The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Accreditation-Continued status to the Rocky Mountain College Physician Assistant Program sponsored by Rocky Mountain College. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with ARC-PA standards.

Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the standards. The approximate date for the next validation review of the program by the ARC-PA will be January 2027. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.

Program Mission, Goals, and Student Learning Outcomes/Program Defined Competencies
The mission of the Rocky Mountain college Master of Physician Assistant Studies Program (MPAS) is to educate primary care providers who embody a combination of academic talents of evidence-based medicine, clinical skills, and professionalism while providing compassionate health care services, particularly to those in rural and underserved areas of this region. Our graduates distinguish themselves through an emphasis on patient safety and quality improvement.

For additional information, visit www.rocky.edu/pa.

Learning Outcomes and Program Defined Competencies 

To achieve its mission, the Rocky Mountain College Master of Physician Assistant Studies Program (MPAS) has established the following goals and Student Learning Outcomes (SLOs), which also serve as the program’s Program-Defined Competencies (PDCs). These competencies define the expectations for achievement of entry-level practice as a physician assistant.

Goal One: Graduates Will Demonstrate Core Medical Knowledge Appropriate to PA Professionals

Goal One SLOs/PDCs”

1. Describe and apply etiologies, risk factors, underlying pathophysiologic processes, and epidemiology for medical conditions; 
2. Recognize and interpret signs and symptoms of medical conditions;
3. Select and interpret signs and symptoms of medical conditions;
4. Manage general medical and surgical conditions to include: understanding the indications, contraindications, side effects, interactions, and adverse reactions of pharmacologic agents and other relevant treatment modalities;
5. Identify the appropriate site of care for presenting conditions, including identifying emergent cases and those requiring referral or admission; 
6. Identify appropriate interventions for prevention of conditions;
7. Identify the appropriate methods to detect conditions in an asymptomatic individual; 
8. Differentiate between the normal and the abnormal in anatomic, physiological, laboratory findings, and other diagnostic data;
9. Appropriately use history, physical findings, and diagnostic studies to formulate a differential diagnosis; and
10. Provide appropriate care to patients with chronic conditions.

Goal Two: Graduates Will Demonstrate Interpersonal and Communication Skills Appropriate to PA Professionals

Goal Two SLOs/PDCs

1. Create and sustain a therapeutic and ethically sound relationship with patients;
2. Use effective listening, nonverbal, explanatory, questioning, and writing skills to elicit and provide information;
3. Appropriately adapt communication style and messages to the context of the individual patient interaction;
4. Work effectively with physicians and other health care professionals as a member or leader of a health care team or other professional group;
5. Apply an understanding of human behavior;
6. Demonstrate emotional resilience and stabilities, adaptability, flexibility, and tolerance of ambiguity and anxiety; and 
7. Accurately and adequately document and record information regarding the care process for medical, legal, quality, and financial purposes.

Goal Three: Graduates Will Demonstrate Competence in Patient Care Appropriate to PA Professionals

Goal Three SLOs/PDCs:

1. Demonstrate caring and respectful behaviors when interacting with patients and their families;
2. Gather essential and accurate information about patients;
3. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment;
4. Develop and carry out patient management plans;
5. Counsel and educate patients and their families;
6. Competently perform medical and surgical procedures considered essential in the area of practice; and
7. Provide health care services and education aimed at preventing health problems or maintaining health.

Goal Four: Graduates Will Demonstrate Professionally Appropriate Knowledge and Behaviors

Goal Four SLOs/PDCs:

1. Understand legal and regulatory requirements, as well as the appropriate role of the physician assistant;
2. Demonstrate professional relationships with physician supervisors and other health care providers;
3. Demonstrate responsiveness to the needs to patients and society;
4. Demonstrate accountability to patients, society, and the profession;
5. Demonstrate respect, compassion, and integrity;
6. Demonstrate a commitment to excellence and on-going professional development;
7. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, informed consent, and business practices;
8. Demonstrate sensitivity and responsiveness to patients’ culture, age, gender, and disabilities; and
9. Demonstrate self-reflection, critical curiosity, and initiative. 

Goal Five: Graduates Will Demonstrate Systems-Based Practice and Patient Safety Competencies

Goal Five SLOs/PDCs:

1. Apply principles of patient safety to minimize risk of harm to patients and healthcare providers across clinical settings;
2. Identify and analyze system-based errors and contributing factors, including human, environmental, and organizational elements;
3. Utilize evidence-based strategies to improve quality of care, including participation in quality improvement (QI) initiatives;
4. Interpret and apply quality metrics and performance data to inform clinical decision-making and system improvement;
5. Recognize healthcare disparities and social determinants of health that impact patient outcomes, particularly in rural and underserved populations;
6. Incorporate strategies to reduce health disparities and improve access to care within the healthcare system;
7. Demonstrate cost-awareness and resource utilization in clinical decision-making while maintaining high-quality patient care; and 
8. Collaborate effectively within interprofessional teams to promote patient safety and system-based improvements.

National PA Certification (PANCE) Results

Graduates from ARC-PA-accredited PA programs are eligible to sit for the PANCE (Physician Assistant National Certifying Examination) and become licensed to practice. The PANCE is the entry-level exam PAs must pass to become nationally certified. To see Rocky Mountain College’s 5-year PANCE scores see: https://www.rocky.edu/academics/academic-programs/graduate/master-physician-assistant-studies/policies-forms/national-pa. 

Graduation Requirements

Students enrolled in the physician assistant program must satisfactorily complete all of the following requirements in order to successfully graduate and be awarded the Master of Physician Assistant Studies (MPAS) degree:

• Successfully complete each course required with a minimum grade of C, or successfully remediate any grade below a C. A grade below a C in two or more courses will result in dismissal.
• Achieve and maintain the required minimum grade point average (GPA) of 3.00 throughout the didactic and clinical phases of the program.
• Successfully complete the Objective Standardized Clinical Evaluation (OSCE) and Clinical Skills Assessment (CSA) components of the comprehensive summative evaluation conducted at the end of the didactic year and clinical year.
• Successfully complete all the clinical practice experiences with a minimum grade of B in each rotation.
• Pass (with a minimum score of 70%) all end-of-rotation examinations. Failing any end-of-rotation examination must be satisfactorily remediated. Any student failing two end-of-rotation exams will be placed on academic probation, and the third failure of end-of-rotation exams will result in program dismissal.
• Demonstrate professionalism and competency to practice medicine as a physician assistant as evidenced by faculty and the preceptor evaluations of student performance.
• Complete the required clinical and technical skills competency checklist signed off by preceptors.
• Satisfactorily complete a research paper, Community Education Project PHA 638, and the patient safety and quality improvement modules, PHA 636.

Program Overview

The program matriculates one cohort annually, with instruction commencing in early July. The initial 14 months constitute the didactic phase, during which students complete foundational coursework in anatomy and physiology, pharmacology, biomedical sciences, and clinical medicine. The curriculum also includes content designed to prepare graduates for expanded roles in healthcare delivery in response to evolving societal and patient care needs. A total of 61 semester credit hours are delivered through a combination of lecture, demonstration, discussion, and laboratory methodologies. The didactic phase requires a substantial time commitment, and students must successfully complete all required coursework and evaluations prior to advancement to the clinical phase. 

The final 12 months comprise the supervised clinical education phase, with a primary care emphasis. During this period, students complete eight six-week clinical rotations in designated disciplines, including family medicine, internal medicine, emergency medicine, pediatrics, women’s health, general surgery, and psychiatry, in addition to one elective rotation. At least one clinical rotation must be completed in a rural or medically underserved setting. Students are required to participate in clinical experiences at affiliated sites, which may necessitate temporary relocation at the student’s expense.

Due to the rigor and time demands of the program, employment during enrollment is strongly discouraged.

Program Requirements

Master of Physician Assistant Studies
A minimum of 61 sequential semester hours is required in the didactic phase, to include the following:

First summer term (7 semester hours)
PHA 508: Biostatistics (1)
PHA 538: Clinical Human Anatomy and Physiology (4)
PHA 575: Genetics & Molecular Basis of Health & Disease (2)

Fall semester (18 semester hours)
PHA 501: Introduction to Clinical Medicine (1)
PHA 505: Evidence-Based Medicine: Research, Communications, and Applications (3)
PHA 509: Professional Practice Issues: I (1)
PHA 518: Allergy and Immunology (2)
PHA 520: Physical Assessment (3)
PHA 522: Hematology (2)
PHA 533: Infectious Disease (2)
PHA 543: Endocrinology (2)
PHA 547: Ophthalmology (2)

Spring semester (18 semester hours)
PHA 509: Professional Practice Issues: II (1)
PHA 523: Pulmonology (2)
PHA 524: Cardiology (2)
PHA 527: Nephrology (2)
PHA 531: Behavioral Dynamics (2)
PHA 535: Gastroenterology (1)
PHA 539: Neurology (2)
PHA 546: Pediatrics (2)
PHA 549: Oncology (1)
PHA 550: Introduction to Clinical Practice (2)
PHA 557: Otorhinolaryngology (1)

Summer semester (18 semester hours)
PHA 509: Professional Practice Issues: III (1)
PHA 551: Urology (2)
PHA 556: Surgery (2)
PHA 561: Obstetrics and Gynecology (2)
PHA 562: Orthopedics (2)
PHA 572: Dermatology (1)
PHA 574: Rheumatology (1)
PHA 610: Emergency Medicine (3)
PHA 621: Problem Based Clinical Correlation (3)
PHA 641: Geriatrics (2)

Additionally, 42 semester hours are required in the clinical phase:

Fall Semester (12 semester hours)
PHA 651: Clinical Rotations I (12)

Spring Semester (12 semester hours)
PHA 652: Clinical Rotations II (12)

Summer Semester (18 semester hours)
PHA 653: Clinical Rotations III (12)
PHA 636: Patient Safety – Unifying Themes (3)
PHA 638: Case Study and Community Education (Capstone) Project (3)

Note: All courses listed for the Master of Physician Assistant Studies are restricted to those students admitted to the professional phase of the program.

PHA 501 – Introduction to Clinical Medicine

Semester: Fall
Semester hours: 1

This course introduces the first-year PA student to general concepts of the study of clinical medicine and pharmacology. It also serves as a review of medically relevant microbiology topics.

PHA 505 – Evidence-Based Medicine: Research, Communications, and Applications

Semester: Fall
Semester hours: 3

This course prepares students to be independent, lifelong learners by mastering skills to locate, critically evaluate, and apply medical research to clinical practice, developing the foundation for evidence-based practice. Students learn to frame research questions, interpret biostatistics, and navigate the hierarchy of medical evidence. Additionally, the curriculum investigates public health systems and the impact of social determinants on population health outcomes. 

PHA 508 – Biostatistics

Semester: Summer
Semester hours: 1

This course is designed to acquaint the student with the basics of biostatistics and emphasizes how an understanding of these areas is important in clinical medicine. An understanding of biostatistics is important not only for analyzing the results of research but also for understanding and reducing errors. This course centers on basic techniques of investigating the association of variables and significance of results in a clinical and epidemiological setting.

PHA 509 – Professional Practice Issues

Semester: Fall, Spring, and Summer
Semester hours: 1

This course is taken sequentially for three semesters (Professional Issues: I, II, and III), and is designed to prepare the student for professional medical practice. The three-credit series covers a wide range of topics to build a solid foundation of ethical, professional, and communication principles necessary for successful practice as a physician assistant.

PHA 518 – Allergy/Immunology

Semester: Fall
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of allergy and immunology.

PHA 520 – Physical Assessment

Semester: Fall
Semester hours: 3

This course prepares students to master the art of taking medical histories and performing physical examinations. The focus is on recognition of “normal” and the significance of “abnormal” findings. A systems approach is used and the material is taught using a lecture, demonstration, and laboratory practicum format. A laboratory session is scheduled weekly to incorporate/practice skills presented in the lectures.

PHA 522 – Hematology

Semester: Fall
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of hematology.

PHA 523 – Pulmonology

Semester: Spring
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in pulmonary medicine.

PHA 524 – Cardiology

Semester: Spring
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of cardiology.

PHA 527 – Nephrology

Semester: Spring
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of nephrology.

PHA 531 – Behavioral Dynamics

Semester: Spring
Semester hours: 2

This course will introduce the student to the complexities of the practice of psychiatry including neurobiology, epidemiology, diagnosis and management of a variety of behavioral health and substance use disorders. Additionally, there is an introduction to the concepts of death, dying, and bereavement.

PHA 533 – Infectious Disease

Semester: Fall
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of infectious disease.

PHA 535 – Gastroenterology

Semester: Spring
Semester hours: 1

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of gastroenterology.

PHA 538 – Clinical Human Anatomy and Physiology

Semester: Summer
Semester hours: 4

This course is a fast-paced review of human anatomy and physiology designed to build upon the student’s fundamental knowledge gained in prerequisite courses. This course will challenge students to being applying these scientific principles as they relate to patient care in the clinical medicine course work that follows.

PHA 539 – Neurology

Semester: Spring
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of neurology.

PHA 543 – Endocrinology

Semester: Fall
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of endocrinology.

PHA 546 – Pediatrics

Semester: Spring
Semester hours: 2

This course will examine infant and child health and development, focusing on major common pediatric illnesses and their signs, symptoms, and management relative to the primary health care provider. The problem-oriented medical record is presented, i.e., the pediatric history and physical examination. Specific problems of the newborn and older child will be presented for discussion in such areas as immunity and allergy, pharmacotherapy, medical emergencies, preventive health care, and the psychosocial and developmental disabilities specific to pediatrics. Students will learn to perform and demonstrate an infant exam. Specific strategies for physical examination of the pediatric patient will be learned and practiced on live patients in a skills lab.

PHA 547 – Ophthalmology

Semester: Fall
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of ophthalmology.

PHA 549 – Oncology

Semester: Spring
Semester hours: 1

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of oncology.

PHA 550 – Introduction to Clinical Practice

Semester: Spring
Semester hours: 2

This course introduces the clinical practice of medicine through simulated patient care experiences, building upon the foundational skills developed in Physical Assessment. Students will navigate common clinical scenarios, focusing on effective patient communication across both outpatient and inpatient settings. Key competencies include developing differential diagnoses, selecting appropriate diagnostics to interpret, creating comprehensive medical assessments, curating problem lists, and presenting organized case information to other providers. Furthermore, the course emphasizes preventative healthcare, the application of medical literature to pathophysiology, and the formulation of treatment plans. Students are also introduced to administrative essentials, including medical documentation standards, prescription writing, and CPT/ICD-10 coding.

PHA 551 – Urology

Semester: Summer
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of urology.

PHA 556 – Surgery

Semester: Summer
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of surgery.

PHA 557 – Otorhinolaryngology

Semester: Spring
Semester hours: 1

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of otorhinolaryngology.

PHA 561 – Obstetrics/Gynecology

Semester: Summer
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of obstetrics/gynecology.

PHA 562 – Orthopedics

Semester: Summer
Semester hours: 2

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of orthopedics.

PHA 572 – Dermatology

Semester: Summer
Semester hours: 1

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of dermatology.

PHA 574 – Rheumatology

Semester: Summer
Semester hours: 1

This course introduces the student to the pathophysiology, pathology, clinical medicine, diagnostic and therapeutic modalities, and preventive medicine aspects in the practice of rheumatology.

PHA 575 – Genetic & Molecular Basis of Health & Disease

Semester: Summer
Semester hours: 2

The focus of this course is to gain an understanding of the biochemical, molecular, and genetic basis for health and disease with an emphasis on clinical applications. The purpose of this course is to provide students with a knowledge base that can be applied throughout their study of medicine.

PHA 610 – Emergency Medicine

Semester: Summer
Semester hours: 3

This course reviews that pathophysiology, pathology, diagnostic and therapeutic modalities, and preventive medicine aspects of clinical medicine within the context of emergency medicine. The focus of this course is to prepare students to rapidly recognize, evaluate, and manage acute illnesses and injuries across the lifespan that require emergent care, with emphasis on timely clinical decision-making, patient stabilization, and the performance of essential life-saving procedures. 

PHA 621 – Problem-Based Clinical Correlation

Semester: Summer
Semester hours: 2

This course is designed to refine students’ critical thinking skills within a problem-based clinical correlation model. Building on the Introduction to Clinical Practice course, students will continue to perfect their ability to critically evaluate, apply, and document clinical information. This includes synthesizing data from medical histories, physical examinations, diagnostic testing, and pertinent medical literature to manage healthcare problems and provide patient education. Additionally, the course introduces advanced concepts such as inpatient documentation and the formulation of inpatient admission and discharge orders.

PHA 636 – Patient Safety – Unifying Themes

Semester: Summer
Semester hours: 3

Students will employ the Institute of Healthcare Improvement Open School modules on leadership, patient safety, and quality improvement. Building upon concepts and discussions begun during the didactic year regarding evidence-based medicine, ethics, and professionalism, the student will leave the program with a focus on enhancing patient safety through communication, data gathering, and quality improvement techniques. In addition, students will complete training in substance abuse.

PHA 638 – Case Study and Community Education Project

Semester: Summer
Semester hours: 3

Students will apply skills learned from Evidence-Based Medicine: Research, Communications and Applications, and Professional and Medical Practice Issues to choose a case study developed and researched during the clinical rotations. The course will conclude with an oral presentation to second-year peers and the faculty of a literature-supported case study and a written 3-5-page paper. Case study development will be mentored by the director of clinical education and supported by the core faculty. Presentations will be delivered the week of graduation. This course also incorporates structured PANCE preparation.

PHA 641 – Geriatrics

Semester: Summer
Semester hours: 2

This course provides an introduction to gerontology with an emphasis on the normal biological, sociological, behavioral, and environmental changes that occur with age. Consequences of aging from the perspective of primary health care providers will be presented. Principles and methods of multidimensional assessment relative to the recognition and management of medical disease and mental illness with an emphasis on maximizing functional independence is discussed. The skills of history taking and physical assessment in the geriatric population will be taught. Students will understand the end-of-life issues and ethics in palliative care with review of the model of advanced care planning.

PHA 651 – Clinical Rotations I*

Semester: Fall
Semester hours: 12

Students complete clinical rotations as assigned by the physician assistant program.

PHA 652 – Clinical Rotations II*

Semester: Spring
Semester hours: 12

Students complete clinical rotations as assigned by the physician assistant program.

PHA 653 – Clinical Rotations III*

Semester: Summer
Semester hours: 12

Students complete clinical rotations as assigned by the physician assistant program.

Clinical Rotations

*These rotations will include the following:

Family Practice Rotation
This six-week core rotation provides supervised clinical experience in the evaluation and management of acute and chronic conditions, injuries, and preventive care across the lifespan within a family medicine setting. Emphasis is placed on the development of advanced history-taking and physical examination skills, clinical reasoning, and the application of evidence-based management strategies. Students will engage in a broad range of primary care procedures while developing proficiency in essential skills, including comprehensive patient assessment and interpretation of diagnostic studies, including chest radiographs and urinalyses. This rotation further emphasizes interprofessional collaboration, patient safety, and health promotion within the outpatient environment. Students will not function as primary providers or replace clinical staff; all patient care activities will be supervised and reviewed.

Emergency Medicine Rotation
This core six-week rotation provides clinical experience in the evaluation and management of acute illnesses and injuries in both pediatric and adult populations requiring emergency care. This rotation emphasizes the development of focused history-taking and physical examination skills, clinical decision-making, and the application of evidence-based management strategies. Students will participate in performing essential procedures and interventions under appropriate supervision, including airway management, cardiopulmonary resuscitation, fluid resuscitation, management of electrolyte and acid-bas disturbances, laceration repair, interpretation of orthopedic X-rays, and splinting/casting. The rotation also highlights interprofessional collaboration, patient safety, and timely disposition planning within the emergency care setting. Students will not function as primary providers and will not replace clinical staff. All patient care activities will be supervised and reviewed.

Internal Medicine Rotation
This six-week core rotation provides supervised clinical experience in the evaluation and management of acute and chronic medical conditions in adult patients across inpatient, outpatient, and long-term care settings, as determined by the clinical site. Emphasis is placed on the development of advanced history-taking and physical examination skills, clinical reasoning, and the application of evidence-based management strategies across the continuum of care. Students will participate in the care of patients with complex comorbidities, gaining proficiency in comprehensive patient assessment, interpretation of diagnostic studies (including laboratory data, imaging, and electrocardiograms), and the development of evidence-based management plans. This rotation further emphasizes interprofessional collaboration, patient safety, transitions of care, and follow-up. Students will not function as primary providers or replace clinical staff; all patient care activities will be supervised and reviewed.

General Pediatrics Rotation
This six-week core rotation provides supervised clinical experience in the evaluation and management of infants, children, and adolescents. Emphasis is placed on the development of advanced history-taking and physical examination skills specific to the pediatric population, clinical reasoning, and the application of evidence-based management strategies. Students will participate in newborn care, routine well-child care, and the management of common acute and chronic pediatric conditions. Learners will gain proficiency in comprehensive pediatric assessment, growth and development, immunization practices, and the interpretation of age-appropriate diagnostic studies. This rotation further emphasizes interprofessional collaboration, patient safety, family-centered care, and health promotion, including anticipatory guidance. Students will not function as primary providers or replace clinical staff; all patient care activities will be supervised and reviewed.

Obstetrics/Gynecology (Women’s Health) Rotation
This six-week core rotation provides supervised clinical experience in the evaluation and management of conditions related to women’s health across the lifespan, including both obstetric and gynecologic care. Emphasis is placed on the development of advanced history-taking and physical examination skills, clinical reasoning, and the application of evidence-based management strategies in both outpatient and inpatient settings. Students will participate in routine prenatal, intrapartum, and postpartum care, as well as evaluation and management of common gynecologic conditions. Additional learning experiences include family planning and contraceptive counseling, screening and management of sexually transmitted infections, cancer screening and prevention, and the assessment of common reproductive health concerns. Learners will develop proficiency in comprehensive patient assessment, interpretation of diagnostic studies, and formulation of appropriate management and follow-up plans. This rotation further emphasizes interprofessional collaboration, patient safety, and patient-centered care, including education and counseling. Students will not function as primary providers or replace clinical staff; all patient care activities will be supervised and reviewed.

General Surgery Rotation
This six-week core rotation provides supervised clinical experience in the evaluation and management of patients with surgically treatable conditions across the lifespan within a surgical setting. Emphasis is placed on the development of focused history-taking and physical examination skills, clinical reasoning, and the application of evidence-based perioperative management strategies. Students will participate in preoperative assessment and optimization, intraoperative care, and postoperative management, including wound care and recognition of surgical complications, to develop an understanding of operative techniques and interprofessional team roles. Students will engage in a variety of procedural experience while developing proficiency in essential skills, including interpretation of diagnostic studies relevant to surgical care. This rotation further emphasizes interprofessional collaboration, patient safety, and continuity of care across the perioperative period. Students will not function as primary providers or replace clinical staff; all patient care activities will be supervised and reviewed.

Psychiatry Rotation
This core six-week rotation provides clinical experience in the evaluation and management of psychiatric conditions across the lifespan. This rotation emphasizes the development of comprehensive and focused history-taking, mental status examination skills, clinical reasoning, and the application of evidence-based diagnostic and management strategies. Students will participate in the assessment and management of common psychiatric disorders under appropriate supervision, including mood disorders, anxiety disorders, psychotic disorders, substance use disorders, and behavioral emergencies. The rotation also highlights risk assessment (including suicide and violence risk), appropriate use of pharmacologic and non-pharmacologic interventions, interprofessional collaboration, patient safety, and disposition planning within psychiatric care settings. Students will not function as primary providers and will not replace clinical staff. All patient care activities will be supervised and reviewed.

Elective Rotation
This six-week elective rotation provides supervised clinical experience that allows students to explore professional interests and expand their knowledge and skills as future physician assistants. Elective experiences may include additional clinical practice in core disciplines or exposure to medical or surgical subspecialities. Emphasis is placed on the continued development of clinical reasoning, application of evidence-based medicine, and refinement of patient care skills within the chosen area of study. Students will engage in experiences appropriate to the selected elective, with opportunities to enhance patient assessment skills, interpret diagnostic studies, and develop management plans. This rotation further emphasizes professionalism, interprofessional collaboration, and patient-centered care. Students will not function as primary providers to replace clinical staff; all activities will be supervised and reviewed. Syllabi have been developed for all elective rotations. 

• Carrie Hall, Assistant Professor, PA Program Director
• David Shenton, Medical Director
• Jennifer Beverly, Assistant Professor, Academic Coordinator
• Caroline Deigert, Assistant Professor
• Meagan Henderson, Assistant Professor
• Paul MacMillan, Assistant Professor
• Jill Powell, Assistant Professor, Co-director of Clinical Education
• Lauren Rucker, Assistant Professor, Co-director of Clinical Education
• Brady Ruff, Assistant Professor