Masters in Physicians Assistant program

Preparing you to provide quality health care to those in need

Are you looking to take the next step in your medical career? Becoming a Physician Assistant is a great option. You’ll have the advanced training to collaborate with one or more physicians and be able to examine, diagnose, treat, and counsel patients. There is a significant need in health care for high-level professionals. At CUAA, we strive to prepare you to provide quality health care in a respectful, caring manner. If you value the same things we do, consider pursuing your Master of Science in Physician Assistant Studies (MSPAS) with us.

Highlights

Small class sizes
Interprofessional
State of the art labs

CUAA Continues

CUAA will continue to offer this program in 2025 and beyond

Schedule a visit

Faith-Based

We are committed to engaging your mind and spirit for service to Christ in the church and the world.

Questions? We’re here to help

Our team is available to help you as you consider the next step in your education.

Get answers to your questions

Our team is standing by to assist you with additional program details, financial aid options, and admissions questions.

Program Overview

Join us for an on-campus visit day or virtual information session to learn more about our program, meet faculty, and so much more! Register here today.

Physician Assistants (PAs) are licensed health care professionals who practice medicine in collaboration with an MD or DO. PAs provide patient care by obtaining histories, performing physical examinations, diagnosing injuries and illnesses, prescribing, assisting in surgery, ordering and interpreting lab and radiologic results and educating patients on their conditions, as well as prevention. PAs work in a variety of settings including hospitals, clinics, universities, governmental services, and industries. PAs are all trained in primary medicine as the basis of their medical knowledge and have the flexibility to practice in any of the different specialties of medicine they desire without having to complete a residency in that field.

There has been, and will continue to be, a significant need in health care for high-level healthcare professionals. Statistics from 2022 by the Bureau of Labor Statistics noted that the median earnings for PAs in 2020 were 121,530/year; with employment projected to grow 31 percent more from 2021 to 2022, which is much faster than the average for all occupations. As demand for healthcare services continues to grow, PAs will be needed to provide care to patients.

In order to become licensed and certified, all PAs must graduate from a PA program that was nationally accredited by the ARC-PA, and pass the Physician Assistant National Certifying Examination (PANCE). Graduates take the PANCE exam after successful completion from an accredited program. Licensure is required in all states.

Licensed and certified PAs are required to complete 100 hours of continuing medical education every two years and pass the Physician Assistant Recertifying Examination (PANRE) every ten years in order to maintain certification.

Beginning a simulation training with classmates.

A student prepares to care for her patient during a simulation exercise.

ADEIB (anti-racism, diversity, equity, inclusion, and belonging)

The PA Program at Concordia University Ann Arbor is intentional in creating an environment of diversity and belonging, welcoming students from diverse backgrounds to become competent medical providers. We welcome and embrace students of any age, race, color, gender, religion, national and ethnic origin, and mental and physical abilities/ disabilities who meet the technical standards. In addition, we are committed to creating a safe and compassionate learning environment for all seeking to improve and influence communities through clinical service and leadership with compassion and respect .

Program vision

The Vision of the Concordia University Ann Arbor PA Program is to provide the local and global community with competent medical providers who will improve lives and influence communities through clinical service and leadership, and do so in a compassionate and respectful manner that changes the lives of all patients who seek our care.

Program mission

The Mission of the Concordia University Ann Arbor PA Program is to educate Physician Assistant students in primary medicine with a focus on rural and underserved patient populations and communities.

In meeting our mission, the program has applied for, and been funded, a grant from HRSA to provide student stipends for rural clinical rotations to offset the cost of housing, travel, and food for those students who commit to clinical experiences in rural and underserved areas, in Michigan, as well as any rural and/or underserved areas of the United States.

At CUAA, we strive to prepare you to provide quality health care and to do so in a respectful, caring manner addressing mind, body, and spirit.

If you value the same things we do, consider pursuing your Master of Science in Physician Assistant Studies (MSPAS) with us.

What to Expect

The CUAA PA Program is 27 months in length, consisting of 15 months (4 semesters) of didactic training and 12 months (3 semesters) of clinical training. Graduates must successfully complete all aspects of the PA program, which must be accredited by the ARC-PA, and pass the Physician Assistant National Certifying Examination (PANCE) in order to obtain a license in the state(s) in which they desire to practice. Upon graduation, graduates will have the ability to practice in any of the different specialties of medicine. Licensed and certified PAs are required to complete 100 hours of continuing medical education every two years and pass the required NCCPA certification requirement every ten years in order to maintain certification.

Licensure / Certifications

Graduates take the PANCE exam after successful completion from the program. Licensure is required in all states, but licensing requirements may differ in each state.

Admission requirements

Candidates for admission must meet the following requirements:

Baccalaureate Degree (must be earned prior to matriculation from a regionally accredited university or college in the U.S.)
GPA Requirements
- Minimum 3.0 CUAA cumulative GPA or higher, AND
- Minimum 3.0 CUAA prerequisite science GPA or higher

Please note that the CUAA PA program will review transcripts for repeated courses and withdrawals. The presence of multiple repeats and/or withdrawals will be taken into consideration when deciding progression through the admissions process and acceptance into the program.

The program will specifically use the grades from CUAA science pre-requisites delineated (including repeats and withdrawals) to create a calculated GPA in CASPA for only those science courses that are required by the program. This may create a discrepancy between the calculated CUAA prerequisite science GPA and the CASPA "global" science GPA of all science courses taken.

Prerequisite Requirements

All science prerequisite courses must be completed within 8 years of the time of application and must be completed with a C grade or better.

For all prerequisite courses that require a lab, the lab must be completed in person. No online labs will be accepted with the exception of the 2020-2021 academic year.

All science prerequisite coursework must be completed at the time of application in CASPA. Each prerequisite course must be successfully completed from a regionally U.S. accredited college or university.

One non-science prerequisite may be in progress at the time of application but must be completed prior to matriculation. It is the applicant's responsibility to send an updated official transcript upon completion of the course.

No advanced placement or transfer credit is granted in the place of CUAA PA program courses if transferring from another PA or graduate program. No course credit is given for experiential learning.

Science prerequisites

Human Anatomy & Physiology: one semester each: minimum 3 cr. with lab. May be completed as A & P 1 and A & P 2; or can be a course in anatomy PLUS a course in physiology, both must include lab and must require a college level biology course as a prerequisite for taking A & P. The applicant may be asked to provide the course description to the program. A & P is the cornerstone for all understanding in clinical medicine, and as such, the course must be rigorous, related to human anatomy & physiology. Pathophysiology will not replace the requirement for a physiology course in those who have taken only Anatomy.
Organic Chemistry: one semester, minimum 3 cr. with lab
Biochemistry: one semester, minimum 3 cr. with or without lab
Microbiology: one semester of 3 cr., with lab

Non-science prerequisites:

Medical Terminology: one semester of a 1 credit or 2 credit course
Psychology: one semester, 3 credits (lifespan/developmental, abnormal, or general psychology. Will accept high school AP credit)*
Statistics: one semester required; 3 credit minimum (will accept high school AP credit)*
English Composition: one semester, 3 credit minimum (will accept high school AP credit)*

* If specific AP courses are not listed on college transcript, please send official AP score transcript to gradpa@cuaa.edu

Additional requirements

Audited coursework is not accepted for prerequisite courses.
There must be documentation of 1000 hours of hands-on patient care experience.
- Examples of hands-on patient care may include but is not limited to: nursing, CNA, ER tech, EMT/paramedic, lab technician, dietician, exercise stress test technician, mental health therapist, military medical/clinical specialist, occupational/physical therapist, pharmacist, pharmacy technician, phlebotomist, respiratory therapist, surgical technician.
- The following are NOT considered hands-on experience: PA or MD shadowing; non-clinical research assistant; CPR instructor; patient transporter, pharmaceutical rep; ski patrol (unless EMT certified), lifeguard, aerobics instructor, unit clerk, medical insurance clerk, medical secretary.
Medical scribe experience as a scribe is invaluable to documentation and observational learning, but hands-on patient care experience is not part of the scribe’s responsibility. As such, a scribe may use maximum of 500 hours of scribe work as part of the patient care requirement, but the remainder must be in some capacity in which you have direct patient interaction.
Three letters of reference are required to be submitted:
- One letter from an employer/ supervisor of your hands-on patient care experience who can speak to your aptitude for a profession as a Physician Assistant.
- One letter from a PA or advanced healthcare provider whom you have shadowed or worked alongside who can speak to your professionalism.
- One letter from a professor, coach, co-worker, or supervisor who can serve as a character reference.

PA-CAT

The Concordia University Ann Arbor PA Program is recommending their applicants take the PA-CAT (Physician Assistant College Admission Test). The PA-CAT is a specialized test designed to measure applicant knowledge in key prerequisite science subjects typically required for PA school. For information about the PA-CAT and to schedule your exam click here.

PA-CAT Study materials provided by Exam Master include:

Two 120 Question PA-CAT Practice Exams
Eight 50-Question Subject Exams
Pre-Matriculation Success Course

PA-CAT Covered Subjects: Anatomy, Physiology, General Biology, Biochemistry, General and Organic Chemistry, Microbiology, Behavioral Sciences, Genetics, Statistics.

Immunizations Required

The PA program follows the Centers for Disease Control and Prevention (CDC) guidelines for healthcare personnel on immunization. Students are responsible for any financial costs related to immunization and screening requirements. To see a list of immunization requirements, please visit our Policies & Standards page.

Technical Standards

The CUAA PA program has specific academic and technical standards that apply to all candidates for admission and those selected to enter the program.

Students must attest that they meet these standards prior to matriculation, and must continue to meet these standards for the entire duration of the program in order to complete the curriculum and to achieve the Master of Science in Physician Assistant Studies degree.

Accommodation may be possible for some disabilities, but the Physician Assistant’s role in providing healthcare requires the ability to perform all the duties independently without compromising patient care.

To perform the functions required of a Physician Assistant in various clinical settings and deliver competent patient care, as stipulated by the faculty, accreditation agencies, and PA practice standards, all candidates/students for the program must independently meet the following Academic and Technical Standards. Candidates/students are prohibited from using aid from trained intermediaries.

The PA program at Concordia University Ann Arbor retains the authority and responsibility for the selection and evaluation of students. Admitted candidates will be required to certify in writing that they understand and meet the academic and technical standards of the program. Accommodations for disabilities may be available and will be evaluated on a case-by-case basis. Concordia University will make every effort to develop mechanisms to accommodate otherwise qualified candidates; however, the integrity of the curriculum and the need to provide optimal patient care must be preserved to ensure that all aspects of PA education are effectively delivered to all students.

Observational Standards

PA students must have sufficient sensory capacity to independently observe in lecture halls, laboratories, outpatient settings, and at the patient’s bedside. Required sensory skills include functional vision, hearing, olfaction, and tactile sensation. These skills must be adequate to observe a patient’s condition and gather information through common physical examination procedures such as inspection, auscultation, percussion, and palpation.

Communication Standards

PA students must communicate effectively and efficiently with all individuals they encounter, including patients, their families, healthcare workers, faculty, staff, and classmates. Students must be able to obtain medical histories promptly, interpret non-verbal communication, and establish professional relationships with patients. Additionally, students must accurately and clearly record information and present data in a concise and logical manner.

Motor Standards

PA students must have the endurance to tolerate physically demanding workloads and be able to transport themselves promptly from one location to another. After a reasonable training period, students must independently perform physical examinations and diagnostic maneuvers, such as palpation, auscultation, percussion, and other diagnostic techniques. Students must be able to respond promptly to clinical problems and provide direct general and emergency treatment to patients in various circumstances. Examples include, but are not limited to, cardiopulmonary resuscitation, the administration of intravenous medication, the application of pressure to stop bleeding, the opening of obstructed airways, the suturing of simple wounds, and the performance of basic obstetrical maneuvers. These activities require physical mobility, gross and fine neuromuscular coordination, and equilibrium. Additionally, students must adhere to safety standards appropriate for clinical settings and follow universal precautions, including wearing complete sets of Personal Protective Equipment (PPE) for extended hours.

Conceptual, Integrative, and Quantitative Standards

Students must be able to assimilate and engage with detailed and complex information presented through both the didactic and clinical curriculum. They are expected to estimate, measure, calculate, analyze, synthesize, and outline information quickly and efficiently. Additionally, students must comprehend three-dimensional and spatial relationships of structures, interpret connections, and make accurate, fact-based conclusions based on the patient’s history, clinical presentation, physical examination results, and laboratory studies. They must also adapt to various learning environments and effectively learn, participate, collaborate, and contribute as part of a team.

Behavioral, Social, and Professional Standards

Students must exhibit sufficient maturity and emotional stability to fully utilize their intellectual abilities. This includes exercising good judgment and promptly completing all responsibilities associated with patient diagnosis and care. Understanding the legal and ethical aspects of medical practice and functioning within these standards is essential. Students must demonstrate integrity, honesty, professionalism, and compassion, and show a spirit of cooperation and teamwork at all times.

Students are expected to interact courteously, professionally, and respectfully with patients, their families, healthcare professionals, colleagues, faculty, and staff. They should demonstrate empathy and compassion for all patients while accommodating varying levels of health literacy. Additionally, students must take responsibility for their learning and implement positive changes in response to constructive feedback.

Students must also demonstrate the physical and emotional endurance necessary to handle demanding workloads. They should perform competently and professionally in high-stress, fast-paced situations, adapt to changing environments, display flexibility, and manage the inherent uncertainties of patient care and the healthcare system.

Program Begins

Class of 2027

Start date (orientation) for the class of 2027 is August 22, 2025
Applicants must have obtained their Bachelor's degree prior to August 22, 2025.

Class of 2028

Start date (orientation) for the class of 2028 is August 21, 2026.
Applicants must have obtained their Bachelor's degree prior to August 21, 2026.

Applicants who do not successfully complete their Bachelor’s degree prior to the first day of class, will not be allowed to matriculate into the program.

Application timeline

May 1, 2025: CASPA application portal opens
January 15, 2026: CASPA applications must be submitted and verified. Applications not verfifed by the application deadline will not be reviewed.
The program will use rolling admissions, with interview selections beginning in August of 2025 and continuing until seats are all filled.
Students will matriculate into the program on August 24, 2026 (Class of 2028)

PLEASE NOTE: if accepted, students selected will be required to submit a $1000.00 deposit to hold their seat. This deposit will be applied to the student's tuition at time of matriculation. Should the student rescind after acceptance, the $1000.00 deposit will be forfeited.

Background checks

Many of the health care organizations that we partner with for our clinical rotations require a criminal background check for student participation. By applying, applicants understand that placement at these clinical sites, required for the Concordia University Ann Arbor Physician Assistant program, may be affected by the results of a criminal background check.

All students accepted into the PA program will be required to complete and pass a background check. A felony conviction will impact our admission decision.

Working after admission

It has been the program’s experience that those students who choose to work after admission to the program are most often unable to complete the program successfully. For this reason, the program strongly recommends that students NOT work for the duration of the PA program. Working outside of the PA program will not be given consideration in evaluating a student who fails to meet program requirements.

Anti-Discrimination policy

As a matter of policy, Concordia University admits students of any age, race, color, gender, religion, and national and ethnic origin. Admitted students enjoy the rights, privileges, programs and activities generally offered to all Concordia students. Further, Concordia University does not discriminate according to age, race, color, gender, and national and ethnic origin in administering admissions and educational policies, scholarship and loan programs, and athletic and other school-administered programs.

Accommodations for Students with Disabilities: Concordia University is committed to full compliance with the Americans With Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973, which prohibit discrimination against qualified persons with disabilities, as well as other federal and state laws pertaining to individuals with disabilities. Under the ADA and its amendments, a person has a disability if he or she has a physical or mental impairment that substantially limits a major life activity. The ADA also protects individuals who have a record of a substantially limiting impairment or who are regarded as disabled by the institution whether qualified or not. A substantial impairment is one that significantly limits or restricts a major life activity such as hearing, seeing, speaking, breathing, performing manual tasks, walking, or caring for oneself.

Concordia University is committed to providing qualified students with disabilities with reasonable accommodations and support needed to ensure equal access to the programs and activities of the University.

All accommodations are made on a case-by-case basis. A student requesting any accommodation should first contact the Director of Disability Services who coordinates services for students with disabilities. The director reviews documentation provided by the student and in consultation with the student, determines which accommodations are appropriate to the student’s particular needs and programs. It is then the student’s responsibility to make direct requests for accommodations to the appropriate staff.

Considerations in selection of candidates

As a potential candidate, the admissions committee will look at the following for acceptance into the program:

Both cumulative CUAA prerequisite and CUAA science prerequisite of GPA 3.0 at a minimum, over 3.5 preferred.
Any repeated science course grades will also be used to calculate the total science GPA calculation. The program does not allow deceleration or repeat of any courses, for this reason, having multiple withdrawals or repeated coursework will be a concern in reviewing your application.
Reference letters – should speak to the applicant’s aptitude for the profession, which requires that the applicant and the letter writer understand the PA profession.
Patient Care Experience – points are assigned for numbers of hours (1000 is the minimum), and for patient care participation requiring some level of decision-making. Students are given "points" based on the level of decision-making and rigor of the health care experience. Scribe is acceptable for up to 500 of the health care hour requirement.
Interview – students will have conversations with faculty that focus on the applicant’s understanding of the PA role; both advantages and disadvantages as compared to other health care professions; and the applicant’s particular aptitude for the rigors of PA school.
PA school is accelerated compared to many other health professions and requires tremendous sacrifice and successful completion of multiple courses with many assessments during large course loads in each term.

A holistic overview of the applicant is performed by all reviewers who will score applicants based on the following criteria:

GPA (cumulative and science pre-requisite GPA) including withdrawal and repeated coursework.
Evidence of academic potential, motivation, personal maturity, self-assurance, self-awareness, and likelihood for success
Interpersonal interactions observed on visit day including: Maturity, professionalism, ability to interact in an appropriate manner
Points are awarded for volunteerism based on number of hours and category of service, in upholding our mission.
Points are awarded for letters of recommendation, looking for evidence that matches of patient care hours and experience; and the supervisor's evaluation of the student's professionalism and aptitude for a profession as a PA.
Points are awarded for extracurricular activities, with a higher score given for full time athletics, participation in research, or military service background.

Preferences given

CU graduates and alumni will be granted an automatic interview with successful completion of all requirements AND a 3.0 GPA in BOTH cumulative AND pre-requisite coursework

Applicants who are military veterans, and have a minimum 3.0 GPA in BOTH cumulative AND pre-requisite coursework, will be granted an automatic interview with successful completion of all requirements.

In upholding our mission and vision, if there are two equally qualified candidates with similar GPAs, coursework, letters of recommendation, and patient care experience, the applicant who provides service to others in community or church would be selected over the one who does not serve.

In upholding our program's mission, in making a selection between equally qualified candidates, candidates from HPSA (health professional shortage areas), rural communities, and MUC (medically underserved communities) will be given preference. This is in fitting with the mission and vision of the PA program. To check qualification use the links below:

Similarly, when selecting between equally qualified candidates, those who are first generation college students or low income students will be given a preference with successful completion of all admission requirements.

The University reserves the right to delay or cancel the matriculation of cohorts, classes, or programs. Decisions regarding program matriculation are made by the University. Candidates for enrollment in accredited healthcare programs should contact the program director for detailed information and refer to their acceptance letter for any updates about delays or cancellations. Once a student is matriculated into an accredited program, the University is committed to completing the program.

Accreditation Status

The ARC-PA has granted Accreditation-Provisional status to the Concordia University Ann Arbor Physician Assistant Program sponsored by Concordia University Ann Arbor. Accreditation-Provisional is an accreditation status granted when the plans and resource allocation, if fully implemented as planned, of a proposed program that has not yet enrolled students appear to demonstrate the program’s ability to meet the ARC-PA Standards or when a program holding Accreditation Provisional status appears to demonstrate continued progress in complying with the Standards as it prepares for the graduation of the first class (cohort) of students. Accreditation-Provisional does not ensure any subsequent accreditation status. It is limited to no more than five years from matriculation of the first class.

The program’s accreditation history can be viewed on the ARC-PA website.

PANCE Scores

The Concordia University Ann Arbor MSPAS program will publish first time Physician Assistant National Certifying Exam (PANCE) rates for the five most recent graduating classes as provided by the National Commission on Certification of Physician Assistants (NCCPA). Please visit this link to review our program's NCCPA Exam Performance Summary Report.

Please note that thus far, the program has had two graduating cohorts. The class of 2025 will graduate in December of 2025. The class of 2026 will graduate in December of 2026. PANCE scores for these cohorts will be posted once all students have taken their exam, typically 3-6 months after graduation.

Class	Class Graduation Year	Group	Number of Candidates Who Took PANCE	Number of Exam Attempts	Number of Exams Passed	Program Exam Pass Rate	National Exam Pass Rate for the Class Graduation Year	% of Candidates Who Ultimately Passed PANCE
Class of 2023	2023	All Takers	30	33	30	91%	89%	100%
Class of 2023	2023	First Time Takers	30	30	28	93%	92%	100%
Class of 2024	2024	All Takers	31	32	30	94%	89%	97%
Class of 2024	2024	First Time Takers	31	31	29	94%	92%	97%

ARC-PA Student Attrition Table

	Class of 2023	Class of 2024	Class of 2025	Class of 2026
	Graduated classes
Maximum entering class size (as approved by ARC-PA)	32	40	40	40
Entering class size	32	35	38	35
Graduates	30	31	#	#
* Attrition rate	6%	11%	3%	3%
**Graduation rate	94%	89%	#	#

*Attrition rate calculation: number of students who attritted from cohort divided by the entering class size.
**Graduation rate: number of cohort graduates divided by the entering class size.

Comments

Class of 2023

1 student withdrew
1 student was dismissed

Class of 2024

4 students withdrew

Class of 2025

Students will graduate in December of 2025
1 student was dismissed

Class of 2026

Students will graduate in December of 2026
1 student was dismissed

PA Program Competencies

At the completion of the PA program, students will:

Demonstrate the requisite knowledge necessary in primary medicine to evaluate and provide non-pharmacologic and pharmacologic management of medical concerns of an acute, emergent, chronic, and preventive nature in patients of any age.
Obtain a medical history, engaging patient-centered communication skills in an attentive and respectful manner.
Perform an appropriate and accurate physical examination based on the clinical presentation for patients of all ages in primary medicine.
Determine appropriate labs & diagnostic testing based on a differential diagnosis, and interpret testing to narrow or identify the diagnosis.
Perform common diagnostic and therapeutic procedures within the scope of Physician Assistants in primary medicine.
Apply evidence-based medical decision making to develop a diagnosis or presumptive diagnosis from a broad differential utilizing all aspects of patient evaluation findings.
Efficiently and effectively provide oral presentations of a clinical encounter in a coherent manner.
Proficiently and accurately document patient encounters in written, oral and electronic forms.
Conduct themselves in a professional and courteous manner with all members of the interdisciplinary healthcare team.
Appreciate and respect Christian values, attitudes, and behaviors in clinical practice.

Program Goals & Meeting our Goals

1) Matriculate and graduate students from the following areas of diversity: rural and/or medically underserved areas

This goal aligns with our mission statement, which is “to educate Physician Assistant students in primary medicine with a focus on rural and underserved patient populations and communities.” Our program utilizes applicant self-reported designations through CASPA regarding rural and medically underserved status identifier and additionally confirmed by verification permanent addresses utilizing Rural Health Grants Eligibility Analyzer to identify candidates from the applicant pool that meet this criterion. The program was awarded a HRSA grant, which aids in fulfilling its mission of matriculating applicants from these rural* and medically underserved areas** into the program.

Definitions

* Rural: The United States Census Bureau and Office of Management and Budget (OMB) does not define “rural.” They consider “rural” to include all people, housing, and territory that are not within an urban area. Any area that is not urban is rural. (Health Resources & Services Administration: Defining Rural Population, April 16, 2024)

** MUA: Medically underserved area = a shortage of primary health care services for residents within a geographic area as designated by HRSA. (U.S. Dept. of Health & Human Services Guidance Portal: Types of Designations, April 16, 2024)

Benchmark

Students that come from rural and/or MUA areas will comprise ≥ 18% of each matriculating class.
The graduation rate of students from the program that are from rural and/or medically underserved area(s) will be at more than 90%.

Results

Criteria	Class of 2023	Class of 2024	Class of 2025	Class of 2026
Number of students matriculated per cohort	32	35	38	35
Matriculation (Rural* and/or MUA**)	18 Students, 56%	17 Students, 48%	16 Students, 42%	12 Students, 34%
Graduation (Rural* and/or MUA**)	100% (May, 2023)	94% (May, 2024)	TBD (December, 2025)	TBD (December, 2026)

2) Expose PA students to healthcare provided by PAs in rural and/or medically underserved communities

The goal of this initiative is to expose students to the unique challenges and rewards of practicing in underserved and underrepresented communities. The HRSA grant allows the program to provide students with monetary stipends in HRSA qualified areas and qualified rural health care clinics to increase clinical learning opportunities. PA students engage with PAs practicing in rural settings who share their insights and experiences through lectures. By experiencing firsthand the critical need for healthcare professionals in these areas, we hope to cultivate a greater interest among students in pursuing careers in such settings after graduation.

Benchmark

At least 50% of students will perform a clinical rotation in a rural and/or medically underserved area.

Results

Criteria	Class of 2023	Class of 2024	Class of 2025	Class of 2026
Number Of Students	30	31	37	35
Percentage of students performing a clinical rotation in a rural and/or medically underserved area	46% (May, 2023)	64% (May, 2024)	TBD (December, 2025)	TBD (December, 2026)

3) Our graduates will demonstrate competency in all aspects of entry level clinical practice in primary care

The program is focused on primary care medicine as indicated by our program competencies. As such, our students are evaluated for their preparedness for entry level clinical practice with the Program Summative Assessment (which includes the End of Curriculum Exam), Student Exit Survey, End of Curriculum Survey, Preceptor Evaluation of Student, Student End of Didactic Terms Survey, and the PANCE certification.

Benchmark

Student Exit Survey, End of Curriculum Survey, Student End of Didactic Terms Survey Student Exit Survey and End of Curriculum Survey benchmark is 4 on a 5-point Likert scale, which is equivalent to 80%. This percentage holds students and faculty to the same standard of excellence.
Preceptor Evaluation of Student benchmark is 3 on the 5-point Likert scale, which demonstrates a functional proficiency level to effectively complete the competencies.
Each cohort will pass all components of the Program Summative Assessment with ≥79%, which is the program benchmark for students.
The End of Curriculum Exam, which is a standardized national exam to assess whether a student has limited, satisfactory or advanced medical knowledge with a score ranging from 1200-1800. Our benchmark for all clinical year students is 1441, which is 1.5 standard deviations from the national mean and falls within the scale score of satisfactory medical knowledge, which is 1400-1554.
Greater than or equal to 90% of students will pass PANCE on their first attempt. This benchmark is set to meet or exceed the national exam pass rate for the class graduation year.

Student Competency Assessment

Assessment Tool	Assessment Question	Class of 2023 Mean Score	Class of 2024 ¹ Mean Score
Preceptor Evaluation of Student
5-Point Preceptor Scale ²	To what extent was the student prepared for this rotation?	4.64	4.84
Total amount of evaluations		270	248
Student Exit Survey
5-Point Program Survey Scale ³	Rate your satisfaction with each of the following statements regarding how your clinical education prepared you for entry level practice in primary medicine: clinical intervention for patient presentations	4.40	4.52
5-Point Program Survey Scale ³	Rate your satisfaction with each of the following statements regarding how your clinical education prepared you for entry level practice in primary medicine: ability to effectively function in an inter-professional healthcare team	4.45	4.62
5-Point Program Survey Scale ³	Rate your satisfaction with each of the following statements regarding how your clinical education prepared you for entry level practice in primary medicine: ability to create a management plan for the patient	4.35	4.55
Total amount of students who completed an evaluation		20	29
Student End of Didactic Terms Survey
5-Point Program Survey Scale ³	I feel adequately prepared for clinical rotations following the didactic coursework in the following areas: clinical intervention for patient presentations	N/A ⁴	4.50
5-Point Program Survey Scale ³	I feel adequately prepared for clinical rotations following the didactic coursework in the following areas: ability to effectively function in an inter-professional healthcare team	N/A ⁴	4.60
5-Point Program Survey Scale ³	I feel adequately prepared for clinical rotations following the didactic coursework in the following areas: ability to create a management plan for the patient	N/A ⁴	4.50
Total amount of students who completed an evaluation		N/A ⁴	20

¹Class of 2025 will complete End of Didactic Survey in December 2024.
²Preceptor scale is Excellent (5), Good (4), Average (3), Below average (2), Poor (1).
³Program survey scale is Strongly agree (5), Agree (4), Neither agree nor disagree (3), Disagree (2), Strongly disagree (1).
⁴Questions were not on the end of didactic term survey for the class of 2023.

The PAEA threshold for satisfactory performance is 1400. CUAA's overall mean score is 1547.58 (low of 1432)

ꭞClass of 2023 had CUAA designed EOC

Percent of Students Who Passed Program Summative

	Class of 2023	Class of 2024
Number of Students	30	31
EOC exam	N/A	100%
OSCE H&P	100%	100%
Oral Pres.	100%	100%
Labs & Diag/MDM	100%	100%
OSCE SOAP note	100%	100%
EBM	100%	100%
Complex proc- EKG	100%	100%
Simple proc- Vitals	100%	100%
Professionalism exam	N/A	100%

Curriculum Plan

PHAS 5100	Primary Medicine I Primary Medicine I will focus on the physiology and pathophysiology, epidemiology, clinical features, differential diagnosis of disease, and management of the most common disease states in the organ systems of dermatology, ophthalmology, ear, nose throat, hematology/oncology and HIV. The student will apply knowledge and understanding from organ system diseases in this course to other courses in the term to integrate the multiple perspectives on diagnosis and on the prevention of disease.	3
PHAS 5105	Labs & Diagnostics I In this course, students will learn to appropriately select and interpret lab & diagnostic testing utilizing laboratory method concepts and incorporate that data into medical decision making. Understand concepts of sensitivity and specificity; variants of normal; pitfalls in interpreting lab results, and identify specific labs & diagnostics used in narrowing the differential diagnosis of patients with dermatologic, EENT, and hematologic/oncologic/coagulopathy disease presentations, and infectious disease diagnostic evaluation in the lab. Basics of radiology will be introduced in this course.	2
PHAS 5110	Patient Care I This course will introduce the student to patient interviewing techniques, physical exam techniques, and documentation of medical notes. The student will focus on identification of normal physical exam findings, proper exam techniques, and the ability to compare and contrast normal findings to abnormal findings anticipated in a particular disease state. Content will include examination of each organ system covered in Primary Medicine I and skills in eliciting the history and documenting all history and physical exam findings in a SOAP format.	2
PHAS 5115	Pharmacotherapy I This course will cover the basic principles of pharmacology including: mechanism of action and resistance, therapeutic toxicity, adverse drug reactions of the most common medications used in management of the content topics taught in Primary Medicine I. Students will apply prior knowledge from other coursework to the selection of the most appropriate therapeutic options for a particular patient, whether acute, chronic or preventive and in any clinical setting.	2
PHAS 5120	Skills for Primary Practice I This course teaches students the basic skills needed for family medicine practice in obtaining informed consent, performing and documenting procedures, and providing appropriate discharge information to the patient. Skills taught will mirror the course content of Primary Medicine I. Students will complete educational modules on BBP and biohazard information, learn and practice obtaining informed consent, basic sterile technique, local anesthesia administration, dermatologic procedures, minor procedure skills in EENT, and epistaxis management. Students will begin principles of wound management/suturing.	1
PHAS 5125	PA Professional Practice I This course will focus on intellectual, academic and professional honesty and ethical conduct; the history of the PA profession, the healthcare delivery system in the U.S., and the changing role of the PA in the US medical system, as well as intro to evidence-based medicine. Students will be introduced to information about the national and state organizations for PA’s, PA laws, licensure and advocacy for the profession. This content will be repeated in more depth during the End of Rotation (EOR) experiences in the clinical year closer to the time when students will be entering clinical practice. Students will be introduced to statistical analysis of medical literature, how to differentiate between types of studies, and discern study quality. This information will dovetail with Health promotion content, and will be reinforced in Clinical Medicine throughout all four courses. Evidence-based medicine content will continue throughout the professional practice series of courses.	1
PHAS 5130	Medical Decision Making I This course will integrate content from all coursework throughout this term, and educate the student in the process of making medical decisions from history and physical exam findings, interpreted lab and diagnostic test results, and epidemiologic information provided in the disease entities covered in Primary Medicine I. This course builds on the process of learning to make medical decisions by creating a broad differential based on the chief complaint and narrowing that differential utilizing patient evaluation methods and creating plans of action for pharmacologic treatment or non-pharmacologic management, or referral as required, and then documenting the entire encounter. Students will effectively and consistently communicate through both verbal and written communication to facilitate collaboration and to enhance patient care. Students will draw relevant conclusions from this activity using an evidence-based approach while demonstrating professionalism and a commitment to advancing the practice of medicine through communications and interactions.	1
PHAS 5135	Molecular Basis of Disease Molecular Basis of Disease provides PA students the foundational material for biochemistry, microbiology, cell biology, immunology and molecular genetics necessary for the assimilation of future content in the rest of the PA program curriculum. Goals are to review foundational concepts in the medical sciences in order to prepare the student for education in clinical medicine. The student will use this information as the foundation for pathophysiologic principles related to the molecular basis of disease.	2
PHAS 5200	Primary Medicine II Primary Medicine II will focus on the physiology and pathophysiology, epidemiology, clinical features, differential diagnosis of disease, and management of the most common disease states in the organ systems of urology, nephrology, endocrinology and neurology. The student will apply knowledge and understanding from organ system diseases in this course to other courses in the term to integrate the multiple perspectives on diagnosis, and on the prevention of disease. Nutrition will be addressed in this course related to disease states such as obesity, diabetes, and patients with renal disease in providing health promotion and disease prevention for the topics in this course.	3
PHAS 5205	Labs & Diagnostics II This course will follow the content of Primary Medicine II and provide the student with specific focus on patient evaluation using lab & diagnostic testing of patients with clinical presentations involving urology, nephrology, neurology, and endocrinology. The student will collect clinical data based on knowledge of various organ systems obtained from other courses, laboratory tests, diagnostic imaging, and procedures to provide an accurate and comprehensive disease diagnosis.	2
PHAS 5210	Patient Care II This course is the second in a series of four courses encompassing all aspects of patient care. Students will perform and document a complete neurologic physical examination. The second focus is on the integration of the pathophysiology of Diabetes Mellitus with information on the disease process from Primary Medicine, and linking it to the physical examination of a patient with DM, to include all organ systems examined thus far in the series. Students will learn to identify normal physical exam findings and compare and contrast these to abnormal exam findings anticipated in DM. Students will also learn to elicit historical information for all aspects of a complete history of a preventive visit, or for complete history of a patient with a chronic disorder.	1
PHAS 5215	Pharmacotherapy II This course will build on the basic principles of pharmacology such as mechanism of action and resistance, therapeutic toxicity, adverse drug reactions, and focus on therapeutics for specific medical topics in Primary Medicine II. Students will apply this understanding to the commonly used medications in those topics which are covered in Primary Medicine II, linking prior knowledge in other coursework with selection of most appropriate therapeutic options, and follow up of efficacy and management of adverse drug reactions.	2
PHAS 5220	Skills for Primary Practice II This course teaches students the basic skills needed for family medicine practice. The student will continue to learn new skills performed in the disease states covered in Primary Medicine II, including Foley placement, suprapubic drainage of the bladder, and straight catheterization skills. Students will also be introduced to ECG and Radiology interpretation and basic suturing skills. The performance and documentation of the procedures and linking them to Primary Medicine topics help students assimilate information in an intentionally step-wise approach to improve retention.	1
PHAS 5225	PA Professional Practice II This course will encompass issues related to stereotyping, bias, conflicting health beliefs and values, single perspectives, PA and patient expectations. Diversity and culture will be discussed, and ways to include this information in PA clinical practice will be explored. Cases will be used, and this will be primarily a discussion and reflection focused course.	1
PHAS 5230	Medical Decision Making II This course will integrate content from all coursework throughout this term, and educate the student in the process of making medical decisions from history and physical exam findings, interpreted lab and diagnostic test results, and epidemiologic information provided in the disease entities covered in Primary Medicine I and building upon the material learned in prior term. This course builds on the process of learning to make medical decisions by creating a broad differential based on the chief complaint and narrowing that differential utilizing patient evaluation methods and creating plans of action for pharmacologic treatment or non-pharmacologic management, or referral as required, and then documenting the entire encounter. Students will effectively and consistently communicate through both verbal and written communication to facilitate collaboration and to enhance patient care. Students will draw relevant conclusions from this activity using an evidence-based approach while demonstrating professionalism and a commitment to advancing the practice of medicine through communications and interactions.	2
PHAS 5235	Anatomy This course is will provide a solid foundation in functional human anatomy. The course will include lecture followed by a combination of supervised cadaver dissection, study of prosected specimens, and teaching models. This course will prepare students to apply anatomy to specific and advanced concepts in the courses that follow and translate that to the clinical setting. Students will gain an understanding of how to correlate anatomical structures to the knowledge of normal and abnormal physical exam findings necessary to clinical practice.	5
PHAS 5240	Behavioral Medicine This course introduces the evaluation, diagnosis and treatment of psychiatric/behavioral medicine disorders in preparing the student for a Behavioral Medicine clinical rotation. The course will prepare students for managing common presentations of mental health disorders in primary medicine as well as the general management of patients who present with acute or emergent behavioral medicine concerns. It will also prepare the student to evaluate a patient with a mental health complaint prior to admission. While this course will cover the management of all aged patients generally, the content is specific pertains to adults. Children, geriatric patients, and special populations of patients (vulnerable, pregnant women, comorbid psychiatric concerns) will be covered in those specific Primary Medicine IV course. This course will also address health promotion and disease prevention management of patients who must be on chronic neuropsychiatric medications.	2
PHAS 5300	Primary Medicine III Primary Medicine III will focus on the physiology and pathophysiology, epidemiology, differential diagnosis of disease, and management of the most common disease states in the organ systems of gastroenterology, orthopedics, rheumatology, infectious disease, pulmonology, and cardiology. The student will apply knowledge and understanding from organ system diseases in this course to other courses in the term to integrate the multiple perspectives on diagnosis, and on the promotion of health and prevention of disease related to cardiovascular risk reduction, smoking cessation strategies for pulmonology, and best practices in patients with chronic GI illnesses.	4
PHAS 5305	Labs & Diagnostics III This course will remain focused on the appropriate selection and interpretation of lab & radiologic diagnostic testing in patient care. This course will follow the content of Primary Medicine III with specific focus on patient evaluation with lab & diagnostic testing of patients with pulmonic, cardiologic, gastrointestinal and orthopedic/rheumatologic acute and chronic disorders related to these organ systems.	3
PHAS 5310	Patient Care III Patient Care III is the third course in this series which will focus on examining the organ systems covered in Primary Medicine III by linking anatomy with the physical exam findings of normal and the recognition of abnormal exam findings. In addition to the physical examination of the cardiac, pulmonary, GI, and orthopedic systems, students will continue to hone skills in eliciting the history from adult patients with continued practice in history-taking and documentation of SOAP notes and H&P's in acute, chronic, and preventive disease states.	2
PHAS 5315	Pharmacotherapy III This course will identify, correlate, and apply pharmacologic concepts in order to select appropriate therapeutic management for specific disease states specific for particular topics covered in Primary Medicine III. Students will apply this content to the commonly used medications in those topics which are covered in Primary Medicine III, linking prior knowledge in previous coursework with selection of most appropriate therapeutic options for a particular disease state.	3
PHAS 5320	Skills for Primary Practice III This course will focus on procedural skills linked to Primary Medicine III including Orthopedics, pulmonary, cardiac, and GI procedures. Students will continue to improve skills in ECG and Radiology interpretation as well as continued practice in suturing skills. Instruction will include indications for, and performance of ECG’s, obtaining spirometry and peak flow measurements; placement of feeding and G-tubes. Besides performing the skill, students will learn how to document the procedure (and in the case of ECG, Radiology, Spirometry and PF’s, learn to interpret results) and provide discharge information to the patient, including post-procedure education (if warranted).	2
PHAS 5325	PA Professional Practice III PA Professional Practice III will focus on public health initiatives for the perspective of societal health. The curriculum will cover global health and emerging diseases, emergency preparedness; environmental hazards, safe food and drug programs. For individual patient care and prevention, the student will focus on nutrition, tobacco use, and diet and physical activity in mirroring topics taught in Primary Medicine III, to provide patient education on health promotion and disease prevention guidelines. The course will also cover healthcare systems and EBM 2 continuing information to prepare students to evaluate the medical literature for patient care needs and evolving medicine.	1
PHAS 5330	Medical Decision Making III This course will integrate content from all coursework throughout this term, and educate the student in the process of making medical decisions from history and physical exam findings, interpreted lab and diagnostic test results, and epidemiologic information provided in the disease entities covered in Primary Medicine II and building upon the material learned in prior term. This course builds on the process of learning to make medical decisions by creating a broad differential based on the chief complaint and narrowing that differential utilizing patient evaluation methods and creating plans of action for pharmacologic treatment or non-pharmacologic management, or referral as required, and then documenting the entire encounter. Students will effectively and consistently communicate through both verbal and written communication to facilitate collaboration and to enhance patient care. Students will draw relevant conclusions from this activity using an evidence-based approach while demonstrating professionalism and a commitment to advancing the practice of medicine through communications and interactions.	2
PHAS 5400	Primary Medicine IV Primary Medicine IV will focus on the physiology and pathophysiology, epidemiology, clinical presentation, differential diagnosis of disease, and management of the most common disease states specific to women’s health, geriatrics, and pediatrics. Students will receive instruction in preventing STI’s, vaccinations and their ability to prevent disease; anticipatory guidance in pediatrics, fall prevention in geriatrics, as well as ways to help patients develop healthy behaviors in the pediatric & adolescent populations; maintain health in the pregnant patient; maintain adequate nutrition in the geriatric population, and identify and prevent abuse and neglect across the lifespan.	3
PHAS 5405	Labs & Diagnostics IV This course will continue to focus on the appropriate selection and interpretation of laboratory and radiologic diagnostic testing, specifically for evaluating women’s health. This course will focus specifically on patient evaluation with lab and diagnostic testing of gynecologic and obstetric patients and other women’s health issues. Focus will be on identifying the differences in both selection of appropriate lab & radiologic testing and variants of normal in the interpretation of testing in these particular patient populations.	2
PHAS 5410	Patient Care IV Patient Care IV is the final course in this series which will encompass patient care, including eliciting the history and completing a physical exam on pregnant and non-pregnant women, pediatric patients from birth to 18 yr., and geriatric patients (>65 yo). Students will gather and document historical information for both SOAP notes (acute & chronic), and H&P’s (preventive), with focus on obtaining history from these specific populations. Students will acquire experience in obtaining information from family/caregivers/interpreters and previous patient records in patients unable to provide their own historical information. The physical exam component of the course will have students contrast normal and abnormal findings, and document those findings in these specific patient populations. In linking with the surgery and emergency medicine courses in this term, the student will conclude the series with instruction on documentation of admission orders, in-patient progress notes, discharge summaries, and other documents utilized in ER, OR and in-patient hospital care of patients.	2
PHAS 5415	Pharmacotherapy IV This course will continue with concepts in mechanism of action and resistance, therapeutic toxicity, adverse drug reactions, will a specific focus on treating pregnant women, geriatric patients, and pediatric patients. Students will apply this knowledge to the commonly used medications, as well as medications to avoid, in the topics covered in Primary Medicine IV: Women’s Health, Geriatrics, and Pediatrics. Students will apply prior course content in interpretation of lab results for these populations, to provide appropriate dosing alteration as necessary. Unique prescribing will be considered in relation to these patient populations.	2
PHAS 5420	Skills for Primary Practice IV Procedural skills in this course will link to content in the Emergency Medicine and Surgical Medicine courses. Advanced suturing techniques, procedures commonly provided in an ER setting, and those related to an OB-GYN and pediatric practice will be the focus. This course will include performing pelvic exams and male genitalia exams, pediatric exams, geriatric exams. Students will continue more complicated suturing instruction. Students will continue to document procedures and practice providing discharge information to the patient, including post-procedure education.	1
PHAS 5425	PA Professional Practice IV This course will focus on barriers to healthcare provision in correctional facilities and their impact on public health, violence and maltreatment as it relates to self, children, intimate partners, and elderly, management of work-related injuries and their impact on the public health, falls prevention in the elderly population as a public health initiative, illnesses and conditions requiring rehabilitation and/or long-term care services and available programs, end of life planning, advance directives, a refusal for life-sustaining treatments, physiological changes associated with death and dying as well as patient's physical and spiritual support during this process.	1
PHAS 5435	Emergency Medicine for Primary Care This course will enable the student to apply knowledge in the clinical topics learned thus far in Primary Medicine but specifically focused on emergent presentations. The student will find that this course focuses on the most common emergent presentations. Emergency room specific topics include the identification of criteria that suggests a life-threatening illness or event; emergent intervention responses; acute management of emergent conditions; determining the need for hospital admission; ICU admission; surgical intervention; or emergent referral form the basis for entry-level competency in practicing in an ER environment.	3
PHAS 5440	Surgical Medicine This course will cover common surgical presentations to include pre-op evaluation and preparation for surgery, basics of surgical intervention, and post-operative complication recognition and management. The focus will be primarily on adult surgical management, but pediatrics, pregnancy and management of the elderly surgical patient will be covered. The goal of the course is the pre-operative evaluation of the patient and risk assessment prior to the surgery; basic peri-operative management and post-operative care. Introduction to anesthesia, fluid management; and post-operative complications.	3
PHAS 6000	Family Medicine Clinical Rotation I This Family Medicine clinical rotation will provide application of knowledge and skills from the didactic year to evaluation and management of patients with diseases and conditions that occur in the practice of family medicine, to include acute, emergent, and chronic medical disorders, and preventive medicine and patient education in health promotion and disease prevention. Medical care will be provided to patients of all ages including infants, children, adolescents, adults and the elderly.	4
PHAS 6005	Family Medicine Clinical Rotation II This Family Medicine clinical rotation will provide a continuation of Family Medicine I with application of knowledge and skills from the didactic year to evaluation and management of patients with diseases and conditions that occur in the practice of family medicine, to include acute, emergent, and chronic medical disorders, and preventive medicine and patient education in health promotion and disease prevention. Medical care will be provided to patients of all ages including infants, children, adolescents, adults and the elderly.	4
PHAS 6010	Internal Medicine Clinical Rotation I This Internal Medicine clinical rotation will provide application of knowledge and skills from the didactic year to evaluation and management of patients with diseases and conditions that occur in the practice of internal medicine, to include acute, emergent, and chronic medical disorders, and preventive medicine and patient education in health promotion and disease prevention. This rotation may be inpatient or outpatient, or a combination of both. Medical care will be provided to adult and geriatric patients.	4
PHAS 6015	Internal Medicine Clinical Rotation II This Internal Medicine clinical rotation will provide a continuation of Internal Medicine I with application of knowledge and skills from the didactic year to the evaluation and management of patients with diseases and conditions that occur in the practice of internal medicine, to include acute, emergent, and chronic medical disorders, and preventive medicine and patient education in health promotion and disease prevention. This rotation may be inpatient or outpatient, or a combination of both. Medical care will be provided to adult and geriatric patients.	4
PHAS 6020	Women's Health Clinical Rotation This Women’s Health clinical rotation will provide application of knowledge and skills from the didactic year to evaluation and management of patients with diseases and conditions that occur in the practice of women’s health for adolescents, adults and geriatric patients. You will provide management and treatment of acute, chronic, routine, prenatal, and preventative medical issues encountered within a gynecology and obstetrics setting.	4
PHAS 6025	Pediatric Clinical Rotation This Pediatric clinical rotation will provide application of knowledge and skills from the didactic year to the evaluation and management of pediatric patients with diseases and conditions that occur in the practice of pediatrics, to include acute, chronic and preventive medicine encounters with patient education in health promotion and disease prevention. Medical care will be provided to pediatric patients, including infants, children, and adolescents.	4
PHAS 6030	Behavioral Medicine Clinical Rotation This Behavioral Medicine clinical rotation will provide application of knowledge and skills from the didactic year to evaluation and management of patients with mental health diseases and conditions that occur in the practice of psychiatric and behavioral medicine, to include acute, emergent, and chronic disorders, in patient populations across the life span including children, adolescents, adults, and the elderly. This rotation may be inpatient, outpatient, or a combination of both.	4
PHAS 6035	Surgical Medicine Clinical Rotation This Surgical Medicine clinical rotation is designed to allow the student exposure to a wide variety of surgical problems. Students will participate in pre-operative, intra-operative, and post-operative care of patients, from adolescent to adult and elderly, in an office, surgical, and/or hospital setting. This rotation will provide application of knowledge and skills from the didactic year to pre-operative, intra-operative, and post-operative evaluation and management of surgical patients with acute and chronic diseases.	4
PHAS 6040	Emergency Medicine Clinical Rotation This Emergency Medicine clinical rotation will provide application of knowledge and skills from the didactic year to evaluation and management of patients with diseases and conditions who present to hospital-based emergency departments. You will evaluate, triage, develop differential diagnoses, and procedural and medical management for patients of all ages with urgent and emergent medical or surgical conditions.	4
PHAS 6045	Elective Clinical Rotation I This elective rotation is designed to provide students hands-on clinical exposure and experiences to build upon basic medical knowledge and competencies. Students may be assigned a specialty or a general area of medical practice to gain reinforcement of clinical acumen. Students will refine skills in performing the history and exam, ordering and interpreting diagnostic tests, and developing treatment plans. Elective rotations require a case presentation at completion. All logging requirements continue.	4
PHAS 6050	Elective Clinical Rotation II This elective rotation is designed to provide students hands-on clinical exposure and experiences to build upon basic medical knowledge and competencies. Students may be assigned a specialty or a general area of medical practice to gain reinforcement of clinical acumen. Students will refine skills in performing the history and exam, ordering and interpreting diagnostic tests, and developing treatment plans. Elective rotations require a case presentation at completion. All logging requirements continue.	4
PHAS 6100	Summative Assessment The Summative Assessment is a culmination of all student assessments designed for the students to demonstrate entry-level competency as a Physician Assistant in all aspects of primary medical care. Assessment will include demonstration of competency in each of the PA Competencies (PACs) required for successful completion of the PA program. The assessment will occur over three days, following a two-day study and review opportunity for students.	2
Total Hours		113

Tuition & Fees

Estimated total program costs - Didactic and Clinical years

(fees are subject to change)

Matriculation Date:	August 2025	August 2026
Total PA Tuition: Paid in five installments	$99,600	$102,500
*Fees:** Includes Graduation Fee, Technology Fee, University Lab Fee, and Student Services; paid per Fall and Spring semester	$593	$615
Parking: Paid once per year (Didactic)	$200	$200

Total tuition for the entire PA Program is listed above. You will be billed in five installments (once each Fall and Spring Semester).

*Costs are the same for both resident and non-resident. Student’s own food, transportation and housing costs are not included.

Other costs

Please note: costs will vary depending on the equipment selected by the student

Items	Student Costs
Books	~$450 books in print Most texts available online through AccessMedicine
Laptop****	~ $600-1200
Medical Equipment	~$900-1200 (Students do not need to buy equipment they already have)
EXXAT	~$450.00

Student housing may be required at clinical sites; all housing and transportation costs are the responsibility of the student.

**** Computer should meet or exceed these requirements.

Tuition Refund

Students who withdraw from the University will receive a pro-rated refund of educational fees and board fees, according to the following schedule (a week runs Mon-Sun):

DURING FIRST WEEK OF CLASSES	80%
DURING SECOND WEEK OF CLASSES	75%
DURING THIRD WEEK OF CLASSES	60%
DURING FOURTH WEEK OF CLASSES	40%
DURING FIFTH WEEK OF CLASSES	20%
AFTER FIFTH WEEK	none

Students who are charged for summer term but then withdraw will receive refunds on a pro-rated basis as follows:

DURING FIRST DAY OF CLASS	80%
DURING SECOND DAY OF CLASS	75%
DURING THIRD DAY OF CLASS	60%
DURING FOURTH DAY OF CLASS	40%
DURING FIFTH DAY OF CLASS	20%
AFTER FIFTH DAY OF CLASS	none

Preceptor Handbook

Thank you Preceptors!

Your generous contribution of time, hard work and medical expertise on the part of our students is the vital key to the success of the CUAA PA program and to the success of our students when they graduate.

The clinical experiences the student will obtain under your supervision are critical in synthesizing the concepts and application of principles for high quality health care delivery. Twelve months of clinical rotations follow fifteen months of rigorous didactic coursework. You, the preceptor, are vital to successful learning in the clinical setting. The PA student will work closely with you, and s/he will progressively develop the skills and clinical judgement necessary to become a practicing PA. Thank you for your commitment to PA education!

Following is the link to the clinical preceptor handbook which highlights policies and procedures:

Clinical preceptor handbook

Below are links to the discipline-specific rotation learning outcomes and instructional objectives

Is it possible to continue working while in PA school?

Students who continue to work find that they struggle to find the time to review material. Students need the evenings and weekends to review course material, complete assignments, and read new material. While the program does not forbid working in the program, it is important to note that students that do find it impacts their grades and ability to successfully complete the program.

Immunizations Required

As you consider a career in healthcare, it is important to know that due to the nature of training of Physician Assistant Students there is the potential of exposure to infectious or environmental contacts that may lead to disease or disability. The Program provides education on Universal Precautions and how to protect yourself both as a student and healthcare provider with in-class education, online modules and tests; and reminders throughout the program length about best practices.

The PA program follows the Centers for Disease Control and Prevention (CDC) guidelines for healthcare personnel on immunization. Students are responsible for any financial costs related to immunization and screening requirements. The PA program requires the following immunizations:

Annual QuantiFERON Gold/T spot lab test
Chest radiography (every three years, if the QuantiFERON Gold/T spot lab test is positive)
Hepatitis B immunity (established by reported dates of vaccination or by documented testing of antibody titer)
Tdap to those who have not received it before, then adult Tdap booster (every 10 years)
Measles, Mumps, Rubella (MMR) Immunity (established by two reported dates of vaccination or documented positive antibody titer for all three components)
Varicella immunity (established by date of vaccination or documented antibody titer)
Annual Influenza vaccination
Meningitis vaccination
The program does not mandate COVID-19 vaccination, however, the clinical rotations sites may mandate vaccination. The University does not provide vaccine exemptions.

*NOTE: While CUWAA does not require vaccinations, many of the universities' clinical partners require that students who learn in their facilities are vaccinated against specific communicable diseases. Such policies are developed and administered by the clinical partners, and those facilities may, in some cases, grant exemptions to their own vaccine requirements. However, on the advice of legal counsel, CUWAA does not review or grant exemptions/waivers/exceptions to policies developed by other entities. Students who choose to enroll in a CUWAA health care program must adhere to all vaccine requirements of the clinical facilities to which they are assigned. Further, CUWAA is not obligated to reassign students to a different clinical experience or facility based on vaccination status, or for any other reason. An employer exemption (from an organization you are employed by, for example) does not carry over to the CUWAA student role. Once a decision on the student exemption has been made by the organization, the approval form or email needs to be forwarded to the staff member that handles your onboarding process.

Fair Practices

CUAA is committed to equality of opportunity and does not discriminate against applicants, students, or employees based on race, religion, color, national origin, gender, age, sexual orientation or disability. CUAA PA students have equal access to facilities and programs of the Concordia University Ann Arbor as any student from any of the other programs.

POLICIES ON ATTENDANCE

Attendance Policy

Attendance is MANDATORY for all lectures and labs. The program will give you advance notice for evening and weekend labs/requirements.

Excused Absences

The student must contact the Program Director or course director for the class(es) that they will miss.

The following are considered excused absences, but must be reported to the course director and Program director by email or in person in advance if at all possible.

Policy on matters related to religious holidays: students must inform the Program Director 30 days prior to the anticipated missed classroom time.
Military service: Students must notify the PD as soon as deployment requirement has been received.
Death of a family member, including spouse, parents, grandparents, siblings, or children. Students will be allotted up to five days for bereavement.
Unforeseen illness or injury requiring student to be hospitalized or housebound. If possible, zoom attendance is possible. If not possible, then content will be recorded and student will be responsible for recorded lecture material on any assessment.
The student will obtain written permission from both the course director/s and the Program Director by completing and signing the Excused Absence Request Form.
If the student will be out for three days or longer, the PD must be informed and will need a release from a health care provider to return to class

Appointments

Students must schedule their medical appointments outside of class or rotation time.

Appointments may be kept without incurring an unexcused absence if that appointment was made, and the course time schedule was changed and student was unable change their medical appointment on short notice.

Unexcused Absences/Unapproved Absences

Anything other than #’s 1-5 above will be considered an unexcused absence.

If a second unexcused absence occurs, the student will appear before the Student Progress Committee. No credit or make up will be given for missed assignments, quizzes, exams, or labs. Any student excused from a class is responsible for obtaining the missed material. If the absence is expected to go beyond 3 days, the student must contact the Program Director and a note from the student’s provider will be needed to return to class. Make up class or lab assignments are provided solely at the discretion of the course director. Multiple excused absences may be brought before the Student Progress Committee.

Tardiness

Students are responsible for being in their seat in the classroom prior to the start of lecture. The tardy student will be responsible for any missed content. Repeated tardiness or absences are inconsistent with the professional expectations noted in the handbook. The AA will notify the PD when there is a tardy form turned in by faculty. Tardiness is not acceptable and is a professionalism infraction and may be referred for additional sanctions (see handbook for more detail).

SUCCESSFUL COMPLETION OF THE DIDACTIC YEAR:

Please Note: Details about the requirements for the successful completion of the didactic year can be found in the Student Didactic Handbook section titled "Requirements for Completion of Didactic Year."

In addition to these academic requirements, the student must also:

Comply with all policies and procedures published by CUAA and those of the Physician Assistant Program.
Submit timely documentation of immunization and physical exam requirements.
Successful completion of BLS, and ACLS (provided by the PA program) prior to entering clinical rotations.
Comply with professionalism expectations.

The program will monitor student progress in a timely and ongoing fashion, and will provide remediation options for the student to improve performance. It is the student’s responsibility to make significant efforts at remediation to prove competency. Processes for remediation are outlined in both the Didactic and the Clinical Student Handbook.

SUCCESSFUL COMPLETION OF THE CLINICAL YEAR

In accordance with Std. A3.03, it is the responsibility of the Program to solicit and provide clinical sites and preceptors, not the student’s responsibility. Prospective and enrolled students will not be asked to solicit sites, recommend preceptors, nor be required to find their own clinical sites. Contact the Director of Clinical Education for appropriate process to follow should you have a site or preceptor that you may want the program to consider.

Please Note: Details about the requirements for the successful completion of the clinical year can be found in the Student Clinical Handbook section titled "Academic Progression."

In addition to these academic requirements, the student must also:

Comply with all CUAA and PA Program policies and procedures
Comply with professionalism expectations
Successfully complete the summative evaluation as designated by program requirements

The CUAA’s PA Program reserves the right to dismiss any PA student at any time prior to graduation. Circumstances warranting such action may be of an academic, legal or professional nature. Additional information is available in the student handbooks on appeal of dismissal and withdrawal from the program.

The student handbooks (both didactic and clinical) are available as a link in the accreditation tab on this website for additional review of program policies.

Handbooks

Please click on the links below to view the:

REQUIREMENTS FOR GRADUATION

Requirements for Graduation

Successfully completes all components of the program (didactic, clinical, and summative) within 40 months.
Successfully demonstrates competency for each of the Program Learning Outcomes.
Maintains an overall GPA of 3.0 or higher.
Maintains professionalism standards.
Successful completion of BLS, and ACLS
Fulfills all financial obligations to Concordia University Ann Arbor.
Complies with all CUAA and Physician Assistant Program policies and procedures

DECELERATION

The CUAA PA program does not decelerate students for failing to meet the program’s academic and/or professionalism requirements.

Deceleration for a personal or family medical issue which requires a Leave of Absence (LOA) may be allowed based upon the University’s ‘Temporary Stop Out from the University’ policy.

Students may request a temporary stop-out in writing to the Program Director, and will be required to provide written evidence of the medical issue related to the request. Prior to the student’s return to the program, the Program Director will provide the student with a specific deceleration plan. This plan will be developed on a case-by-case basis after review and with input from the student’s advisor, the Student Progress Committee and the Program Director.

The student must provide a letter from their treating physician which releases them back to full function in the PA program before they may rejoin the program. If restrictions are required, the Program Director must be notified in order to request from the ARC (academic resource center) for necessary accommodations.
A student whose LOA extends past the two semesters that are allowed by the University’s temporary stop-out policy will be required to re-apply to the program.
During the didactic year, the deceleration plan may require the student to repeat those courses where updating of medical content is necessary.
During the clinical year, the student may be required to repeat one or more clinical rotations. Note that deceleration will result in delay of graduation.
It is the responsibility of the student to contact the Financial Aid Office to discuss the financial consequences of deceleration and repetition of courses, which may result in additional tuition and fee expenses.