Policies, Procedures, and Requirements PA Student Program Manual

Students are to be evaluated solely on their academic performance, not on the basis of their opinions or conduct in matters unrelated to academic standards. Students are protected against improper/unfair academic evaluation or treatment through the Academic Fairness Policy (P4.23).

A student who feels unfairly evaluated in an assignment, quiz, exam, or final grade or who feels that an instructor has infringed upon the student's right to verbal expression, has the right of complaint as provided in the Academic Fairness Complaint Procedure (PR4.23).

Upon admission to Penn College, students make the unqualified commitment to responsible, ethical academic conduct. Academic dishonesty is contrary to the mission of the College and to the best interest of its members. Therefore, students are expected to represent themselves, their work, and the work of others with honesty and integrity as outlined in P4.45. This policy provides definitions of the different types of academic dishonesty, which go beyond cheating and plagiarism.

Charges of academic dishonesty will be taken seriously. Students found guilty of academic dishonesty will be subject to action and penalties as the circumstances justify, including suspension or expulsion from the College.

Any staff or faculty member who believes a student is guilty of academic dishonesty will follow the complaint procedure (PR4.45).

Pursuant to the federal Drug-Free Schools and Communities Act Amendments of 1989, all forms of marijuana, including medical marijuana and other THC products, are classified as prohibited controlled substances. Additionally, alcohol, illegal drugs, and legal drugs obtained without a prescription or which may impair a student’s ability to perform their educational responsibilities are strictly prohibited. Students are subject to drug screening at various phases of the program. Please note that a positive drug screening for marijuana metabolite (THCA) will be deemed a positive test and will result in the student being dismissed from the program, even if the student has been lawfully certified to use medical marijuana and/or possesses a valid medical marijuana identification card issued in accordance with applicable state law. Students should review the Academic Drug & Alcohol Screening Policy and Procedure, P4.58 and PR4.58; Alcohol/Drug Policy: School of Nursing & Health Sciences, P4.51; and the School of Nursing & Health Sciences (NHS) Drug and Alcohol Screening Guidelines for more information.    

As a condition of entering a Nursing & Health Sciences program with clinical requirements at Pennsylvania College of Technology, students are required to undergo a 10-panel drug screen. Students have the right to refuse drug screening; however, the consequence of refusal is denial of entry into any Nursing & Health Sciences program with clinical requirements.  

Subsequent drug and alcohol screening will be required for cause, reasonable suspicion, upon clinical site request, or based on randomized selection, which may be either announced or unannounced. In addition to a 10-panel drug screen, testing may include a breath alcohol analysis (a result of 0.02 or greater will be considered a positive result). Drug and alcohol screenings may be completed at the clinical site.

Re-Admission Following a Positive Drug and/or Alcohol Screening While In-Program: A confirmed positive drug and/or alcohol screening result will result in immediate dismissal from the Nursing & Health Sciences program. Students who test positive, or who refuse required screening, may be considered for re-admission only after meeting all requirements outlined below.  

Re-admission is not guaranteed and is contingent upon successful completion of all requirements, availability of seats, and the ability to meet clinical placement requirements. 

Re-Admission Requirements:

Students seeking re-admission to a Nursing & Health Sciences program following a positive drug and/or alcohol screening must complete all the following requirements:

1. The student must submit documentation verifying completion of a substance abuse evaluation and successful completion of a treatment program approved by College Health Services;
2. The student must complete all required drug and/or alcohol screening(s), as directed by the Immunization & Clinical Compliance Specialist and/or College Health Services, with all results being negative;
3. The student must notify the program director in writing of their intent to return, with such notification submitted at least 60 days prior to the semester of desired re-entry; and
4. The student must agree to participate in periodic, unannounced drug and/or alcohol screenings for the duration of their enrollment in any Nursing & Health Sciences program with clinical requirements. Drug and alcohol screenings may be completed at the clinical site.

A second positive drug and/or alcohol screening will result in immediate dismissal from the program and permanent ineligibility for re-entry into any Nursing & Health Sciences program with clinical requirements.

Re-Admission Consideration

Students who meet all re-admission requirements will be considered for re-admission to the program based on seat availability, consistent with program and accreditation requirements, and their ability to meet all clinical agency placement requirements. The School does not make any assurances that a student will be eligible to return to the clinical site following a prior positive screening, which is a determination made by the clinical site; this may impact a student’s ability to progress in or complete the program.

Re-Admission Determination

If re-admitted, the program director will determine the student’s point of re-entry within the curriculum as well as any required remediation. Determination of re-entry placement will be based on factors including the length of the student’s absence, any curriculum changes that have occurred during that time, and applicable accreditation requirements. As a result, the student may be required to repeat coursework and/or complete remediation prior to or concurrent with re-entry to the program. Students granted re-entry into the program from an approved leave of absence due to a documented medical condition or personal circumstance will receive priority for placement over students re-entering the program due to a positive drug and/or alcohol screen. Students who have been separated from the program for more than four years must be re-selected into the program and will re-enter as first-semester students, repeating all previously completed program coursework.

Appeal Process

As per the NHS Drug and Alcohol Screening Guidelines, students may appeal the positive drug and/or alcohol screening result and/or the program dismissal decision. Appeals must be submitted to the School Dean or designee within five business days of notification and clearly state the basis for the appeal. The School Dean or designee will review the appeal and issue a written decision within ten business days. The School Dean or designee’s decision is final. There are no further levels of appeal.

Attendance Policy

To be eligible for the Physician Assistant National Certifying Exam (PANCE; aka "Boards"), you must graduate from a PA program accredited by the ARC-PA. PA program graduates will be deemed to have graduated from an accredited program if their PA educational program was accredited at the time of their matriculation.

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A graduate of this major should be able to:

• demonstrate the clinical and technical skills necessary to provide accurate diagnosis and treatment.
• provide evidence-based, culturally-competent, patient-centered care.
• demonstrate interpersonal and communication skills that result in effective information exchange with patients, families, and other members of the healthcare team.
• apply core knowledge, including established and evolving biomedical and clinical sciences, to patient-centered care.
• demonstrate professional maturity and accountability for delivering safe and quality care to patients. 

A physician assistant graduate should be able to:

• Clinical and Technical Skills:
  • Perform technical skills and procedures common to PA practice
  • Conduct a comprehensive and problem-focused history and physical examination
  • Convey aspects of a patient encounter through accurate documentation
  • Select and interpret diagnostic studies to inform clinical decision making
  • Develop patient management plans utilizing both pharmacologic and non-pharmacologic principles
• Clinical Reasoning and Problem Solving:
  • Demonstrate the ability to gather and analyze patient care data effectively, leading to the development of differential diagnoses and effective clinical decision making
  • Utilize evidence-based medicine to guide clinical decision making and optimize clinical outcomes.
  • Ability to adjust treatment plan based on patient preferences or resource availability
• Interpersonal Skills:
  • Demonstrate effective interpersonal communication skills
  • Formulate age-appropriate health maintenance patient education
  • Demonstrate sensitivity and compassion to provide care that is responsive to individual differences
  • Utilize person-centered patient education techniques
• Medical Knowledge:
  • Recognize normal and abnormal findings in patient history and physical examination from a clinical vignette across all body systems, and select appropriate diagnostic studies based on those findings
  • Analyze a clinical vignette to identify the correct diagnosis, determine appropriate clinical interventions, and select suitable therapeutic options across the lifespan
  • Analyze a patient scenario to identify appropriate health maintenance strategies across the lifespan
  • Identify the underlying scientific concepts of disease processes across all body systems
• Professionalism and Ethics:
  • Demonstrate professional behaviors to respect patient confidentiality and privacy
  • Demonstrate understanding of the PA professional role, legal standards and ethical practices

Goal 1: To support regional workforce needs, the program seeks for at least 25% of graduates to practice within one of its primary clinical partner organizations; Geisinger Health System, WellSpan Health, or UPMC 

Success in meeting Goal 1: Met

To determine our effectiveness in meeting this goal, we utilize the following data sources:

1. Post-graduate Program Data on Job placement location

Goal 2: The program will prepare graduates with the foundational medical knowledge for entry-level clinical practice.

Success in meeting Goal 2: Partially Met

To determine our effectiveness in meeting this goal, we utilize the following data sources:

1. Preceptor ratings of student’s critical thinking skills during clinical rotations

This table summarizes the mean score of preceptor ratings of student’s execution of clinical procedures appropriate to the rotation displayed by graduating class (The rating scale is 45%=Strongly Disagree, 60%=Disagree, 85%=Agree, 100%=Strongly Agree). Data is collected from the Preceptor Evaluation of the Student, in Typhon. The evaluation is conducted at the end of each clinical rotation.

Benchmark: The benchmark for all curriculum-based evaluations (evaluations pertaining to the didactic or clinical year) is 85% which correlates to “Agree”.

2. Above national mean program performance on the PAEA End of Curriculum

This table summarizes the average cohort score on the End of Curriculum Exam compared to the National Mean. Data is collected from the PAEA’s assessment hub. 

Benchmark: The benchmark is that our program’s performance is above national mean for the EOCE administered through PAEA.

3. Above national mean program performance on the PANCE

Goal 3: The program will deliver an integrated curriculum that emphasizes hands-on learning.

Success in meeting Goal 3: Met

To determine our effectiveness in meeting this goal, we utilize the following data sources:

1. Intentional scaffolding of hands-on skills across the curriculum

The Diagnostics & Procedural Practices I Course is the first in a three-part series that introduces foundational diagnostic and therapeutic procedures commonly performed by physician assistants. Skills are intentionally scaffolded throughout the curriculum, with reinforcement and assessment occurring in subsequent courses and semesters. 

For example, students first learn and demonstrate handwashing, gloving, and aseptic technique during the Injection Competency. These skills are then reinforced in Diagnostics & Procedural Practices II through vascular access and phlebotomy, and later applied in the Medical Decision Making and Principles of Emergency Medicine & General Surgery courses during OSCEs and simulated clinical scenarios

Mastery of these foundational skills is ultimately assessed through summative technical skills evaluations, which may include procedures such as intravenous insertion, urinary catheter placement, phlebotomy, knee injection, and/or suturing.

The Diagnostics & Procedural Practices II Course is the second in a three-part series and introduces advanced diagnostic and therapeutic procedures commonly performed by physician assistants. New technical skills introduced during the second semester are intentionally reinforced and assessed throughout subsequent coursework. 

Students develop competency in 4- and 12-lead EKG application and interpretation, vascular access, and phlebotomy. These skills are reinforced through hands-on, scenario-based learning in the Medical Decision Making and Principles of Emergency Medicine & General Surgery.  Students generally enter BLS certification, and CPR skills are then reinforced in Diagnostics and Procedural Practices II series. In the final Diagnostics and Procedural Practices series (III), students build on their CPR skills and EKG knowledge by learning ACLS algorithms and participating in mock code scenarios.

The Principles of Emergency Medicine & General Surgery Course builds on procedural skills introduced earlier in the curriculum by reinforcing suturing, advanced surgical instruments, and aseptic technique through simulated operating room experiences. Students apply these skills in increasingly complex, problem-based clinical scenarios that integrate history taking, physical examination, and diagnostic reasoning. Through this structured progression, the course strengthens both technical competence and clinical decision-making in authentic patient care settings

2. Preceptor feedback on students’ procedural skills

This table summarizes the mean score of preceptor ratings of student’s execution of clinical procedures appropriate to the rotation displayed by graduating class (The rating scale is 45%=Strongly Disagree, 60%=Disagree, 85%=Agree, 100%=Strongly Agree). Data is collected from the Preceptor Evaluation of the Student, in Typhon. The evaluation is conducted at the end of each clinical rotation.

Benchmark: The benchmark for all curriculum-based evaluations (evaluations pertaining to the didactic or clinical year) is 85% which correlates to “Agree”.

3. Student feedback from end-of-curriculum survey

This table summarizes the mean score of student’s self-assessment on their exit survey of their confidence in performing PA specific procedural skills by graduating class. The rating scale is 1=Strongly Disagree, 2=Disagree, 3=Agree, 4=Strongly Agree). Data is collected from an anonymous end of curriculum/program surgery in Typhon. The evaluation is conducted within 60 days of graduation.

Benchmark: The benchmark for all graduate assessment of their confidence in the clinical and technical skills is a 3.0 which aligns with Agree.

Goal 4: The program will graduate students who demonstrate effective communication and teamwork skills

Success in meeting Goal 4: Met

To determine our effectiveness in meeting this goal, we utilize the following data sources:

1. Direct observation and assessment in teamwork skills in Medical Decision Making

This table summarizes the average cohort grade received for the measure of “effectively participated in team discussions with collaboration and respect”. Data is collected from the rubric on the Team OSCE in the Medical Decision-Making course, Summer Didactic year. 

Benchmark: The benchmark for all course grading components is ≥75% as this correlates with a passing grade in the program.

2. Through direct observation and assessment in: Objective Structured Clinical Examinations (OSCEs)

This table summarizes the average cohort grade received for the pediatric competency examination measure of “Student discusses with the parent the child's physical exam findings with words that are easily understood by the parent”. Data is collected from the rubric on the Pediatric Exam Competency in the Patient History and Physical Assessment III course, Summer Didactic year. 

Benchmark: The benchmark for all course grading components is ≥75% as this correlates with a passing grade in the program.

3. Summative OSCE

This table summarizes the average cohort grade received for the program competency assessment of “Demonstrate effective interpersonal communication skills”. Data is collected from the program’s summative evaluation completed within 4 months of program completion. This measure was assessed during the comprehensive OSCE.

Benchmark: The benchmark for all course grading components is ≥75% as this correlates with a passing grade in the program.

4. Preceptor evaluations

This table summarizes the mean score of preceptor ratings of student’s composing patient education commensurate with the patient’s level of understanding for select medical conditions commonly encountered in the family medicine setting displayed by graduating class (The rating scale is 45%=Strongly Disagree, 60%=Disagree, 85%=Agree, 100%=Strongly Agree). Data is collected from the Preceptor Evaluation of the Student, in Typhon. The evaluation is conducted at the end of the family medicine clinical experience course.

Benchmark: The benchmark for all curriculum-based evaluations (evaluations pertaining to the didactic or clinical year) is 85% which correlates to “Agree”.

Within the PA program, completion of course and instructor evaluations is considered an essential component of professionalism. Student feedback plays a critical role in the program’s ongoing self‑assessment and continuous improvement processes, which are required by accreditation standards. Honest and timely completion of these evaluations allows the program to identify strengths, address areas for improvement, and ensure educational quality. Without this feedback, the program’s ability to make meaningful improvements is limited.

When students have a concern related to an instructor or a specific course, they are expected to follow the established chain of command. Students should first address the issue directly with the course instructor, as many concerns can be resolved through open and respectful communication. If the concern is not resolved or the student does not feel their concern has been adequately addressed, the student should then contact the Program Director.

Should the concern remain unresolved, the next step is to consult with the Assistant Dean, followed by the Dean, as appropriate. In the event that all prior steps have been exhausted without resolution, students may request a meeting with the Provost to discuss their concerns.

To uphold academic integrity and prepare students for the Physician Assistant National Certifying Exam (PANCE), all major assessments within the Physician Assistant Program will be administered in a controlled environment that simulates standardized testing conditions.

All major assessments—including but not limited to midterms, finals, and summative evaluations—must be taken in the designated library testing area. This policy applies to all didactic and clinical phase courses within the program.

Guidelines:

1. Scheduling: Faculty will coordinate with the library staff to reserve appropriate space for scheduled assessments.
2. Technology: Students will use program-provided or library-provided devices for all major assessments. Personal laptops or tablets are not permitted.
3. Environment: The testing area will be quiet, monitored, and equipped with necessary resources to ensure compliance with exam protocols.
4. Exceptions: Any exceptions to this policy must be approved in writing by the Program Director and documented in the student’s file.

Failure to adhere to this policy may result in disciplinary action in accordance with the program’s academic integrity guidelines. 
 

To preserve academic integrity and ensure fairness for all students, this policy addresses the prohibition of discussing examination content with peers who have not yet completed the assessment.

Students are expected to maintain strict confidentiality regarding all examination content. Due to scheduling conflicts, or other approved circumstances, not all students may take an examination at the same time. Therefore:
Guidelines:

1. No Discussion of Exam Content:
   a. Students must not discuss any aspect of the examination—including questions, answers, or topics—with peers who have not yet taken the exam.
   b. This includes verbal conversations, written communication, electronic messaging, or social media posts.
2. Definition of Cheating:
   a. Sharing or discussing examination content or correct answers with another student who has not completed the exam is considered cheating and a violation of academic integrity.
3. Consequences:
   a. Failure to comply with this policy will result in an academic dishonesty charge, which may include disciplinary action up to and including failure of the course or dismissal from the program, in accordance with the college’s Academic Integrity Policy.

Candidates must have sufficient sensory capacity to observe in the lecture hall, the laboratory, the outpatient setting, and the patient's bedside. Sensory skills adequate to perform a physical examination are required. Functional vision, hearing, and tactile sensation must be adequate to observe a patient's condition and to elicit information through procedures regularly required in a physical examination, such as inspection, auscultation, and palpation.

The ability to participate in basic diagnostic and therapeutic maneuvers and procedures (e.g., inspection, auscultation, palpation, and percussion) is required. Candidates must have sufficient motor function to execute movements required to provide routine and emergent care to patients. The strength and coordination necessary may include lifting patients and responding promptly to patients' needs in emergency situations. Candidates must be able to negotiate patient care environments and must be able to move between settings, such as the clinic, the classroom, and the hospital. Physical stamina sufficient to complete the rigorous course of didactic and clinical study is required. Long periods of sitting, standing, or moving are required in classroom, laboratory, and clinical internships.

Candidates must be able to communicate effectively and sensitively in both academic and healthcare settings. Candidates must show evidence of effective written, verbal, nonverbal, and electronic communication skills. A candidate should be able to effectively speak and listen to patients in order to elicit information; perceive nonverbal communications; and discuss changes in mood, activity and status. Students must be able to communicate with patients and their families concerning the patients' needs in a sensitive and professional manner. Communication via oral, written, and electronic form with faculty, supervisors, and the healthcare team must be open, effective, and efficient.

Candidates must be able to measure, calculate, reason, analyze, and synthesize. Problem-solving, a critical skill demanded of physician assistants, requires all of these intellectual abilities. In addition, candidates should be able to comprehend three-dimensional relationships and understand the spatial relationships of structures. Candidates must be able to read, appraise, analyze, critique, and understand medical literature. A candidate must be able to collect, organize, prioritize, analyze, and assimilate large amounts of technically detailed and complex information within a limited time frame. In order to complete the Physician Assistant degree, students must be able to then analyze, integrate, and apply this information appropriately for problem-solving and decision-making in patient care.

Candidates must possess the emotional health and maturity required for full utilization of their intellectual abilities, the exercise of good judgment, and the prompt completion of all academic and patient care responsibilities. The development of mature, sensitive, and effective relationships with patients, supervisors, and other members of the healthcare team is essential. A candidate must possess the qualities of adaptability and flexibility, and they must be able to function in the face of uncertainty.  Candidates must have a high level of compassion for others, motivation to serve, integrity, and a consciousness of social values. A candidate must possess the necessary interpersonal skills to interact positively with people from all levels of society, all ethnic backgrounds, and all belief systems. Moreover, students must be able to accept feedback and criticism and respond professionally to faculty and supervisors, including an appropriate modification of behavior.

An individual who discloses a disability may request reasonable accommodations. Individuals will be asked to provide documentation of the disability in order to assist with the provision of appropriate reasonable accommodations. The College will provide reasonable accommodations but is not required to substantially alter the requirements or nature of the program or provide accommodations that inflict an undue burden on the College. Requests for reasonable accommodations should be directed to Penn College Disability and Access Resources. 

It should be noted that while any approved accommodations will be honored throughout the classroom experience; didactic year, we cannot guarantee similar accommodations during the clinical year as students will rotate through different clinical sites with multiple clinical preceptors (for example an accommodate of limited distractions may not be honored depending on clinical site). Requests for clinical accommodations must be submitted through the college's Disability and Access Resources Office. Approved accommodations will be considered on an individualized, case-by-case basis in collaboration with the Program Director and other relevant parties to support student access while maintaining the essential requirements of the program and clinical experiences.
 

To maintain academic integrity and ensure equitable assessment practices while supporting students with approved accommodations, this policy outlines procedures for administering examinations and other assessments when extended time or additional accommodations are required.

This policy applies to:

• Students with documented, institutionally approved testing accommodations (e.g., extended time, reduced distraction environment), and
• Students who are unable to complete an examination during the scheduled administration period due to extenuating circumstances, such as illness or emergency.

All assessments for students with approved accommodations should ideally be administered at the same time as the rest of the class. If accommodation necessitates testing outside the scheduled class time (e.g., extended time of 1.5x or 2x), the following guidelines apply:

Guidelines:

1. Same-Day Requirement:
   1. If the accommodated assessment cannot be completed during the scheduled class period, it must be administered on the same calendar day as the standard assessment.
   2. This minimizes the risk of unauthorized sharing of exam content and ensures fairness.
2. Alternative Examination Requirement:
   1. If the accommodated assessment cannot be scheduled on the same day as the standard assessment, the student must be given a different examination OR the use of P.L.A.T.O. "randomizer" tool must be used.  Both a different examination and use of the randomizer tool must assess the same learning objectives.
   2. Faculty are responsible for preparing and validating the alternative exam.
3. Coordination:
   1. Faculty will work with the student and the institution’s accessibility services to schedule accommodated assessments in compliance with this policy.
   2. Any exceptions must be approved by the Program Director and documented.

Compliance:

Failure to follow this policy may result in disciplinary action

All students are required to attend all classes and scheduled conferences in a regular and prompt manner.  All course material that was missed because of the absence must be made up to the satisfaction of the course instructor.  In the event a student must miss any of these obligations, the student is required to notify the faculty by email within 30 minutes of the beginning of class or the program activity.  Excluding excused absences, the student will be permitted to miss up to one week of class.  If a student misses more than one week of class, the student will be referred to Starfish.  Students are held responsible for all course requirements regardless of absence.    Three tardy notations or premature departures will result in an unexcused absence.  Due to the design of the program courses and the cognitive demands inherent in the material, missing two (2) weeks of course material may result in the inability to continue in the PA major. Excused absences requiring greater than 2 weeks of absence will be reviewed on a case-by-case basis to determine if you will be able to continue in the PA program. If you are dismissed from the PA major, you will be eligible to explore other programs Penn College has to offer that will enhance your educational journey.

• Adherence to Professional Conduct Standards
• Be prompt to class, arrive 5 minutes before lecture begins 
• Come prepared for class (weekly topics are listed in all syllabi)
• Read your required textbooks 
• Be attentive during class and participate in class discussions
• Silence cell phones/electronics and avoid causing any distractions
• Meet all deadlines and/or assignment due dates
• Be respectful of your classmates and instructors
• Communicating concerns to the most appropriate team member. For example, a grade concern should be first discussed with the course faculty before the program director
• Adhere to dress code policy
• Not leaving class during active lecturing for non-emergent reasons (ie bathroom, drink refill)

The PA Program has several laboratories, which are utilized by students for their educational benefit. Students will be attentive to the upkeep of the labs. It is the students' responsibility to clean the labs following lab sessions and any other times in which the labs are used. All sharps must be disposed of in regulation sharps containers. All models must be put back in cases. Equipment used by the students must be turned off and put away in appropriate storage areas. Students are reminded to remove all personal belongings at the end of each laboratory session. No equipment should be removed from any of the labs.

Specific Rules and Regulations for the Cadaver Laboratory
A physician assistant student is privileged to have the opportunity for cadaver dissection. Any student, not adhering to the rules and regulations regarding the cadaver lab may face disciplinary sanctions.

There is no better way to learn human anatomy than to work with a real human body. The opportunity to work with cadavers is both an honor and a privilege afforded to few, and it should not be taken for granted.  The cadavers in our lab were once living people, and their generous gift has made this learning experience possible.  As former living people, cadavers deserve to be treated with dignity and respect at all times.  The cadavers are to be used for education and research purposes only. You should think of them as your first real patients. To maintain a professional environment, to respect the dignity of the cadavers, and to ensure the safety of students and staff, the following guidelines must be followed at all times:

Conduct

1. No food or drinks are permitted in the cadaver lab. This includes open or unopened items.
2. No cameras or other photographic/recording equipment should ever enter the lab, as the taking of photos or videos is strictly forbidden at all times, for any reason, in the cadaver lab.  It is best practice to leave your cellphone outside of the lab.  If a situation requires you to be available by phone during lab time (e.g., family health matter, etc.), you must obtain approval from the course instructor prior to bringing your phone into the lab. 
3. The cadaver laboratory must be kept clean at all times, especially at the conclusion of each lab session.  Dissection tables should be kept clean, organized, and free of tissue/debris/residue at all times.  Spills should be cleaned up immediately. Please see below for a complete list of cadaver care and clean up policies.
4. Various textbooks, lab manuals, dissection tools, and/or other learning resources are provided for use in the lab. These items should remain in the lab and should be kept clean at all times.  No personal effects will be allowed into the lab, including class notes or textbooks.
5. Students may not remove any item from the cadaver lab.
6. Pencils or pens should not be used to identify structures; only blunt probes or dissection pins should be utilized for this purpose.
7. Do not leave sharps in the cadavers or leave dissection trays/instruments on top of the cadaver and/or under the table hoods between sessions.  All sharps and dissection trays must be properly cleaned and stowed away at the end of each lab session.  All dull scalpel blades and other disposable sharps must be disposed of in the designated red plastic sharps containers as soon as they become dull/ineffective in order to minimize the chance of injury.
8. All students must have the course instructor change their scalpel blades for the first time.  Subsequent blade changes can be performed by the student under the direct supervision of the course instructor, provided the instructor and the student feel comfortable with the student performing this task.
9. Only Penn College Physician Assistant students, faculty, and other individuals authorized by the Program Director are allowed in the cadaver lab. Under no circumstances may a student bring an unauthorized visitor into the cadaver lab.
10. In order to successfully complete this course, students will be required to dedicate an extensive amount of time to independent cadaver dissection. For this purpose, the cadaver lab will be made available to students during evenings, weekends, and other designated times in addition to the regular class meeting schedule. Access to the cadaver lab outside of normal class times is a privilege. Students are to respect the rules and regulations of the course and the facility at all times.  If issues arise (e.g., safety, cleanliness, care of the cadavers, etc.) from after-hours use, the Program reserves the right to limit student access to the lab.
11. Students must ensure that the main door to the cadaver lab is closed and secure at all times for their safety and to maintain the integrity of the cadavers. The main door should never be propped open. If the door is open too long, it will trigger an alert to Penn College Police, which could result in loss of lab privileges. During regular class time, the door locks will be disabled.  When entering the cadaver lab after hours, each student must swipe into the room individually so attendance can be monitored.  If any issues occur in the lab outside of normal class times, the swipe log will be used to help determine who was present at that time. 
12. Students should not enter the lab alone outside of normal class hours; they should enter in groups of two or more (with each person swiping into the lab separately) so there is help available in case of accident or injury.
13. If you are pregnant, or suspect you may be pregnant, please review the School of Nursing & Health Sciences Protocol Relating to Student Pregnancy and Parenting.
14. Students who are sensitive to chemicals in the cadaver lab should discuss the situation with the course instructor. 
15. All injuries that occur in the cadaver laboratory, no matter how insignificant they may appear, must be reported immediately to the course instructor.  All students should seek immediate medical attention if an injury occurs in the lab.  If an injury occurs in the cadaver lab outside of normal class time, the student is expected to seek medical attention immediately, and then report the injury as soon as possible to one of the cadaver instructors and the Program Director. Student must also follow the College's Policy and Procedure for Lab Safety (P4.17/PR4.17) and Ill/Injured Individuals (P4.08/PR4.08).
16. The rights of privacy, confidentiality, and respect due all medical patients are extended to our cadaver donors at all times. The articulated skeletons, skulls, and isolated bones must be afforded the same respect as the cadavers.

Attire

1. Students must wear surgical scrubs (any color), a cloth knee-length white lab coat, and closed-toe shoes at all times when in the lab. Students can wear either a disposable water-resistant or water-proof knee-length lab coat in lieu of the cloth lab coat. Long hair should be tied back so that it does not extend beyond the shoulders. Any student who does not adhere to these standards will be asked to leave the cadaver lab. Attire worn in the cadaver lab should be dedicated for that purpose only; students should not wear cadaver lab clothes into the lecture hall or the Assessment/Sim labs. Time will be provided for students to change clothes between cadaver lecture and lab.  It is advisable that scrubs worn in the cadaver lab be laundered often and separately from other clothes, on the sanitize cycle, throughout the course, and then discarded upon course completion.  Lab coats should be labeled with the student's name and stored away when not in use.
2. Safety goggles/glasses must be worn at all times while in the cadaver lab. Prescription glasses are a suitable alternative.
3. Students should not wear contact lenses into the cadaver lab. If it is necessary for you to use contact lenses, you will need to utilize vapor-proof goggles to prevent injury.
4. The Program will supply latex-free nitrile gloves for use in the cadaver lab.  These gloves should be worn at all times when handling the cadaver, other tissues or fluids, or contaminated equipment. Gloves should be changed routinely, especially in the event they become heavily soiled or ripped/torn.  Soiled gloves, towels, or other materials that have come in contact with cadaver tissues/fluids should be disposed of appropriately.
5. Students should not touch the handle/knob of the main cadaver lab door or any light switches with soiled gloves/hands.  Students should not leave the cadaver lab while wearing gloves that were in contact with tissue/fluids or soiled instruments. 
6. Hands should be washed promptly with soap and warm running water in the event of any exposure to any tissues or body fluids, as well as upon leaving the lab. This should be done in the designated "clean" sinks, leaving the "lab" sink for clean-up of contaminated instruments and equipment.

Cadaver Care and Clean-up

1. The utmost respect should be provided to your cadaver. Any behavior deemed disrespectful or unprofessional may result in disciplinary action by the Program.  Possible consequences for unacceptable behavior may result in Program sanctions including (but not limited to) course failure, Program dismissal, and/or criminal charges.  Please see the College's Policy and Procedure regarding Student Code of Conduct (P4.43/Pr4.43).  Also see Purdon's Pennsylvania Statutes and Consolidated Statutes: Title 18 Pa.C.S.A., Section 5510: Abuse of a Corpse, which states, "Except as authorized by law, a person who treats a corpse in a way that he knows would outrage ordinary family sensibilities commits a misdemeanor of the second degree."
2. Cadavers must be appropriately draped at all times, especially when leaving the cadaver for an extended period of time.
3. Cadaver identification/toe tags should be kept with the body at all times. If they become detached, please alert your instructor immediately.
4. The course instructor will advise students how to handle/store excised tissue.  Tissue/fluids that cannot be retained must be disposed of appropriately in the designated receptacle or the "lab" sink.  Absolutely no human remains should be removed from the lab.
5. At the conclusion of each session, the cadaver and all excised tissue should be stored appropriately. Spray and/or moist towels should be utilized as directed by the instructor throughout the dissection session and when work is complete to keep the cadaver moist and mold-free. Skin should be replaced after each session to aid in keeping the cadaver from drying out.  The body bags should be zipped closed, and the table hoods closed prior to students leaving.  Any mold or rot should be promptly reported to the instructor to prevent spread to other cadavers.
6. Students should wipe down the closed table hoods with a moistened cloth at the end of each session to remove any fingerprints or other debris.  Students should ensure the area surrounding the cadaver tables is free of debris/hazard prior to leaving the room.
7. The Program will supply all equipment necessary to perform the dissection.  Dissection instruments and other tools should be cleaned and properly put away in the lab at the end of each use.

To participate in cadaver lab, each student must sign an acknowledgement that he/she has read, understands, and agrees to comply with all of the Cadaver Lab Policies and Procedures listed above.  The Program reserves the right to modify these policies/procedures as it deems necessary.  Questions regarding these policies/procedures should be directed to the PA Program Director.

Students must complete all didactic phase coursework with a grade of 75% or better in each course to progress to the clinical phase of the program. Students must complete all clinical phase coursework with a grade of 75% or better in each course to be eligible for graduation.

Students will take a comprehensive course assessment at the end of each didactic course. The type of final assessment given will vary by course and will be spelled out in the course syllabus.  Students who fail the comprehensive assessment may fail the course, despite having an overall course grade of 75% or higher, based on overall performance throughout the course.  Faculty will inform at-risk students of their risk of course failure prior to the final exam.  No grades are rounded. 

Services for addressing matters impacting success (A3.07)

Students who are experiencing academic difficulty are strongly encouraged to seek assistance from the course instructor, their PA Program academic adviser, the Tutoring Center, and/or Counseling Services.

Remediation, Failure, Deceleration, and Withdrawal (A3.14 c,d,e)

The PA Program cares about your success! Penn College uses Starfish to help identify students who may need additional support in order to achieve academic success. Starfish also helps to celebrate your academic achievement (kudos)! Throughout the semester, you may receive emails from Starfish regarding your academic progress. If you receive one of these alerts (flags), please keep in mind they are meant to help you– you are not in trouble, and your grade is not affected. In most cases, staff from the Hudock Center for Academic Excellence will reach out to offer assistance. We have so many ways to support our students, and Starfish will help us get you connected to the services and resources you need.

Remediation Policy for the Didactic Year (A3.14c)

The PA program's curriculum is taught sequentially, based on prerequisite and corequisite course requirements.  Therefore, students must master the content in one semester to be able to successfully build upon it in the next.  For this reason, students who cannot demonstrate mastery of the material must undergo a remediation process to improve areas of weakness before advancing to new material or subsequent semesters.  

Mastery of content is generally demonstrated through the grade earned on a formal course assessment (e.g., unit exam, term paper, oral presentation, lab competency, skill check, OSCE, etc.), with 75% being the minimum acceptable numeric grade, and "pass" or "satisfactory" being the acceptable grade in cases of pass/fail or satisfactory/unsatisfactory grading.  When a student scores a 74.99% or below on a graded assessment, the faculty will meet with the student to discuss the situation and provide a remediation activity for the student to complete.  Remediation is defined by the program as a process for addressing deficiencies in the student's knowledge, skills, and professional behaviors through focused learning activities and reassessment. Once the remediation activity has been completed by the student, a reassessment occurs to ensure that the remediation was successful and that the student has acquired the information necessary to advance in the curriculum.  

Not all graded elements in a course are eligible for remediation with reassessment.  Assessments that are eligible for remediation and reassessment will be listed in the course syllabus.  The required remediation activity will vary from course to course depending on the topics being covered, the nature of the assessment being utilized, and the overall format of the course.  The course instructor determines the assessments eligible for remediation and the nature and timing of the remediation activities. Instructors reserve the right to limit the number of remediations that occur in their courses--this will be spelled out in the course syllabus.  In cases where the remediation limit has been exceeded, the student will fail the course, resulting in program dismissal or program deceleration.

Failure during the Didactic Year (A3.14a)

Any student who earns a final course grade of an "F" in one PAS/PHA course will be ineligible to progress in the curriculum. Such students will be administratively withdrawn from all future PAS/PHA courses and dismissed from the PA program effective immediately. The student may be eligible for reentry back into the PA Program in a subsequent cohort, as explained in the deceleration section below.

 Any student who earns a final course grade of an "F" in two or more PAS/PHA courses will be ineligible to progress in the curriculum. Such students will be administratively withdrawn from all future PAS/PHA courses and dismissed from the PA program effective immediately. The student will be ineligible for readmission/reentry for a period of four (4) years.  After a four-year separation from the PA Program, students interested in resuming PA studies at Penn College have the option to apply for readmission through the Selective Admission process. If accepted back into the Program, the student will need to repeat all previously passed PA coursework to assure currency.

Deceleration during the Didactic Year (A3.14d)

Any student in the PA Program who fails one PAS/PHA course will be dismissed from the PA Program. Within five business days after the final course grade has been posted on the Student Portal, the Program Director will notify the student in writing of the student's inability to progress in the PA Program.

A student who fails one PAS/PHA didactic course in the first semester of the Program (Didactic Fall Semester) is ineligible for deceleration.  In order to reenter the PA Program, this student would need to reapply to the Program via CASPA and be reselected into a future cohort through the Selective Admission process in order to resume PA studies at Penn College.  Such a student would not receive any advantage or disadvantage in regard to the selective admission ranking based on previous Program performance.  If reselected into the Program, the student will be required to repeat all previously completed didactic coursework, regardless of grade earned, in order to demonstrate currency of knowledge and to ensure a greater likelihood of completing the Program on the second attempt. 

Students who fail one PAS/PHA didactic course in either the second or third didactic semester (Didactic Spring or Summer) may petition for deceleration and the opportunity to enter the Program with the incoming cohort for the next academic year. If granted, the student will be given a one-time opportunity to reenter the Program at the point of the failed course (i.e., reenter the next cohort at the start of the Didactic Spring Semester if the failed course occurred during the previous Didactic Spring Semester).  

The number of students in the program and those considered decelerated cannot exceed the maximum limit designated by our accrediting agency, ARC-PA.

Reentry Requests for Deceleration in Didactic Year

1. To be considered for deceleration with reentry, the student must submit a request for deceleration in writing via the Penn College email system to the Program Director within five business days of the student being notified of their inability to progress in the PA Program. This written request must include:
       a.   a request for re-entry to the PA major;
       b.   an acknowledgement of the student's recognized deficiencies while enrolled in the PA Program; and 
       c.  an action plan that the student will implement between the time of dismissal and the point of reentry to overcome those deficiencies.
2. The decision for deceleration with reentry will be decided upon by the Program's Academic Review Committee, which includes the Program Director, Medical Director, Program faculty and Program administrative staff. If Re-entry is DENIED, within five business days of receiving the committee’s decision, the student may appeal the decision by submitting a letter via email to the dean. The appeal must be in writing and include the student’s reasons for the appeal. The dean will investigate the complaint and render a decision within ten business days of receipt of the appeal. 
      ▪ If the dean affirms the committee’s ruling, his/her decision is final; there is no further appeal. 
      ▪ If the dean reverses the committee’s ruling, the student will follow the steps outlined below.
3. The student will be informed of the Academic Review Committee's decision via Penn College email.  If deceleration with reentry is granted, the student must contact the Program Director via Penn College email within three (3) business days of receiving the decision to confirm their intent to return and to schedule an in-person meeting with the Program Director to review the remediation plan in more detail.
4. If the student's request for reentry is denied by the Academic Review Committee, the student remains eligible to reapply to the Program through CASPA via the Selective Admission process for a future cohort. If reselected, the student would enter the Program in a new cohort and would need to repeat all previously completed major coursework to demonstrate currency of the information.

Reentry Requirements for Deceleration in Didactic Year

Because interruption of the educational process does not promote nor ensure currency of the medical knowledge needed to prepare the student to reenter at the point of the failed course, the decelerated student must demonstrate competency by successfully completing (final course grade of 75% or higher) a 2-credit (if a Spring deceleration) or 4-credit (if a Summer Deceleration) Independent Study PAS599/PHA499 Special Topics Deceleration Preparatory course covering the content (knowledge/skills/competencies) of the previously completed semester(s) up to the point of dismissal from the Program.  This course will be paid for by the student during the 16-week semester preceding the student's intended point of reentry.  The student will be given the opportunity to remediate two major assessments within the 599/499-course.  Additional failed assessments will result in course failure, revocation of the deceleration offer, and Program dismissal for a period of no less than four (4) years before the student can apply for readmission. The student has the right to appeal the decision through the Academic Fairness Complaint Procedure, PR 4.23.

Withdrawal (A31.4e)

The Physician Assistant Program adheres to the College's policy and procedure for Terminations, Drops and Withdrawals (P/PR 4.31) as posted on the College's intranet Policy and Procedure portal.

Official College Policy for Terminations, Drops, and Withdrawals
Official College Procedure for Terminations, Drops, and Withdrawals

Voluntary withdrawal from the PA Program compromises the integrity of the educational process, which is designed to prepare a student for entry-level practice as a PA. Interruption of the educational process does not promote nor ensure currency of the medical knowledge needed to prepare the student for reentry at the point of withdrawal. The Program will consider students who withdraw from studies in response to extreme circumstances (e.g., family emergency, health issue, military service) for reentry into the Program.  Students who withdraw in lieu of course failure (no qualifying extreme circumstance) during the first semester of the didactic phase (Didactic Fall Semester) will not be permitted to reenter the program at the point of withdrawal. Instead, such students will need to reapply to the PA Program via CASPA and be reselected back into the Program via the Selective Admission process in order to reenter the Program in a future cohort. A student who withdraws after the first semester of the didactic year would be treated as a decelerated student (see above).  If granted permission to return in the next cohort, the student would need to complete an Independent Study PAS599/PHA499 course to demonstrate retention of knowledge/competency and readiness for reentry (See Reentry Requirements for Deceleration above). For reentry to be considered, there must be an available seat in the Program in accordance with ARC-PA (accrediting body) standards. Voluntary withdrawal for any reason is discouraged, and reentry is a one-time opportunity.

All written examinations, including final exams with multiple-choice or short-answer questions, will be timed to ensure that all students are adequately prepared for the time constraints associated with PAEA objective assessments during the clinical year and, ultimately, the Physician Assistant National Certifying Examination (PANCE). Timed testing during the didactic year promotes the development of efficient test-taking strategies and reinforces familiarity with standardized testing conditions.

Students will be allotted one minute per question, consistent with the pacing required for board certification examinations. A staggered “buffer time” will be applied during the first two semesters to support the transition to timed testing. 

Timing Structure

• First Didactic Semester:
   Students will receive a 20% additional time buffer beyond the standard time allocation.
   Example: 50 questions = 60 minutes total where 100 questions = 120 minutes total 
• Second Didactic Semester:
   Students will receive a 10% additional time buffer beyond the standard time allocation.
   Example: 50 questions = 55 minutes total where 100 questions = 110 minutes total
• Final Didactic Semester:
   No buffer time will be provided.

This graduated approach to timed testing is designed to:

• Facilitate a smooth transition to time-restricted assessments.
• Encourage mastery of content under conditions similar to those encountered during the clinical year and on the PANCE.
• Promote fairness and consistency across all didactic courses.

To succeed in timed assessments, students are encouraged to adopt the following strategies:

1. Avoid Overthinking: If stuck on a question, make your best educated guess and move on.
2. Use Remaining Time Wisely: Review flagged questions only after completing the entire exam.
3. Practice Under Timed Conditions: Simulate exam timing during study sessions to build confidence and speed.

*Assessments that are not written (e.g., history and physical assessment competencies) or written assessments that require extended time for critical thinking, analysis, and detailed responses (e.g., radiology interpretation) are exempt from the above policy. The timing of these assessments will be determined at the discretion of the course instructor.

The dress code for routine classroom lectures during the didactic year includes PA Program polo shirts, dress pants/khakis, nice jeans (no rips, tears, or holes), skirts of modest length, and/or PA Program scrubs. Low-cut tops, leggings, and tight or revealing clothing that expose undergarments are not permitted. Shoes must be worn at all times.  In addition to the above-mentioned acceptable attire, students are permitted to wear a Penn College sweatshirt or crew neck in the classroom during the didactic year.  Additionally, business casual is acceptable.  Penn College scrubs will be worn for days in which students have a lab.

On some occasions, professional business casual attire may be required (ie guest lectures, student presentations, professional class meetings). In these instances, students are expected to observe the following guidelines:

1. The student will wear a white medical jacket. The body of the jacket should be no longer than the end of the fingertips. The PA Program patch must be sewn on the left sleeve, two finger-breadths below the shoulder seam line.
2. Students must wear a College ID badge, indicating the student's name, followed by the initials "PA-S". Directly underneath the student's name, the badge must state "Physician Assistant Student".
3. Acceptable Attire for Guest Lectures/Presentations:
   a.    Females: Dresses and skirts of appropriate length; dress slacks and modest tops; flat or low heeled, close-toed shoes; limited conservative jewelry; stockings or foot cover.
   b.    Males: Slacks, shirt, tie, and socks are required. Plain white undershirts must be worn underneath all dress shirts. No athletic shoes.
   c.    For clinical sites that permit students to wear scrubs, students should wear their complete set (matching top and bottoms) of solid navy-blue PA Program scrubs. 
4. Unacceptable Attire for Guest Lectures/Presentations::
   a.    Skirts shorter than the level of the knee
   b.    Sweatshirts, sweatpants or other clothing of this type
   c.    Jeans
   d.    Leggings
   e.    Sandals, athletic shoes, open-toed shoes
   f.    Clothing with offensive and/or suggestive symbols or words
   g.    No visible body piercings (other than ears). No tongue rings, eyebrow rings, nose rings, or lip rings should be visible.
   h.    No offensive hair colors or styles. Hair color and style must be of natural appearance.
   i.    No fake fingernails.

All students are required to attend all classes (in-person and via distance) in a regular and prompt manner. The following policies apply to clinical internship attendance: 

1. Students will follow the specified clinical year schedule issued by the Program rather than the traditional Penn College academic calendar.
2. Students will accept the schedule issued by the clinical site/preceptor.  Clinical responsibilities may include on-call, nights, weekends and holiday scheduling. Requests to alter your schedule issued by the clinical site/preceptor are not acceptable and will not be approved.
3. Students will work a minimum of 150 clinical hours (minimum of 30 hours per week) at their assigned clinical internship site.   This is a MINIMUM requirement and does not mean that once you hit 150 hours you may stop going to your clinical experience.  Weekly hours are calculated on a Sunday-Saturday basis.
4. Students will not exceed 80 hours per week at a clinical rotation site. Weekly hours are calculated on a Sunday-Saturday basis.
5. Students will submit email notification to the course instructor as soon as possible if the student foresees that the minimum of 30 hours per week will not be possible, or if they feel they are being asked to exceed the maximum hour requirement.
6. For each individual clinical internship, the student will submit a Clinical Internship Calendar to the course’s associated LMS drop box which identifies the student’s clinical schedule.  This calendar must be received by the fifth day of the clinical rotation.  See the Clinical Internship Calendar section (below) for additional information.
7. Students will attend and participate in all activities as assigned by the Course Instructor and Clinical Preceptor.
8. Students will report to their clinical sites inclusive of the day prior to a scheduled-on campus Seminar. Students are not granted early dismissal from clinical sites on the day prior to seminar unless located at a distant site (defined as ≥ 4 hours travel from the Penn College campus).  If a student is located at a distant site, the student may utilize the last day of rotation for travel, but only with the permission of the course instructor.  If travel to Penn College campus from a clinical site involves air travel, students must contact the course instructor for clarification on return date.
9. In the event a Clinical Preceptor dismisses a student early from a clinical site, the student must immediately contact the course instructor. This contact will be by email with a date/time stamp showing it is within the specified time frame.
10. In the event a Clinical Preceptor cancels the clinical day, for any reason, the student must inform the Course Instructor immediately of the change through email.  This email must also be addressed to the Preceptor.
11. Students will attend a mandatory on-campus seminar at the closure of every clinical rotation.  Students must report on time for all seminars and must stay for the entire day.

In the event of an anticipated or unanticipated absence, the student will abide by the following policies:

1. In the event a student is dismissed from a clinical site early secondary to an illness, the student must notify the course instructor as soon as possible by email.  This email must also be addressed to the Preceptor.
2. In the event of an unanticipated illness, the student will make up all missed time from the clinical site.  The student must email the course instructor as soon as possible to depict the schedule change. This email must also be addressed to the Preceptor. The student is expected to work with their preceptor and make every effort to make up missed clinical time (ie adding an additional clinical day onto the original schedule, lengthening hours of clinic time on already scheduled days, etc). When clinical time lost from an unanticipated illness cannot be rescheduled clinically, the instructor may assign the student an alternative assignment for time missed.
3. In the event an unanticipated illness exceeds two consecutive days, the student MUST submit documentation of the illness from their primary care provider.  [ie the 3rd consecutive day of being sick and not making it to the clinical site needs a note]. This documentation must be received by the course instructor on the date that the student returns to the clinical site.
4. If unanticipated illness exceeds 3 non-consecutive days throughout the clinical year, the student MUST submit documentation of the illness from their primary care provider.  This documentation must be received by the course instructor as soon as possible.
5. Being dismissed from a clinical rotation by a Preceptor, Course Instructor, and/or Program Director for academic or professional reasons may result in failure of the course/internship.
6. Anticipated absence requests for the mandatory on-campus seminar at the closure of the clinical rotation will not be honored.

In the event that a clinical internship site cancels a student's scheduled work day (for reasons such as preceptor illness, inclement weather, unexpected office closure, etc.), the student must notify the Course Instructor immediately via the Penn College email system. If not followed, the student will receive one unexcused absence per clinical day missed.

Students scheduled at a clinical rotation site do not abide by campus delays and closures for inclement weather. Students are expected to report to clinical internship sites as scheduled. In the event that extreme inclement weather prohibits safe travel to a clinical internship, the student must notify the Course Instructor via the Penn College email system within one hour of the planned arrival or departure as indicated on the student's Clinical Internship Calendar. Students are asked to use discretion while traveling/commuting to clinical sites. The student must submit an updated Clinical Internship Calendar to depict the schedule change within 48 hours of returning to the clinical site. The student will make up all missed time from the clinical site secondary to inclement weather. If not followed, the student will receive one unexcused absence per clinical day missed.  The Course Instructor may require the student to complete a supplemental assignment while out of clinic due to inclement weather, in addition to requiring the student to make up the missed time.

Students scheduled to attend an on-campus Call Back/Internship Seminar event, must abide by the College's Snow and Emergency Closing Policy (P7.12) for inclement weather. In the event of inclement weather, students must reference PCT email accounts for instructions from the Course Instructor and/or Clinical Coordinator.

Overview:

• Students are placed with clinical experience preceptors who best match their learning styles and personality traits.
• All students will receive equal and unbiased placement at clinical experience locations.
• To maintain the integrity of clinical education and ensure unbiased evaluation of student performance, relatives of Physician Assistant (PA) students are not permitted to serve as preceptors for clinical rotations. This policy helps prevent conflicts of interest and promotes fairness in assessment and learning experiences.
• Students are expected to disclose any potential conflicts of interest when arranging clinical sites or preceptors. If a relative is identified as a potential preceptor, an alternative clinical site or preceptor will be assigned to uphold program standards and accreditation requirements
• While students can offer leads on potential clinical rotation opportunities, they cannot be required by the program to find their own placements. (A3.08)
• Rigorous and intense didactic course work will take place on campus during the first 12 months of the Physician Assistant major (shown as the seventh, eight, and first summer semester of the Combined BS/MS in Physician Assistant Studies curriculum and as the first, second, and first summer semester of the MS in Physician Assistant Studies curriculum).  In the second 12 months of the Physician Assistant major, clinical rotations consisting of at least 150 clinical hours are designed to provide a variety of experiences for the physician assistant student.  It is highly likely that the student will have to temporarily relocate during some clinical rotations.  It is the responsibility of the student to secure their own housing for each rotation. All expenses associated with each clinical rotation (e.g., food, housing, travel, etc.) are the sole responsibility of the student.  
• Some clinical sites may have additional health and immunizations requirements that are not part of the current program requirements.  Students will be notified if additional requirements are needed for access to assigned healthcare facilities.  Any delay in meeting additional requirements or refusal to complete a requirement may impact the student's ability to successfully complete required student learning experiences needed for program completion.

Clinical Experience Placement Protocol

1. Clinical Experience locations are determined by the Clinical Coordinator.
2. Students are prohibited from soliciting clinical sites or preceptors. The program MUST coordinate all clinical sites and preceptors for program-required rotations. If a student is approached by a clinician expressing a desire to serve as a future clinical experience site, the contact information must be emailed to the Clinical Coordinator.
3. Students will not begin a clinical rotation unless all required program and site-specific documentation has been scanned, emailed, and received electronically by the Clinical Coordinator by the deadline posted on the portal.
4. All rotations posted by the Clinical Coordinator are FINAL. Clinical experience locations will only be altered or changed if an extenuating circumstance exists, such as, but not limited to, the request of the preceptor, student/family medical emergencies, or safety issues.
5. At times, a clinical site will cancel a set rotation on short notice.  All attempts will be made to place the student in another rotation under the most practical conditions, taking into consideration time, travel, and/or finances. There is no guarantee that this alternative rotation will be within the student's zone of preference.

Upon accepting a seat in the PCT PA Program, students acknowledge responsibility for all associated program costs, including housing, travel, and meals during clinical experiences. While the program strives to secure clinical sites near the institution, placement locations are not guaranteed. By enrolling, students accept the requirement to travel to clinical sites, regardless of distance from the institution. 

• Adherence to professional conduct standards
• Attend Clinical Rotations as scheduled, in addition to grand rounds, lectures, and conferences as made available to them
• Obtain detailed histories and conduct physical examinations
• Perform and/or interpret common laboratory and diagnostic studies
• Develop a differential diagnosis
• Formulate an assessment and plan through discussion with the preceptor
• Give an accurate oral presentation
• Provide concise and accurate documentation of findings
• Educate and counsel patients on health-related concerns across the lifespan
• Demonstrate adaptability, flexibility, emotional resilience, and stability throughout the clinical year

1. Students will receive their clinical experience location, site and contact number within the Class Teams Channel 
2. Students will contact their next clinical rotation site at least 7-10 days prior to the beginning of the next scheduled rotation. Students should not contact a site prior to the 7-10 days unless otherwise instructed to do so by the Clinical Coordinator.
3. Students must report to clinical sites fully prepared for work with all necessary equipment.
4. Students MUST have their original clearance checks and immunization information available to present to a clinical site if requested. Rotation sites may require original documentation. Some may require additional site-specific documentation, drug testing, or other defined prerequisites.
5. Students will recognize their limitations as students and seek advice when appropriate. Students will not treat, offer a diagnosis or discharge a patient without direct supervision from a preceptor or a designated clinical supervisor.
6. Students will attempt to work out any minor issues at a clinical site with their preceptor. If there continues to be an issue, the student will contact the Clinical Coordinator immediately.
7. Students must take an active part in this learning process by fulfilling all learning outcomes and assignments. They must show eagerness, initiative to learn, and use time management skills. Students must be assertive in pursuing their educational goals but never be aggressive or disrespectful.
8. All students must have computer access with internet capabilities to access P.L.A.T.O. course websites and Penn College email. The student is required to access both every 24 hours at a minimum. This will require students to be resourceful, and may necessitate students to travel to locations beyond the clinical internship site itself.
9. Students on clinical rotations MUST be attentive; complete all required forms; and adhere to deadlines concerning tuition bills, financial aid, and course registration. Students who are found to be delinquent in financial obligations to the College will be immediately removed from a clinical internship site.
10. Students are not permitted to use tobacco products on the premises of any clinical internship site.

The following guidelines must be followed regarding patient documentation: 

1. Students will comply with the office policies of their assigned clinical internship site regarding chart documentation and dictation.
2. Entries made into a patient chart or medical record must be signed by the student in the following format:
   a.   Student Name, PA-S
   b.   Student Name, Physician Assistant Student
3. All student entries must be countersigned by the clinical preceptor.

1. The student will wear a white medical jacket. The body of the jacket should be no longer than the end of the fingertips. The PA Program patch must be sewn on the left sleeve, two finger-breadths below the shoulder seam line.
2. Students must wear a College ID badge, indicating the student's name, followed by the initials "PA-S". Directly underneath the student's name, the badge must state "Physician Assistant Student"
3. Acceptable Attire:
   a. Females: Dresses and skirts of appropriate length, dress slacks and modest tops, flat or low heeled, close-toed shoes, limited conservative jewelry. Stockings or other foot covers are required.
   b. Males: Slacks, shirt, tie, and socks are required. Plain white undershirts must be worn underneath all dress shirts. No athletic shoes.
   c. For clinical sites that permit students to wear scrubs, students should wear their complete set (matching top and bottoms) of solid navy blue PA Program scrubs.
4. Unacceptable Attire:
   a. Skirts shorter than the level of the knee
   b. Sweatshirts, sweatpants or other clothing of this type
   c. Jeans
   d. Leggings
   e. Sandals, athletic shoes, open-toed shoes
   f. Clothing with offensive and/or suggestive symbols or words
   g. No visible body piercings (other than ears). No tongue rings, eyebrow rings, nose rings, or lip rings are permitted to be worn in a clinical setting at any time.
   h. No offensive hair color or styles. Hair color and style must be of natural appearance
   i. No fake fingernails or fingernail polish of loud colors

Although students complete eight clinical experiences during the clinical year, they are required to review each course syllabus in detail. Individual clinical courses may include variations in learning activities, assessment methods, or expectations based on instructor discretion. Careful review of each syllabus is essential to ensure understanding of course-specific requirements.

During your clinical experience courses you will be required to take independent quizzes to demonstrate knowledge of organ system pathology in the online environment.  Please read the below carefully and follow the policy.

• The word “assessment” refers to any online assignment which includes, but is not limited to, quizzes, exams, worksheets, etc. 
• Students must follow the Lockdown Browser and Respondus Monitor guidelines. 
• The testing station must be a private place. Ideally, a room with four walls and a door. There may be no other people or pets in the testing area. It may not be a common area of the home where people or pets will be moving through. The student must be seated at a desk or table, not facing a window or open door. The student may not speak with anyone during the assessment. There may not be background sounds or noise, such as music, TV, or other people talking or doing household chores at any time during the assessment. An environment scan of the full testing station will be required. If you do not consent to this, you will be required to take the exam in the college testing center or private room at the college. The student will be responsible to obtain the on-campus room. 
• No personal items are permitted in the testing area, except 2 dry erase markers, a white board, and an eraser for the white board. If the white board it used, it must be shown to the camera at the beginning of the assessment to show that it is blank. At the conclusion of the assessment, the white board must be wiped clean and shown to the camera when prompted to “show work”. If the student elects to use a white board and does not show it to the camera at the beginning and end of the exam, a 10-point deduction will be taken for the first offense. Any subsequent offense(s) will result in a zero for that assessment. 
• Students are not allowed to have any other personal or study materials at their testing station. All items must be secured in an area outside of the testing station.  This includes PowerPoints, textbooks, study guides, notes, coats, jackets, hats, sunglasses, phones, cell phones, cameras, and smart watches.
• Food and drink, unless predetermined as medically necessary, are not allowed at the testing station. 
• Copying or attempting to copy any part of the assessment material is prohibited. No part of an assessment should be copied or duplicated. Behavior such as this will result in a zero for the first offense and removal from the course for any subsequent offense.
• Students must complete the test within the designated time.
• The student may not take breaks or move out of the webcam video at any time during the assessment. 
• Although you are completing the assessment outside of a proctored classroom, the expectation is that all students will adhere to the academic integrity expectations as described at the end of this course syllabus. If the student does not adhere to this policy, or demonstrates a pattern of receiving flags during the assessment, the student will lose their ability to take the test remotely and be required to take all assessments at the college testing center. 
• In addition, students are expected to maintain confidentiality in relation to all assessment content, follow all testing station requirements, and adhere to the Academic Integrity statement. Any student engaging in academic dishonesty, including students who knowingly assist other student(s) in an attempt to cheat or gain an unfair advantage, is subject to the academic sanctions noted in the course syllabus, academic integrity statement, Nursing Student Handbook, and the college Academic Dishonesty policy. Any instances of academic dishonesty or not following any requirement within the test taking policy, will result in a grade of “0” on the related assessment for the first offense and dismissal form the course for a second offense. No exceptions.

Mid-Rotation Evaluation

Students are required to complete a mid-rotation evaluation in collaboration with their assigned preceptor. The mid-rotation evaluation will be distributed by the Clinical Coordinator to the student’s institutional email address. The following process applies:

1. The student will complete the self-evaluation component of the mid-rotation evaluation form.
2. Upon completion, the student will provide the self-evaluation to the preceptor and request that the preceptor complete their portion of the evaluation assessing the student’s clinical performance.
3. The student and preceptor will allocate time to discuss the completed evaluation. This discussion should include identification of the student’s strengths as well as areas for improvement and targeted focus for the remainder of the clinical rotation.
4. Both the student and the preceptor are required to sign the evaluation form to confirm participation in the evaluative process. The completed and signed evaluation must be submitted via email to the Clinical Coordinator, with the preceptor copied on the correspondence to authenticate involvement.

Following submission, the mid-rotation evaluation will be reviewed by the Clinical Coordinator and the instructor of record. Early in the clinical year, it is anticipated that multiple competencies may be rated as “Needs Improvement,” reflecting the developmental nature of clinical training. As the student progresses through the clinical curriculum, evidence of growth and skill acquisition is expected. By the fourth clinical experience, students should demonstrate an increased number of competencies evaluated as “Acceptable,” with emerging areas of strength. During the final clinical semester (Rotations 7 and 8), the program expects the majority of competencies to be rated as “Acceptable” or “Strength,” with minimal identification of areas requiring improvement.

The Clinical Coordinator and/or the instructor of record reserve the right to conduct a student site visit or additional review when concerns are identified by the student, preceptor, or program during the evaluation process.

The mid-rotation evaluation instrument is provided below for review to ensure familiarity with the competencies and performance expectations assessed by both the student and preceptor.

End of Rotation Preceptor Evaluation:

During the final week of the clinical experience, the preceptor will complete a formal evaluation of the student’s clinical performance and assess the extent to which the course learning outcomes have been achieved. All course learning outcomes are delineated in the individual course syllabi. Students are expected to take an active and ongoing role in understanding the expectations and required outcomes of each clinical course.

If concerns arise regarding a student’s progress toward meeting the established learning outcomes, a timely discussion should occur between the student and the preceptor to identify specific areas for improvement and to develop a plan to facilitate achievement of the remaining outcomes. Should concerns persist following this initial intervention, a subsequent meeting will be convened involving the student, the Clinical Coordinator, and the instructor of record to determine appropriate next steps and ensure adequate support and oversight.

Purpose

To ensure that all Physician Assistant (PA) students achieve required competencies and program learning outcomes, this policy defines the remediation process for any clinical evaluation item designated as “Not Observed” by a clinical preceptor.

Policy Statement

In alignment with the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Standards, any required clinical competency or evaluation item marked as “Not Observed”—when such an item is necessary to demonstrate achievement of a specified outcome—must be evaluated through an alternative direct assessment. This process ensures that the student has demonstrated competence in all required domains prior to program completion.

Procedure

1. Upon receipt of a completed preceptor evaluation, the Clinical Coordinator and/or designated lead faculty member will review all evaluated items.
2. Any evaluation item marked as “Not Observed” that corresponds to a required competency or program learning outcome will be identified and flagged for further review.
3. An appropriate remediation or alternative assessment method will be developed to directly measure the student’s performance in the identified competency area.
4. The Clinical Coordinator, in collaboration with the lead faculty member, Program Director, and the preceptor, will determine the underlying cause of the “Not Observed” designation, which may include one or more of the following:
   a.  Limited or absent opportunity to demonstrate the competency during the clinical rotation
   b.  Concerns related to student performance, preparedness, or engagement
   c.  Preceptor oversight or documentation error
5. Based on this determination, the program will implement a remediation strategy or alternative assessment approach consistent with program policy to ensure documentation of competency achievement.
    

Per the PA Program Student Manual, at the conclusion of this clinical rotation course, all students will take a 120-question End of Rotation Exam (EORE) authored by the Physician Assistant Education Association (PAEA). PAEA EOREs are objective, standardized evaluations that serve as one measure of the medical knowledge students gain during specific supervised clinical practice experiences (SCPE). All EOREs will be administered on-campus during the assigned on-campus session, which follows immediately after each SCPE. If students are unable to come to campus due to campus closure, natural disaster, or similar event, the program may elect to administer the PAEA EOREs remotely via a third-party proctor. Use of remote proctoring will require students to have a working cell phone with video capability AND a functioning webcam.

PAEA publishes the national mean and standard deviation (SD) for each individual EORE End of Rotation™: Exam Statistics | PAEA. Our program uses this to determine your examination grade.  Our benchmark is that are students are at the national mean.  One standard deviation above the national mean equates to a 90-100% (“A”), at the national mean equates to a 80-89%(“B”), while one standard deviation below national mean equates to 75-79% as this is passing.

Example: For the Family Medicine EORE, PAEA publishes the national mean score of 411 with a standard deviation of 27.  The national mean score + SD (for this EORE = 438).  That raw score of 438 equals a 90%.  From there working up to a raw score of 500 (which would equal 100%), there is a range of the raw scores which fall in line with the numeric grades for the letter grade A range.  To obtain a “B” for this particular EORE, a student would need at least the national mean score of 411.  The letter grade range of a B is from 80-89% and therefore raw scores from 411-437 fall into this category.  The national mean score – SD (for this EORE example it would be 384) is the raw score needed to pass.  A passing grade is 75%.  The letter grade range for a C is 75-79% and therefore raw scores from 384-410 fall into this category.

Students must attain an EORE score of 75% or higher to successfully pass the EORE. Scores are tabulated with a 75% minimum pass rate; to comply with this minimum standard, no grade will be rounded. This exam will constitute a substantial portion of the final course grade.

Study Plan for End-Of-Rotation Exams

Students should refer to the NCCPA PANCE Blueprint, the respective rotation topic PAEA Blueprint & Topic List, the course syllabus, and the course P.L.A.T.O. site to help guide their study efforts for the PAEA EOREs. Please also note that the NCCPA and PAEA blueprints/topic lists are general study guides; they are not all-inclusive of every topic or sub-topic that will appear on a PAEA exam or the PANCE. It is important that in addition to putting in time at the clinical site, students also plan to engage various study resources (e.g. textbooks, journal articles, websites, PANCE prep platforms & Q-banks, etc.) for several hours each day outside of clinic to be successful on the EOREs. Regarding Q-banks, the College provides "PA Exam Prep" and "Exam Master" to PCT (Pennsylvania College of Technology) PA students free of charge throughout both the didactic and clinic phases of the PA program. 

Failure of End-Of-Rotation Exams: Remediation and Re-Examination

All students must show proficiency of course content to progress in the program. If a student scores below 75% on the PAEA End of Rotation Exam (EORE) based on the grading system explained above, that student will be required to undergo a structured remediation process to improve identified areas of deficiency in course content knowledge. Remediation is defined by the program as a process for addressing deficiencies in the student's knowledge, skills, and professional behaviors through focused learning activities and reassessment. Once the remediation process has been completed, the student will then undergo re-examination to demonstrate competency. The student must successfully complete the following remediation and re-examination process to pass the rotation: 

1. The student will be assigned a remediation plan by the course instructor, and a re-examination date will be set. Only one remediation plan will be issued.  The student must complete the remediation plan before the scheduled re-examination date to be eligible to take it. Failure to successfully complete the remediation plan, as determined by the course instructor (if a graded remediation plan is given the student must achieve ≥75%, while a study plan without a graded component will just need completed), within the time allotted will result in forfeiture of the re-examination opportunity—this will result in a retest score of zero. A grade of zero on the re-examination will result in course failure. 
2. The course re-examination must be completed within 7 to 10 days of the initial EORE failure. The re-examination date will be determined by the course instructor. The re-examination will be in the form of a second PAEA EORE. The content area of the PAEA EORE will be the same, but the test version will be different. 
3. The student must achieve a grade of 75% or higher on the re-examination to pass the exam. No grade will be rounded.
4. Students will be permitted to take one re-examination per course, and a total of two (2) re-examinations during the entire clinical year. 
5. If a student achieves a 75% or higher (as outlined in item #3), a maximum grade of 75% will be issued for that exam score.  In addition, this student can only earn a maximum grade of "C" for the overall course grade, even if the 75% re-examination score and other grades associated with the course result in a grade higher than a "C." If a student’s other grades associated with the course and the 75% re-examination grade result in an overall course grade less than 75%, course failure will result.
     A.  Ex.- You fail your initial EORE, re-mediate, and then re-exam is passed (receive a 75%).  When that grade is plugged in, your final grade is 82%, you will get a C for the course.  
     B.  Ex. – you fail your initial EORE, re-mediate, and then re-exam is passed (receive a 75%).  When that grade is plugged in, your final grade is 73%, you will fail the course even though your re-exam of EORE was passed.
6. If a student does not pass the re-examination or complete the remediation activity by the due date, resulting in forfeiture of the remediation attempt, they will fail the course.

If a student fails an initial attempt at an EORE exam for a third time (e.g., fails the initial attempt at the EORE for three different clinical rotation courses), the student will have exceeded their available re-examinations, resulting in immediate course failure without the option to remediate and/or retest the third EORE failure. If a student fails an initial attempt at an EORE for a fourth time (e.g., fails the initial attempt at the EORE for four different clinical rotation courses), the student will have failed a second clinical course.

Deceleration

A student can fail one clinical rotation and continue in the program. In the event that a student fails a clinical rotation for any reason, they will become a decelerated student and will be required to repeat the failed rotation in its entirety during the semester immediately following what would have been their original graduation date from the program.  The program will place the decelerated student into the first available rotation in the semester immediately following the originally scheduled graduation date but cannot guarantee the rotation will occur during the Rotation #1 (R1) slot—R1, R2, or R3 would all be viable placement options to satisfy the repeated rotation. A decelerated student cannot refuse a clinical placement assigned by the program, except in cases of extenuating circumstances.  Such a request to refuse a placement must be submitted to the Program Director and the Clinical Coordinator in writing via the Penn College email system; submission of such a request does not guarantee approval.   

Deceleration results in the student losing the originally scheduled graduation date and being assigned a new graduation date at the end of the semester during which the repeated rotation is being completed. For example, if the original graduation was to be in August, but the student decelerates and has to repeat a rotation in the Fall semester, the graduation date changes from August to December. In addition to delaying program completion and graduation, deceleration also delays both the student's eligibility to take the PANCE (Physician Assistant National Certifying Exam) and to a file for state licensure. 

Program Dismissal

Failure of a second clinical rotation for any reason (including failure of a repeated rotation that results from deceleration) will result in dismissal from the Physician Assistant Program. After a four-year separation, students have the option to apply for re-admission through the Selective Admission process. Students will be required to restart the curriculum and retake all previously completed PA courses to ensure currency of content.

The Physician Assistant Program adheres to the College's policy and procedure for Terminations, Drops and Withdrawals (P/PR 4.31) as posted on the College's intranet Policy and Procedure portal.

Official College Policy for Terminations, Drops, and Withdrawals

Official College Procedure for Terminations, Drops, and Withdrawals

Voluntary withdrawal from the PA Program disrupts the continuity of the educational process, which is intentionally structured to prepare students for entry-level practice as physician assistants. An interruption in training may affect the maintenance and progression of the medical knowledge, clinical reasoning, and professional competencies necessary for successful continuation in the curriculum.

The Program may consider requests for reentry from students who withdraw due to extraordinary circumstances, such as a serious health condition, family emergency, or military service. Students who voluntarily withdraw and are approved for reentry will return as decelerated students (see section: Clinical rotation failure: deceleration and program dismissal) and must comply with all applicable program requirements.

Students granted permission to reenter during the clinical phase of the curriculum will be required to complete all clinical year requirements, which will result in a delayed graduation date, program completion, and eligibility to sit for the Physician Assistant National Certifying Examination (PANCE). Because voluntary withdrawal may significantly affect a student's progression through the program, it is strongly discouraged. Reentry following a voluntary withdrawal is considered a one-time opportunity.

To be granted access to any PAEA-sponsored examinations, PA programs and proctors must acknowledge certain responsibilities as outlined in the PAEA Exam Policies. For students to access PAEA-sponsored examinations, they must also read and acknowledge a PAEA-prepared honor code. Students are responsible for familiarizing themselves with the content of each.

Any incident of academic dishonesty in relation to PAEA-sponsored exams jeopardizes College and Program accreditation as well as jeopardizes the Program's eligibility for PAEA products and services. As a result of the severity of academic dishonesty related to PAEA-sponsored examinations, following thorough investigation of available evidence, any verified incidents of academic dishonesty in conjunction with a PAEA-sponsored examination will result in automatic program dismissal.
 

PACKRAT remediation is a Program Requirement for all clinical year students. After completion of the PACKRAT 1, all students will have the bottom 3 assessment areas of specialty and task identified.  The student will then focus on these 6 areas (3 lowest scored body systems and 3 lowest scored tasks) as part of their remediation process. The remediation process will begin on the first day of your Rotation 1 (R1) and continue until the end of Rotation 5 (R5), in which all students will take the PACKRAT 2.

Following completion of the PACKRAT 2, all students will have the bottom 3 assessment areas of specialty and task identified.  The student will then focus on these 6 areas as part of their new remediation process.  The remediation process will begin on the first day of your Rotation 5 (R5) and continue until Rotation 7 (R7), in which all students will take the End of Curriculum Examination (EOCE) within 120 days of graduation as a program completion requirement—the date of the EOCE will be communicated to students by either the Program Director or the Program Coordinator at a later date.

PACKRAT remediation is a program requirement; failure to satisfactorily comply with the outlined remediation process may result in Program sanctions, up to and including dismissal from the PA program.

Your overall PACKRAT raw score will provide you with some useful information.  PAEA lists historical data for national comparative data for raw score on their website PACKRAT®: Statistics | PAEA.  Pay attention to the raw score national comparative for > 10 months from graduation and < 10 months from graduation.

Remediation example:

If a student has the lowest scores on hematology, cardiology, and endocrinology and the lowest scores on diagnosis, health maintenance and diagnostic studies, you will want your weekly quizzes to focus on these areas.  You can create self-study quizzes in different ways as long as you are focusing on all the 6 areas within the remediation period.  Some of this will depend on the Qbanks you are using.

How this could be completed:

• Each week during the remediation period, focus on one area of either organ system or task
  • Week 1 you may choose to do a 50-question quiz on hematology and then week 2 do a 50-question quiz on health maintenance (repeating through areas)
• Each week you can combine topics
  • Week 1 complete the 50-queston quiz on cardiology and diagnostic studies and then on week 2 complete the 50-question quiz on hematology and health maintenance
• Each week combine all topics

In accordance with the identified areas of focus (as mentioned above) for the remediation, students will be required to complete one 50-question quiz each week. This quiz will be a content-specific, self-study quiz that the student creates themselves utilizing approved third-party question repositories (Q-banks), with the goal of remediating specific content/task need areas as identified on the student's individual PACKRAT score report.

In the event that a student does not complete a required remediation quiz in a given week, the student will be required to complete a 125-question quiz the following week: 50 questions for the previous week, 50 questions for the current week, and 25 questions as the penalty for missing the assignment.  Students who fail to submit quizzes for two consecutive weeks will need to meet with the Program Director to discuss the situation (and any possible Program sanctions) surrounding the missed work.         

Students should direct questions regarding this remediation policy to the Program Director.  The Program Director reserves the right to modify this remediation process at any time.  Students will be notified of any changes via the Penn College email system.

As above, all students will complete a weekly 50-question student created quiz focusing on the lower scored areas of content and tasks through an approved PANCE-prep-style question repository (Qbank).  You will need to name your quiz using the content area and task, followed by the date of completion.  For example: Cardio- 7/18/25. This quiz will be due each Sunday by 11:59PM EST, and the minimum passing score will be a grade of 75%.  Students will be required to perform a screen capture of the results page of the quiz, showing the platform name, date, time, student name, quiz topic(s), and grade of >75%, and upload the screen capture to their person file on your classes Teams site prior to the Sunday 11:59PM EST deadline each week. Use this exact format to label your submissions: 

Last name_PACKRAT_REM_due MM.DD.YEAR_Qbank name (topic(s)).pdf

For example: Sedor_PACKRAT_REM_due 08.25.2025_Exam Master (ENT, diagnostic studies).pdf The College provides PA students with the following for PANCE-prep banks:

• PA Exam Prep
• Exam Master
• Blueprint (formerly) Rosh Review
• AMBOSS

All four of these resources are acceptable for building self-created quizzes. Students may also utilize the following Q-bank(s) for these quizzes, if they elect to purchase them at their own expense. NOTE: Students are NOT required to purchase any of these optional Qbanks; they can use the four resources listed above to meet PACKRAT remediation requirements.

Other acceptable Qbanks in addition to those provided by the College:

• Hippo Education
• SMARTY PANCE
• Kaplan
• UWorld PA (PANCE/PANRE)

When building the student-created quizzes, students will review their individual PACKRAT performance results via the student score report on the PAEA platform. On this report, students can find their individual overall PACKRAT score (out of 225), their exam performance broken down by Content Area and Task Area, national comparative data, and a list of feedback by keyword for the items answered incorrectly. Once again, students will focus on the 3 lowest scored specialty – body systems and 3 lowest scored tasks as part of their remediation process.

Physician Assistant students must be clearly identified as Physician Assistant students in the clinical setting. The student will wear a white medical jacket. The body of the jacket should be no longer than to the end of the fingertips. The PCT PA Program patch must be sewn on the left sleeve, two finger-breadths below the shoulder seam line. Additionally, students must wear a College ID badge, indicating the student's name, followed by the initials "PA-S". Directly underneath the student's name, the badge must state "Physician Assistant Student".

All student documentation must be signed in the following format:

• Student Name, PA-S
• Student Name, Physician Assistant Student

Upon contact with each patient, the student will identify him/herself as a physician assistant student. Students at no time will represent themselves as a graduate/certified physician assistant (PA-C), physician, medical student, or resident. While in the PA Program students may not use previously earned titles (PhD, RN, MD, DO, EMT, etc.).

As you progress through your educational journey, it is essential to represent your professional status accurately. Until you have officially graduated, your designation remains PA-S (Physician Assistant Student). Many students will refer to themselves as PA-S1 during their didactic year while using PA-S2 during their clinical year.

Following graduation, you may refer to yourself as a Physician Assistant; however, please note that you are not certified until you have successfully passed the PANCE (Physician Assistant National Certifying Exam).

We kindly ask that you remain mindful of this distinction when updating your email signatures, professional profiles, and any other public or professional communications. Referring to yourself using a title or credential that has not yet been earned is a violation of regulatory standards.

As a program, we must continue to uphold the integrity of our profession by ensuring that all representations of our qualifications are both accurate and compliant.
 

Bloodborne Exposure Guidelines 

School of Nursing & Health Sciences Protocol Relating to Student Pregnancy and Parenting 

Harassment and/or Discrimination Based on Protected Class P7.31
 

For minimum immunization and health screening of students follow the College Health Services link

College Health Services

Federal Health and Human Services require that all health care providers, including students, receive training concerning HIPAA regulations. Students must attend and complete any or all training sessions given by the PA Program, School of Nursing and Health Sciences, and/or clinical sites.

The confidentiality of patients, healthcare providers and fellow students must be adhered to at all times. Any discussions that occur during the educational process, including small group exercises, competency exams, and at clinical settings, must remain confidential.

Discussing a patient’s medical condition, or providing any information to unauthorized persons, may have serious consequences for the disclosing party. Patients should not be discussed with friends, in public, or with families.

Medical records are confidential and may not be released to anyone except with the written consent of the patient. Students who have access to medical records must preserve patient confidentiality. No medical charts may be removed from clinical internship sites under any circumstances.

Students may have the opportunity to attend state and/or national PA Conferences. These conferences are an opportunity to gain exposure to medical and professional meetings. These opportunities give students the ability to meet and interact with other PA students from various programs and to understand issues that are relevant to physician assistant practice.

Attending these conferences is a privilege. Students may only attend these conferences with permission from PA Faculty and the Program Director.

The student must:

• Submit a letter of intent to the Program Director via the Penn College email system at least four weeks in advance of the conference.
• Maintain good academic standing.
• Maintain all course requirements, regardless of conference attendance.
• Meet with all course instructors to devise an educational plan regarding assignments and missed class activities.
• Upon return, deliver a formal presentation of summarized lectures that were attended by the student during the conference.
   

Students who wish to participate in the national or state challenge bowl will be selected according to:

• Overall Program GPA
• Professionalism
   

The Program reserves the right to deny a student's request to attend a conference.

Cell phone use and any alternative electronic means of texting, instant messaging, and web browsing for personal interest is prohibited while attending on-campus classes or labs for both the didactic and clinical years.

Use of electronic mobile devices while engaged in a clinical internship, for the sole purpose of accessing online evidence-based medicine or pharmacology databases, will be at the discretion of the clinical preceptor.