Program Policies: M.S. in Physician Assistant Studies

All applicants must meet all admissions eligibility requirements and processes. The program does not waive any requirement and does not grant advanced placement for any applicant.

Attaining the Master of Science in PA degree requires the successful completion of all didactic and clinical phase coursework with a grade percentage of 80 (‘B’) or better on a trimester-by-trimester basis and, with a grade percentage of 70 (‘C’) or better, the program’s end-of-curriculum evaluation. Although the program is specifically designed as a 2-year lockstep program (i.e., students in each cohort progress and complete the program at the same pace and time), students must complete the program within 4 years from the initial time of matriculation, including any period of deceleration. Specifics regarding course requirements and deadlines are noted in course syllabi. Unless otherwise noted in the syllabi, failing to complete all required course assignments may result in a failing grade for that course and subsequently prevent the student from progressing to the next trimester and may result in deceleration or dismissal.

• In the case of receiving an incomplete (“I”) grade for any didactic-phase course (e.g., due to a delay, if permitted, in completing a course requirement), must be resolved prior to the start of the very next trimester or the student will not be able to progress in the program, resulting in dismissal or deceleration depending on the specific circumstances.
• In the case of receiving an incomplete (“I”) grade in the clinical phase Advanced Clinical Procedures Lab course, if not resolved prior to the first supervised clinical practice experience (SCPE) clinical rotation, will prevent the student from beginning their first clinical rotation, resulting in a rescheduling of all clinical rotations and automatic delay of graduation with the potential for deceleration or dismissal depending on the specific circumstances.
• In the case of receiving an incomplete (“I”) grade for any clinical phase SCPE course (e.g., due to a delay, if permitted, in completing a course requirement), if not resolved prior to the very next trimester or scheduled time of graduation, will result in a delay of graduation, deceleration, or dismissal depending on the specific circumstances.
• Policies regarding course failures are noted below in the Satisfactory Progress, Dismissal, Leave of Absence, Withdrawal, and Deceleration section.

Grades

Performance in courses is commonly assessed by completion of course assignments, written and/or practical tests, objective structured clinical examinations (OSCEs), oral case presentations, research projects, site and preceptor evaluations, and/or peer performance evaluations. For all courses in the program, grades will be recorded as a percentage. At the end of each course the percentage scores will be converted, following the application of the Professionalism Demeanor Multiplier (PDM – described below), to a letter grade adhering to the college’s grading conversion scale for all course grades as follows:

Because of the pace and rigor of the program, students are strongly discouraged from working while in the program. Please keep in mind that PA education is well known to be among the most difficult graduate education experiences. Experience has taught us those students holding employment during enrollment struggle significantly more than other students in regard to academic success.

The following guidelines are meant to help the student in deciding about work during their participation in the PA program:

• Employment while enrolled is strongly discouraged.
• Students who work are encouraged to make this known to their faculty advisor.
• Students who are working and find themselves in academic difficulty will be advised to consider terminating that outside work.
• Coursework and all required activity schedules will not be altered to conform to employment. Your education must remain your primary responsibility when balancing work and school.

Policies and procedures for student complaints, grievances, harassment, and appeals are covered in the graduate catalog, the student guide, and on the college’s Northeast Community Reporting website which covers:

• Title IX Reporting to submit reports on discrimination, sexual harassment, stalking, and sexual misconduct.
• Care Referral for concerns about an individual you feel may be in (or at risk for) distress (e.g., due to academic difficulties, concerning interactions with others, concerning statements made, noticeable worrisome changes in appearance, behavior and/or mood.
• Code of Conduct/Code of Ethics to report an infraction of the college’s code of conduct and/or code of ethics policies (e.g., acts of dishonesty, policy violations, willful disregard of college guidance and policy during crises and/or emergencies).
• Health Referral for concerns regarding student health and wellbeing to ensure student health and safety.
• Student Complaints and Grievances for submitting an informal or formal grievance regarding the application and administration of college or program rules, procedures, or regulations.

For immunizations and tuberculosis (Tb) testing, the PA program adheres to the Centers for Disease Control and Prevention Recommendations for Healthcare Workers and the New York State Department of Health recommendations for Health Care Personnel. All students are required to provide proof immunizations and Tb testing prior to matriculation in the PA program*, providing documentation that the following have been completed prior to matriculation and maintain immunizations and complete annual Tb testing throughout their training. Students are responsible for all expenses related to immunizations and proof of immunizations. Importantly, many clinical sites require proof of immunity via serologic testing rather than certification of immunization delivery. Therefore, the program requires all students to show serologic testing as proof of immunization when applicable.

• COVID-19 Vaccination: Documented evidence of COVID-19 vaccination or evidence of contraindication*.
• Flu (Influenza): All students are required to receive and maintain annual influenza immunization. For incoming students, proof of immunization, or evidence of contraindication*, must be received prior to matriculation and annually thereafter.
• Hepatitis B Series: Documented evidence from a medical practitioner of serologic proof of immunity, or evidence of contraindication*. Please note the Hepatitis vaccination is a series of 3 vaccines completed over 6 months’ time. At a minimum, the series must be initiated prior to matriculation and, if not fully completed by time of matriculation, completed within 6 months of matriculation and prior to any clinical experiences.
• MMR (Measles, Mumps, & Rubella): Documented evidence from a medical practitioner of serologic proof of immunity, or evidence of contraindication*
• Varicella (Chickenpox): Documented evidence from a medical practitioner of serologic proof of immunity or evidence of contraindication*.
• Tdap (Tetanus, Diphtheria, Pertussis): Documented evidence from a medical practitioner of TdaP vaccine within last 10 years or contraindication to vaccination*.
• Tuberculosis Testing: Documented evidence from a medical practitioner of negative two-step PPD testing and, if needed, negative Chest X-Ray results if PPD positive, or evidence of contraindication*. Following initial two-step PPD, one-step PPD required annually.
• Meningococcal: Recommended for those who are immunocompromised (e.g., asplenia, inhibited complement system) or routinely exposed to isolates of N. meningitidis per CDC recommendations. Not required by program but may be required by some clinical sites.

*Contraindications to the above will be considered on a case-by-case basis, only with documentation from a medical provider, and must be discussed prior to matriculation. Personal/Religious reasons for declining immunizations will be considered on a case-by-case basis and must be discussed prior to matriculation. It is important to understand that participating in some clinical experiences may be prohibited by some institutions/practices without completion of immunization requirements, even on the basis of personal/religious reasons.

For Health Screening, the program requires students to submit documentation, via the program-specific form, of medical clearance and immunization and testing completion to participate in program activities. This form only includes information that the student is cleared for participation. No other health record information is included. The form must be completed prior to matriculation and must be signed by the student’s primary care medical provider.

The safety of all students, staff, faculty, and patients is of primary concern. Therefore, during orientations for both didactic and clinical education phases, PA students are presented with information on personal security and safety, in addition to infection control/prevention and exposure and all related policies and procedures, HIPAA, and OSHA. Furthermore, PA students will be required to complete any clinical site-specific safety or security training requirements in preparation for supervised clinical practice experiences. Students must be aware that risk exists for exposure to infection and environmental disease during the didactic and clinical phases of the program, particularly when involved in the cadaver lab and all clinical experiences. PA students, staff, and faculty must adhere to all established safety protocols.

• All faculty, staff and students will utilize Standard Precautions (Methods of Prevention as outlined below) during all activities that present a risk of exposure to blood/body fluids or chemical hazards.
• Didactic-phase students must notify their course director, the Director of Didactic Education, and the Program Director as soon as possible of any exposure to bodily fluids, chemical hazards, or potentially serious infectious diseases.
• Clinical-phase students must notify their SCPE clerkship preceptor, the Director of Clinical Education, and the Program Director as soon as possible of any exposure to bodily fluids, chemical hazards, or potentially serious infectious diseases.
• Students must follow the exposure response plan detailed below in case of any exposure to blood/body fluids, chemical hazards, or potentially serious infectious diseases.
• Compliance with all safety practices is not just good procedure, it is also an aspect of professionalism. Failure to observe and practice Standard Precautions and follow all safety policies may result in adverse/disciplinary action for unprofessional behavior.
• Students are financially responsible for all costs incurred including but not limited to any medical care, testing, and treatment.

Methods of Prevention

Standard precautions (Methods of Prevention) are the minimum safety and infection prevention practices that apply to all patient care and laboratory or technical skills training experiences in any setting where healthcare or healthcare training is delivered. These practices are designed to protect healthcare professionals (HCP) and prevent HCP from spreading infections to others.

• Hand Hygiene
  • Good hand hygiene is critical to reduce the risk of spreading infection.
  • Current CDC guidelines recommend use of 70% or greater alcohol-based hand rub for hand hygiene except when hands are visibly soiled (e.g. dirt, blood, body fluids), or after caring for patients with known or suspected infectious diarrhea, in which cases soap and water should be used. Key situations where hand hygiene should be performed include:
    • Before touching a patient, even if gloves will be worn.
    • Before exiting the patient’s care area after touching the patient or the patient’s immediate environment.
    • After contact with blood, body fluids or excretions, or wound dressings.
    • Prior to performing an aseptic task (e.g., placing an IV, preparing an injection).
    • If hands will be moving from a contaminated-body site to a clean-body site during patient care.
    • After glove removal.
• Use of personal protective equipment (PPE):
  • Exam gloves will be worn when there is risk of contact with or when handling blood or body fluids or when there is a potential for contact with mucous membranes, non-intact skin or body orifice areas, or contaminated equipment. Facial masks, protective eyewear and/or gowns (as well as gloves) will be worn when performing/assisting procedures with a risk of body fluid or other hazardous material splashes or sprays.
  • Appropriate face masks (i.e., reusable cloth masks, medical face masks or KN95) and/or goggles or face shields are required for all clinical-phase activities and for on-campus activities.
• Safe injection practices:
  • No recapping of needles unless required by the specific procedure being performed.
  • Use of self-sheathing needles and/or needleless systems when available.
  • All needles and other disposable sharps will be placed in designated puncture resistant containers as soon as possible after their use.
• Safe handling of potentially contaminated surfaces or equipment:
  • Environmental cleaning: Areas in which patient care activities are performed will be routinely cleaned and disinfected at the conclusion of the activity.
• Medical equipment safety: Reusable medical equipment must be cleaned and disinfected (or sterilized) according to the manufacturer’s instructions. If the manufacturer does not provide guidelines for this process the device may not be suitable for multi-patient use.
• Respiratory hygiene/Cough etiquette:
  • Cover mouth/nose when coughing or sneezing.
  • Use and dispose of tissues.
  • Perform hand hygiene after hands have been in contact with respiratory secretions.
  • Consider using a mask to prevent aerosol spread.
  • Sit as far away from others as possible.

Exposure Response

Wounds and skin sites that have been in contact with blood or body fluids should be washed with soap and water; mucous membranes should be flushed with water. There is no evidence that the use of antiseptics for wound care or expressing fluid by squeezing the wound further reduces the risk for HIV transmission. However, the use of antiseptics is not contraindicated. Use of caustic agents, e.g., bleach, is not recommended.

Incident/Injury Occurence

For an incident/injury occurring in the didactic phase of training, the student must immediately notify their course director, the Director of Didactic Education, and the Program Director in addition to completing the program’s Student Incident/Injury Form, available in the program’s learning management system with other program-specific forms, within 24 hours. For an incident/injury occurring in the clinical phase of training, the student must immediately notify their clinical preceptor, the Director of Clinical Education, and the Program Director in addition to completing the program’s Student Incident/Injury Form within 24 hours.

• Medical Evaluation Required for Exposures:
  • It is very important that medical evaluation take place immediately because treatment decisions must be made within 2 hours of exposure. HIV prophylaxis for high-risk exposure appears most effective if started within 2–4 hours. It is also extremely important to evaluate the donor’s risk status immediately.
  • The student should report IMMEDIATELY to their Clinical Preceptor and also contact the Director of Clinical Education and Program Director and complete the Student Incident/Injury Form within 24 hours of exposure.
  • If the exposure occurs at an off-campus clinical site, the student should follow the Infection Control policy of that facility. Outside of these hours, the student should go IMMEDIATELY to the nearest urgent care or emergency room.
  • Note: If the incident occurs at a hospital or large medical facility, that facility’s Employee Health Clinic may be able to assist in the initial clinical evaluation.
• Program Participation:
  • Continued participation in the activities of the PA program will not be affected by any injury or illness that occurs while enrolled provided the student continues to meet all Technical Standards and fulfill all defined requirements for program progression and is not directly infectious by way of routine contact.
• Financial Responsibility:
  • Students are financially responsible for all costs incurred including but not limited to any medical care, testing, and treatment.

The PA program is a graduate professional program and, as such, students are expected to dress appropriately when participating in class activities, bother in-person and remotely, when participating in any clinical activities.

Dress Code for Clinical Activites

• Business casual attire is the general rule. However, different clinical environments require different attire – the dress code may be determined by clinical sites and students will be required to follow clinic-specific dress codes (e.g., scrubs).
  • Business casual is attire that is clean, with limited wrinkles, and appropriate to present a professional appearance (including for a chance meeting with your clinical preceptor, professional colleague, potential employer, or a patient).
  • Clothing such as slacks, khakis (chino-style pants) or a skirt, a blouse, button-down or polo shirt with a collar; sweaters are also appropriate. Suitcoats, blazers, and neckties are not required.
  • Closed-toe shoes are required for skills lab, research lab and clinic environments. Open toes shoes cannot be worn in skills labs, simulation areas, or clinical facilities.
  • Jeans are not considered business casual; however, the program may have special ‘jeans’ day and events when jeans are permitted.
  • Skirts, if worn, must be knee length.
  • Certain jewelry is inappropriate in lab and clinical settings (e.g., necklaces outside of shirt or blouse, nose rings, hanging earrings, bangles, non-medical bracelets, sharp-edged or large protruding rings). Additionally, gauge earrings may need to be removed or covered.
• Regardless of attire, during any clinical encounters, PA students must have visible identification that clearly indicates they are a Northeast College of Health Sciences PA student and differentiates themselves from other students and practitioner.
  • Such identification includes wearing the program issued name tag that clearly identifies themselves as a Northeast PA student, and, when supplied by clinical sites, wearing their facility issued identification badge.
  • Additionally, and when appropriate and permitted by clinical sites and based on activities, students should also wear their white lab coats with their embroidered name, title (i.e., PA Student), and college (i.e., Northeast College of Health Sciences).

Dress Code for Didactic Activities

• The dress code for the PA program non-lab class-related activities requires adherence to either business casual attire or dark blue scrubs. If wearing scrubs, the scrub top must have the approved student identification (i.e., first and last name followed by “PA-S”) and PA program logo on the upper left chest.
• For some but not all lab activities (e.g., clinical skills lab), students must wear appropriate attire for the activity that permits the specific clinical examination to be performed (e.g., cardiovascular exam). Such attire includes PA program approved scrubs or, at the discretion of the course director, gym shorts, t-shirts, and, as applicable and appropriate, sports bras or similarly approved attire.
• Outside of college, program, or medical/PA professional organization logoed attire, no attire should have logos, images, messages, or advertising.
• Attire for Remote Activities (e.g., Zoom Meetings)
  • Students should follow the Professional Attire and Appearance guidelines for all remote meetings just as they would for in-person class meetings.
• Nails, Nail Length and Nail Coloring:
  • Nails must be short so as not to cause discomfort to patients during exams and procedures.
  • You should not be able to visualize the nail edge when looking at the finger from the palmar surface.
  • Colored nail polish that prevents the performance of capillary refill examination is inappropriate during peripheral vascular examinations, practical examinations, and competency-based performance evaluations (e.g., OSCEs).
  • Acrylic and gel fingernails are prohibited in didactic and clinical settings.
• Hair Length and Appearance:
  • The hair should not fall forward to touch a patient or contaminate a sterile field when examining or treating patients.
  • From a clinical perspective, long hair poses a safety risk. In certain settings, hair must be off the face and, if long, in a ponytail or similar configuration.
  • Facial hair, if present, should be neat, clean, and well-groomed.
  • Due to personal infectious disease risk, some facilities may not permit mustaches or beards.
• Perfume and Cologne:
  • Given the potential patient and classmate sensitivities, perfume and cologne are to be avoided in all settings.
• Tattoos:
  • Tattoos considered offensive, as determined by course instructor, patients and/or site supervisors, must be covered. Additionally, some clinical sites may require students to cover all tattoos on exposed surfaces. Students must follow the policies of clinical sites.
• Covering the 4 ‘B’s
  • It is vital that, at all times - regardless of movement or positioning and regardless of the setting - chosen attire covers the 4 ‘B’s (i.e., belly, breasts, back, and buttocks).
• Inappropriate Attire includes:
  • Clothing inappropriate for the activity/setting
  • Clothing or lack of clothing that is, as determined by faculty, staff, and clinical preceptors to be too-revealing, too-tight, or too-transparent
  • Baseball hats
  • Flip-flops or similar footwear
  • Open-toed shoes when in a clinical, lab, or research environment
  • Other attire that is deemed inappropriate by principal faculty and/or instructional faculty (e.g., preceptors).
  • In some clinical settings, scrubs are considered professional attire and appropriate in those settings. Each clinical facility differs in this regard, and many require certain types or colors of scrubs to be worn. As with other policies, students must comply with Facility-specific policies in this regard.

Principal faculty, the program director, and the medical director are not permitted to participate as healthcare providers for students in the program, except in an emergency situation.

The PA program is specifically formatted to educate students in advanced clinical medicine sciences, enabling graduates to become successful and highly competent PAs. Because of the difficulty, volume, and delivery pace of the information presented, PA programs are well known as some of the most challenging graduate level programs. As such, the below remediation and deceleration policies were developed with recognition of the following:

• PAs need to be self-directed career-long learners of the medical sciences.
• A major portion of any PA educational program involves independent studying.
• Because of the pace of PA programs, little opportunity exists for extended in-class instructional review of previously presented material or extended in-class review for summative examinations.
• The educational process proceeds, week to week, building on previously presented and learned material.
• Presentations and lectures in the program should be considered supplemental to assigned readings.
• To be successful, students need to continually master presented material on a day-to-day, week-to-week, month-to-month, and/or module-to-module basis.

Throughout the program, evidence of information mastery is monitored via student performance on written, oral, practical, simulated patient encounter, and clinical experience evaluations. Students are monitored continuously throughout the program, with tracking of every graded evaluation as they occur, to identify any weaknesses that may negatively impact academic and professional success as soon as possible in the student’s progression in the program. Specifically, student progress is monitored by the course directors and for the didactic and clinical phases of the program, by the Director of Didactic Education and Director of Clinical Education, respectively, in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation.

In some cases, a different and course-specific remediation policy may be applied and, if so, this will be clearly noted in the course syllabus. Course Directors will be available to facilitate remediation when needed. If a Course Director is not available, the Program Director will take on or assign the role to another faculty member.

Importantly, all student conduct/professionalism policies apply to remediation, including policies related to remediating all graded evaluations. Unless otherwise noted by course directors, students are expected to work on any remediation assignments and activities alone without assistance from others and without assistance from supportive materials (e.g., notes, handouts, articles, texts, apps, web-based resources, multimedia resources). Failure to do so is considered a violation of student conduct/professionalism policies and subject to consequences up to and including dismissal.

Remediation

In the PA program, remediation is defined as the re-study and/or retraining of material for which the student has not evidenced competency and occurs in the following ways: (a) remediation of evaluation (e.g., quiz, written or practical examination, OSCE) without potential for grade change; (b) remediation of evaluation for grade change; (c) remediation of course for grade change.

Intention of the Remediation Policy

Remediation is specifically focused on increasing master of material. Remediation does not necessarily include post-remediation evaluation/testing. The goal of remediation is to identify, based on course instructional objectives and learning outcomes, areas of weaknesses of material as evidenced by poor performance on one or more tests or evaluations, and once identified, to assist the student in overcoming those weaknesses and develop mastery of the material. Course Directors may allow remediation with other assessment tools/methods at their discretion.

Remediation of Evaluation without Potential for Grade Change

Remediation of evaluation (e.g., quiz, examination) without potential for grade change incorporates student self-directed study of material based on the received strengths and opportunities report for that evaluation. This is considered informal remediation. To promote the most success in the program and on the PANCE, the program urges students to remediate any evaluation for which they score <70% via remediation for grade change if possible (see below) or self-remediation via post-test strength and opportunity reports. Additionally, the program strongly recommends students to self-remediate any evaluation for which they score <80%.

Remediation of Evaluation for Grade Change

Specific to remediation of evaluation (e.g., quiz, examination) for grade change, students have the opportunity to remediate a maximum of two evaluations (including but not limited to final written or practical evaluations) per course in their first didactic trimester and a maximum of one evaluation per course in their second didactic trimester and beyond. For example, if a student receives a grade of <70 on two in-course examinations and their final course examination in the first trimester, they would only be able to remediate for grade change the final examination if they had not used up both opportunities on earlier examinations. Quizzes are not eligible for remediation for grade change. Only evaluations with a score of <70% are permitted to be remediated for a grade change.

A similar format is followed for Supervised Clinical Practice Experience (SCPE) clinical rotations for which students have the opportunity to remediate a maximum of two end-of-rotation examinations or projects and two OSCEs in their first clinical-phase trimester (i.e., Spring 2 trimester), a maximum of two end-of-rotation examinations or projects and two OSCEs in their second clinical-phase trimester (i.e., Summer 2 trimester), and a maximum of one end-of-rotation examination or project and one OSCE in their third clinical-phase trimester (i.e., Fall 3 trimester).

Remediations for grade change will be of similar format to the evaluation being remediated for grade change. For each specific remediation, the number of question items and content of those items is determined by the course director. In some cases, students will need to retake the same examination, take an entirely new examination covering the same content, or take a new examination covering only the missed question content at the discretion of the course director. Students can receive a maximum grade change of 70%, even if their remediation test grade is higher than 70%. In example, if a student receiving a 65% on the original test, and is permitted to remediate for a grade change and receives a 75% on the remediation test, they would receive a final grade of 70% for the test recorded in the course.

Didactic Phase Evaluation and Remediation

The following policies, in addition to the above, apply to didactic phase evaluations and remediation.

• A passing grade for any evaluation/assignment is represented by achieving a grade of 70% or greater. Any grade <70% constitutes failure of an evaluation/assignment and requires either informal or formal remediation.
• To receive credit, all remediation assignments and retesting of examinations/evaluations must be completed and submitted by the Course Director’s chosen deadline.
  • Late remediation assignments, examinations/evaluations, regardless of how late, will not be accepted for credit and, as such, students will receive the original final grade on their examination/evaluation.
• Quizzes cannot be remediated for grade change.
• Students must complete all remediation prior to the start of the next trimester unless they receive an Incomplete for the course.
  • The Course Director, after meeting and discussing with the student, will decide on the remediation timeline during the specific trimester. At the discretion of the Course Director, remediation(s) may be completed during the trimester or during the trimester break but must be completed prior to the start of the next trimester.
• Remediation for a failed examination involves a three-step process including:
  • Step 1: Identification of weakness area
    • Students will receive a summary of exam results via a strengths and opportunities report. The results will include details such as the topic, subtopic, task area, and source.
  • Step 2: Development of remediation study plan based on the identified area(s) of weakness.
  • Step 3: If applicable, evidencing proficiency of failed material
• Not all remediation will include post-remediation assessments. This will be detailed in the course syllabi. If a post-remediation assessment does occur, students will be reassessed by the Course Director after completion of the remediation. The assessment activity may vary at the discretion of the Course Director and depending on the nature of deficiency and degree of remediation necessary. The activity may include, but not be limited to:
  • Make-up written, oral, or practical examination
  • Written completion of selected course instructional objectives with reference citations
  • Written response to selected examination items with reference citations
  • Problem based learning exercise(s) focused on area(s) of weakness
  • Written self-reflection exercise(s)

Clinical Phase Remediation

SCPE course grades are comprised of End-of-Rotation Examinations (EOREs), case-based performance evaluations (e.g., objective structured clinical examinations; OSCEs), logging of patient cases and clinical experience hours, preceptor evaluations, and professionalism. Remediation processes in the clinical phase mostly mirror the didactic phase policies and are specified in the Supervised Clinical Practice Experiences course syllabi.

End-of-Program Summative Evalution Remediation

All students are required to pass all components of the program’s end-of-program summative evaluation with a grade percentage of 70 (‘C’) or better as a graduation requirement.

• If a student scores <70%, they will be allowed to remediate, via directed study of additional material, and reattempt each failed portion of the evaluation prior to their graduation date.
  • If a student scores <70% on the post-remediation evaluation attempt, they will be required to complete additional didactic, simulated case-based, or clinical procedure training depending on the failed portions of the evaluations at the discretion of the program. In such cases, the student’s graduation may be delayed.
  • If a student scores <70 on the reattempt of the post-remediation evaluation, they may be decelerated or dismissed from the program, at the program’s discretion based on the specific circumstances.

Policies and procedures regarding satisfactory progress, academic warning, dismissal, and probation, period of program interruption (i.e., leave of absence), withdrawal, and deadlines are covered in the Northeast Student Guide and the Northeast Graduate Catalog, the most recent versions of which can be found on the Northeast College website at the following link: https://www.northeastcollege.edu/student-experience/catalogs. Due to the pace and rigor of the program, and the frequency of changes and advances in clinical medicine (e.g. new conditions/diseases, new standards of care, new pharmaceuticals and pharmacotherapy regimens), some policies in the PA program regarding standards of academic progress differ than those detailed in the college’s handbooks and guide are specified.

Deceleration

Specific to the PA program, deceleration refers to stopping progress in the PA program and returning within one years’ time to complete coursework due to either of the following:

• An unforeseeable and non-academic, non-conduct/professionalism issue (e.g., a leave of absence for medical reasons) resulting in the student being unable to continue with coursework. In such cases, at the program’s discretion, students may be provided with the opportunity for deceleration with the following applicable policies:
  • The leave of absence must be approved by the college.
  • Students must return to the program within one year - any absences longer than one year will result in automatic dismissal.
  • Only one deceleration is permitted per student. Any subsequent leave of absence or any subsequent course failure, regardless of circumstance, will result in automatic dismissal.
  • Depending on the circumstances, and at the program’s discretion, decelerated students will be required to either successfully complete a comprehensive written and practical examination to ensure they retained material from previously successfully completed coursework or repeat all coursework in the program. Regardless of the process, students are responsible for all expenses (e.g., tuition, fees) associated with all subsequent coursework.
• A formal remediation process due to a single course failure in which a student will leave the program to return within one year to retake coursework for which they were unsuccessful.
  • In such cases, at the program’s discretion, students may be provided with the opportunity to remediate the failed course by repeating that specific course in its entirety. Any subsequent course failures will result in automatic dismissal.
  • This is only permitted in the didactic phase of the program when a student is successful in all but one course and has no student conduct or professionalism issues. Even if a student is successful in all other courses but the one, if that student has any student conduct or professionalism issues, they will not be eligible for deceleration.
  • As noted above, decelerated students must return to the program within one year – any absences longer than one year will result in automatic dismissal.
  • As noted above, depending on the circumstances, and at the program’s discretion, decelerated students will be required to either successfully complete a comprehensive written and practical examination to ensure they retained material from previously successfully completed coursework or repeat all coursework in the program. Regardless of the process, students are responsible for all expenses (e.g., tuition, fees) associated with any and all subsequent coursework.

Progression

Specific to the PA program’s didactic phase of training, and as the second and third trimester curriculum and experiences build on the previous trimester’s material, students must pass all courses in any given trimester with a grade of ‘B’ or better to progress to the next trimester. Failure of a single course in any given trimester, represented by not receiving a final course grade of ‘B’ or higher, after all permitted remediations, will automatically result in either deceleration or dismissal. Failure of more than one course in any given trimester will automatically result in dismissal.

Specific to the PA program’s clinical phase of training, all students must pass all clinical rotations, represented by receiving a final rotation grade of ‘B’ or higher, to pass each trimester’s SCPE course. Failure of a single clinical rotation, after all permitted remediations, will automatically result in receiving an incomplete (‘I’) grade and require remediation of the clinical rotation, represented by repeating the entire clinical rotation at the conclusion of the 6th trimester and resulting in an automatic delay of graduation. Failure of more than one clinical rotation, after all permitted remediations, will automatically result in dismissal.

In such cases, dismissed students could reapply to the program, following all requirements and processes as any other applicant but are not guaranteed readmission. If readmitted to the program, the student would have to meet any and all updated admission and matriculation requirements and repeat all courses in the curriculum. Returning students are responsible for all fees and tuition expenses related to all coursework, including courses that are being repeated. In the case of deceleration, failure of another course after restarting the program, after all permitted remediation, will automatically result in dismissal.

To help ensure retention of previously learned course material, if a leave of absence, withdrawal, or dismissal resulting in student deceleration (i.e., rejoining the program later to restart the curriculum) or readmittance to the program is approved, students must return within one year of the last day attended and may be required to repeat all coursework, including courses previously successfully completed or successfully complete a comprehensive written examination on material covered in previously successfully completed coursework. Additionally, only one deceleration is permitted per student (e.g., any subsequent course failure, after all permitted remediations, will automatically result in dismissal without possibility of deceleration or readmission). Returning students are responsible for any association tuition and fees for any repeated and new coursework and, upon returning, are subject to the most recent program and college policies (i.e., updated handbooks and catalogs).

Importantly, when required to complete program-specific items on an application, many state licensure agencies, credentialing agencies, and facilities require the program to report if students were placed on academic probation or exhibited any conduct/professionalism issues while enrolled. Reporting such issues, which, again, is a requirement placed on the program by some licensing and credentialing agencies, may delay or present obstacles to licensure and credentialing.

Consistent with accreditation standards, the PA Program does not request or require present or future students to provide or solicit clinical sites or preceptors; the program has secured all supervised clinical practice experience (SCPE) sites and preceptors for all matriculated students. At no time do students need to assist in finding their own SCPE preceptors or sites. All clinical sites are in the continental United States with most clinical sites located within a two-hour drive of the campus. In rare cases, students may be assigned to a clinical site that is further away from the campus and potentially out of state. In such cases, it is the responsibility of the student to secure appropriate housing for the duration of their clinical rotation. Regardless of whether the clinical site is near or far away from campus, students are responsible for their own transportation and any related expenses associated with travel and living expenses.

Option for Recommending Clinical Preceptors or Clinical Sites

In adhering to ARC-PA accreditation standards, the Program secures all clinical rotation sites and preceptors to meet supervised clinical practice experience requirements. However, students are permitted to suggest additional sites and preceptors. Occasionally, students have strong relationships (e.g., past medical providers, employers) with medical providers and clinical sites that would be a good fit for including as one for the program’s Supervised Clinical Practice Experiences (SCPEs). Although, students are prohibited from inappropriately soliciting providers and sites to secure clerkships (i.e., “cold calling”), the program is accepting of students suggesting preceptors and sites for which they have a previous relationship prior to matriculation in the program, or to providers who have expressed interest to matriculated students asking to be involved in SCPEs. Generally, the site development process can take several months to complete.

The following policies and procedures apply to such cases:

1. Students are absolutely prohibited from:
   1. Soliciting providers and sites to which they (a) have no prior relationship, (b) that have not expressed a desire to participate as SCPEs, (c) for preceptors with whom they have or are currently working with on a clerkship (i.e., students are not permitted to request preceptors take them for an additional, extended, or altered clinical clerkship rotation).
   2. If students are unsure of the appropriateness of soliciting a site/preceptor, they should contact the Director of Clinical Education to ask for guidance before soliciting providers/sites.
   3. Students discovered to be soliciting SCPE preceptors or sites will be considered in violation of the program’s student conduct and professionalism policies and will be subject to all applicable consequences up to and including dismissal from the program.
   4. Discussing any non-clinically relevant financial matters with potential preceptors/sites.
   5. Offering any payment (monetary or otherwise) to potential or existing preceptors/sites.
2. Student suggested sites must still meet all program requirements for SCPE preceptor and site development.
   1. All clinical sites must be:
      1. Appropriate sites that meet the program required clinical specialties including core and elective medical rotations.
      2. Located in the United States and U.S. territories.
   2. All preceptors must either be:
      1. A PA who is certified by the National Commission on Certification of Physician Assistants (NCCPA), holds an unrestricted state license to practice as a PA-C, and has a collaborating physician who meets the below requirements.
      2. An MD or DO physician who is board certified in the specialty area of practice and has an unrestricted license to practice in the state/location of the clinical facility.
3. Suggesting a preceptor or site in no way guarantees that the preceptor or site will be included as a SCPE.
4. Student suggested sites often do not reach fruition as a SCPE for a multitude of reasons including but not limited to:
   1. Failure to meet minimum requirements of the program.
   2. Failure to finalize the required affiliation agreement.
   3. Demands for appointments, benefits, stipend payments that are unable to be met by the program.
5. Students must suggest prospective sites 6 months prior to the start of the clinical phase of training.
6. The process for students to suggest sites to the program is as follows:
   1. Students first must receive approval from the Director of Clinical Education to reach out to a potential site and/or preceptor.
   2. If approved, students have the potential preceptor complete the appropriate site development forms including:
      1. Preceptor Information Form
      2. Site Demographics Form
      3. Agreement to Participate as a SCPE Preceptor
   3. Once completed, the Program Site Development forms are to be returned to the Director of Clinical Education to begin the process of review.
      1. Incomplete Program Site Development packets will not be reviewed until complete.
   4. The Director of Clinical Education will then reach out to the site to set up virtual or in-person meetings to discuss the potential for becoming a SCPE and to have the Affiliation Agreement completed.
   5. The Affiliation Agreement is subsequently submitted to the college for review.
   6. Once the affiliation agreement has been approved, and all site development forms and activities have been completed and approved, the Director of Clinical Education will then work on integrating the site into the program’s clinical phase.
   7. If approved and appropriate, preceptors and sites will be worked into the students normal SCPE rotation schedule.

Student Complaint for Classmate Code of Conduct Issue

Students are expected to do their utmost to help maintain a high level of conduct among fellow students, monitoring themselves for adherence to program policies, particularly policies regarding student conduct and professionalism. This mirrors what is expected of licensed practitioners in medical/healthcare settings. The following policies and processes apply:

• If a student witnesses another student not adhering to program policies on student conduct and professionalism, if not an egregious violation and safe to do so, students are requested to speak with the individual. If the issue fails to resolve, students are then expected to report the issue to their course director and/or faculty advisor.
• If an egregious violation (e.g., issues of cheating and/or plagiarism, issues adversely affecting the safety and welfare of others involved in the College and/or clinical sites), students are expected to report the incident immediately to their course director and/or faculty advisor.
• Importantly, the program and faculty are generally unable to address hearsay or unverifiable reports of student conduct and professionalism violations. Anonymous reports or complaints will not be accepted (this does not apply to course and faculty evaluations which, in most circumstances, are anonymous).
• Reports of cheating must be reported within 24 hours of the act so the complaint can be appropriately addressed.
• The program and faculty will not inform other students (including students who initially reported the incident) of any actions taken or disposition of issues towards another student at any time.
• The program and faculty will not share the names of reporters with other students in the program. However, reporters may be called before college committees to verify the complaint.

The PA program is committed to the personal and academic success and well-being of all students, including timely access to services addressing personal issues which may impact progress in the PA program.

In the case of an urgent or emergent medical need, students should pursue medical services emergently regardless of program activities. Although, other than in the case of a true emergency, faculty are not permitted to provide healthcare to students, they may assist students in securing referral for appropriate care if needed.

Importantly, students do not need faculty/program referral for any College services, including but not limited to, Health Services, Counseling and Psychology Services, Academic Support Services, and Student Support Services.

Although it is ideal if students receive non-emergent/non-urgent services outside of their classroom hours, and time is built into the weekly schedule for such activities, given the high course load in the program this is not always possible. In such cases when timely access is otherwise not possible due to severity/emergent nature of issue, the PA Program permits students class release time to receive services, including services from healthcare providers and student support services. The following policies apply to such instances:

• For planned absences, students must contact the Director of Didactic Education (DDE), if in the didactic-phase, or the Director of Clinical Education (DCE), if in the clinical phase, to receive an excused absence.
• For unplanned absences, students must contact the above-named individuals as soon as possible.
• Regular or repetitive (i.e., excessive absences) may result in consequence up to and including deceleration or dismissal from the program.

If a student has an emergency or urgent need, the student is required to reach out to the Director of Didactic Education (DDE) or designated individual if in the didactic phase of the program, or Clinical Coordinator (DCE) or designated faculty member if in the clinical or summative phase of the program. Students should reach out to the designated individual within 24 hours if possible and, if not possible, as soon as possible. In such cases, the student should send an email to the designated individual as follows:

• In the subject line of the email type, “EMERGENCY” or “URGENT NEED”
• In the body of the email:
• Concisely describe the concern or incident without specifically stating any sensitive personal or medical information
• List a phone number where you may be contacted (the designated individual will attempt to contact you at this number).

At no time are students ever required to work for the program or clinical sites. Besides graduate assistant opportunities, a student may not, at any time during enrollment, be employed by the program or serve for or function as instructional faculty. Additionally, students cannot, at any time during enrollment, substitute for administrative or clinical staff or instructional faculty in the program or at any site, including but not limited to when on Supervised Clinical Practice Experiences (SCPEs) or other clinical practice activities.