
office is located on the campus level just east of the campus entrance to the Sloan Wing
building, where the Division of Physician Assistant Studies is located. Additionally, public
safety officers are stationed at the Flatbush Avenue gate, the DeKalb Avenue gate, and at the
Metcalfe Building entrance.
While on clinical rotations, students should be certain to learn how to call the Security
Department in the event of any type of emergency. In private practices and outpatient facilities,
staff may have various codes to report via intercom if a particular emergency occurs.
Page 48 of 206
POLICY ON DRUG AND ALCOHOL USE ON CAMPUS AND ON ROTATION
Students are absolutely forbidden from knowingly using any type of recreational drug or alcohol
while on clinical rotation. Attending clinical rotations under the influence of recreational drugs
or alcohol is grounds for immediate dismissal from the Division of Physician Assistant Studies.
Students may face more severe consequences, such as suspension or expulsion from the
University, as well.
Students are also held to the regulations of the Long Island University Student Handbook,
which is prepared and edited by the Office of Student Activities of the Brooklyn campus.
Relevant portions of the regulations regarding alcohol use on campus appear below.
The consumption of alcoholic beverages is not permitted on campus property except in areas
or at functions approved by the Dean of Students or designee. No open containers of alcoholic
beverages are permitted in public areas with the exception of approved locations and/or
functions. No persons under 21 years of age may acquire, possess, and/or consume any
alcoholic beverage on the campus. Alcoholic beverages will not be served at any student
function except with the approval of the Dean of Students or designee.
Outside organizations or groups using campus facilities must secure permission to serve
alcoholic beverages from the Office of Student Activities and the Special Events Coordinator.
Arrangements for the serving of alcoholic beverages must be made through the above offices.
Failure to comply with any provision of the Alcohol Policy and Regulations will constitute a
violation of campus regulations. Individuals or organizations that violate the alcohol policies
will be subject to appropriate disciplinary action including possible suspension from the
Campus.6
SEXUAL HARASSMENT
It is the policy of Long Island University to promote a cooperative work and academic
environment in which there exists mutual respect for all University students, faculty and staff.
Sexual harassment is inconsistent with this objective and contrary to the University policy of
equal employment and academic opportunity without regard to age, sex, sexual orientation,
alienage or citizenship, race, religion, color, national or ethnic origin, disability, and veteran
status. Sexual harassment is illegal under Federal, State and City laws, and will not be
tolerated within the University. It is a violation of University policy for any member of the
University community to engage in sexual harassment or to retaliate against any
member of the University community for raising an allegation of sexual harassment, for filing a
complaint alleging sexual harassment, or for participating in any proceeding to determine if
sexual harassment has occurred.
Definition: For purposes of this policy, sexual harassment is defined as unwelcome sexual
advances, requests for sexual favors, and other oral or written communications or physical
conduct of a sexual nature when:
1. submission to such conduct is made either explicitly or implicitly a term or condition of
any individual’s employment or academic standing;
6
Long Island University. Office of Student Activities. Long Island University student handbook, 2006-2007.
Lafayette, IN: School Datebooks, 2006, pp. 37-38.
Page 49 of 206
2. submission to or rejection of such conduct by an individual is used as a basis for
employment or academic decisions affecting such individual; OR
3. such conduct has the purpose or effect of unreasonably interfering with an individual’s
work or academic performance or creating an intimidating, hostile or abusive work or
academic environment.
Examples: Examples of sexual harassment include, but are not limited to, the following:










requesting or demanding factors in exchange for employment or academic
opportunities (such as hiring, promotions, grades or recommendations);
submitting unfair or inaccurate job or academic evaluations or grades, or denying
training, or academic opportunity, because sexual advances have been rejected;
sexual comments, teasing or jokes;
sexual slurs, demeaning epithets, derogatory statements, or other verbal abuse;
graphic or sexually suggestive comments about an individual’s attire or body;
inquiries or discussions about sexual activities;
pressure to accept social invitations, to meet privately, to date, or to have sexual
relations;
sexually suggestive letters or other written materials;
sexual touching, brushing up against another in a sexual manner, graphic or sexually
suggestive gestures, cornering, pinching, grabbing, kissing or fondling;
coerced sexual intercourse or sexual assault.
It is the policy of the School of Health Professions to comply with Title IX of the Education
Amendments of 1972, which prohibits discrimination on the basis of sex (including sexual
harassment and sexual violence) in the University's educational programs and activities.
Title IX also prohibits retaliation for asserting or otherwise participating in claims of sex
discrimination.
Title IX states that:
No person in the United States shall, on the basis of sex, be excluded from participation in,
be denied the benefits of, or be subjected to discrimination under any education program or
activity receiving Federal financial assistance.
The University’s Policy on Title IX can be found at:
http://www.liu.edu/About/Administration/University-Departments/HumanResources/HR-Policies/Anti-Harassment-Discrimination-Policy
CONSENSUAL RELATIONSHIPS
Amorous, dating, or sexual relationships that might be appropriate in other circumstances have
inherent dangers when they occur between a faculty member, community and any person for
whom she or he has a professional responsibility. These dangers can include:
●
●
that a student or employee may feel coerced into an unwanted relationship because
he or she fears the refusal to enter into the relationship will adversely affect his or her
education or employment;
that conflicts of interest may arise when a faculty member, supervisor, or other member
of the University community is required to evaluate the work or make personnel or
Page 50 of 206
●
●
academic decisions with respect to an individual with whom he or she is having a
romantic relationship;
that students or employees may perceive that a fellow student or co-worker who is
involved in a romantic relationship may have received an unfair advantage; and
that if the relationship ends in a way that is not amicable, either or both of the parties
may wish to take action to injure the other party.
Faculty members, supervisors and other members of the University community who have
professional responsibility for other individuals, accordingly, should be aware that any romantic
or sexual involvement with a student or employee for whom they have such a responsibility
may raise questions as to the mutuality of the relationship and may lead to charge of sexual
harassment. For the reasons stated above, such relationships are not permitted.
ACADEMIC FREEDOM
This policy shall not be interpreted so as to constitute interference with academic freedom.
FALSE AND MALICIOUS ACCUSATIONS
Members of the University community who make false and malicious complaints of sexual
harassment, as opposed to complaints, which, even if erroneous, are made in good faith, will
be subject to disciplinary action.
PROCEDURES
The University has developed procedures to implement this policy. The Provost of each
residential campus or the chief operating officer of each nonresidential campus has ultimate
responsibility for overseeing compliance with this policy. In addition, each dean, director,
department chairperson, administrator, or other person with supervisory responsibility is
required to report any complaint of sexual harassment to an individual or individuals to be
designated in the procedures. All members of the University community are required to
cooperate in any investigation of a sexual harassment complaint. Please be advised that if any
employee fails to report any incident of a sexual harassment and/or refuses to participate in
the investigation, said employee may effectively waive and/or forfeit any available remedies at
law.
INVESTIGATION
The representative/investigator will schedule a meeting with the person making the complaint.
Thereafter, the University will thoroughly investigate the complaint, which will include an
interview with the alleged harasser and any potential witnesses. Upon completion of the
investigation, the person making the complaint will be contacted and advised of the outcome
of the investigation. The University will conduct the investigation as expeditiously as possible
given the nature of the academic calendar that includes summer vacation and intersession
periods.
Page 51 of 206
ENFORCEMENT
There is a range of corrective and penalties available to the University for the violations of this
policy. Employees who are found to have violated this policy are subject to various penalties,
up to and including termination of employment. All such disciplinary actions will be subject to
the provisions of the relevant collective bargaining agreement, if applicable.
CAMPUS CONTACT PERSONS
Complaints may be filed with the Campus Provost or Chief Operating Officer or a Dean. In
addition, the University has retained Prefix to accept sexual harassment complaints 24 hours
a day, seven days a week by calling (888)LIU-5559.7
7
Long Island University. Office of Student Activities. Long Island University student handbook, 2006-2007.
Lafayette, IN: School Datebooks, 2006, pp. 33-35.
Page 52 of 206
V.
PROFESSIONALISM
PROFESSIONAL DRESS AND APPEARANCE
Students should wear clothing that is deemed suitable for those in a professional capacity. If
particular attire interferes with the policies of the Division of Physician Assistant Studies but is
required for religious observance, the student should speak with the Director of Clinical
Education.
Attire
For women:
Pants or skirt and blouse, or dress
Stockings or socks
Shoes with heel less than 2”
Short white uniform jacket
For men:
Slacks
Dress shirt with tie
Shoes and socks
Short white uniform jacket
Unacceptable clothing includes:
 Failure to wear short white uniform jacket at all times
 Low cut, revealing blouses for women
 Sandals
 Short skirts (more than 2” above the knee)
 Stirrup pants or leggings
 T-shirts, sweatshirts or sweatpants
 Any clothing made of denim
 Clothing that exposes the mid-abdomen
 Clothing that is soiled, in poor repair, or not well maintained
Students may wear scrubs only while on the following experiences:
 On Surgery rotation
 On Labor and Delivery or Gynecology
 On call
 On North Shore - Long Island Jewish Hospital rotations.
Students may wear sneakers only while wearing scrubs as listed above. Students may not
wear scrubs while outside the hospital, or while traveling to or from the hospital.
Hair
Hair must be pulled back away from the face if it is longer than shoulder length. This regulation
is to avoid contamination or interference during medical procedures.
Page 53 of 206
Fingernails
Fingernails must be less than ¼“ long. Nail polish should not be worn while on Surgery or
Obstetrics and Gynecology rotations. During other rotations, if nail polish must be worn, it
should be kept neat. No artificial nails, wraps, multicolored or designer nail polish or paintings
are permitted.
Fragrances
Some patients may be particularly sensitive to fragrances when ill. Students should be
sensitive to the needs of patients and should avoid wearing fragrances, or at least should use
fragrances sparingly.
Tattoos and Piercings
One earring in each ear is permitted. All tattoos should be concealed. Other body piercings
should not be worn during rotations.
Jewelry
Students may wear two rings per hand and two neck chains, as long as the chains are worn
within clothing. Bracelets are not permitted on clinical rotations. Each student should wear a
watch with a second hand. Pins are not permitted except for purposes of identification.
Students should avoid wearing insignia, buttons or decals of a political nature while on clinical
rotation.
Protective Eyewear
Students should carry protective goggles on rotation. These are available in the hospital.
Students must apply standard precautions on all clinical experiences, including wearing face
shields or goggles if a splash is likely to occur. Students who wear corrective glasses may
wear face shields or goggles in the Operating Room, or alternatively may have protective
sidepieces placed on their glasses by their opticians.
Identification Badges
While on the LIU campus, students should carry their identification cards; they are required for
entry onto the campus. Students may be issued identification cards at various clinical sites.
When these are issued, students should wear them prominently.
Page 54 of 206
DIVISION OF PHYSICIAN ASSISTANT STUDIES
BREACHES OF PROFESSIONALISM FORM
Student Name: ________________________________ Class of: ___________ Date: __________
Faculty Member: _________________________________________________________________
The student exhibited one or more of the following behaviors requiring improvement (circle all that
apply):
Reliability and
Responsibility
Self-Improvement
and Adaptability
Relationships with Peers,
Supervisors and Patients
Upholding Precepts of
Integrity and Honesty
Student does not
complete tasks in a
timely manner
Student resists
constructive comments
Student has insensitive
rapport with patients and
families
Student is dishonest
Needs continual
reminders in order
to fulfill
responsibilities
Student remains
unaware of
inadequacies
Student is insensitive to
individual or family needs
Student does not contribute
to a good learning
environment
Student cannot be
relied upon to
complete tasks
Student lacks respect
for peers or faculty
Student uses his/her
position to engage in
inappropriate relationships
Student shows insensitivity
to cultural concerns, race,
gender, religion, age, sexual
orientation, disability or
socioeconomic status
Student
misrepresents or
falsifies information
Student does not
accept responsibility
for errors
Student lacks empathy
Student does not maintain
patient confidentiality
Student is abusive,
angry or overly critical
Student demonstrates
inadequate commitment to
honoring the wishes of a
patient or family member
Student is arrogant
Student does not function as
a team member
Student does not present
himself or herself in a
professional manner by
dress or demeanor
Student communicates
inappropriately verbally or in
writing
Student does not relate well
to staff or faculty in the
learning environment
Explain the specific problem that requires improvement:
Define the plan for remediation:
Page 55 of 206
PROFESSIONAL ACCOLADES AND TESTIMONIALS FORM
Student Name: ______________________________ Class of: ____________ Date: ___________
Faculty Member: _________________________________________________________________
The student exhibited one or more of the following behaviors that are to be commended (circle all that
apply):
Reliability and
Responsibility
Self-Improvement
and Adaptability
Relationships with
Peers, Supervisors
and Patients
Upholding Precepts of
Integrity and Honesty
Student
consistently
completes tasks in
a timely manner
Student can be
relied upon
consistently to
exceed
expectations
Student seeks and
incorporates
constructive
comments
Student has outstanding
rapport with patients and
families
Student is honest and
shows great integrity
Student recognizes
difficulties and
makes efforts toward
self-improvement
Student is remarkably
sensitive to individual or
family needs
Student is an integral
part of a good learning
environment
Student
demonstrates
exceeding respect
for faculty and peers
great empathy
Student shows unusual
sensitivity to cultural
concerns, race, gender,
religion, age, sexual
orientation, disability or
socioeconomic status
Student recognizes
and accepts
responsibility for
errors and mistakes
and makes a great
effort to correct them
an unusually strong
commitment to honoring
the wishes of a patient
or family member
Student is able to
resolve conflict unusually
well
Student functions as an
invaluable team member
exceptional
communication skills in
writing or verbally
Explain the specific problem that is deserving of special recognition:
Page 56 of 206
VI.
APPENDICES
Appendix A:
Clinical Rotation Schedule
Appendix B:
Clinical Rotation Affiliations/Sites
Appendix C:
Where to Report on the First Day of
Rotation
Appendix D:
Directions to Clinical Affiliations/Sites
Appendix E:
Clinical Year Grievance Procedure
Appendix F:
Clinical Evaluation Form
Appendix G:
Clinical Year Course Syllabi
Appendix I:
Clinical Year Course Objectives
Page 57 of 206
Appendix A:
SENIOR PHYSICIAN ASSISTANT STUDENT
CLINICAL ROTATION SCHEDULE
2014 - 2015
ROTATION#
ROTATION DATES
END-OF-ROTATION MEETINGS
#1
September 8 - October 8, 2014
October 9 - 10, 2014
#2
October 13 - November 12, 2014
November 13 - 14, 2014
#3
November 17 - December 17, 2014
December 18 - 19, 2014
Thanksgiving Day – November 27, 2014
VACATION:
#4
#5
DECEMBER 22, 2014 - JANUARY 4, 2015
January 5 - February 4, 2015
February 5 - 6, 2015
February 9 - March 10, 2015
March 11 - 13, 2015
President’s Day: February 16, 2015
#6
March 16 - April 15, 2015
April 16 - 17, 2015
#7
April 20 - May 19, 2015
May 20 - 22, 2015
VACATION:
MAY 25 – May 31, 2015
#8
June 1 – June 30, 2015
July 1 - 2, 2015
Independence Day: July 3, 2015
#9
July 6 - August 4, 2015
August 5 - 7, 2015
# 10
August 10 - September 9, 2015
September 9 - 11, 2015
Labor Day: September 7, 2015
Appendix B:
Page 58 of 206
CLINICAL ROTATION AFFILIATIONS/SITES
2014 - 2015
MS 601 - Internal Medicine
MS 603 - Pediatrics
Bellevue Hospital
462 First Avenue
New York, NY 10016
Brooklyn Hospital Center, The
121 DeKalb Avenue
Brooklyn, NY 11201
121 DeKalb Avenue
Brooklyn, NY 11201
Coney Island Hospital
2601 Ocean Pkwy
Brooklyn, NY 11235
2601 Ocean Pkwy
Brooklyn, NY 11235
Preferred Health Partners
233 Nostrand Avenue
Brooklyn, NY 11205
Long Island Jewish Medical Center
270-05 76th Avenue
New Hyde Park, NY 11040
MS 604 - Family Medicine
Maimonides Medical Center
4802 10th Avenue
Brooklyn, NY 11219
St. Luke’s - Roosevelt Hospital Center
Roosevelt Hospital
1000 10th Avenue (at 59th St.)
New York, NY 10019
121 DeKalb Avenue
Brooklyn, NY 11201
Flatbush Center
1000 Church Avenue
Brooklyn, NY 11218
MS 602 - Surgery
Schiowitz, Emanuel, M.D.
1701 59th Street
Brooklyn, NY 11204
Bellevue Hospital
462 First Avenue
New York, NY 10016
Weiner, Robert, M.D.
2352 Ralph Avenue (Between Avenue M & N)
Brooklyn, NY 11234
Beth Israel Medical Center
First Avenue, East 16th Street
New York, NY 10003
MS 605 - Emergency Medicine
121 DeKalb Avenue
Brooklyn, NY 11201
2601 Ocean Pkwy
Brooklyn, NY 11235
Kingsbrook Jewish Medical Center
585 Schenectady Avenue
Brooklyn, NY 11203
270-05 76th Avenue
121 DeKalb Avenue
Brooklyn, NY 11201
2601 Ocean Pkwy
Brooklyn, NY 11235
4802 10th Avenue
Brooklyn, NY 11219
New York-Presbyterian/Lower Manhattan
Hospital
170 William Street
New York, NY 10038
Page 59 of 206
MS 606 – Obstetrics & Gynecology
Bellevue Hospital
462 First Avenue
New York, NY 10016
121 DeKalb Avenue
Brooklyn, NY 11201
2601 Ocean Pkwy
Brooklyn, NY 11235
Eastchester Medical Associates
2426 Eastchester Rd., Ste. 208
Bronx, New York 10469
Lutheran Medical Center
150 55th Street
Brooklyn, NY 11220
MS 607 - Behavioral Medicine
Bellevue Hospital
462 First Avenue
New York, NY 10016
First Avenue, East 16th Street
New York, NY 10003
2601 Ocean Pkwy
Brooklyn, NY 11235
Manhattan VA Hospital
423 East 23rd Street
New York, NY 10010
MS 608/MS 609/MS 610 - Internal-,
Surgical-, Clinical Elective
Bay Ridge Skin & Cancer Dermatology
9921 4th Avenue,
Brooklyn, NY 11209
Bellevue Hospital
(Acute Care/Trauma & Breast/Plastic & Surgery)
462 First Avenue
New York, NY 10016
(Cardiology & Neurosurgery & Infectious
Diseases)
121 DeKalb Avenue
Brooklyn, NY 11201
Hospital for Joint Diseases (Orthopedics)
301 East 17th Street, # 322
New York, NY 10003-3899
Island Cardiac Specialists
1401 Franklin Avenue
Garden City, NY 11530
Long Island Jewish Medical Center (SICU)
270-05 76th Avenue
Memorial Sloan-Kettering Cancer Center
(Medical & Surgical Oncology)
1275 York Avenue
New York, NY 10065
New York-Presbyterian/Lower Manhattan
Hospital (Orthopedics)
170 William Street
New York, NY 10038
Office of Chief Medical Examiner
Kings County Hospital Center
599 Winthrop Street
Brooklyn, New York 11203
&
Queens General Hospital
160-15 82nd Drive
Jamaica, New York 11432
Parker Jewish Institute for Health Care &
Rehabilitation (Geriatrics)
271-11 76th Avenue
New Hyde Park, NY 11040-1433
St. Luke’s-Roosevelt Hospital (Orthopedics)
Roosevelt Hospital
1000 10th Avenue (at 59th St.)
New York, NY 10019
St. Luke’s-Roosevelt Hospital (Geriatrics)
1111 Amsterdam Avenue
New York, NY 10025
LIU – Division of Physician Studies Clinical Year Handbook 2014 – 2015
Page 60 of 206
Appendix C:
WHERE TO REPORT ON THE FIRST DAY OF ROTATION
2014 - 2015
(718) 833 - 7617
Dermatology
Grace Cutugno-LaSelva, PA-C
([email protected])
Bellevue Hospital
(212) 562-1000
Behavioral Medicine:
(212) 263-4626
Terrence A. Leingang, M.D.
Maridza Molina (Admin. Asst.)
18 East Conference Room
9:00 am
Internal Medicine:
[email protected]
Michael Janjigian, M.D.
Vanessa Morais, PA-C / Fariha Asef, PA-C
17North 22B
10:00 am
OB/GYN:
(212) 263-3897
Kim Thien Lam, M.D.
Nessa Ryan (Admin. Asst.)
Room: 9 East2
9:30 am
Surgery:
Kenneth M. Rifkind, M.D.
Fayrose Abodeshisha, PA-C
Anita Llyod (Admin. Asst.)
Linda Paray, PA-C (Trauma)
Room: 15 S5 (NBV15N1)
(212) 562-3917
8:00 am
(212) 420-2000 - 4262 & Page Operator
Ext. 2788:
Morris J. Bernstein Pavilion (9th floor)
Elaine Earlington, PA-C / Harold Chisholm, PA-C
11:00 am
Report to Security & ask them to page Elaine Earlington, PA-C
Surgery:
(212) 420 4116
(212) 844 1308
Scott Gould, PA-C
Burton Surick, M.D.
OR
Adnan Isa, PA / Shirley Hewlett, PA
10 Silver Building
6:00 am
Page 61 of 206
2014 - 2015
(718) 250-8000
Emergency Med.:
Ext. 8075:
Ext. 8369:
Michael Hochberg, M.D. / Anton Wray, M.D.
Yolanda Hayes
Report to office Friday before
9th Fl. Maynard Bldg., #9C
rotation begins for schedule
Family Medicine:
Ext. 8819:
Vasantha Kondamudi, M.D.
Maynard Bldg., 1st Fl. / Preceptor Room
Dahlia Davidson (admin. Asst.)
9:00 am
Kenneth Ong, M.D. / Ahmar Butt, M.D.
Madeline Betances (Admin. Asst.)
7W
8:15 am
Ext. 8817
Internal Medicine:
OB/GYN::
Ext. 6925:
Ext. 8830
Ext. 8318:
Ext. 6930:
(718) 616 -3257
Michael Cabbad, M.D.
10:00 am
See Edith Olmeda in Dr. Cabbad’s office
Janet Wenger (Student Coordinator) [email protected]
Maynard Bldg., 3rd Fl.
Pediatrics:
Ext. 6857:
Bpr. # 2608:
Lewis Krata, M.D.(Children’s Health Center)
NICU Conference Room, 5th Fl.
Surgery:
Ext. 6088:
Asarian Armand, M.D.
Student Coordinator
See Marina for schedule
Maynard Bldg., 8th Fl., Rm. #8C
8:00 am (lecture)
8:45 am (to report)
Report to office Friday before
rotation begins for schedule
(718) 616-3000
Sophya Kagan, M.D.
(718) 616-3793
Report to Liz D’Amato, Room 4N98 (4th Fl., Main Bldg)
Emergeny Medicine:
Regina Hammock, M.D.
(718) 616-3793
Internal Medicine:
Celestine Ishiekwene, M.D.
4th Fl.
(718) 616-3793
OB/GYN:
(718) 616-3793
8:30 am
8:30 am
8:30 am
Uchenna Nwobu, M.D.
8th Fl.
8:30 am
Pediatrics:
Warren Seigel, M.D.
(718) 616-3793
9th Fl.
Report to the Pediatric Department, Room 901 (Main Bldg) at
8:00 am sharp for Orientation.
Then, see Liz D’Amato, Room 4N98 (Main Bldg) at 8:30 am
Surgery:
(718) 616-3440
(718) 616-3793
Edita Babayev, PA-C
7th Fl.
8:30 am
Page 62 of 206
2014 - 2015
(718) 708 – 5650
OB/GYN:
Nereida Correa, M.D.
([email protected])
10:00 am
Adrian Dominguez (Admin. Asst.)
Hospital for Joint Diseases
(212) 598-6000 - Page Operator
Orthopedics:
Noel Henry, RPA-C
Report to C-1
7:00 am
(718) 604-5422
Surgery:
William Lois, M.D.
Katz Building, 4th Fl., Surgery office
8:30 am
(718) 470-7000
(718) 470-7700 (page)
Medicine:
Bpr.# 6745:
Michael Cheng, PA-C
Report to Dept. of Medicine
8:00 am
Surgery:
Bpr.# 3935
Matthew L. Shebes, RPA-C
& Elissa Wolff, PA-C
2nd Fl., Dept. of Surgery
7:00 am
(718) 630-7000
OB/GYN
Ext. 7095
Meera Kesavan, M.D.
([email protected])
Ext. 7368
Diana Calderon
Main Building - 3rd Fl.
Executive Ste -Station 3-03- Room# 35-24
8:45 am
Page 63 of 206
2014 - 2015
(718) 283-6000
Emergency Med.:
Ext. 6295:
Peter Kolb, PA-C
Ground Floor Emergency Room
Internal Medicine:
Ext. 8506:
Ext. 8137:
Ignazio Dimino, PA-C
9:00 am
Cathy Albanese
3rd Fl., Dept. of Medicine (Administration Building)
9:00 am
Manhattan Veterans Affairs Hospital
(212) 686-7500
Behavioral Medicine: Ext. 3787:
David Wiley, M.D. / Phoebus Dhrymes, M.D.
Karen Roe (Admin. Asst.)
17 South
9:00 am
New York – Presbyterian /Lower Manhattan Hospital
(212) 312 - 5000 or -5070
Emergency Medicine:
Dwayne Williams, PA-C
Orthopedics
Heather Hensl, PA-C/Alyse Wayne, PA-C
Kathy Leahy (Admin. Asst.)
Orthopedic Inpatient Floor, 5C
Call ahead for time
to report
6:15 am
(718) 239 – 8426
Pathology
Dennis Cavalli, Assistant Deputy Director of Investigation
([email protected])
Parker Jewish Institute for Health Care & Rehabilitation
(718) 289-2100
Geriatrics:
Ext. 2281:
Igor Israel, M.D.
Report to Medicine Office, 2nd Fl.
Mary Legg (Office Manager) / Cathy Sciacca
9:00 am
Page 64 of 206
2014 - 2015
Family Medicine:
1000 Church Avenue
Brooklyn, NY 11218
(718) 826 - 4000
Pediatrics:
233 Nostrand Avenue
Brooklyn, NY 11205
(718) 826 - 5900
Ext# 5967
Ext# 5910
Noor Rajpar, MD & Randolph Mapp, MD
Donna Taylor, Administrator
9:00 am
Nissim Bassoul, MD
Report to 1st Fl. - Administration
9:00 am
Schiowitz, Emanuel M.D.
(718) 259-0222
Family Medicine:
Emanuel Schiowitz, M.D.
12:30 pm (Monday)
St. Luke’s-Roosevelt Hospital Center
(212) 523-4000
St. Luke’s Hospital
1111 Amsterdam Avenue
440 West 114th Street
New York, NY 10025
Geriatrics:
Ext. 5918:
Roosevelt Hospital
1000 10th Ave. (at 59th St.)
New York, NY 10019
Howard Arabelo, M.D.
Jose Cabral, Secretary
St. Luke's Hospital, Clark Bldg.
7th Fl., Room# 5732
Email [email protected]
for time to report
Internal Medicine:
(212) 523-7333
Nicole Sevransky, PA-C
Sheryl/Brucy, Secretaries
Roosevelt Hospital
Dept. of Medicine, 3rd Fl.
11:00 am
Orthopedics:
212-523-2515
Danielle Kaufman, PA-C
7:00 am
Rodriguez Ezequiel, PA-C
St. Luke's Hospital, Clark Building, 7th Fl.
Email preceptor one (1) week before rotation starts.
([email protected])
([email protected])
(please make the secretary
page Ms. Sevransky)
Weiner, Robert M.D.
(718) 251-0200
Robert Weiner, M.D.
Call ahead for time to report (Start time varies)
Page 65 of 206
Appendix D:
DIRECTIONS TO CLINICAL AFFILIATIONS/SITES
2014 – 2015
9921 Fourth Avenue
Brooklyn, NY 11209
(718) 833 - 7617
By Train:
Walk to DeKalb Ave. and take the R train towards Bay Ridge – 95th Street and get off
at 86th Street station.
Bellevue Hospital
462 First Avenue
New York, NY 10016
(212) 562-1000
By Bus:
M15 to 27th Street and 1st Avenue
M16 cross-town to 34th Street and 1st Avenue, walk 7 blocks south
M26 cross-town to 23rd Street and 1st Avenue, walk 4 blocks north
By Train:
Take # 6 local (Lexington IRT line) subway to 28th Street stop.
By Car:
To Bellevue’s South Lot entrance coming from 34th Street (Eastbound):
Take 34th Street as far east as possible, and make a right on the service road adjacent
to the entrance to the southbound entrance to the FDR drive. Follow service road (past
NYU) and you will see a tall, grayish/brown building (Bellevue) in front of you.
Bellevue is now on your right and the FDR is to your left. Go past the building and turn
right, into the Kinney Parking Lot.
Coming from southbound down FDR:
Take FDR to 34th Street exit. Follow service road (parallel to FDR) for about 6 blocks,
continuing across 34th Street continuing on the service road (past NYU) and you will
see a tall, grayish/brown building (Bellevue) in front of you.
Bellevue is now on your right and the FDR is to your left. Go past the building and turn
right, into the Kinney Parking Lot.
First Avenue at 16th Street (10 Nathan D. Perlman Place)
New York, NY 10003
(212) 420-2000 - 4262 Page
By Train:
Take #4 or #5 to 14th Street-Union Square station or take R or N to 14th Street
Station and either walk or take the L train towards Brooklyn and get off on First
Avenue or walk four blocks to 16th Street and First Avenue to Nathan D. Perlman
Place. It is a small street between 1st and 2nd Avenues.
Bernstein Pavilion: Bernstein Pavilion is between 15th and 16th Streets.
By Car:
There is limited parking available
Page 66 of 206
2014 - 2015
The Brooklyn Hospital Center
121 DeKalb Avenue
Brooklyn, NY 11201
(718) 250-8000
2601 Ocean Pkwy
Brooklyn, NY 11235
(718) 616-3000
By Train:
Walk to DeKalb Ave station and take the B train towards Brighton Beach (21 mins - 7
stops) and get off on Sheepshead Bay station and then walk about 14 minutes to 2601
Ocean Pkwy.
OR
Take the B train towards Brighton Beach (23 mins, 8 stops) and get off on Brighton
Beach station. Then, walk to Brighton Beach Av/Brighton 5 St (about 2 mins (8 mins
to make transfer)) and take B1 Bus towards BAY RIDGE 4 AV via 86 ST until
Ocean Py/Shore Py (7 mins, 7 stops).
By Car:
From LIU Brooklyn campus, head north on Flatbush Avenue Extension toward Fleet
St. Turn left onto Tillary St. Take the 1st right onto Jay St. Turn right onto Sands St.
Merge onto I-278 W via the ramp to Bklyn- Qns Expy/Staten Island. Keep left to
continue on Belt Pkwy, follow signs for I-278 W/Staten Island. Take exit 7 toward
Ocean Pkwy. Merge onto Shore Pkwy. Turn left onto Ocean Pkwy. Hospital will be on
the right
2426 Eastchester Road, Suite 208
Bronx, NY 10469
Telephone: (718)708-5650
By Train:
Take Subway #5 towards Eastchester - Dyre Avenue (about 57 mins - 24 stops). Then
get off on Gun Hill Road.Walk to 2426 Eastchester Road. (About 13 mins)
Hospital for Joint Diseases
Orthopedic Institute
301 E. 17th Street
New York, NY 10003
(212) 598-6000
See directions for Beth Israel Medical Center. The Hospital for Joint Disease is located
across the street from it.
Page 67 of 206
2014 - 2015
585 Schenectady Avenue
Brooklyn, NY 11203
By Train & Bus
Take the #4 to Crown Heights/Utica Avenue. It is the last stop on the #4
line. Take the number 46 bus south to Rutland Road. Walk one block west to
Schenectady Avenue.
400 Lakeville Road
(718) 470-7000
By Car:
From "South Brooklyn" take the Belt Parkway east to the Cross Island Parkway North.
Exit off the Cross Island to the Grand Central Parkway East. (This turns into the
Northern State Pkwy.) Take the Grand Central Parkway to Exit 25, Lakeville Road.
At stoplight, (Marcus Ave.) make a right, go to the next light (Lakeville Road) make a
left. Continue to second light (past Medical Society) and make a right turn.
From "North Brooklyn" take the Brooklyn-Queens Expressway east to the Grand
Central Parkway East. Continue as above.
By Train&Bus: Take "E" or "F" train to Union Turnpike/Kew Gardens. Leave via 78th St. exit. Take the
Q46 bus to the last stop – 271st Street. Walk north 2 blocks to the 76th Ave. / Hospital
Entrance.
150 55th Street
Brooklyn, NY 11220
(718) 630-7000
By Car:
Take the Brooklyn-Queens Expressway (I-278W). Take the 39th Street exit (Exit 23).
Turn left on 2nd Avenue. Turn right on 53rd Street to 1st Avenue. Turn left on 1st
Avenue to 55th Street for the main entrance and parking lot. Alternate parking is
available on 56th Street.
By Train:
Take N or R train to 53rd Street. Walk 1-1/2 blocks south along 4th Avenue to 55th
Street. Right on 55th Street toward 1st Avenue. Enter through the main entrance on
55th Street, halfway down the block between 1st and 2nd Avenues.
By Bus B37:
Take the bus to 3rd Avenue and 56th Street. Walk 1-1/2 blocks west along 56th Street
toward the waterfront (2nd Avenue).
B11:
Take the bus to 55th Street and 2nd Avenue.
B63:
Take the 5th Avenue Bus to 56th Street. Walk one block north to 55th Street. Turn left
on 55th Street and walk toward the waterfront (2nd Avenue).
B9:
Take the 60th Street bus to 3rd Avenue. Walk five blocks north to 55th Street. Turn
left on 55th Street and walk toward the waterfront (2nd Avenue).
Page 68 of 206
2014 - 2015
4802 Tenth Avenue
Brooklyn, NY 11219
(718 ) 283-6000 Main Hospital
By Train:
Walk to DeKalb Ave station and take the R train towards Bay Ridge – 95th Street and
get off at Atlantic Ave - Barclays Center (3 min - 1 stop). From there, take the D train
towards Coney Island - Stillwell Ave and get off at Fort Hamilton Pkwy station (12 min
- 3 stops). Walk to 4802 10th Ave (About 6 min , 0.3 mi).
Manhattan VA Hospital
423 E. 23rd Street
(Between First Avenue & 23rd Street)
New York, NY 10010
(212) 686-7500 - x7548
By Train:
From Brooklyn take #4 or #5 to 14 Street and switch to #6 for one stop to 23rd Street.
Walk east to First Avenue. From other boroughs, take any train to 23rd Street and
walk (or take 23rd Street cross-town bus) east to First Avenue.
New York – Presbyterian /Lower Manhattan Hospital
170 William Street
New York, NY 10038
(212) 312-5000
By Train:
Take R train to City Hall. Walk across Park to Pace University. Hospital is across
from Pace (Gold Street).
IRT Lexington Avenue line (#4 or #5) to Brooklyn Bridge stop. Hospital is two blocks
from train stop.
By Car:
Brooklyn Bridge to first exit off bridge, stay to right, at bottom of exit ramp and
(from Brooklyn) make a right turn. New York Downtown Hospital is one block after
right turn.
Brooklyn Office
520 First Ave
New York, NY 10016-6499
By Train:
Walk to DeKalb Avenue. Take the Q train towards Astoria - Ditmars Blvd and get
off at 14th St - Union Square (12 min - 2 stops). From there, take #6 train towards
Pelham Bay Park and get off at 28th Street’s stop (3 min - 2 stops). Walk to 520
1st Ave. About (12 min - 0.6 mi).
Page 69 of 206
2014 - 2015
Office of Chief Medical Examiner (Continued)
Queens Office
1600 Pelham Parkway South
Bronx, NY 10461-1119
By Train&Bus:
Walk to Nevins Street and take the #2 train towards Wakefield - 241 St (57 min –
28 stops). Get off on Pelham Pkwy and from there walk to Pelham Pkwy/White
Plains Rd to take the Bx12 bus towards Orchard Beach. Get off at Pelham
Pkwy/Stillwell Av (10 min – 7 stops). Then, walk to 1600 Pelham Pkwy South.
Parker Jewish Institute for Health Care & Rehabilitation
271-11 76th Avenue
(718) 289-2100
By Car:
From "South Brooklyn" take the Belt Parkway east to the Cross Island Parkway
North. Exit off the Cross Island to the Grand Central Parkway East. (This turns into
the Northern State Pkwy.) Take the Grand Central Parkway to Exit 25, Lakeville
Road. At stoplight, (Marcus Avenue) make a right, go to the next light (Lakeville
Road) make a left. Continue to second light (past Medical Society) and make a right
turn.
From "North Brooklyn" take the Brooklyn-Queens Expressway east to the Grand
Central Parkway East. Continue as above. Paid parking lot is available.
By Train&Bus: See directions to Long Island Jewish Medical Center.
Parking:
Free parking on the other side of Lakeville Road.
Location #1: Bedford Williamsburg Center (Dr. Bassoul)
233 Nostrand Avenue
Brooklyn, NY 11205
(718) 826 - 5900
By Train:
Walk to Hoyt - Schermerhorn Street (about 9 mins). Take G subway from Hoyt Schermerhorn Street towards Long Island City - Court Sq. (about 6 mins, 4 stops). Get
off on Bedford - Nostrand Avenue and walk to 233 Nostrand Avenue (about 3 mins).
Location #2: Flatbush Center (Dr. Rajpar)
1000 Church Avenue
Brooklyn, NY 11218
(718) 826-4000
By Train:
Take Q express or local train to Church Avenue and use the Church Avenue exit or
take F train to Church Avenue.
By Bus:
Take B35 or B68 bus to corner of Coney Island Avenue and Church Avenue.
Page 70 of 206
2014 - 2015
Schiowitz, Emanuel, M.D.
1701 59th Street
Brooklyn, NY 11204
(718) 259-0222
By Train:
OR
Take the F train to 18th Avenue. Transfer for the B11 bus to 17th Avenue and 60th
Street (library on the corner). Get off the bus and make a right onto 17 th Avenue.
Walk 1 block.
Take N or R train to 18th Avenue. Get out at 17th Avenue exit and walk 6 blocks to 59th
Street or get off at 63rd Street and walk 4 blocks.
St. Luke’s-Roosevelt Hospital Center
1000 10th Avenue
New York, NY 10019
(212) 523-4000
St. Luke’s Hospital
1111 Amsterdam Avenue, New York, NY 10025
By Train/Bus:
Take the #1 train to West 110th Street and Broadway-Cathedral Parkway. Walk one
block east to Amsterdam Avenue and four blocks north to West 114th Street.
Take #2 or 3 trains to West 110th Street-Lenox Avenue-Cathedral Parkway. Walk or
take M4 west to Amsterdam Avenue and then walk four blocks north to West 114 th St.
Take #6 train to 110th Street and Lexington Avenue, then take M4 west to Amsterdam
Avenue and walk four blocks north to West 114th Street.
Take M104 bus (Broadway) to West 114th Street, and then walk east to Amsterdam Ave
Take the M11 bus (Amsterdam Avenue) to West 114th Street.
Take M4 bus to Amsterdam Ave. and 110th St, and then walk north to West 114th St.
Roosevelt Hospital
1000 10th Ave. & 58th St., New York, NY 10019
By Train/Bus:
Take A, B, C, D or #1 train to 59th Street-Columbus Circle. Walk west to 10th Avenue \
and one block south to West 58th Street.
Take Q train to West 57th Street and 7th Avenue. Take M57 bus west to 10th Avenue or
walk west to 10th Avenue. Walk one block north to West 58th Street.
Take M7, M11 or M104 bus (Broadway) to West 58th St, and then walk west to 10th Ave.
Weiner, Robert, M.D.
2352 Ralph Avenue
Brooklyn, NY 11234
By Train&Bus: Take the #2 or #5 to Flatbush Avenue/Brooklyn College Station. Then take the B47 or
B41 bus. The office is on Ralph Avenue between Avenues M and N.
Bay car:
There is parking available – call ahead for directions.
Page 71 of 206
Appendix E:
CLINICAL YEAR GRIEVANCE PROCEDURE
Students at the Brooklyn Campus may expect a scrupulous regard for their rights as students
and individuals and should expect to be treated fairly and with courtesy by all members of the
academic community. In any matter in which students feel that their rights have been
violated, or in matters of serious dispute with members of the administration or faculty,
students may avail themselves of the following formal grievance procedure:
1. The student will notify the Director of Clinical Education in person or via electronic mail
within ten (10) days of the event, and will include a written statement that clearly describes
the event and grievance.
2. The student will receive a response from the Director of Clinical Education within a
reasonable amount of time. This will include a time and date during which the Director of
Clinical Education will meet with the student. Following this meeting, the Director of Clinical
Education will render a decision regarding the event within a reasonable amount of time via
electronic mail and via overnight courier (Federal Express, UPS or similar courier).
3. In the event that the Director of Clinical Education is on vacation or is otherwise on leave
from the University, the student will be aware of the faculty member’s absence or will be
notified by electronic mail that the Director of Clinical Education is unavailable. In this case,
the student will notify the Division Director of the event and grievance via electronic mail.
4. If the student is not satisfied with the response received from the Director of Clinical
Education, the student may appeal the decision to the Division Director. The student will
notify the Division Director in person or via electronic mail within ten (10) days of the meeting
with the Director of Clinical Education, and will include a written statement that clearly
describes the event and grievance.
5. The student will receive a response from the Division Director within a reasonable amount
of time. This will include a time and date during which the Division Director will meet with the
student. Following this meeting, the Division Director will render a decision regarding the
event within a reasonable amount of time via electronic mail and via overnight courier
(Federal Express, UPS or similar courier).
6. If the student is not satisfied with the response received from the Division Director, the
student may appeal the decision to the Appeals Committee of the Division of Physician
Assistant Studies. This committee is made up of available faculty within the Division,
including Professors Kiefer, Verity, Compte, and Eckert.
6. In the event that the student has exhausted all opportunities to appeal to the faculty of the
Division, the student may appeal through the Associate Dean of the School of Health
Professions. The Associate Dean will review the matter and will follow the following
procedure:
Dean’s Office Appeal Process - School of Health Professions
The following process will be used for all appeals that students choose to bring to the Dean
as part of the University appeal process. This process will not supersede program or Division
procedures and will only be followed after appeals at the Division level are exhausted.
1. The student MUST have first followed departmental appeal processes including but
not limited to the appeal to the instructor and to the Division director.
2. Appeals to the Dean must be submitted in writing and must be submitted within 10
business days of receipt of the decision letter from the Division. This written appeal
will be transmitted to the Appeal Board for review and will be a factor in the final
Page 72 of 206
3.
4.
5.
6.
7.
decision made by the Dean. The appeal must be accompanied by a completed
Appeal Checklist.
If deemed necessary by the Dean, the Associate Dean will serve as a hearing officer
and will appoint an ad hoc Appeal Board. The Appeal Board will consist of three
faculty members from the School of Health Professions, who may be tenure track,
non-tenure track, or have administrative roles. One of these faculty members will be
from the program from which the appeal has originated. The Dean will be present at
the hearing, but will not contribute to the discussion.
The hearing will be scheduled as expeditiously as possible.
At the hearing (with all parties present):
a. The hearing may be recorded for future reference.
b. The student will present his/her appeal including justifications, circumstances
and anything else s/he wishes the Board to consider. The maximum time
allowed is 30 minutes.
c. The course instructor, or other appropriate faculty member, will present the
circumstances and evidence leading to the decision being appealed. The
maximum time allowed is 30 minutes.
d. Student and faculty will not engage in debate of the circumstances with each
other but will answer questions posed by the Board for the purpose of
clarification.
e. Upon completion of the presentations and any questioning by the Board, the
student and faculty will be excused.
f. The Board will discuss the facts of the appeal and reach consensus, or vote, on
a recommendation to the Dean. If a vote is taken, the Associate Dean will not
vote.
Within 24 hours of the hearing, the Associate Dean will prepare a written report that
contains:
a. A summary of the information presented by both sides at the hearing;
b. A summary of the discussion of the Board after the parties were dismissed;
c. A recommendation for action by the Dean.
The Dean will then reach a decision based upon the report from the Board, the
written appeal submitted by the student and any other information relevant to the
case, and will notify the student by certified mail. This decision will normally be made
within 48 hours unless further investigation is necessary or the Dean is unavailable
within that time frame. If the decision will be delayed longer than 48 hours, the
student will be notified by the Dean’s office of that delay.
The foregoing procedure shall be a formal grievance procedure for the resolution of all
student grievances, including those alleging actions prohibited by legislation.
The following form must be submitted to the Dean’s office with the written appeal.
Page 73 of 206
School of Health Professions
Long Island University - Brooklyn
STUDENT APPEAL CHECKLIST
Student:
__________________________________________________________
Program/Division: __________________________________________________________
Course or Action: ___________________________________________________________
1. Appeal to the Professor
Date: _______________
Faculty: ____________________________________________________________
Signature
Print Name
2. Appeal to the Director / Chair
Date: _______________
Director: ____________________________________________________________
Signature
Print Name
3. Appeal to the Division / Department / Program Committee
Date: _______________
Committee Chair: _____________________________________________________
Signature
Print Name
4. Appeal to the Dean
Date Written Appeal Received: _______________
By: _______________________________________________________________
Signature
Print Name
Page 74 of 206
Appendix F:
1 University Plaza ● Brooklyn, NY 11201 ● Phone: 718 488 1505 ● Fax: 718 246 6364
YEAR 2014 - 2015
SAMPLE CLINICAL EVALUATION FORM
Student’s Name:
Rotation #:
Site:
Start Date:
Preceptor:
End Date:
Please evaluate the student’s performance for each component of clinical competence. Check the rating on the next
page which
best describes the student’s skills and abilities:
5=
(A) Outstanding: Student’s performance is consistently superior and far exceeds the expected standards; demonstrates ability,
knowledge, skills in the particular category which only a few students can be expected to attain.
4.3 = (B) Above Average: Student’s performance is consistently good and regularly surpasses the expected standard; student can
work with minimal supervision; performance is better than that of most other students.
3.8 = (C) Average: Student consistently meets the established standard of performance; work is consistently acceptable and student
demonstrates effort to achieve the standard; amount of supervision required is appropriate to the clinical situation.
3=
(D) Unsatisfactory: Student occasionally meets the standard but has difficulty in doing so consistently; needs more supervision,
guidance than would normally be expected for the situation.
(THE CLINICAL EVALUATION FORM IS SUBJECT TO CHANGE)
Page 75 of 206
ATTRIBUTE OF STUDENT, with descriptors
Fund of Knowledge
Extensive and well-applied knowledge; knows mechanisms of disease and clinical signs and
symptoms associated with diseases; able to integrate information into clinical diagnosis
Data Acquisition: History Skills & Physical Exam
Gathers data in a logical, thorough, reliable manner. Establishes a broad base of information about the
patient. Complete, accurate, directed toward patient's problems, properly sequenced. Elicits both
obvious and subtle findings
Data Interpretation (Problem-Solving): Differential Diagnosis
Identifies patient's problems in order of importance. Relates clinical findings to altered physiology.
Establishes a complete, prioritized differential diagnosis
Development of Diagnostic and Treatment Plans
Provides appropriate sequence of testing and therapeutic recommendations, considering patient's age,
gender, lifestyle, genetics, and co-morbidities. Involves patient and family in planning
Patient Care and Follow Up
Seeks results of tests; communicates results in chart notes, to clinical care team, and to patient and
family. Re-evaluates patient's clinical condition, including additional history and physical examination,
as needed
Relationships with Patients
Always shows integrity, respect, compassion and empathy to patients. Establishes trust. Maintains
credibility, excellent rapport with patients and families; respects patients' needs for information and
personal preferences
Relationships with Clinical Team
Participates actively in discussions and work with clinical team at all levels. Excellent rapport with
peers; shows respect for peers, teachers, staff. Friendly, trustworthy, interested in welfare of team
Reliability
Punctual for all clinical activities, teaching sessions. Prepares material for presentation in a timely
fashion. Readily takes on additional assignments, stays late as needed
Effort to Learn
Self-motivated to acquire knowledge about all aspects of medicine, not just specific cases. Excellent
use of resources including texts and online searches. Aware of own strengths and weaknesses; directs
own learning agenda; able to think and work independently
Professionalism and Integrity
Is responsible, reliable, committed; is respectful and honest in professional situations; maintains
highest standards for self and others; establishes trust. Always demonstrates respect, compassion for
individuals; readily accepts non-judgmentally all rights of others. Demonstrates ethical behavior and
cultural competence. Respects privacy and trust of patients
(D) is considered a failing grade.
A
B
C
D
5
4.3
3.8
3.0
Inadequate, limited knowledge base, poorly organized or
applied information
5
4.3
3.8
3.0
History Skills: Often incomplete, superficial, and not directed to
patient’s problems. Physical Exam :Often incomplete,
inaccurate, cursory, non-directed, insensitive, or awkward
5
4.3
3.8
3.0
Superficial diagnostic ability. Unable to organize data into a
problem list. Unable to establish priorities
5
4.3
3.8
3.0
Over-reliance on tests and procedures. Does not consider
patient’s concerns, opinions, limitations, and lifestyle. Treats
problems rather than patients
5
4.3
3.8
3.0
Loses interest in patient after initial encounter. Does not follow
through to ascertain and communicate test results. Does not
follow patient’s condition over time
5
4.3
3.8
3.0
5
4.3
3.8
3.0
5
4.3
3.8
3.0
5
4.3
3.8
3.0
5
4.3
3.8
3.0
Lacks appropriate integrity, respect, empathy and compassion.
Does not appreciate patient’s perceptions of illness, procedures,
health care environment. Does not consider patient’s
preferences. Poor rapport with patients and families
Uninvolved, uncommunicative, removed from team activities
and communication. Self-centered, competitive, antagonistic or
argumentative; untrustworthy, arrogant or aggressive
Not consistently present for ward rounds, clinic sessions,
preceptor sessions, seminars; late or unprepared. Difficult to
locate. Does not complete clinical assignments; does not report
information about patients to clinical team
Does minimum reading; uses abbreviated sources of information.
Does not participate in discussions on rounds, in seminars; does
not ask questions. Poor use of resources. Depends on others for
direction; unaware of strengths and weaknesses
Is unreliable or irresponsible; uncommitted to the medical
profession; dishonest in professional relationships; is deceptive
or abuses trust. Lacks appropriate respect, compassion,
empathy. Displays insensitivity and intolerance for patients'
differences. Does not respect patients' privacy.
SETTING(S) OF OBSERVATION: ___________________________________ HOURS OF OBSERVATION: ___________ ROTATION #: ______
EVALUATOR’S NAME AND SIGNATURE: ________________________________________________________________ DATE: ____________
STUDENT’S NAME AND SIGNATURE: ___________________________________________________________________ DATE: ____________
Page 76 of 206
CLINICAL EVALUATION FORM
COMMENTS (OPTIONAL): Please amplify the ratings given by providing more detailed descriptions of this student. In doing so, you may
consider the prior categories listed and/or others that you feel pertain to the student's achievement of the rotation's goals.
1. Provide specific comments about this student's outstanding positive qualities, attributes which distinguish student from others:
2. Describe any qualities of this student that hinder his/her effectiveness as a clinician:
3. Recommendations for specific commendation, areas that need improvement, or specific remediation:
Days absent on this rotation: ________
I would consider this student for employment with my organization: (check one)
EVALUATOR’S NAME AND SIGNATURE: ________________________________________________
DATE: ________________
STUDENT’S NAME AND SIGNATURE: ____________________________________________________
DATE: ________________
Page 77 of 206
MID-ROTATION EVALUATION FORM
2014 - 2015
ROTATION # ______________
STUDENT:
DATE: _____________________
______________________________________
ROTATION SITE: __________________________________
THIS FORM SHOULD BE COMPLETED DURING THE THIRD WEEK OF THE CLINICAL ROTATION.
At this point, how is the student performing on the clinical rotation?
 The student’s performance is satisfactory.
 The student’s performance is NOT satisfactory.
Preceptor’s Name (Please print or stamp): _________________________ Preceptor’s Signature: _____________________
PLEASE FAX THIS FORM TO
Marion Masterson, PA-C, MPAS
Director of Clinical Education
Division of Physician Assistant Studies
Telephone: (718) 488-1505 ● Fax: (718) 246-6364
Page 78 of 206
Appendix: G
MS 601
INTERNAL MEDICINE CLERKSHIP
SYLLABUS
Director of Clinical Education: Marion F. Masterson, PA-C, MPAS
Course Directors: Marion F. Masterson, PA-C, MPAS
Sharon Verity, PA-C, MPAS
Required Texts:
-
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
Kumar, V et al., Basic pathology, 9th edition. Philadelphia: Saunders, 2012.
-
2011.
-
and Wilkins, 2009.
-
Venes, D., Taber’s Cyclopedic Medical Dictionary, 21st edition. Philadelphia: FA Davis,
2009.
Page 79 of 206
Course Description: This clinical course is a clinical clerkship in internal medicine. All
clinical clerkships are five (5) weeks in length. Each student is assigned a clinical site and
preceptor at the inception of the clinical year.
Prerequisites: Successful completion of the didactic year of the Physician Assistant Studies
curriculum. 2 (two) credits.
Format: This course is comprised of an internal medicine clerkship that is conducted in a
hospital. The student is assigned to a preceptor and is charged with the care of patients as
delegated by the preceptor.
Teaching and Learning Strategies: This course includes supervised clinical work, teaching
at the bedside by the preceptor and/or the attending physician; conferences and other
lectures at the facility; End-of-Rotation lectures and Board Review lectures.
Course Times and Dates: Specific times and dates are variable according to clinical
clerkship site and preceptor.
Estimate of Time Spent in this Course: The Accreditation Review Commission on
Education of the Physician Assistant, Inc. (ARC-PA) requires that all clinical year students
spend a minimum of 35 hours per week at the clinical site. However, there is no maximum
number of hours that may be required.
Course Goals: At the end of this course, the student will:
1. Have a deeper understanding and knowledge of the major diagnoses seen in internal
medicine with particular emphasis on cardiovascular and pulmonary processes
2. Be at a developing level in procedures used frequently in internal medicine
3. Have increased understanding and knowledge of pharmacologic entities unique to
internal medicine
4. Have developed additional skills in working with a team
5. Have developed additional skills in case presentations
6. Have developed additional skills in writing Admission and SOAP notes, discharge
summaries and other documentation required in internal medicine
Expected Learning Outcomes: At the end of this course, the student will (be):
1. Proficient at performing a history and physical exam specific to the internal medicine
patient
2. At a developing or proficient level of formulating an assessment and plan for internal
medicine patients
3. Adept at working with a team
4. Comfortable with and respectful of patients from other cultures and backgrounds from
the student
5. Proficient at formulating a differential diagnosis of common complaints seen in
internal medicine.
6. Proficient at formulating appropriate workup and treatment of common internal
medicine complaints.
7. Developing or proficient at counseling patients appropriately concerning common
internal medicine complaints.
Student Learning Objectives: Please see the Clinical Year Educational Objectives, which
are to be found at the end of this book (Appendix I).
Page 80 of 206
Attendance: Attendance is mandatory. Five (5) days may be used as sick days during the
entire clinical year. After these five days have been exhausted, all excused absences must
be made up. For more information on policies on attendance and unexcused absences,
please see Attendance Issues (Chapter II).
Professionalism: Students are expected to act professionally at all times when interacting
with fellow classmates, preceptors, patients, other members of the health care team, and
faculty members. Please refer to Academic and Professional Guidelines and Policies
(Chapter III) concerning the policies on professionalism.
COURSE REQUIREMENTS AND METHODS OF EVALUATION:
Pharmacology Independent Study / Drug Card Completion: In order to successfully
complete the course, all students must complete and turn in 10 drug cards to faculty at the
end of rotation meeting. The drug cards must be hand written. The drugs they are chosen
must be relevant to the patients that students’ cared for/were exposed to during their rotation.
Each drug card must be labeled and include:
•
•
•
•
•
•
•
•
•
•
Brand/generic drug name
Class
Indications
Mechanism of action
Adult indication and dosage
Children indication and dosage (if drugs are contraindicated in children, you must
note that.)
Contraindications
Warnings/precautions
Interactions
Side effects/adverse reactions
The cards will be collected at End-of-Rotation meetings and placed in each student’s file for
faculty review. The cards will be graded on a pass/fail basis. At the end of the 10 rotations,
the cards will be returned to the student to assist the student in their PANCE preparation.
Failure to submit 10 drug cards at End of Rotation will result in a deduction of 10 points from
the final rotation average.
Physician Assistant Student Tracking (PAST): In order to ensure that students have
access to a variety of clinical experiences during the clinical year, the Division of Physician
Assistant Studies subscribes to the Typhon Group’s Physician Assistant Student Tracking
(PAST) system. This system allows students to submit data regarding patient encounters,
diagnoses, procedures completed, technical skills obtained, and other information in a
secure, paperless system. Students must enter data within 7 days of the date that the patient
was seen/procedure completed. If students do not do so, they will be locked out and will
forfeit entry of these data. The Typhon Group system is monitored by the Division faculty and
staff. Submissions will be graded on a pass/fail basis. Students who do not enter patient data
on this system will lose 10 points from their final course average.
Page 81 of 206
Histories and Physicals Admission Notes / SOAP Notes: The requisite number of these
notes must be entered on Typhon by your last day on rotation. The number and type of
required notes is specified in the learning objectives of your Clinical Year Handbook. The
student must submit notes on a computer. In accordance with HIPAA, patient names and
medical record numbers must not appear anywhere on H&Ps, SOAP notes, or other
documentation submitted to the Division of Physician Assistant Studies. The H&Ps and
SOAP notes will be graded on a pass/fail basis. Failure to submit the required number of
notes or comply with HIPAA will result in a deduction of 10 points from the final rotation
average.
Course Grades and Policies: The final course grade is calculated on the basis of two (2)
components. These two components include the clinical evaluation form and the End-ofRotation Examination.

The Clinical Course Evaluation completed by the preceptor, and available for student
review in the Clinical Year Handbook, is worth 50% of the final clerkship course
grade.

The End-of-Rotation Examination, based on student learning objectives, is worth 50%
of the final clerkship course grade.
If the student fails the End-of-Rotation Examination with a score of less than 74, the student
must take a remedial examination. If a student fails either the remedial exam OR if the
student fails the course with a final average of less than 74, the student will receive a grade
of F for the course and must repeat the clinical clerkship including the examination. Please
refer to the Division’s Clinical Year Handbook for more information regarding this policy. The
minimum passing grade for this course is a 74.
All physician assistant students are graded on the following scale:
Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Graduate GPA Policy: All LIU graduate students must maintain a minimum overall GPA of
3.0 on a 4.0 scale in order to remain in good academic standing.
THIS SYLLABUS IS SUBJECT TO CHANGE.
Page 82 of 206
MS 602
GENERAL SURGERY CLERKSHIP
SYLLABUS
Course Director: James Eckert, PA-C, M.A.
Required Texts:
-
-
Elsevier, 2009.
-
-
Gomella, LG et al. Clinician’s Pocket Reference, 11th edition. New York: McGraw-Hill,
2006.
-
2011.
-
Recommended Textbooks:
-
Lawrence, P.F., Essentials of General Surgery, 4th edition. Philadelphia: Lippincott
Williams & Wilkins, 2006.
-
Lawrence, P.F., Essentials of Surgical Specialties, 3rd edition. Philadelphia: Lippincott
-
Skinner, H.B. (Ed), Current Orthopedics Diagnosis and Treatment, 4th edition. New York:
-
Klingensmith, M.E. et al. (Eds), The Washington Manuel of Surgery, 6th edition.
Philadelphia: Lippincott Williams & Wilkins, 2012.
Page 83 of 206
Course Description: This clinical course is a clinical clerkship in general surgery. All clinical
clerkships are five (5) weeks in length. Each student is assigned a clinical site and preceptor
at the inception of the clinical year.
Format: This course is comprised of a general surgery clerkship that is conducted in a
1. Have a deeper understanding and knowledge of the major diagnoses seen in general
surgery
2. Be at a developing level in procedures used frequently in general surgery, such as
aseptic technique, gowning and gloving, and assisting in O.R.
general surgery
summaries and other documentation required in general surgery.
1. Proficient at performing a history and physical exam specific to the surgical patient
2. At a developing or proficient level of formulating an assessment and plan for surgical
patients
the student
general surgery
6. Proficient at formulating appropriate workup and treatment of common surgical
complaints
surgical complaints.
Page 84 of 206
•
•
•
•
•
•
•
•
•
•
Class
Indications
Mechanism of action
note that.)
Contraindications
Interactions
Page 85 of 206
average.

grade.

Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 86 of 206
MS 603
PEDIATRIC CLERKSHIP
SYLLABUS
Course Director: Marion F. Masterson, PA-C, MPAS
Required Texts:
-
-
Elsevier, 2009.
-
2006.
-
2013.
-
2011.
-
Page 87 of 206
Course Description: This clinical course is a clinical clerkship in pediatrics. All clinical
Format: This course is comprised of a pediatrics clerkship that is conducted in a hospital.
The student is assigned to a preceptor and is charged with the care of patients as delegated
by the preceptor.
1. Have a deeper understanding and knowledge of the major diagnoses seen in
pediatrics
2. At a developing level in procedures used frequently in pediatrics
pediatrics, with particular emphasis on dosage
summaries and other documentation required in pediatrics
Expected Learning Outcomes: At the end of this course, the student will be:
1. Proficient at performing a history and physical exam specific to the pediatric patient
2. At a developing or proficient level of formulating an assessment and plan for pediatric
patients
the student
pediatrics
6. Proficient at formulating appropriate workup and treatment of common pediatric
complaints.
pediatric complaints.
Page 88 of 206
•
•
•
•
•
•
•
•
•
•
Class
Indications
Mechanism of action
note that.)
Contraindications
Interactions
Page 89 of 206
average.

grade.

Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 90 of 206
MS 604
FAMILY MEDICINE CLERKSHIP
SYLLABUS
Course Director: Maria E. Compte, M.D., MPH & TM, C-Trop. Med.
Required Texts:
-
Beckmann, CRB et. al., Obstetrics and Gynecology, 7th edition. Philadelphia: Lippincott
-
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
-
2013.
-
2011.
Page 91 of 206
Course Description: This clinical course is a clinical clerkship in family medicine. All clinical
Format: This course is comprised of a family medicine clerkship that is conducted in a
1. Have a deeper understanding and knowledge of the major diagnoses seen in family
medicine (including pediatrics, adult medicine, prenatal care and gynecology, and
geriatrics) with particular emphasis on care throughout the life span and for the family
unit
2. Be at a developing level in procedures used frequently in family medicine
family medicine
summaries and other documentation required in family medicine
1. Proficient at performing a history and physical exam specific to the family medicine
patient
2. At a developing or proficient level of formulating an assessment and plan for family
medicine patients
the student
5. Proficient at formulating a differential diagnosis of common complaints seen in family
medicine
6. Proficient at formulating appropriate workup and treatment of common family
family medicine complaints.
Page 92 of 206
Student Learning Objectives: Please see the Clinical Year Educational Objectives that are
to be found at the end of this book (Appendix I).
•
•
•
•
•
•
•
•
•
•
Class
Indications
Mechanism of action
note that.)
Contraindications
Interactions
Page 93 of 206
average.

grade.

Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 94 of 206
MS 605
EMERGENCY MEDICINE CLERKSHIP
SYLLABUS
Required Texts:
-
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
Kumar, V et al., Basic Pathology, 9th edition. Philadelphia: Saunders, 2012
-
2011.
-
Stone, K., Current Diagnosis & Treatment Emergency Medicine, 7th edition. New York:
McGraw-Hill, 2011.
Page 95 of 206
Course Description: This clinical course is a clinical clerkship in emergency medicine. All
Format: This course is comprised of an emergency medicine clerkship that is conducted in
a hospital. The student is assigned to a preceptor and is charged with the care of patients as
emergency medicine
2. At a developing level in procedures used frequently in emergency medicine
emergency medicine
summaries and other documentation required in emergency medicine
1. Proficient at performing a history and physical exam specific to the emergency
medicine patient
2. At a developing or proficient level of formulating an assessment and plan for
emergency medicine patients
the student
emergency medicine.
6. Proficient at formulating appropriate workup and treatment of common emergency
emergency medicine complaints.
Page 96 of 206
(Chapter III) concerning the policies on professionalism. .
•
•
•
•
•
•
•
•
•
•
Class
Indications
Mechanism of action
note that.)
Contraindications
Interactions
Page 97 of 206
average.

grade.

Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
vb
Page 98 of 206
MS 606
OBSTETRICS AND GYNECOLOGY CLERKSHIP
SYLLABUS
Required Texts:
-
Beckmann, CRB et al., Obstetrics and Gynecology, 7th edition. Philadelphia: Lippincott
-
Bickley, LS et al., Bates Guide to Physical Examination and History Taking, 10th Edition.
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
Page 99 of 206
Course Description: This clinical course is a clinical clerkship in obstetrics and gynecology.
All clinical clerkships are five (5) weeks in length. Each student is assigned a clinical site and
Format: This course is comprised of an obstetrics and gynecology clerkship that is
conducted in a hospital. The student is assigned to a preceptor and is charged with the care
of patients as delegated by the preceptor.
obstetrics and gynecology
2. Be at a developing level in procedures used frequently in obstetrics and gynecology
obstetrics and gynecology with particular emphasis on agents safe or deleterious for
use in pregnant or lactating patients
summaries and other documentation required in obstetrics and gynecology
1. Proficient at performing a history and physical exam specific to the obstetric and
gynecologic patient
2. At a developing or proficient level of formulating an assessment and plan for obstetric
and gynecologic patients
the student
obstetrics and gynecology
6. Proficient at formulating appropriate workup and treatment of common obstetric and
gynecologic complaints
obstetric and gynecologic complaints.
Page 100 of 206
•
•
•
•
•
•
•
•
•
•
Class
Indications
Mechanism of action
note that.)
Contraindications
Interactions
Page 101 of 206
average.

grade.

Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 102 of 206
MS 607
BEHAVIORAL MEDICINE CLERKSHIP
SYLLABUS
Course Directors: Sharon Verity, PA-C, MPAS
Required Texts:
-
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
-
McPhee, SJ et al., Current Medical Diagnosis and Treatment, 51st Edition. McGraw-Hill,
2011.
-
2014.
-
Venes D. Taber’s Cyclopedic Medical Dictionary, 21st Edition. Philadelphia: FA Davis,
2009.
Page 103 of 206
Course Description: This clinical course is a clinical clerkship in behavioral medicine. All
Format: This course is comprised of an behavioral medicine clerkship that is conducted in a
behavioral medicine
2. At a developing level in procedures used frequently in behavioral medicine
behavioral medicine
summaries and other documentation required in behavioral medicine
1. Proficient at performing a history and physical exam specific to the behavioral
medicine patient
2. At a developing or proficient level of formulating an assessment and plan for
behavioral medicine patients
the student
behavioral medicine
6. Proficient at formulating appropriate workup and treatment of common behavioral
medicine complaints
behavioral medicine complaints.
Page 104 of 206
please see Attendance Issues.
concerning the policies on professionalism.
•
•
•
•
•
•
•
•
•
•
Class
Indications
Mechanism of action
note that.)
Contraindications
Interactions
Page 105 of 206
average.

grade.

Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 106 of 206
MS 608
INTERNAL MEDICINE ELECTIVE CLERKSHIP
SYLLABUS
Required Texts:
-
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
-
2011.
-
and Wilkins, 2009.
-
2014.
-
2009.
Page 107 of 206
Course Description: This clinical course is a clinical clerkship in a particular discipline of
internal medicine. All clinical clerkships are five (5) weeks in length. Each student is assigned
a clinical site and preceptor after discussion with Professor Masterson and after any required
paperwork is completed (application for an external site placement; completion of a new
clinical contract) during the clinical year. The elective may also be conducted at an existing
clinical site.
Format: This course is comprised of an internal medicine clerkship that is conducted in a
1. Have a deeper understanding and knowledge of the major diagnoses seen in internal
medicine with particular emphasis on the specialty or subspecialty chosen by the
student for the elective
2. Be at a developing level in procedures used frequently in internal medicine with
particular emphasis on the specialty or subspecialty chosen by the student for the
elective
internal medicine with particular emphasis on the specialty or subspecialty chosen by
the student for the elective
summaries and other documentation required in internal medicine
1. Proficient at performing a history and physical exam specific to the discipline chosen
for the elective by the student
2. At a developing or proficient level of formulating an assessment and plan for internal
medicine patients with particular emphasis on the specialty or subspecialty chosen by
the student
internal medicine.
Page 108 of 206
6. Proficient at formulating appropriate workup and treatment of common internal
medicine complaints with particular emphasis on the specialty or subspecialty chosen
by the student for the elective
internal medicine complaints with particular emphasis on the specialty or subspecialty
chosen by the student for the elective.
•
•
•
•
•
•
•
•
•
•
Class
Indications
Mechanism of action
note that.)
Contraindications
Interactions
Page 109 of 206
average.

grade.

Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 110 of 206
MS 609
SURGICAL ELECTIVE CLERKSHIP
SYLLABUS
Required Texts:
-
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
-
-
-
-
Page 111 of 206
Course Description: This clinical course is a clinical clerkship in a particular discipline of
surgery of the student’s choice. All clinical clerkships are five (5) weeks in length. Each
student is assigned a clinical site and preceptor after discussion with Professor Masterson
and after any required paperwork is completed (application for an external site placement;
completion of a new clinical contract) during the clinical year. The elective may also be
conducted at an existing clinical site.
Format: This course is comprised of a surgery clerkship that is conducted in a hospital. The
student is assigned to a preceptor and is charged with the care of patients as delegated by
the preceptor.
1. Have a deeper understanding and knowledge of the major diagnoses seen in surgery
with particular emphasis on the specialty or subspecialty chosen by the student for
the elective
2. Be at a developing level in procedures used frequently in surgery with particular
emphasis on the specialty or subspecialty chosen by the student for the elective
surgery with particular emphasis on the specialty or subspecialty chosen by the
summaries and other documentation required in surgery
2. At a developing or proficient level of formulating an assessment and plan for surgical
patients with particular emphasis on the specialty or subspecialty chosen by the
the student
surgery
Page 112 of 206
6. Proficient at formulating appropriate workup and treatment of common surgical
complaints with particular emphasis on the specialty or subspecialty chosen by the
surgical complaints with particular emphasis on the specialty or subspecialty chosen
by the student for the elective.
please see Attendance Issues.
concerning the policies on professionalism.
•
•
•
•
•
•
•
•
•
•
Class
Indications
Mechanism of action
note that.)
Contraindications
Interactions
Page 113 of 206
average.

grade.

Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 114 of 206
MS 610
CLINICAL ELECTIVE CLERKSHIP
SYLLABUS
Required Texts:
-
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
-
2011.
-
and Wilkins, 2009.
-
2014.
-
2009.
Page 115 of 206
Course Description: The elective clinical clerkship is a clinical clerkship in a particular
discipline of medicine or surgery of the student’s choice. All clinical clerkships are five (5)
weeks in length. Each student is assigned a clinical site and preceptor after discussion with
Professor Masterson and after any required paperwork is completed (application for an
external site placement; completion of a new clinical contract) during the clinical year. The
elective may also be conducted at an existing clinical site.
Format: This clinical course is comprised of a particular discipline of medicine or surgery
clerkship that is conducted in a hospital. The student is assigned to a preceptor and is
charged with the care of patients as delegated by the preceptor.
1. Have a deeper understanding and knowledge of the major diagnoses seen in the
specialty or subspecialty chosen by the student for the elective
2. Be at a developing level in procedures used frequently in the specialty or subspecialty
chosen by the student for the elective
the specialty or subspecialty chosen by the student for the elective
summaries and other documentation required in specialty or subspecialty chosen by
2. At a developing or proficient level of formulating an assessment and plan for patients
with diagnosis specific to the specialty or subspecialty chosen by the student for the
elective
Page 116 of 206
the student
discipline chosen for the elective by the student
6. Proficient at formulating appropriate workup and treatment of common complaints
seen in the specialty or subspecialty chosen by the student for the elective
complaints with particular emphasis on the specialty or subspecialty chosen by the
student for the elective.
•
•
•
•
•
•
•
•
•
•
Class
Indications
Mechanism of action
note that.)
Contraindications
Interactions
Page 117 of 206
average.
components. These two components include the clinical evaluation form and the research
paper. The clinical course evaluation completed by the preceptor is worth 50% of the final
clerkship course grade and the research paper is worth 50% of the final clerkship course
grade.
The research paper is written on a clinical topic of particular interest to the student
and that is germane to the medical or surgical specialty or subspecialty of the
clinical elective. The paper is not to be a review of the literature regarding a
particular topic. The student should also discuss the proposed topic with the clinical
preceptor. Research papers are due on the first day of the End-of-Rotation
meeting. Students who are unsure how to research the chosen topic may consult
the Course Director, the Director of Clinical Education, or a reference librarian of
the Long Island University Library.
The research paper must be at least six (6) double spaced pages. There is no
maximum length. Margins must be set at 1”inch in a font equal to or less than 12
point. At least ten (10) references are required which must be dated within the past
ten (10) years. References must be from peer-reviewed medical journal articles or
from standard medical textbooks. Footnotes and bibliographic citations should
follow American Medical Association (AMA) guidelines. These guidelines are
available in:
Iverson C et al. American Medical Association manual of style: a guide for authors
and editors, 10th edition. New York: Oxford University Press, 2007.
Page 118 of 206
Using the rubric that is attached to this syllabus the faculty grade the research
paper. The rubric includes the following components:

Paper topic;

Epidemiology;

Pathophysiology;

Signs and symptoms;

Physical examination findings;

Diagnostic studies and results;

Management;

Clarity of writing and grammar;

References.
All research papers are screened by the faculty for evidence of plagiarism using search
engines such as Google.
Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
THIS SYLLABUS IS SUBJECT TO CHANGE
Page 119 of 206
MS 610 - CLINICAL ELECTIVE
RESEARCH PAPER EVALUATION RUBRIC
Student’s Name:
______________________________
Faculty Member: ___________________
Date of Evaluation: ______________________________
Final Numerical Grade: ______________ %
Google Search:  Negative for Plagiarism
 Positive for Plagiarism (Automatic Failure)
COMPONENT
Paper Topic
(11%)
COMPONENT GRADE
Exemplary (10-11 points)
Proficient (8-9 points)
Marginal (7 points)
The topic that is completely appropriate
to the clinical elective discipline. The
topic is completely appropriate for the
scope of the paper.
The topic that is very appropriate to
the clinical elective discipline. The
topic is slightly too broad or too
specific for the scope of the paper.
The topic that is related to the
clinical elective discipline. The
topic is too broad or too specific
for the scope of the paper.
Marginal (7 points)
Contains significant epidemiologic
data regarding the clinical entity,
including population(s) affected and
risk factors.
Contains some epidemiologic
including population(s) affected
and risk factors.
Epidemiology
(11%)
Pathophysiology
(11%)
Contains thorough epidemiologic data
regarding the clinical entity, including
population(s) affected and risk factors.
Contains a thorough, accurate
explanation of the disease process.
Marginal (7 points)
Explanation of the disease process
is mostly complete and mostly
accurate.
Contains some correct details of
the disease process; OR
description is incomplete or only
partially accurate.
Page 120 of 206
Unacceptable
(5-6 points)
The topic that is unrelated to the
clinical elective discipline. The
topic is completely inappropriate
for the scope of the paper.
Unacceptable
(5-6 points)
Contains little or no epidemiologic
including population(s) affected
and risk factors.
Unacceptable
(5-6 points)
Contains little or no explanation
of the disease process; OR
description is completely
inaccurate.
COMPONENT
Signs &
Symptoms
(11%)
Physical Exam
Findings
(11%)
COMPONENT GRADE
Contains a thorough and accurate
description of signs and symptoms of
clinical entity.
description of physical exam findings of
clinical entity.
Diagnostic
Studies &
Results
(11%)
Management
(11%)
Clarity of Writing;
Grammar;
Spelling
(12%)
References
(11%)
description of laboratory, radiologic and
other study findings appropriate to
clinical entity.
description of the management
appropriate to clinical entity.
Grammar and spelling are free of errors.
The paper is written in a very clear and
concise manner. The paper is of the
quality expected of a peer-reviewed
journal submission.
Marginal (7 points)
Contains a largely thorough and
largely accurate description of
signs and symptoms of clinical
entity.
The description of signs and
symptoms of the clinical entity is
present but contains errors or
significant omissions of material.
Marginal (7 points)
physical exam findings of clinical
entity.
The description of physical exam
findings of the clinical entity is
present but contains errors or
Marginal (7 points)
laboratory, radiologic and other
study findings appropriate to clinical
entity.
Marginal (7 points)
largely accurate description of the
management appropriate to clinical
entity.
There are only a few errors of
grammar and spelling. The paper is
written in a generally clear and
concise manner. The paper is
nearly of the quality expected of a
peer-reviewed journal submission.
The references follow only the American
Medical Association (AMA) format. There
are no errors. All references are less
than ten (10) years old. All journal article
references are from peer-reviewed
journals.
The references generally follow
only the American Medical
Association (AMA) format. There
are errors in no more than 10% of
the references. Almost all
references (>90%) are less than
ten (10) years old. Almost all
journal article references (>90%)
are from peer-reviewed journals.
The description of the
management appropriate to
clinical entity is present but
contains errors or significant
omissions of material.
Marginal (7-8 points)
There are many errors of
grammar and spelling. The paper
is written in an unnecessarily
verbose style OR the paper is
unclear.
Marginal (7.5 points)
Proficient (8.5 points)
The description of laboratory,
radiologic and other study
findings appropriate to clinical
entity is present but contains
errors or significant omissions of
material.
The references do not follow only
the American Medical Association
(AMA) format. Other formats
(e.g., American Psychological
Association) are used. There are
numerous errors. Many
references (>20%) are more than
ten (10) years old. Only some
(>50%) journal article references
are from peer-reviewed journals.
Page 121 of 206
Unacceptable
(5-6 points)
The description of signs and
symptoms of the clinical entity is
absent OR contains grave errors.
Unacceptable
(5-6 points)
The description of physical exam
findings of the clinical entity is
absent OR contains grave errors.
Unacceptable
(5-6 points)
The description of laboratory,
radiologic and other study
findings appropriate to clinical
entity is absent OR contains
grave errors.
Unacceptable
(5-6 points)
The description of the
management appropriate to
clinical entity is absent OR
contains grave errors.
Unacceptable
(5-7 points)
More than 25% of the paper is
affected by errors of spelling and
grammar. The paper is very
poorly written. It is difficult to
understand the intent of the
writer.
Unacceptable (5 points)
The references do not follow the
American Medical Association
(AMA) format at all. There are
many errors. A large number
(>40%) of references are more
than ten (10) years old. Almost
no (<30%) journal article
references are from peerreviewed journals.
MS 611
CLINICAL SEMINAR I
SYLLABUS
Required Texts:
-
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
-
2011.
-
and Wilkins, 2009.
-
2009.
Page 122 of 206
Course Description: Clinical Seminar I. In this seminar, students will draw on their clinical
clerkship(s) in Internal Medicine and/or the Internal Medicine elective as well as all material
previously learned in the entire PA Studies curriculum to produce and deliver a detailed
patient case presentation from Internal Medicine or an Internal Medicine elective before a
group of clinical year PA students and faculty member(s).
Prerequisites: successful completion of the didactic year of the Physician Assistant Studies
curriculum. 1 (one) credit.
Format: Clinical seminar I is a seminar that takes place in the clinical year both in the
clinical clerkship and during an End-of-Rotation meeting. It culminates in the presentation
made by the student before a group of other students and a faculty member.
at the bedside by the preceptor and/or the attending physician; use of medical databases
and journals; review and interpretation of the medical literature; formulation of a written case
presentation; production of a PowerPoint presentation; and public speaking.
Course Times and Dates: Variable by clinical clerkship, site, and preceptor, and End-ofRotation meeting dates and times.
number of hours that may be required. It is estimated that the student will spend a minimum
of fifteen (15) hours on this case from its inception to its completion.
1. Be proficient at taking a medical history and performing a physical examination in
internal medicine
2. Be proficient at gathering pertinent positive and negative clues in formulating a
differential diagnosis, assessment and plan in internal medicine
3. Be proficient at interpreting ancillary studies in internal medicine
4. Be at a developing or proficient level in creating a PowerPoint presentation for a case
in internal medicine
5. Be at a developing or proficient level in public speaking
1. Proficient at formulating a differential diagnosis of common complaints seen in the
discipline chosen for the elective by the student
2. Proficient at formulating appropriate workup and treatment of complaints commonly
seen in the specialty or subspecialty chosen by the student for the elective
complaints unique to the specialty or subspecialty chosen by the student for the
elective
Page 123 of 206
Attendance: Attendance is mandatory. For more information on policies on attendance and
unexcused absences, please see Attendance Issues (Chapter II).
Methods of Evaluation: The grade is calculated on the basis of a rubric (see attached) used
to evaluate the student’s presentation. The student must also present a peer-reviewed article
that is germane to the case diagnosis and that has been published no more than ten (10)
years ago. The student must discuss the findings of the article and how it relates to the case.
Course Grades and Policies: The final course grade is calculated based on the case
presentation made by the student before a group of other students and a faculty member.
Using the rubric for case presentation, the faculty grade the case presentation of the student.
The rubric is worth 100% of the clinical seminar grade.
The student who receives less than a 74 on the case presentation will receive a grade of F
for the course and must repeat the clinical seminar. Please refer to the Division’s Clinical
Year Handbook for more information regarding this policy.
Students are required to submit a copy of the case presentation and a journal article
to the designated faculty member at end-of-rotation. Students should be prepared to
send the case presentation and the journal article to a faculty member, if requested,
up to one week before the end-of-rotation.
Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 124 of 206
MS 611 – CLINICAL SEMINAR I
CASE PRESENTATION EVALUATION RUBRIC
Student’s Name:
___________________________
Date of Evaluation: ___________________________
COMPONENT
Faculty Member: ________________________
Final Numerical Grade: ____________%
COMPONENT GRADE
History of Present Illness
GRADE: ________
Contains all elements of a
thorough history of present illness.
Medical History
GRADE: ________
Physical Exam Findings
GRADE: ________
Ancillary Test Results
GRADE: ________
Unacceptable (0-7 points)
Contains most elements of a
Contains some elements of a
thorough history of present
illness.
Contains only a few elements of a
thorough medical history.
thorough physical exam.
mostly accurate explanation of lab,
radiologic and other results for the
patient.
Contains some explanation of lab,
radiologic and other results for
the patient. Numerous
inaccuracies are noted.
Contains little or no explanation of lab,
patient, OR the explanation is almost
entirely inaccurate.
explanation of lab, radiologic and
other results for the patient.
Page 125 of 206
COMPONENT
COMPONENT GRADE
Differential Diagnosis
GRADE: ________
differential diagnosis.
largely accurate differential
diagnosis.
Assessment
GRADE: ________
assessment.
largely accurate assessment.
Treatment Plan
GRADE: ________
description of the treatment plan.
Contains a largely thorough
treatment plan.
Hospital Course of
Patient
GRADE: ________
description of the hospital course.
hospital course.
Refers to a peer-reviewed journal
article published <10 years ago.
Has full understanding of the
article and comments on it.
Has good understanding of the
Refers to a non-peer reviewed
medical journal article published
at any time. Has some
understanding of the article and
comments on it.
The quality is that of a good student
presentation. Generally speaks
well. Uses mostly appropriate
medical terminology. Does not read
from PowerPoint slides more than
occasionally. Makes eye contact
with audience. Answers questions
relatively easily and accurately.
The quality is that of a fledgling
student presentation. Is difficult to
hear at times. Uses appropriate
medical terminology occasionally.
Reads frequently from
PowerPoint slides. Does not
make eye contact with audience.
Answers questions with difficulty.
Reference Article
GRADE: ________
Presentation Skills
GRADE: ________
The quality is that of a professional
presentation. Speaks well. Uses
only appropriate medical
terminology. Does not read from
PowerPoint slides. Makes eye
contact with audience. Answers
questions easily and accurately.
The differential diagnosis is
present but contains numerous
material.
The assessment is present but
contains numerous errors or
The treatment plan is present but
contains numerous errors, OR
The differential diagnosis is absent OR
The assessment is absent,
OR contains grave errors.
The treatment plan is absent OR
The description of the hospital
course is present but contains
numerous errors or significant
The description of the hospital course
is absent OR contains grave errors.
Page 126 of 206
Does not refer to a journal article,
OR has little to no understanding of
the article, or cannot comment on it.
The quality is very poor. Does not
speak well. Uses no medical
terminology. Reads directly from
PowerPoint slides. Makes no eye
contact with audience. Cannot answer
questions.
MS 612
CLINICAL SEMINAR II
SYLLABUS
Required Texts:
-
-
Elsevier, 2009.
-
-
2006.
-
2011.
-
-
-
-
-
Page 127 of 206
Course Description: Clinical Seminar II. In this seminar, students will draw on their clinical
clerkship(s) in General Surgery and/or the surgical elective as well as all material previously
learned in the entire PA Studies curriculum to produce and deliver a detailed patient case
presentation from General Surgery or the surgical elective before a group of clinical year PA
students and faculty member(s).
Format: Clinical seminar II is a seminar that takes place in the clinical year both in the
clinical clerkship and during an End-of-Rotation meeting. It culminates in the presentation
made by the student before a group of other students and a faculty member.
at the bedside by the preceptor and/or the attending physician; use of medical databases
and journals; review and interpretation of the medical literature; formulation of a written case
presentation; production of a PowerPoint presentation; and public speaking.
Course Times and Dates: Variable by clinical clerkship, site, and preceptor, and End-ofRotation meeting dates and times.
number of hours that may be required. It is estimated that the student will spend a minimum
of fifteen (15) hours on this case from its inception to its completion.
1. Be proficient at taking a medical history and performing a physical examination in
surgery
2. Be proficient at gathering pertinent positive and negative clues in formulating a
differential diagnosis, assessment and plan in surgery
3. Be proficient at interpreting ancillary studies in surgery
4. Be at a developing or proficient level in creating a PowerPoint presentation for a case
in surgery
5. Be at a developing or proficient level in public speaking
surgery
2. Proficient at formulating appropriate workup and treatment of complaints commonly
seen in surgery
surgical complaints
Page 128 of 206
Methods of Evaluation: The grade is calculated on the basis of a rubric (see attached) used
to evaluate the student’s presentation. The student must also present a peer-reviewed article
that is germane to the case diagnosis and that has been published no more than ten (10)
years ago. The student must discuss the findings of the article and how it relates to the case.
Course Grades and Policies: The final course grade is calculated based on the case
presentation made by the student before a group of other students and a faculty member.
Using the rubric for case presentation, the faculty grade the case presentation of the student.
The rubric is worth 100% of the clinical seminar grade.
The student who receives less than a 74 on the case presentation will receive a grade of F
for the course and must repeat the clinical seminar. Please refer to the Division’s Clinical
Year Handbook for more information regarding this policy.
Students are required to submit a copy of the case presentation and a journal article
to the designated faculty member at end-of-rotation. Students should be prepared to
send the case presentation and the journal article to a faculty member, if requested,
up to one week before the end-of-rotation.
Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 129 of 206
MS 612 – CLINICAL SEMINAR II
CASE PRESENTATION EVALUATION RUBRIC
Student’s Name:
_______________________________
Date of Evaluation: _______________________________
COMPONENT
Faculty Member: ________________________
COMPONENT GRADE
History of Present Illness
GRADE: ________
Contains all elements of a thorough
history of present illness.
thorough history of present
illness.
Medical History
GRADE: ________
medical history.
Physical Exam Findings
GRADE: ________
physical exam.
mostly accurate explanation of lab,
patient.
Contains some explanation of
lab, radiologic and other results
for the patient. Numerous
inaccuracies are noted.
Contains little or no explanation of
lab, radiologic and other results for
the patient, OR the explanation is
almost entirely inaccurate.
Ancillary Test Results
GRADE: ________
explanation of lab, radiologic and
other results for the patient.
Page 130 of 206
COMPONENT
COMPONENT GRADE
Differential Diagnosis
GRADE: ________
differential diagnosis.
largely accurate differential
diagnosis.
Assessment
GRADE: ________
assessment.
largely accurate assessment.
Treatment Plan
GRADE: ________
description of the treatment plan.
Contains a largely thorough
treatment plan.
description of the hospital course.
hospital course.
Has full understanding of the article
and comments on it.
Has good understanding of the
Hospital Course of Patient
GRADE: ________
Reference Article
GRADE: ________
Presentation Skills
GRADE: ________
The quality is that of a professional
presentation. Speaks well. Uses
only appropriate medical
terminology. Does not read from
PowerPoint slides. Makes eye
contact with audience. Answers
questions easily and accurately.
The assessment is present but
contains numerous errors or
The treatment plan is present but
contains numerous errors, OR
The differential diagnosis is absent
The assessment is absent,
The treatment plan is absent OR
The description of the hospital
course is present but contains
numerous errors or significant
The description of the hospital course
is absent OR contains grave errors.
The quality is that of a good
student presentation. Generally
speaks well. Uses mostly
appropriate medical terminology.
Does not read from PowerPoint
slides more than occasionally.
Makes eye contact with audience.
Answers questions relatively easily
and accurately.
The differential diagnosis is
present but contains numerous
material.
Refers to a non-peer reviewed
medical journal article published
at any time. Has some
understanding of the article and
comments on it.
Does not refer to a journal article,
OR has little to no understanding of
the article, or cannot comment on it.
The quality is that of a fledgling
student presentation. Is difficult to
hear at times. Uses appropriate
medical terminology occasionally.
Reads frequently from
PowerPoint slides. Does not
make eye contact with audience.
Answers questions with difficulty.
Page 131 of 206
The quality is very poor. Does not
speak well. Uses no medical
terminology. Reads directly from
PowerPoint slides. Makes no eye
contact with audience. Cannot
answer questions.
MS 613
CLINICAL SEMINAR III
PANCE PREPARATION COURSE
SYLLABUS
Course Director: Maria E. Compte, M.D., MPH & TM, C-Trop Med
Required Texts:
-
Beckmann, CRB et.al., Obstetrics and Gynecology, 7th edition. Philadelphia: Lippincott
-
-
Elsevier, 2009.
-
-
-
-
2006.
-
2011.
-
Page 132 of 206
-
2013.
-
2011.
-
and Wilkins, 2009.
-
2014.
-
McGraw-Hill, 2011.
-
2009.
Course Description: In this seminar, students practice the techniques that will lead to
successful completion of the Physician Assistant National Certifying Examination. The
students will be offered board review lectures, as well as simulated examinations.
Format: Clinical seminar III is a seminar that takes place in the clinical year following
completion of all clinical rotations. The preparation will be based on board review lectures
presented via video and in person.
Teaching and Learning Strategies: This course includes Board review lectures and
frequent examinations given in order to prepare the student for the PANCE.
Course Times and Dates: To be determined by the Division of Physician Assistant Studies
and by the registrar office.
Estimate of Time Spent in this Course: It is estimated that the student will spend a
minimum of fifteen (15) hours in lecture and at least thirty (30) hours preparing at home by
reading and studying for examinations.
1. Be proficient at taking and passing written examinations in medicine and surgery
2. Understand use of the PANCE Blueprint for PANCE preparation
3. Understand and employ test-taking strategies specific to the PANCE
Page 133 of 206
1. Proficient at testing in all concepts of medicine and surgery covered on the PANCE
with fellow classmates and faculty members.
Course Grades and Policies: The grade is calculated on the basis of several examinations
given in order to prepare the student for the PANCE (These examinations do NOT include
PACKRAT or other commercially prepared examinations). The student who receives less
than a 74% average will receive a grade of F for the course and must repeat the clinical
seminar but will not need to repeat clinical clerkships.
The examinations comprise 100% of the clinical seminar grade.
Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 134 of 206
MS 614
SUMMATIVE EVALUATION
SYLLABUS
Course Director: Marion F. Masterson, PA-C, MPAS
Required Texts:
-
Beckmann, CRB et.al., Obstetrics and Gynecology, 7th edition. Philadelphia: Lippincott
-
-
Elsevier, 2009.
-
-
-
-
2006.
-
2011.
-
-
2013.
Page 135 of 206
-
2011.
-
and Wilkins, 2009.
-
2014.
-
McGraw-Hill, 2011.
-
2009.
Course Description: In this course, students will draw on all material previously learned in
the entire PA Studies curriculum to complete a summative evaluation, which includes a
clinically oriented exercise and a written examination. Part of this evaluation will take place in
the Division’s Simulation Laboratory. The student will demonstrate his or her ability to
evaluate, stabilize, examine, diagnose, perform relevant clinical procedures, and treat the
simulated patient (Sim-Man 3G). The student will also demonstrate the ability to work well
with other members of the health care team and to provide culturally competent care.
Format: The summative evaluation is conducted in two formats: a written examination and
practical clinical scenario(s) that occur in the last four months of the program.
Teaching and Learning Strategies: This seminar includes work done by the student in
order to prepare for the clinical scenario and the written examination. .
minimum of thirty (30) hours in the classroom/laboratory and hundred (100) hours at home
in the preparing or this summative evaluation.
1. Demonstrate the ability to examine, assess, diagnose and treat a patient
2. Demonstrate the ability to work well with other members of the health care team
3. Demonstrate the ability to be compassionate
4. Demonstrate the ability to be culturally competent
5. Demonstrate professionalism
6. Demonstrate knowledge of medicine and surgery
Page 136 of 206
7. Demonstrate that s/he is capable of performing the tasks of a graduate physician
assistant.
1. Able to function as a professional, compassionate, culturally competent and skilled
PA.
2. Able to perform well on a written examination encompassing all aspects of medicine
and surgery as outlined on the NCCPA Blueprint.
Course Grades and Policies: The grade is calculated on the basis of two separate
examinations: a written examination based on all material taught in the entire physician
assistant curriculum, and the clinical scenario, in which the student must demonstrate the
ability to assess, diagnose and treat a patient; to be compassionate; to be culturally
competent; to be professional; and to demonstrate the ability to function at the level of a
graduate PA. The clinical scenario is evaluated through use of a rubric that is attached to this
syllabus.
The student who receives less than a 74% average will receive a grade of F for the course
and must repeat the clinical seminar.
Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 137 of 206
MS 614 – SUMMATIVE EVALUATION
SUMMATIVE EVALUATION RUBRIC
Student’s Name:
_______________________________
Date of Evaluation: _______________________________
COMPONENT
Medical Knowledge
GRADE: ________
Interpersonal Skills
GRADE: _________
Faculty Member: _________________________
COMPONENT GRADE
Outstanding
(23 points)
Superb performance.
Demonstrates phenomenal
understanding of medicine.
Practices at the level one
would expect of an
experienced PA. Acts on
subtle and major findings.
Considers differential
diagnoses. Demonstrates
care that also incorporates
cost-effectiveness and
risk/benefit ratios.
Proficient
(20-22 points)
Very good performance.
Demonstrates very good
would expect of a graduate
PA. Acts on major findings.
Considers some differential
diagnoses. Demonstrates
care with reasonable concern
for cost-effectiveness and
risk/benefit ratio.
Acceptable
(18-19 points)
Adequate performance.
Demonstrates good
would expect of a clinical year
PA student. Acts on most
major findings. Considers at
least a few differential
diagnoses. Demonstrates care
with at least some concern for
cost effectiveness and riskbenefit ratio.
Needs Improvement
(16-18 points)
Substandard performance.
Demonstrates some
understanding of medicine,
but at a level below which
one would expect of a clinical
year PA student. Acts on few
findings. Considers only a
few differential diagnoses.
Demonstrates minimal
concern for cost
effectiveness and risk-benefit
ratio.
Unacceptable
(<16 points)
Unacceptable performance.
Demonstrates virtually no
Practices at a level well below
what one would expect of a
clinical year PA student.
Considers no differential
diagnoses. Demonstrates no
concern for cost effectiveness
or for risk-benefit ratio.
Outstanding
(23 points)
Works extremely well with
other team members.
Demonstrates excellent
leadership. Collaborates well
with others. An outstanding
supervisor. Gives clear
instructions and consistently
solicits ideas from other team
members.
Proficient
(20-22 points)
Works very well with other
team members.
Demonstrates very good
leadership. Collaborates well
with others. An excellent
supervisor. Gives generally
clear instructions and
frequently solicits ideas from
other team members.
Acceptable
(18-19 points)
Works well with other team
members. Demonstrates good
leadership. Collaborates with
others. A good supervisor.
Gives clear instructions most
of the time and occasionally
solicits ideas from other team
members.
Needs Improvement
(16-18 points)
Occasionally works well with
other team members.
Demonstrates leadership
occasionally. Is not an
effective supervisor. Gives
clear instructions at least
some of the time. Usually
does not solicit ideas from
other team members.
Unacceptable
(<16 points)
Does not work well with other
team members. Does not
demonstrate any leadership.
Ignores or is abusive to team
members. Consistently gives
unclear or confusing
instructions. Does not involve
team members at all in patient
care or in decision making.
Page 138 of 206
COMPONENT
Patient Care Skills
GRADE: _________
Professionalism
GRADE:_______
Intangibles
GRADE:_______
COMPONENT GRADE
Outstanding
(23 points)
Performs tasks with
exceptional skill (including
history, physical exam, and
clinical procedures).
Demonstrates
comprehensive
understanding of
components of procedure(s).
Proficient
(20-22 points)
Performs tasks very skillfully
(including history, physical
exam, and clinical
procedures). Demonstrates
very good understanding of
Acceptable
(18-19 points)
Performs tasks skillfully
exam, and clinical
procedures). Demonstrates
good understanding of
Needs Improvement
(16-18 points)
Performs some but not all
tasks with some skill
exam, and clinical
procedures). Does not
complete all tasks. Does not
demonstrate understanding
of all components of
procedure(s).
Unacceptable
(<16 points)
Performs few, if any, tasks
with some skill (including
history, physical exam, and
clinical procedures).
Completes only a few tasks, if
any. Demonstrates almost no
understanding of any
procedures. Treats patient and
family with little to no respect.
Outstanding
(23 points)
Treats patient and family with
utmost respect.
Demonstrates great
understanding of the role and
scope of practice of the PA.
Interacts extremely well with
other members of the team.
Proficient
(20-22 points)
great respect. Demonstrates
very good understanding of
the role and scope of
practice of the PA. Interacts
very well with other members
of the team.
Acceptable
(18-19 points)
Treats patient and family very
respectfully. Demonstrates
good understanding of the role
and scope of practice of the
PA. Interacts well with other
members of the team.
Needs Improvement
(16-18 points)
Does not consistently treat
patient and family with
respect. Demonstrates at
least some understanding of
the role and scope of
adequately at times with
some other members of the
team.
Unacceptable
(<16 points)
little to no respect. Rarely
demonstrates understanding
of the role and scope of
poorly with some members of
the team.
Outstanding
(7-8 points)
Calm and collected.
Phenomenal bedside
manner. A consummate
professional.
Proficient
(6-7 points)
Initially nervous but relaxed
with time. Very good bedside
manner.
Acceptable
(5-6 points)
Remained nervous throughout
scenario but was able to care
for patient. Good bedside
manner.
Needs Improvement
(4-5 points)
Very anxious throughout
scenario. Distracted. Was not
focused on patient.
Unacceptable
(<4 points)
Unable to focus on case.
Distracted or inattentive. Had
little to no interest in patient.
COMMENTS:
Page 139 of 206
MS 615
CAPSTONE PROJECT
SYLLABUS
Required Texts:
-
Beckmann, CRB et al., Obstetrics and Gynecology, 7th edition. Philadelphia: Lippincott
-
-
Elsevier, 2009.
-
-
-
-
2006.
-
2011.
-
-
2013.
-
2011.
Page 140 of 206
-
and Wilkins, 2009.
-
2014.
-
McGraw-Hill, 2011
-
2009.
Course Description: Students will draw on all material previously learned in the entire PA
Studies curriculum to complete a capstone project in partial fulfillment of the requirements of
the Master’s degree. The student will formulate a research paper based on a clinical issue of
interest to the student from one of the student’s clinical clerkships. The student will also use
techniques learned in Research Methods I and II and in Introduction to Medical Literature in
the didactic year.
Format: The capstone project is a research project that draws on didactic and clinical
education and that is researched and written in the last semester of the clinical year.
Students will be assigned a faculty advisor for the capstone project. Original research is not
required for this project. The student identifies a topic of interest to him or her that has arisen
in the course of the student’s clinical rotations and uses clinical inquiry, appropriate use of
medical databases, understanding of research methodology and critical analysis to analyze
the current medical literature on this topic.
Teaching and Learning Strategies: Students will choose a project theme based on clinical
practice at patient bedside. Students will spend time in lecture and will meet with faculty
advisors individually in the preparation of and completion of the capstone project.
minimum of sixty (60) hours preparing at the clinical sites, thirty (30) hours with faculty
advisers and hundred (100) hours at home to complete the capstone project.
1. Demonstrate proficiency at researching an appropriate topic;
2. Demonstrate developing to proficient level skills in using medical databases;
3. Demonstrate proficiency in written English;
4. Demonstrate proficiency in using AMA format for references;
5. Demonstrate the ability to assess critically medical literature.
Page 141 of 206
1. Able to analyze critically the medical literature;
2. Able to write a research paper while maintaining principles of academic honesty and
integrity;
3. Able to identify, formulate, research, and write about a clinical topic of interest to the
student.
Attendance: Attendance in lecture and at advisory meetings is mandatory.
Course Grades and Policies: The grade is calculated on the basis of a rubric (see
attached). The rubric assesses the depth and breadth of the research topic; the critical
assessment of the medical literature assessed; the depth and breadth of the articles and
other sources evaluated by the student; the ability of the student to use correct form of AMA
format for references; and the ability of the student to write in correct English (based on
grammar, spelling and punctuation). All papers should contain a minimum of twenty (20)
references from peer-reviewed medical journals, all of which must be no more than ten (10)
years old. All papers must be no less than 30 pages in length (double-spaced, 12 point font,
with no more than a 1” margin on all sides). All papers will be assessed via Blackboard for
potential plagiarism.
The student who receives less than a 74% will receive a grade of F for the course and must
repeat the clinical seminar. Please refer to the Division’s Clinical Year Handbook for more
information regarding this policy.
The capstone project comprises 100% of the clinical seminar grade.
Letter Grade
Numerical Grade
A
AB+
B
BC+
C
F
> = 93%
90 - 92.99
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
74 - 76.99
< 74
Page 142 of 206
MS 615 – CAPSTONE PROJECT
RESEARCH PAPER EVALUATION RUBRIC
Student Name: _________________________________
Type of Submission: ☐Draft ☐Final
Faculty Name: _________________________________
Date of Review: ________________________
Plagiarism Screen: ☐Negative ☐Positive*
Grade: _________%
*RESULTS IN AUTOMATIC FAILURE OF PAPER AND COURSE
Components
Title
2 points
Abstract
5 points
Introduction
8 points
Proficient
 Is descriptive of the research question and
type of study work performed.
(1.5-2 points)
 States clearly the research question being
asked,
 Is written in one paragraph of about 100
words or less,
 Highlights most important findings with
enough information to understand the work,
 States major findings and conclusions,
 Is a concise summary of question and
findings.
(4.5-5 points)
 Provides the reader with the necessary
information to understand the present study,
 Arises the reader’s interest and stresses the
importance of the research question,
 Gives appropriate information to previous
studies that are relevant to the student’s
current study,
 Does not contain superfluous information
and/or is not wordy,
 Gives a description of the specific purpose of
the study, a description of the hypothesis
being tested and a brief summary of the
strategy being used at the end of the
introduction,
 Gives a description of the study system
utilized (either narrative or systematic review
of the medical literature). (7-8 points)
Developing
Needs Improvement
Unacceptable
 Gives a general description of question
and work performed.
(0.5-1.5 points)
 Is present but incomplete or
confusing.
(0.5 points)
 Abstract is not well organized or
concise,
 Is missing one component of good
abstract (see first column).
(2-4.5 points)
 Abstract does not give an overview
that leads directly to the reader being
able to state the major findings of the
study,
 Is missing two components of a good
abstract (see first column),
(1-2 points)
 Is not written in a professional style,
 Is missing three or more
components of a good abstract (see
first column),
 Includes references in the abstract.
(0-1 point)
 Contains some superfluous information,
 Does not arise the interest of the reader,
 Is missing some needed background
information,
 Gives too much information--more like a
summary,
 Has all the components of a good
introduction but some parts may be
difficult to understand,
 Gives a description of the study system
with some comment on its appropriate
use.
(5-7 points)
 Is missing one or two components of
a good introduction,
 Contains significant superfluous
information,
 Gives a description of the study
system.
(1-5 points)
 Is missing needed information to
understand the present study,
OR:
 Is missing a description of the
specific purpose of the study, a
description of the hypothesis being
tested and a brief summary of the
strategy being used at the end of
the introduction,
 Contains no information about the
study system.
(0-1 point)
Page 143 of 206
 Not present.
(0 points)
Components
Proficient
Developing
Needs Improvement
Unacceptable
Methods
6 points
 Is written in paragraph form,
 Clearly describes the research steps
undertaken, and the major characteristics of
the medical articles reviewed, including:
-main type of studies reviewed,
-PICOS,
-if longitudinal studies, length of follow up,
-outcome measures of the studies reviewed
(RR, OR, etc.),
-biases and confounding,
-main limitations of the studies reviewed.
(5.5-6 points)
 Clearly describes most of the steps
undertaken and at least 4 important
characteristics of the medical articles
reviewed (see first column).
(3-5.5 points)
 Describes in basic manner the steps
undertaken and at least 3 4 important
characteristics of the medical articles
reviewed (see first column),
 But the Methods section lacks detail
or is confusing.
(1-3 points)
 Is lacking several critical details so
that it is impossible to understand
the steps undertaken,
 There is no description of and the
major characteristics of the medical
articles reviewed (see first column).
(0-1 points)
Results
8 points
 All pertinent processed data from the main
relevant articles is described,
 Raw unprocessed data is absent,
 Data is presented in a logical manner to
enable the reader to draw conclusions,
 Important data is highlighted,
 No conclusions are included in this section,
 If present, all tables and figures have
appropriate legends,
 If present, all tables and figures are described
in the narrative text,
 If tables or figures are present, they are
provided an appendix and correctly
referenced in the body of the paper,
 Any appendix tables, graphs or figures ARE
NOT counted as part of the 30 page minimum
requirement for the paper.
(7-8 points)
 All pertinent processed data from the
main relevant articles data is described,
 Raw unprocessed data is absent,
 Most data presented in a logical manner
to enable the reader to draw
conclusions,
 Most important data is highlighted,
 If present, all tables and figures have
appropriate legends,
 If present, all tables and figures are
described in the narrative text,
 If tables or figures are present, they are
provided an appendix and correctly
referenced in the body of the paper,
 Any appendix tables, graphs or figures
ARE NOT counted as part of the 30
page minimum requirement for the
paper.
(5-7 points)
 Most pertinent processed data from
the main relevant articles is
described,
 Raw unprocessed data is absent
 Most results presented as both
narrative text and in figures and
tables,
 Most data are presented in a logical
manner to enable the reader to draw
conclusions,
 Most important data is highlighted,
 Of present, most of the tables and
figures have appropriate legends,
 If present, most tables and figures
are described in the narrative text,
 If tables or figures are present, they
are provided an appendix and
correctly referenced in the body of
the paper,
 Any appendix tables, graphs or
figures ARE NOT counted as part of
the 30 page minimum requirement for
the paper.
(1-5 points)
 Only raw, unprocessed data from
the reviewed articles is present,
 Few results are presented as both
narrative text and /or in figures and
tables,
 Data are not clearly presented,
 Important data are not highlighted,
 If present, data in tables or figures
are not described in narrative form
and/or not correctly referenced or
labeled,
 If tables or figures are present, they
are provided in the body of the
paper and/ or counted as part of the
30 page minimum requirement for
the paper.
(0-1 points)
Discussion/
Conclusions
8 points
 Research question and hypothesis are
restated,
 Conclusions are stated clearly with explicit
reference to the data that support a
conclusion,
 Argument for conclusions well organized,
 Importance of conclusions discussed,
 Conclusions related to other studies and put
into a context of current knowledge,
 Clear differentiation between speculations and
conclusions,
 Final paragraph states the major finding of the
review study,
 Makes suggestions for future research or
follow up investigations.
(7-8 points)
 Conclusions are stated clearly with
explicit reference to the data that
support a conclusion,
 Argument for conclusions is generally
well organized,
 Importance of conclusions discussed,
 Conclusions related to other studies and
put into a context of current knowledge,
 Final paragraph states the major finding
of the study.
(5-7 points)
 Conclusions are stated clearly with
reference to the data that support a
conclusion,
 Argument for the conclusions can be
understood but difficult to follow,
 Final paragraph states the major
finding of the study.
(1-5 points)
 Conclusions are stated but without
sufficient reference to the findings
that support it,
 Lacking several of the characters of
a good discussion (see first
column).
(0-1 points)
Page 144 of 206
Components
Proficient
Needs Improvement
Unacceptable
All cited sources present
In required AMA format
Minimum of 20 references
Minimum 15 recent (2003-to present)
References relevant and appropriate
(2-4.5 points)
 Most cited sources present
 Generally in required format
 14-19 total references and/or less
than 15 recent (within 10 years)
 References relevant and appropriate
(1-2 points)
 Many sources absent
 Inappropriate format
 References not most
relevant/appropriate to study
 Less than 14 total, and/or less than
10 recent (within 10 years)
(0.5-1 point)
Bibliography
5 points






Grammar and
style
4 points
 Paragraphs well organized
 Sections with logical organization of
paragraphs (especially introduction, results
and conclusions)
 Few grammatical errors, typos and
misspellings
 Appropriate word selection
 Correct use of medical/ scientific terms
(3.5-4 points)
 Most paragraphs well organized
 Sections with logical organization of
paragraphs (especially introduction,
results and conclusions)
 Several grammatical errors, typos, and
misspelling may be present
 Some misappropriate word usage errors
(e.g. effect vs. affect)
 Some misuse of medical/scientific terms
(2-3.5 points)
 Many paragraphs well organized
 Several grammatical errors, typos,
and misspelling may be present.
 Frequent use of lay terminology in
place of medical/scientific terms.
(1-2 points)
 Paper lacks well organized
paragraphs
 Sections do not contain information
presented in a logical order
 Many grammatical errors
 Many misappropriate word usage
errors (e.g., effect vs. affect)
 Mostly usage of lay term and/or
misuse of medical/scientific
terminology.
(0-1 point)
Paper Format
and
submission
4 points
 All components of the paper are in the
appropriate format:
- 30 pages minimum narratives
-standard (Times NR, Calibri) 12 pt. font
-double spacing
-1 inch margins
 Author name and date is displayed
 Hard copy in black ink, stapled*
 Submitted by due date.
 Most components of the required
format followed (see first column)
 Author name and date displayed
 An attempt made to follow required
format
 Author name and date displayed
 No evidence of required format or
 Author name (and/or date) missing
 Hard copy printed in colored ink,
and/or not stapled, and/or submitted
electronically. *
All cited sources present
No references not cited in the body present
In the required AMA format
Minimum of 20 references
Minimum 15 recent (within 10 years)
References all highly relevant
(4.5-5 points)





Developing
*(Unless electronic submission
authorized by advisor)
(2-3.5 points)
authorized by advisor)
(1-2 points)
*(Unless electronic submission authorized by
advisor)
(3.5-4 points)
Basic Overall
Evaluation
45 - 50 points
40 - 44 points
35 - 39 points
Course grades:
A
>93
A90-92.99
B+
87-89.99
B
83-86.99
B80-82.99
C+
77-79.99
C
74-76.99
F
<74.00
Page 145 of 206
authorized by
advisor)
(0-1 point)
0 - 34 points
APPENDIX I:
MS 601
INTERNAL MEDICINE CLERKSHIP
OBJECTIVES
DESCRIPTION:
This is a required five-week rotation, which takes place in a hospital setting. Students are required to attend conferences, lectures
and may take call. Emphasis is placed on the hospitalized, acute, non-surgical adult patient. Students are also responsible for
assigned readings and case presentations. At the end of the rotation, students will report to the Physician Assistant Program for
administrative tasks and an examination.
These are the required learning objectives for the Inpatient Medicine rotation. Students are responsible for meeting these objectives
whether or not clinical examples are seen during the rotation experience. These objectives form the basis for the end of rotation
examination.
STUDENT RESPONSIBILITIES:
The student is responsible for performing the admitting history and physical examination; daily monitoring of patients; diagnostic
procedures and medical management (under supervision) of patients. Students are required to enter in TYPHON 4 complete
histories and physicals (including impression, plan and follow-up) as well as 4 SOAP notes on other medical patients on the team.
Page 146 of 206
MS 601
Student Objectives
Learning/Teaching
Method
Level of Competence
Expected
Evaluation
Method
Graduation
Competency
A. Clinical Knowledge of
Common Medical
Problems
C, T
K
C, E
PC, K
The student will be able to describe and discuss the appropriate historical questions needed to be
asked, and necessary portions of the physical exam to be performed in order to formulate a differential
diagnosis for the following problems:
Rationale: Physician
assistants must
understand and be familiar
with common medical
problems encountered in
the inpatient environment.
a.
b.
c.
d.
e.
f.
g.
h.
i.
abdominal pain
arthralgia
bowel incontinence
chest pain
colicky pain
constipation
diarrhea
difficulty breathing
fatigue
j. fever
k. headache
l. hematuria
m. hemoptysis
n. intermittent claudication
o. jaundice
p. JVD
r. melena
s. muscle wasting
t. night sweats
u. paresthesia
v. pedal edema
w. productive cough
x. seizure
y. shortness of breath
z. syncope
aa. tremor
ab. urinary incontinence
__________________________________________________________________________
Learning/Teaching Method:
Level of Competence Expected:
Evaluation Method:
Graduation Competency:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 147 of 206
ac.
ad.
ae.
af.
urinary retention
vertigo
vomiting
weight loss
MS 601
Student Objectives
Learning/Teach
ing Method
Level of Competence Evaluation
Expected
Method
Graduation
Competency
B. Diagnosis and Treatment of
Common Medical Problems
C, T
K
PC, K
C, E
The student will be able to demonstrate a working knowledge of the signs, symptoms, etiology, diagnosis,
related lab values and management of patients with the following problems:
Pulmonary
Rationale: Physician assistants
must understand and be familiar
with methods of diagnosis and
treatment of common medical
conditions encountered in the
inpatient setting.
Cardiovascular
Gastrointestinal
Hematopoetic
Pneumonia
Tuberculosis
Carcinoma
Atelectasis
Pneumothorax
Hemothorax
MI
Hypertension
CHF
Aneurysm
Angina
Varicosities
Duodenal ulcer
Gastric ulcer
Granulomatous disease
Ulcerative colitis
Parasites
Obstruction
Pulmonary embolism
Endocarditis/pericarditis
Pancreatitis
Anemia
Sickle cell anemia
Hemophilia
Hodgkin‘s disease
Leukemia
Multiple myeloma
Hypercoagulable
state
COPD
Asthma
Pleural effusion
Cardiac arrhythmias
Rheumatic heart disease
Cardiomyopathies
Genitourinary
Neurological
UTI
Pyelonephritis
PID
CVA/TIA
Multiple sclerosis
Alcoholism
Altered mental status/states
of consciousness
Meningitis
Seizure disorder
Acute drug overdose
Hepatitis
Cholecystitis
Cirrhosis
Portal hypertension
Musculoskeletal /
Rheumatologic
Hernated disc
Rheumatoid arthritis
Osteoarthritis
Systemic lupus
erythematosus
Gout
Fibromyalgia
Vasculitis
Endocrine
Thyroid disease
Diabetes mellitus
Adrenal disorders
Pituitary disorders
Hyperlipidemia
Renal failure
BPH
Renal calculi
Prostate CA
Infectious Disease
HIV/AIDS and related opportunistic infections
Sexually transmitted diseases
Epstein-Barr virus
Lyme disease
Rabies
Malaria
Page 148 of 206
Electrolyte
Imbalances
Hyponatremia
Hypernatremia
Hypokalemia
Hyperkalemia
Hypocalcemia
Hypercalcemia
MS 601
Student Objectives
Learning/Teaching
Method
Level of Competence
Expected
Evaluation
Method
Graduation Competency
C. Pharmaceutical Knowledge
C, T
K
C, E
PC, K
The student will be familiar with drug therapy, including but not limited to the following
drug classifications:
with commonly used
pharmaceutical agents
encountered in the inpatient
setting.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Analgesics
Antacids
Anxiolytics
Antibiotics
Antihypertensives
Antidepressants
Antiarrhythmics
Bronchodilators
Antifungals
Antivirals
Page 149 of 206
MS 601
Student Objectives
Learning/Teaching
Method
Level of Competence
Expected
Evaluation
Method
Graduation
Competency
D. Skills Used in the Management
of Common Medical Problems
C, T
K
C, E
PC, K
A. The student will be able to perform the following technical skills used in inpatient medicine:
1. Lumbar puncture
2. Insertion of nasogastric tube
3. IV cannulization
4. Performance of EKG
5. Performing CPR
6. Administration of parenteral medication
7. Gastric lavage
8. Arterial blood gas sampling
9. Venipuncture/phlebotomy
10. Foley catheter insertion
must understand and be familiar with
medical instrumentation skills
commonly used in the inpatient
environment.
B. The student will be able to interpret test results including, but not limited to the following:
1. PA/lateral chest x-ray
2. Extremity films
3. Flat and upright abdominal x-rays
4. CBC with differential
5. SMA-20
6. Culture and sensitivity
7. PT/PTT/INR
8. Pulmonary function tests
9. EKGs
10. CD4 counts/viral loads
11. Serology
12. Urinalysis with microscopic
C. The student will maintain appropriate medical records to include the following:
1. Complete physical examination
2. Complete medical history
3. SOAP progress notes
4. Admission orders
5. Discharge summaries
Page 150 of 206
MS 601
Student Objectives
E. Professional Skills Used in
the Ambulatory Medicine
Setting
Learning/Teaching
Method
Level of Competence
Expected
Evaluation
Method
Graduation
Competency
C, T
K
C, E
PC, K
The student will be able to:
must demonstrate professional
behavior in their relationships
with patients and colleagues.
1. Demonstrate sensitivity and understanding in relating to the emotional and social
background of the patient;
2. Relate and perform professionally in a working environment with other medical
professionals;
3. Demonstrate a willingness to ask for help when appropriate from others;
4. Demonstrate the recognition of limits by using resource referrals and consultation
with preceptor;
5. Demonstrate willingness to accept constructive criticism;
6. Show a general concern for patients as demonstrated in thoroughness of
monitoring patients and attitudes toward record-keeping;
7. Demonstrate evidence of having read medical texts regarding medical conditions
encountered on clinical rotation;
8. Demonstrate a constructively self-critical manner;
9. Perform duties with professional attitude with regard to: attendance, dress code,
and general demeanor.
Page 151 of 206
MS 602
GENERAL SURGERY CLERKSHIP
OBJECTIVES
DESCRIPTION:
This is a required five-week rotation, which takes place on the surgical service in a hospital setting. Students are required to attend
conferences, lectures and may take call. Students are also responsible for assigned readings and case presentations. At the end of
the rotation, students will report to the Physician Assistant Program for administrative tasks and an examination.
These are the required learning objectives for the Surgery rotation. Students are responsible for meeting these objectives whether
or not clinical examples are seen during the rotation experience. These objectives form the basis for the end of rotation
examination.
The student is responsible for performing the admitting history and physical examination for elective and emergency surgical
patients; daily monitoring of patients; diagnostic procedures and surgical management (under supervision) of patients; pre- and
post-operative management; and assisting in the operating room. Students are required to enter in TYPHON 4 complete histories
and physicals (including impression, plan and follow-up) as well as 4 SOAP notes on other surgical patients on the team. These
may include pre-op and post-op notes.
Page 152 of 206
MS 602
Student Objectives
Learning/Teaching
Method
Level of Competence
Expected
Evaluation
Method
Graduation Competency
C, T
K
C, E
PC, K
with common medical problems
environment.
The student will be able to describe and discuss the appropriate historical questions and pertinent
physical examination needed to formulate a differential diagnosis for the following problems:
1. abdominal pain /distention
12. incontinence
2. back pain
13. jaundice
3. breast mass
14. nausea / vomiting, diarrhea/constipation
4. chest pain
15. neck mass
5. constipation
16. paresthesia
6. edema
17. peripheral ischemia
7. flank pain
18. rectal bleeding
8. foot drop
19. retention
9. hematemesis
20. scrotal mass
10. hematuria
21. shortness of breath
11. hemoptysis
22. varicose vein
Demonstrate a working knowledge of the signs, symptoms, etiology, diagnosis, related lab values and
management of patients with the following problems:
1. breast mass
31. volvulus
2. breast carcinoma
32. intussuception
3. goiter
33. colon cancer
4. carotid ASHD
34. hemorrhoids
5. carcinoma of the lung
35. anal fissure/anal polyps
6. pulmonary embolism
36. perirectal abscess
7. pneumothorax
37. thrombophlebitis
8. hemothorax
38. herniated disc
9. Mallory-Weiss syndrome
39. hernia (hiatal/abdominal/inguinal)
10. esophageal varices / carcinoma
40. arteriosclerotic occlusive disease / portal hypertension
11. gastritis
41. renal calculi
12. gastric carcinoma
42. shock
13. pancreatic carcinoma
43. aortic aneurysm
14. pancreatitis
44. burns
15. cholecystitis/lithiasis
45. acute abdomen
16. intestinal obstruction
46. testicular torsion
Page 153 of 206
17.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Meckel’s diverticulum
appendicitis
mesenteric adenitis
Crohn’s disease
ulcerative colitis
empyema
cholangitis
prostate carcinoma
BPH
peritonitis
blunt trauma
pheochromocytoma
DIC
47.
48.
49.
50.
51.
52.
53.
54.
55.
Varicocele / spermatocele
obstructive uropathies
polycystic kidney disease
electrolyte imbalance
peptic ulcer / duodenal
fractures
pseudocolitis
compartment syndrome
lacerations
The student should be able to recognize (through appropriate use of historical and physical examination
skills) and know the management of the following post-operative complications:
1. fever
8. renal failure
2. wound infection/dehiscence
9. evisceration
3. pulmonary embolism
10. adhesions
4. pneumonia
11. atelectasis
5. urinary retention
12. arrhythmias
6. ileus
13. tetany
7. constipation
In addition, the student will have a working knowledge of wound care.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 154 of 206
MS 602
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
B. Skills
C, T
K
PC, K
C, E
1. The student will be able to perform the following technical skills:
a. appropriate surgical admission history
b. appropriate surgical admission physical examination
c. write appropriate operative and procedural notes
d. perform necessary observations to record SOAP progress notes
e. write discharge summaries
must understand, be familiar
with the principles of, and have
proficiency in general surgical
skills
a. arterial / venous blood collection
b. starting review of etiology of surgical fever (5 W’s)
c. taking EKG
d. foley catheter placement
e. NG tube placement
f. placement and removal of sutures and surgical staples
g. maintain aseptic technique:
I. OR assisting
II. wound debridement
III. dressing changes
h. interpret laboratory tests including but not limited to:
I. CBC with differential
II. electrolytes
III. arterial blood gas
IV. urinalysis and microscopic
i. Interpret radiological findings reported by the radiologist for the following:
I. flat and upright of the abdomen
II. upper GI series
III. barium anemia
IV. extremity films
j. distinguish normal from abnormal chest PA and lateral films
Page 155 of 206
MS 602
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
C. Pharmaceutical Knowledge
C, T
K
PC, K
with commonly used
setting.
The student will be familiar with the indications, actions and adverse reactions of the
following drug classifications. Student will know several of the agents commonly
associated with the management of surgical patients in each class:
1. analgesics
2. antibiotics
3. anticoagulants
4. anesthetics.
MS 602
Student Objectives
D. Professional Skills Used in
Setting
C, E
Learning/Teaching
Method
Expected
Method
Graduation
Competency
C, T
K
PC, K
C, E
professionals;
4. Demonstrate the recognition of limits by using resource referrals and consultation with
preceptor;
6. Show a general concern for patients as demonstrated in thoroughness of monitoring
patients and attitudes toward record-keeping;
9. Perform duties with professional attitude with regard to: attendance, dress code, and
general demeanor.
Page 156 of 206
MS 603
PEDIATRICS CLERKSHIP
OBJECTIVES
DESCRIPTION:
This is a required five-week rotation, which takes place in a hospital, clinic or private office setting. Students are required to attend
conferences, read suggested literature and may take call. At the end of rotation, students must report to the Physician Assistant
Program for administrative tasks and an examination.
These are the required learning objectives for the Pediatric rotation. Students are responsible for these objectives whether or not
clinical examples are seen during the rotation experience. These objectives form the basis of the end of rotation examination.
The student will be responsible for obtaining histories from patients or caregivers, performing physical examinations, diagnostic
procedures and medical management (under supervision) of patients. Students are required to enter in TYPHON 4 complete
histories and physicals (including impression and plan) and 4 additional SOAP notes on other pediatric patients when at a hospital
(inpatient) facility or 8 SOAP notes if scheduled at an outpatient facility.
Page 157 of 206
MS 603
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
C, T
D
PC, K
C, E
The student will be able to describe and discuss the appropriate historical questions
and physical examination to perform in order to formulate a differential diagnosis for the
following problems:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
encountered in the pediatric
environment.
Poor weight gain
Joint pain
Sore throat
Fever
Abdominal pain
Earache
Rash
Cough/wheezing
Anemia
Dehydration
11. Headache
12. Trauma: blunt/penetrating
13. Drug/toxic ingestion
14. Seizure
15. Nuchal rigidity
16. Colic
17. Diarrhea
18. Vomiting
19. GI bleeding
20. Lethargy
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 158 of 206
MS 603
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
C, T
D
PC, K
C, E
The student will be able to identify signs, symptoms, etiology, diagnosis, related lab
values and management of patients with the following conditions:
management of pediatric medical
conditions.
Infections:
1. Impetigo
2. Varicella/mumps/measles
3. External otitis
4. Acute/serous otitis media
5. Tonsilitis
6. Strep throat
7. Sinusitis
8. Conjunctivitis
9. Gastroenteritis
10. Influenza
11. URI
12. Pneumonia
Congenital:
1. Syphilis
2. Hip dislocation
3. HIV infection
4. Pyloric stenosis
5. Undescended testicle
6. Umbilical hernia
7. Inguinal hernia
8. Cardiac anomalies
9. GI anomalies
10. GU anomalies
11. Extremity anomalies
13. Bronchitis
14. Epiglottitis
15. Mononucleosis
16. Infectious Meningitis
17. Appendicitis
18. Herpes simplex stomatitis/genitalis
19. UTI
20. Tinea pedis/corporis/etc
21. Scarlet fever
22. Rheumatic feer
23. Periorbital cellulitis
24. Roseola/fifth’s disease
25. Croup
Inherited:
1. Down syndrome
2. Sickle cell disease
3. Bleeding dyscrasias
4. Chromosomal abnormalities
Neontal:
1. Apnea
2. SIDS
3. Hyperbilirubinemia
4. APGAR determination
5. Rh sensitization
Page 159 of 206
Dermatology:
1. Eczema
2. Urticaria
3. Monilia
4. Wart
5. Pyoderma
6. Hemangioma
7. Petechiae
8. Purpura
9. Seborrhea Scabies
10. Molluscum cantagiosun
11. Alopecia
Other:
1. Nephrotic syndrome
2. Glomerulonephritis
3. Leukemia
4. Asthma
5. Pediatric HIV
6. Rheumatoid arthritis
7. Kawasaki’s disease
8. Meckel’s diverticulum
9. Intussusception
10. Volvulus
11. Hirschsprung’s disease
12. Cystic fibrosis
13. Wilm’s tumor
14. ADHD
15. Puberty
16. STD’s
17. Hand-foot-mouth disease
Nutrition:
1. Failure to thrive
2. Iron deficiency anemia
3. Obesity
4. Anorexia nervosa/bulimia
5. Vitamin deficiency
Social:
1. Child abuse; physical, sexual,
emotional
2. Under stimulation
3. Patient/parent compliance
Metabolic:
1. Juvenile diabetes mellitus
2. Lead poisoning
3. Phenylketonuria
4. G6PD deficiency
Neurologic:
Seizure Disorder
Page 160 of 206
MS 603
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
C. Counseling and Patient
Education of Common
Medical Problems
C, T
D
PC, K
C, E
The student will be able to provide patient education concerning the treatment, disease
process and preventative aspects of care to the patient/parents/guardians for the above
listed disease processes.
with methods of counseling and
of educating patients concerning
common medical conditions
setting.
Students will be able to give parents advice and education concerning:
1.
2.
3.
4.
5.
6.
Nutrition
Developmental norms
Anticipatory guidance
Immunizations
Child care needs
Safety:
- car seats
- poison control
- household child proofing measures
- water safety
Page 161 of 206
MS 603
Student Objectives
D. Skills
Learning/Teaching
Method
C, T
Expected
Method
D
C, E
Graduation
Competency
PC, K
1. The student will be able to make assessments and/or provide counseling for the:
a. need and frequency of well-baby visits
b. need and frequency of follow up visits
c. need for consultations and referrals
2. The student will be able to describe the appropriate immunization schedule for the pediatric
population and understand the indication, contraindications and adverse reactions of the
current immunizations available;
3. The student will be able to describe the development norm/milestones commonly assessed
in the pediatric population and be able to make the appropriate referrals for evaluations of delays;
4. The students will know community resources available to the patient and their family;
assistants must understand
and be familiar with frequent
skills needed to treat
common medical problems
environment.
5. The student will consider the cost in relation to patient recommendation regarding
treatment, foods, toys, etc.;
6. The student will be familiar with the medications commonly used in the pediatric
population including indications, dosage and side effects;
a. complete physical examination on pediatric patient,
b. elicit a complete third party history,
c. evaluate growth and development through the use of: growth charts and periodic examination,
d. certain clinical skill including but not limited to:
i. venipuncture,
ii. arterial blood gas,
iii. immunization administration,
iv. obtain culture specimens: throat, urine, blood,
v. allergic desensitizations,
vi. lumbar puncture,
vii. ppd placement.
e. interpret the following test results:
i. chest x-rays,
ii. laboratory data:
a. CBC with differential and retic,
d. Urinanalysis and microscopic,.
b. Electrolytes,
e. Arterial blood gases,
c. Lead screening tests,
f. Bilirubin
g. PKU screening
Page 162 of 206
MS 603
Student Objectives
Learning/Teaching Level of Competence
Method
Expected
Evaluation
Method
Graduation
Competency
the Pediatric Setting
C, T
C, E
PC, K
D
background of patients.
2. Relate and perform professionally in a working situation with other members of
the health care team.
3. Demonstrate a willingness to ask for help when appropriate from other people and
resources for patient care.
4. Demonstrate an openness to recognize limitations by using resource referrals and
consultations with supervising preceptor when appropriate.
5. Demonstrate an openness to receive constructive criticism.
monitoring patients and attitudes toward record keeping.
7. Demonstrate having done independent outside reading concerning problems
seen.
8. Demonstrates a constructively self-critical manner, and perform duties with
professional attitude comprising such areas as attendance, dress code and
general demeanor.
Page 163 of 206
MS 604
FAMILY MEDICINE CLERKSHIP
OBJECTIVES
DESCRIPTION:
This is a required five-week rotation, which takes place in an ambulatory/outpatient setting. Students are required to attend
conferences, lectures and may take call. Students are also responsible for assigned readings and case presentations. At the end of
the rotation, students will report to the Physician Assistant Program for administrative tasks and an examination.
These are the required learning objectives for the outpatient medicine rotation. Students are responsible for meeting these objectives
whether or not clinical examples are seen during the rotation experience. These objectives form the basis for the end of rotation
examination.
The student is responsible for performing history and physical examinations, patient assessments, diagnostic procedures and followup care for a minimum of 5 patients per day under appropriate supervision. Students must submit 8 SOAP on TYPHON.
Page 164 of 206
MS 604
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
C, T
C, E
PC, K
encountered in the outpatient
environment.
D
The student will be able to describe and discuss the appropriate historical questions and
physical examination to perform in order to formulate a differential diagnosis for the
following problems:
1. Skin conditions
20. Polyuria/nocturia
2. Rashes
21. Penile discharge
3. Facial pain
22. Hematuria
4. Headaches
23. Genital lesions
5. Conjunctivitis
24. Menorrhagia
6. Dizziness/vertigo
25. Back pain
7. Visual disturbances
26. Strains/sprains
8. Epistaxis
27. Bone/joint pain
9. Obesity/weight change
28. Substance abuse
10. Fatigue
29. Depression
11. Breast mass
30. Anxiety reaction
12. Lymphadenopathy
31. Vaginal bleeding
13. Fever
32. Rectal bleeding
14. Cough
33. Constipation
15. Hemoptysis
34. Diarrhea
16. Chest pain (pleuritic, coronary)
35. Hematemesis
17. Palpitations
36. Vomiting
18. Shortness of breath
37. Dyspepsia
19. Abdominal pain
38. Jaundice
39. Vision loss
________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 165 of 206
MS 604
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
B. Diagnosis and Treatment
C, T
D
PC, K
outpatient setting.
C, E
The student will be able to demonstrate a working knowledge of the signs, symptoms,
etiology, diagnosis, related lab values and management of patients with the following
problems:
1. Scabies
27. Esophagitis
2. Herpes zoster
28. GERD/Peptic ulcer disease
3. Syncope
29. Cholecystitis
4. Anemia
30. Hepatitis
5. “Red eye”
31. Pancreatitis
6. Headache
32. Gastroenteritis
7. Otitis externa
33. Hemorrhoids
8. Otitis media
34. Ectopic pregnancy
9. Sinusitis
35. Appendicitis
10. Hypo-/hyperthyroidism
36. Sexually transmitted diseases
11. Diabetes mellitus
37. Tinea pedis, versicolor, corporis, cruris, etc.
12. URI
38. Urinary retention
13. Asthma
39. Prostatitis
14. Pneumonia
40. Impotence
15. COPD
41. Low back pain
16. CHF
42. Renal calculi
17. Heart block
43. UTI
18. Arrhythmias
44. Muscle spasm
19. TIA
45. Gout
20. CVA
46. Phlebitis
21. Osteoarthritis
47. HIV
22. Rheumatoid arthritis
48. Contact dermatitis, acne, eczema
23. Hypertension
49. Pityriasis rosea
24. Benign prostatic hypertrophy
50. Psoriasis
25. Abnormal uterine bleeding
51. Esophageal tumor
26. Breast mass
Page 166 of 206
MS 604
Student Objectives
Learning/Teaching
Method
Level of
Competence
Expected
Evaluation
Method
Graduation
Competency
C. Counseling and Patient
Education of Common
Medical Problems
C, T
D
C, E
PC, K
The student will be able to demonstrate proficiency in counseling and educating patients in
the following areas:
with methods of counseling and
of educating patients concerning
common medical conditions
encountered in the outpatient
setting.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Contraception
Nutrition
Heart disease
High blood pressure
HIV
Sexually transmitted diseases
Pregnancy
Stress reduction
Exercise
Lifestyle changes
Cancer
Risk reduction
Page 167 of 206
MS 604
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
D. Pharmacologic Agents Used
in the Treatment of Common
Medical Problems
C, T
C, E
PC, K
with pharmacologic agents used
to treat common medical
problems encountered in the
outpatient environment.
D
The student will be familiar with the following classes of pharmacologic agents used to treat
various conditions encountered in ambulatory medicine:
1. Analgesics
2. Antacids/5-HT blockers/proton pump inhibitors
3. Anxiolytics
4. Antiarrhythmics
5. Antidepressants
6. Antihypertensives
7. Diuretics
8. Antibiotics
9. Bronchodilators
10. NSAIDs/analgesics
11. Hypoglycemic agents
12. Anticonvulsants
13. Contraceptives
14. Antidepressants
15. Thyroid preparations
16. Hormones
Page 168 of 206
MS 604
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
E. Skills Used in the Management
C, T
D
PC, K
Rationale: Physician assistants must
understand and be familiar with
medical instrumentation skills
commonly used in the outpatient
environment.
C, E
A. The student will be familiar with the following clinical skills used in ambulatory
medicine:
1. Complete medical history and physical examination
2. Interim history and physical examination
3. Directed history and physical examination
4. Venipuncture
5. Electrocardiogram
6. Urinalysis
7. Dressing changes
8. Cast/splint application
9. Suturing/suture removal; stapling/staple removal
10. IM/subcutaneous/intradermal injections
B. The student will be able to interpret test results including, but not limited to the
following:
1. PA/lateral chest x-ray
2. Extremity films
3. CBC with differential
4. SMA-20
5. Serology
6. Urinalysis with microscopic
7. EKG
Page 169 of 206
MS 604
Student Objectives
Learning/Teaching
Method
Level of
Competence
Expected
Evaluation
Method
Graduation
Competency
F. Professional Skills Used in
the Ambulatory Medicine Setting
C, T
D
C, E
PC, K
demonstrate professional behavior in
their relationships with patients and
colleagues.
professionals;
4. Demonstrate the recognition of limits by using resource referrals and consultation
with preceptor;
patients and attitudes toward record-keeping;
9. Perform duties with professional attitude with regard to: attendance, dress code, and
general demeanor.
Page 170 of 206
MS 605
EMERGENCY MEDICINE CLERKSHIP
OBJECTIVES
DESCRIPTION:
This is a required five-week rotation, which takes place in the Emergency Department of a hospital. Students may be assigned to
rotating shifts and report as scheduled. Students must also attend conferences, lectures and are responsible for assigned readings.
Students must report to the Physician Assistant Program at the end of the rotation for administrative tasks and an examination.
These are required learning objectives for the Emergency Medicine rotation. Students are responsible for meeting these objectives
even if certain clinical examples are not seen during the rotation experience. These objectives form the basis of the end of rotation
examination.
The student will be responsible for performing directed histories and physicals; diagnostic procedures and medical management
(under supervision) of patients. Additionally, the student must submit on TYPHON 8 SOAP.
Page 171 of 206
MS 605
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
Emergency Medical Problems
C, T
D
PC, K
C, E
physical examination to perform in order to formulate a differential diagnosis for the
following problems:
1. Abdominal pain
2. Altered states of consciousness
3. Burns
4. Chest pain
5. Difficulty breathing
6. Extremity features
7. Hemorrhage
8. Seizures
9. Shock
10. Trauma to include; head, thorax, abdomen and extremities
11. Anaphylaxis
encountered in the Emergency
Department.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 172 of 206
MS 605
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
Acute Medical Problems
C, T
C, E
PC, K
D
portions of the physical examination necessary to formulate a differential diagnosis for the
following acute problems:
emergency room setting.
1.
2.
3.
4.
5.
6.
7.
8.
Allergic reaction
Back pain
Bursitis
Diarrhea
Dysuria
Fever
Flank pain
Headache
9.
10.
11.
12.
13.
14.
15.
16.
Laceration
Nausea and vomiting
Rectal bleeding
Sprains/strains
Sore Throat
Urethral discharge
Eye injuries
DKA
Page 173 of 206
MS 605
Student Objectives
Learning/Teaching
Method
Level of
Competence
Expected
Evaluation
Method
Graduation
Competency
C. Understanding Diagnosis and
Management of Common Medical
Problems in the Emergency Room Setting
C, T
D
C, E
PC, K
understand and have a working knowledge of the
conditions encountered in the Emergency
Department.
The student will identify signs, symptoms, etiology, diagnosis and lab
values of the following problems:
1. Hemoptysis
25. PID
2. Pulmonary embolus
26. STD’s
3. Pulmonary edema
27. NGU
4. Acute epiglottitis
28. Fractures
5. Bronchial
29. Dislocations
6. Pneumonia
30. Septic joints
7. Pneumothorax
31. Sprain/strains
8. GI bleeding
32. Angina
9. Peptic ulcer disease asthma
33. Myocardial infarction
10. Appendicitis
34. Cardiac arrhythmias
11. Cholecystitis
35. Cardiac tamponade
12. Pancreatitis
36. Malignant hypertension
13. Abd aortic aneurysm
37. Drug abuse
14. CVA
38. ETOH abuse
15. Meningitis
39. Overdose
16. Coma
40. Anxiety disorders
17. Epidural hematoma
41. Acute psychotic
18. Subdural hematoma
42. Suicidal ideations
19. Seizure disorder
43. Shock
20. Subarachnoid bleed
44. Vasovagal syncope
21. Hematuria
45. Heat stroke/ exhaustion
22. UTI/ pyelonephritis
46. Frostbite
23. Renal colic
47. Herpes zoster
24. Ectopic pregnancy
48. Epistaxis
Page 174 of 206
MS 605
Student Objectives
Learning/Teaching
Method
Level of
Competence
Expected
Evaluation
Method
Graduation
Competency
D. Patient Education
C, T
D
C, E
PC, K
1. The student will be able to provide patient education concerning treatment, disease
process and preventative aspects of care to the patient and family members.
2. The student will be able to provide appropriate parameters for expectant follow up
patients discharged from the emergency department.
3. The student will be able to make appropriate arrangements for follow up care.
Page 175 of 206
MS 605
Student Objectives
Level of
Learning/Teaching
Competence
Method
Expected
Evaluation
Method
Graduation
Competency
E. Skills
C, T
C, E
PC, K
D
The student will be able to perform the following skills:
1. History taking and physical examination
2. Venipuncture/arterial blood gas collection
3. Tube insertion: IV lines, NG tubes, urinary catheters, chest tubes
4. I&D of superficial infections
5. Splint and cast application
6. EKG
7. Suture placement and removal
8. Lumbar puncture under direct supervision
9. Cardiopulmonary resuscitation at a minimum of BLS level of performance
10. Interpretation of the following:
A. Imaging Studies:
PA and lateral chest
Flat and upright abdomen
Skull series
C-spine
Lumbar spine
Extremity films to rule out fracture
CAT scans / MRI’s
Sonography.
B. Laboratory results:
CBC with differential
Electrolytes
Arterial blood gases
Urinanalysis and microscopic
CSF fluid.
Page 176 of 206
MS 605
Student Objectives
Learning/Teaching
Method
F. Professional Skills Used in
C, T
the Emergency Room Setting
behavior in their relationships with
patients and colleagues.
Level of Competence
Expected
Evaluation
Method
Graduation
Competency
D
C, E
PC, K
2. Relate and perform professionally in a working situation with other members of the
health care team.
7. Demonstrate having done independent outside reading concerning problems seen.
professional attitude comprising such areas as attendance, dress code and general
demeanor.
Page 177 of 206
MS 606
OBSTETRICS AND GYNECOLOGY CLERKSHIP
OBJECTIVES
DESCRIPTION:
This is a required five-week rotation, which takes place in a hospital, clinic or private practice setting. Students must attend
conferences, lectures and may take call. Students are also responsible for assigned readings and case presentations. During the
end of the rotation, students must report to the Physician Assistant Program for administrative tasks and an examination.
The objectives for this rotation are divided into two categories: Obstetrics and Gynecology. Students are responsible for these
objectives whether or not clinical examples are seen during the rotation experience. These objectives form the basis for the end of
rotation examination.
The student will be responsible for performing histories and physical examinations: diagnostic procedures; monitoring of patients
and medical management (under supervision) of obstetrical and gynecological patients. Additionally, students may assist in the
delivery and operating rooms as directed by their clinical preceptor. Students must submit 4 complete histories and physicals
(including impression and plan) and 4 SOAP progress notes for OB/GYN patients on TYPHON by the last day of rotation.
Page 178 of 206
MS 606
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
C, T
K
PC, K
C, E
A. The student will know and be able to discuss the following:
1.
2.
3.
4.
environment.
How to make the presumptive diagnosis of pregnancy based on physical findings, history and
laboratory confirmation (test reliability and timing).
The cardiovascular, hematologic, gastrointestinal and other physiologic changes occurring in
pregnancy during each trimester.
How to obtain an Apgar score and discuss its significance.
The meaning and significance of common obstetrical terms, including but not limited to the
following:
a. episiotomy
b. cesarean section
c. multiparity
d. nulliparous
e. extroverted/retroflexed/anteverted/ anteflexed uterus
f. ectopic pregnancy
g. amnioocentesis
h. sonography
i. gravidity
j. biophysical profile (BPP)
5.
6.
The stages of labor and its associated terms, i.e. effacement, staging, etc.
Provide patient education regarding signs of labor, childbirth, maternal nutrition, hygiene and
activity.
7. Estimate fetal age by dates and examination, using Leopold’s maneuvers.
8. Recognize the abnormalities of labor including prematurity, ineffective labor, cephalo-pelvic
disproportion and fetal distress.
9. Monitor the fetus by various modalities including non-stress testing and scalp pH.
10. Recognize and describe the appropriate procedures and monitoring that occur during labor and
delivery for both vaginal and cesarean births.
11. Provide patient education regarding the post-partum period including breast care and
breastfeeding, episiotomy care, C-section wound care, activity and physiologic and hormonal
changes, etc.
Page 179 of 206
12. Provide and utilize institution and community resources for patient with sub- optimal pregnancy
outcomes.
B. The student will know the implications, diagnosis and primary management and referral (if
necessary) of the following common obstetrical problems/diagnosis and be able to identify these
entities through history and physical examination skills:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
hyperemesis gravidarum
hemorrhoids
heartburn
low back pain
anemia
urinary tract infection
Braxton-Hicks contractions
fatigue
DM/gestational diabetes
Rh incompatibility
abruptio placentae / placenta previa
premature rupture of membranes (PROM)
Varicosities thrombophlebitis
pre-eclampsia/leclampsia
trimester specific bleeding
placenta previa
vaginal infections
UTIs/pyelonephritis
postpartum fever
postpartum hemorrhage
oligohydramnios/polyhydramnios
spontaneous abortion
threatened abortion
Page 180 of 206
GYNECOLOGY
Clinical Knowledge:
A. Understand normal reproductive anatomy, the menstrual cycle and explain the physiology and
hormonal patterns associated with menarche, normal menstrual cycle and birth control pills.
B. Diagnose and identify the common etiologies of:
1. menorrhagia
2. menopause
3. menarche
4. metrorrhagaia
5. premenstrual syndrome
6. amenorrhea
7. oligomeorrhea
8. menometrorrhagia
9. Dysfunctional uterine bleeding (DUB)
C. Describe the signs and symptoms associated with vaginal discharge and infections including:
1. trichomoniasis vaginalis
2. chlamydial infection
3. pelvic inflammatory disease
4. candida albicans
5. bacterial vaginosis
6. gonorrhea
7. herpes simplex II
8. syphilis
D. Identify and know the treatment for the following conditions:
1. condylomata acuminato
2. Leiomyomas (fibroids)
3. Bartholin’s cyst
4. ovarian cyst
5. pediculosis pubis
6. polyps (cervical/cndometrial)
7. Nabothian cyst
E. List the diagnostic techniques, signs and symptoms, epidemiology, prognosis and management
for carcinoma of the vagina, cervix, endometrium and ovary.
F. Recognize other common gynecological problems such as endometriosis, urinary stress
incontinence, rectal/uterine prolapse; and know at least one possible treatment modality for each.
Page 181 of 206
G. Provide patient education and counseling regarding issues common to the female patient
including, but not limited to:
1. proper diet and exercise
2. stress reduction
3. annual physical examination
4. HIV testing and follow up
5. Papanicolaou smear
6. mammography
7. menopause
8. lifestyle and risk reduction
H. Provide patient education regarding family planning and contraception and know indications,
contraindications and mode of action for:
1. Hormonal contraception
2. intrauterine device
3. diaphragm
4. Termination of pregnancy
5. foam
6. condom (male and female)
7. Emergency contraception
8. Sterilization
I. Be familiar with:
1. risk factors associated with birth defects
2. common genetic disorders and incidence
3. indications for amniocentesis, CVS and their associated risks
J. Provide counseling and support for sexual assault victims and perform the appropriate physical examination
and obtain the necessary samples and information for the police report.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 182 of 206
MS 606
Student Objectives
Learning/Teaching
Method
Level of
Competence
Expected
Evaluation
Method
Graduation
Competency
B. Skills
C, T
K
C, E
PC, K
The student will be able to perform:
A. A complete obstetrical and gynecological history
B. A complete physical examination including: breasts, abdominal, pelvic, rectal and bimanual
examination
assistants must
understand, be familiar
with the principles of,
and have proficiency in
general surgical skills
C. An interim obstetrical exam including determination of fetal growth and position and
assessment of clinical pelvimetry
D. A Papanicolaou smear
E. Obtain and evaluate a wet mount
F. Venipuncture and insertion and discontinuance of IV therapy
G. Aseptic technique
H. Preparation of a sterile field using aseptic technique
I. Assist in obstetrical/gynecological surgical procedures and deliveries
Page 183 of 206
MS 606
Student Objectives
Method
Expected
C. Pharmaceutical Knowledge C, T
K
Evaluation
Method
Graduation
Competency
C, E
PC, K
The student will be familiar with the indications, actions, dosages and side effects of the
medications commonly used in the obstetrical/gynecological population, including but not
limited to:
with commonly used
setting.
1. Hormonal contraception
2. Tocolytics
3. Prostaglandins
4. Oxytocin
5. Methergine
6. Progesterones
7. Estrogens
8. Alpha-adrenergic agents
9. Selective serotonin reuptake inhibitors
10. Analgesics
11. Local anesthetics
12. Antibiotics
Page 184 of 206
MS 606
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
D. Professional Skills Used in
Setting
C, T
C, E
PC, K
K
A. demonstrate sensitivity and understanding in relating to the emotional and social
background of patients;
B. relate and perform professionally in a working situation with other members of the
health care team;
C. demonstrate a willingness to ask for help when appropriate from other people and
resources for patient care;
D. demonstrate an openness to recognize limitations by using resource referrals and
consultation with supervising preceptor when appropriate;
E. demonstrate an openness to receive constructive criticism;
F. show a general concern for patients as demonstrated in thoroughness of monitoring
patients and attitudes toward record keeping;
G. demonstrate having done independent outside reading concerning problems seen;
H. demonstrate a constructively self-critical manner; and
I. perform duties with professional attitude comprising such areas as attendance, dress
code and general demeanor.
Page 185 of 206
MS 607
BEHAVIORAL MEDICINE CLERKSHIP
OBJECTIVES
DESCRIPTION:
This is a required five-week rotation in Psychiatry, which takes place in a hospital, clinic or private practice setting. Students must
attend conferences, lectures and may take call. Students are also responsible for assigned readings and case presentations.
During the end of the rotation, students must report to the Physician Assistant Program for administrative tasks and an
examination. Additionally, the student is responsible for performing a satisfactory physical diagnosis practical as outlined in the
Senior Year Guidelines and Policies. Students are responsible for these objectives whether or not clinical examples are seen
during the rotation experience. These objectives form the basis for the end of rotation examination.
The student will be responsible for performing histories and mental status examinations: diagnostic procedures; monitoring of
patients and medical management (under supervision) of psychiatric patients. Additionally, students may assist in therapeutic
community and/or group activities as directed by their clinical preceptor. Students must enter in TYPHON 4 complete histories and
physicals (including impression and plan) and 4 SOAP progress notes or 8 SOAP notes if at an outpatient facility.
Page 186 of 206
MS 607
Student Objectives
Learning/Teaching
Method
Expected
Method
Graduation
Competency
Psychiatric Illness
C, T
D
PC, K
C, E
The student will demonstrate a working knowledge of the etiology, clinical symptoms,
course of the disorder, differential diagnosis and treatment modalities of the following:
1. Schizophrenia
2. Bipolar disorders
3. Major depression
4. Cyclothymia
5. Dysthymia
6. Personality disorders
7. Anxiety disorders
8. Organic mental syndromes
9. Substance abuse disorders
10. Incest
11. Dementia
12. Delirium
13. Eating disrders
14. Suicidal ideations
15. Homicidal ideations
16. Pathologic grief
17. Obsessive compulsive disorder
encountered in the Psychiatric
setting.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 187 of 206
MS 607
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
B. Skills
C, T
C, E
PC, K
D
with frequent skills encountered
in the psychiatric setting.
1.
2.
3.
4.
5.
Perform an intake psychiatric history
Perform the Mental Status examination
Perform a complete neurological examination of the psychiatric patient
Perform oral case presentations to preceptors
Observe patients for changes in behavior
Page 188 of 206
MS 607
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
C. Understanding Psychiatric
Pharmacology
C, T
C, E
PC, K
D
The student will know the indications, actions, adverse reactions and side effects for the
following psychiatric therapeutics including but not limited to:
must understand and have a
working knowledge psychiatric
therapeutics.
Major Tranquilizers:
1. Chlorpromazine (Thorazine)
2. Chioridazine (Mellaril)
3. Mesoridazine (Serentil)
4. Lithium carbonate
5. Haloperidol (Hladol)
6. Thiothixine (Navane)
MAO Inhibitors:
1. Phenelzine (Nardil)
2. Tranylcpromine (Parnate)
Anxiolytic Agents:
1. Alprazolam (Xanax)
2. Chlordiazepoxide (Librium)
3. Diazepam (Valium)
4.Lorazepam (Ativan)
SSRI’s:
1. Paroxetine (Paxil)
2. Sertraline (Zoloft)
3. Fluoxetine (Prozac)
Antidepressants:
1. Amitriptyline (Elavil)
2. Desipramine (Norpramin)
3. Doxepin (Sinequan)
4. Maprotiline (Ludiomil)
5. Nortriptyline (Pamelor)
6. Imipramine (Tofranil)
7. Bupropion (Wellbutyrin)
Page 189 of 206
MS 607
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
D. Modalities of Therapy
C, T
C, E
PC, K
D
The student will know the different modalities of therapy and be able to define:
1.
2.
3.
4.
5.
6.
Group therapy
Counseling
Supportive care
ECT
Therapeutic community
Intervention
MS 607
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
E. Skills
C, T
C, E
PC, K
D
The student will know the community resources available in discharge planning for
psychiatric patients.
Page 190 of 206
MS 607
Student Objectives
Learning/Teaching
Method
Level of Competence
Expected
Evaluation
Method
Graduation
Competency
the Psychiatric Setting
C, T
D
C, E
PC, K
health care team.
demeanor.
Page 191 of 206
MS 608
INTERNAL MEDICINE ELECTIVE CLERKSHIP
OBJECTIVES
DESCRIPTION:
The objectives for the Internal Medicine Elective are based on the subject matter of the elective, which must be internal medicine;
or a specialty or subspecialty of internal medicine. Examples include cardiology, gastroenterology, pulmonary medicine,
hematology, etc. Please refer to the MS 601 objectives for an overview of internal medicine objectives. Moreover, the professional
skills used throughout the clinical year are also expected of the student on the clinical elective.
Page 192 of 206
MS 608
Student Objectives
Level of
Learning/Teaching
Competence
Method
Expected
Evaluation
Method
Graduation
Competency
A. Professional Skills used
C, T
C, E
K, PC, IC, P, SBP, LL, PBL
Rationale: Rationale: Physician
assistants must demonstrate
professional behavior in their
relationships with patients and
colleagues.
D
health care team.
patients and attitudes toward record keeping.
demeanor.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 193 of 206
MS 609
SURGICAL ELECTIVE CLERKSHIP
OBJECTIVES
DESCRIPTION:
The objectives for the Surgical Elective are based on the subject matter of the elective, which must be a subspecialty of surgery.
Examples include orthopedic surgery, urology, cardiothoracic surgery, surgical critical care, etc. Please refer to the MS 602
objectives for an overview of surgical objectives. Moreover, the professional skills used throughout the clinical year are expected
of the student on the clinical elective.
Page 194 of 206
MS 609
Student Objectives
Level of
Learning/Teaching
Evaluation Graduation
Competence
Method
Method
Competency
Expected
C, T
assistants must demonstrate
professional behavior in their
relationships with patients and
colleagues.
D
C, E
K, PC, IC, P, SBP, LL, PBL
1. Demonstrate sensitivity and understanding in relating to the emotional and
social background of patients.
2. Relate and perform professionally in a working situation with other members
of the health care team.
3. Demonstrate a willingness to ask for help when appropriate from other
people and resources for patient care.
4. Demonstrate an openness to recognize limitations by using resource
referrals and consultations with supervising preceptor when appropriate.
7. Demonstrate having done independent outside reading concerning
problems seen.
professional attitude comprising such areas as attendance, dress code and
general demeanor.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 195 of 206
MS 610
CLINICAL ELECTIVE CLERKSHIP
OBJECTIVES
DESCRIPTION:
This is a required five-week rotation, which may take place in an inpatient or outpatient setting of the student’s choice with
approval from the Director of Clinical Education. Students are required to attend conferences, lectures and may take call. Students
are also responsible for assigned readings and case presentations. At the end of the rotation, students will report to the Physician
Assistant Program for administrative tasks and an examination.
The objectives for the Clinical Elective are based on the subject matter of the elective. However, the professional skills used
throughout the clinical year are expected of the student on the clinical elective.
Page 196 of 206
MS 610
Student Objectives
Level of
Learning/Teaching
Competence
Method
Expected
Evaluation
Method
Graduation
Competency
C, T
C, E
PC, K
Rationale: Rationale:
Physician assistants must
demonstrate professional
D
health care team.
patients and attitudes toward record keeping.
demeanor.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 197 of 206
MS 611
CLINICAL SEMINAR I: INTERNAL MEDICINE CASE PRESENTATION
OBJECTIVES
MS 611
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
A. Presentation Skills
C, LE, T
C, P
K, IC, P, SBP, LL, PBL
Physician assistants must be
able to give patient case
presentations to supervising
physicians, colleagues, and
other members of the health
care team.
D
1. Report concisely to a group of other students and a faculty member the following
components of a presentation in internal medicine:
a. The chief complaint;
b. The history of present illness;
c. The patient’s past medical and surgical history, family history, psychosocial
history, medications, and allergies;
d. The review of systems as it relates to the history of present illness;
e. The physical examination;
f. Ancillary tests performed, the rationale for such testing, and the results;
g. Initial diagnosis made;
h. Treatment;
i. Hospital course of the patient.
2. Demonstrate having performed a literature search on the patient’s final diagnosis.
Page 198 of 206
3. Summarize the findings of a recent peer-reviewed article about the patient’s final
diagnosis.
4. Demonstrate the ability to answer questions about the patient’s case and hospital
course.
professional attitude and general demeanor.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 199 of 206
MS 612
CLINICAL SEMINAR II: SURGICAL CASE PRESENTATION
OBJECTIVES
MS 612
Student Objectives
Learning/Teaching
Method
Level of Competence
Expected
Evaluation
Method
Graduation
competency
A. Presentation Skills
C, LE, T
D
C, P
K, IC, P, SBP, LL, PBL
Physician assistants must be
able to give patient case
presentations to supervising
physicians, colleagues, and
other members of the health
care team.
1. Report concisely to a group of other students and a faculty member the following
components of a presentation in general surgery or in a surgical subspecialty:
j. The chief complaint;
k. The history of present illness;
l. The patient’s past medical and surgical history, family history, psychosocial history,
medications, and allergies;
m. The review of systems as it relates to the history of present illness;
n. The physical examination;
o. Ancillary tests performed, the rationale for such testing, and the results;
p. Initial diagnosis made;
q. Surgical procedure or procedures performed in the course of formulating the
diagnosis or in the course of treating the patient’s condition;
r. Other methods of treatment;
Page 200 of 206
2.
3.
4.
5.
6.
s. Results of pathological studies;
t. Hospital course of the patient.
Demonstrate having performed a literature search on the patient’s final diagnosis.
Summarize the findings of a recent peer-reviewed article about the patient’s final
diagnosis.
Demonstrate the ability to answer questions about the patient’s case and hospital
course.
Demonstrate an openness to receive constructive criticism.
Demonstrates a constructively self-critical manner, and perform duties with
professional attitude and general demeanor.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 201 of 206
MS 613
CLINICAL SEMINAR III: PANCE PREPARATION
OBJECTIVES
MS 613
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
A. PANCE Preparation
C, LE, LA, T
E
K, PC, SBP, LL, PBL
assistants must be able to
complete successfully the
Physician Assistant National
Certifying Examination
(PANCE) in order to obtain a
state license to practice as a
physician assistant.
K, D
1. Achieve a passing score on a series of simulated Board examinations including but not
limited to the following areas:
a. Cardiology;
b. Pulmonology;
c. Otorhinolaryngology;
d. Ophthalmology;
e. Endocrinology;
f. Dermatology;
g. Gastroenterology;
h. Hematology;
i. Oncology;
j. Radiology;
k. Renal medicine;
l. Rheumatology;
m. Neurology;
n. Psychiatry;
Page 202 of 206
o. Infectious diseases;
p. HIV medicine;
q. Allergy and immunology;
r. Anatomy;
s. Physiology;
t. Pathology;
u. Family medicine;
v. Emergency medicine;
w. Pediatrics;
x. Geriatrics;
y. Obstetrics;
z. Gynecology;
aa. General surgery;
bb. Orthopaedics;
cc. Epidemiology;
dd. Medical ethics;
ee. Role socialization;
ff. Human sexuality;
gg. Substance abuse;
hh. Cultural competency;
ii. End of life care;
jj. Urology;
kk. Pharmacology;
ll. Physical diagnosis;
mm.
History taking;
nn. Formulation of a diagnosis;
oo. Laboratory interpretation;
pp. Therapeutics;
qq. Patient counseling;
rr. Scientific concepts.
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 203 of 206
MS 614
SUMMATIVE EVALUATION
OBJECTIVES
MS 614
Student Objectives
Method
Expected
Evaluation
Method
Graduation
Competency
Summative Evaluation
LA, RP
P
PC, IC, P, SBP, PBL
Rationale: Physician assistant
students must demonstrate
the ability to perform at the
level of a physician assistant
in clinical practice before
completing the curriculum.
1. demonstrate a fund of knowledge equivalent to that of a graduate physician assistant,
including but not limited to the following based on an objective structured clinical
examination (OSCE):
a. perform initial assessment of a simulated patient
b. stabilize the patient, if necessary
c. perform the relevant physical examination
d. order appropriate laboratory tests
e. order appropriate radiologic studies
f. order appropriate diagnostic studies or procedures
g. make an initial diagnosis
h. order appropriate therapeutics
i. demonstrate an understanding of pharmacotherapeutics related to the simulation
j. perform relevant procedures or examinations
k. Demonstrate a fund of knowledge equivalent to that of a graduate physician
assistant based on a written examination of all material included in the PA
curriculum
D
Page 204 of 206
2. demonstrate clinical skills related to the simulation, including but not limited to:
a. cardiopulmonary resuscitation
b. defibrillation
c. cardio version
d. injections
e. administration of oxygen
f. endotracheal intubation
g. arterial blood gas sampling
h. intravenous cannulization
i. nasogastric intubation
j. urinary catheterization
k. insertion of chest tube
l. decompression of tension pneumothorax
3. Demonstrate compassion toward the patient and his/her loved ones
4. Demonstrate culturally competent care
5. Demonstrate professional behavior toward colleagues and other members of the
health care team
6. Utilize the clinical team and direct colleagues appropriately in a professional manner
7. Assist the team leader and act appropriately as a team member
8. Demonstrate a calm approach to the patient, the patient’s loved ones, and the other
staff members involved in the simulation
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 205 of 206
MS 615
CAPSTONE PROJECT
OBJECTIVES
MS 615
Student Objectives
Learning/Teaching
Method
Level of Competence
Expected
Evaluation
Method
Graduation
Competency
Capstone Project
C
D
E
K, LL
Rationale: Physician assistant
students must demonstrate the
ability to write a cogent
research paper on a topic of
clinical interest.
1. Write a research paper that would be appropriate for publication in a peer-reviewed physician
assistant journal
2. Conceive a clinically based topic derived from one of the clinical electives
3. Demonstrate a well-conceived thesis statement
4. Perform thorough research to support the thesis statement
5. Demonstrate the ability to synthesize material gleaned from research and apply it
6. Demonstrate the ability to interpret the medical literature critically
7. Write clearly, with correct grammar and spelling, free of plagiarism
8. Document references according to American Medical Association format
__________________________________________________________________________
Evaluation Method:
C–
K–
C–
PC –
Clinical Setting
Knows
Clinical Evaluation
Patient Care
T–
DEK-
Textbook
Does
Examination
Knowledge
Page 206 of 206

Clinical Year Handbook - Long Island University

Transcription

Similar documents

Family Physician

Emeryville Advanced Imaging Referral Form Back

Read More…

Resurgens Orthopaedics: Get Moving Again

High Technology

MyQuest™ FAQs

RZ_FC INFORMED CONSENT 10.4. UK.indd - KAIROS

Managing Congestive Heart Failure - Provider

Being an Osteopathic Medical Student

loyal admitters - Modern Healthcare