Mission Statement Bethel University’s mission is to create opportunities for members of the learning community to develop to their highest potential as whole persons­intellectually, spiritually, socially, and physically­in a Christian environment. The mission of the College of Health Sciences is to create learning opportunities in a Christian environment that strengthen the individual who desires a career in healthcare to develop to his or her highest potential. Highest potential is defined as providing health care services to the patient communities served, which is of the highest quality, evidence based, and delivered in a safe manner while exemplifying Christian values. It is the Physician Assistant Program’s mission to create opportunities for the members of the learning community interested in healthcare to ultimately graduate as exceptional and compassionate healthcare professionals who practice medicine within an ethical framework grounded in Christian principles. Accreditation Status and Implications of Accreditation Bethel University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACS) to award associate, baccalaureate, and master’s degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033­4097 or call 404­679­4500 for questions about the accreditation of Bethel University. PA Program Accreditation Status The Accreditation Review Commission on Education for the Physician Assistant (ARC­PA) has granted Accreditation­Continued status to the Physician Assistant Program sponsored by Bethel University. Accreditation­Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC­PA 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remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards.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 ARC­PA will be March 2021. The review date is contingent upon continued compliance with the Accreditation Standards and ARC­PA policy. Graduation from an accredited PA program is the only way to be eligible to sit for the National Certifying Exam (PANCE). For more information regarding the implications of accreditation, please visit: www.arc­pa.org or contact ARC­PA at 12000 Findley Road, Suite 150, Johns Creek, GA 30097, and (770) 476­1224. Master of Science in Physician Assistant Studies (MSPAS) Degree The Bethel University Physician Assistant Program will confer a Master of Science degree in Physician Assistant Studies upon completion of the 27 month educational program. Our program consists of 12 months of didactic education and 15 months of clinical experiences. PANCE PANCE pass rate: Our most recent graduating cohort, Class of 2015 has completed the PANCE exam. We are pleased to announce that they have achieved a 95% first time PANCE pass rate (44 students). Bethel University PA Program has a 96% five­year pass rate. Application Procedure You must complete a CASPA application, along with a supplemental application and fee, to the PA program. CASPA application forms may be requested from www.caspaonline.org (Central Application Service for Physician Assistants) or by calling CASPA at (617) 612­2080. The supplemental application form is available online at: http://www.bethelu.edu/academics/colleges_and_schools/college_of_health_sciences/mspas2/acad/appacc. Selected applicants will be interviewed by the admission committee. Following the interview, candidates are evaluated by the

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admission committee to assess their acceptability to the program. The applicant who has been accepted to the Program will be notified of the interview team’s decision within 2 weeks of interview. Applicant will be expected to pay $1000 deposit to hold a seat within 10 business days of receiving the offer. This money is applied to tuition and is non­refundable. Admission Information We will begin the interview process as soon as verified applications are received from CASPA. Interviews will be offered to qualified applicants and student positions will be offered on a rolling admissions basis. Early application is strongly encouraged. Admission to Bethel University PA Program is very competitive. Statistically, the ideal applicant has presented with a 3.0 overall GPA, 300/4.0 GRE scores, completed 300+ hours of healthcare experience, 100 shadowing hours, and 80 science hours before applying to the program. These applicants have gone on to be very successful PA students. Therefore, we encourage all applicants to have scores similar to the ones mentioned above. Applicants who have scores that deviate significantly from the average will be considered on a case by case basis. Application Requirements To apply, you should have the following:

Verified CASPA application. Completed supplemental application and fee received by Program. A bachelor’s degree from an accredited university by September 1st before matriculation in January. Official transcripts from all universities attended. Original transcripts need to be sent to CASPA, and our

program for review. Three letters of recommendation: Two (2) of your letters of recommendation must be from a PA, MD, DO, or FNP.

One (1) letter can be from a university professor or advisor. We do not accept letters of recommendation from family members.

Successful completion of the nine prerequisite courses with a Grade C or better. Completion of GRE and results received by Program. Completion of a minimum of 40 hours shadowing with a Physician Assistant­Certified (PA­C). Non­native speakers of English: Achieved TOEFL IBT (internet based testing) scores of at least 87 for non­native

speakers of English with the minimum section requirements of: Reading: 21, Speaking: 26, listening: 20, and Writing: 20.

Pre­requisite course work consists of the following classes:

Two Semesters – General Biology (or equivalent) Two Semesters – General Chemistry (or equivalent) Two Semesters – Human Anatomy & Physiology One Semester – Microbiology or Bacteriology One Semester – Psychology One Semester – Human Genetics

Applicants will be allowed to CLEP a maximum of two pre­requisites if needed. Please contact the Admissions Coordinator for further information. General Information Students may apply before the completion of some pre­requisite courses, but should inform the university as to when and where the needed course(s) will be taken. Such candidates may gain conditional acceptance. No prerequisites older than 5 years will be accepted, unless you have been employed full time in the health care field since completion of those prerequisites. Bethel University PA Program does not offer advanced placement. There is no credit for experiential learning. No Physician Assistant credits from another institution may be transferred into the didactic or clinical years. BUPAP students must complete the entire program at Bethel University.

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An applicant who possesses a degree from an accredited institution outside of the US may also be considered for admission. These students must have their transcripts verified and translated by an approved organization (such as World Education Service) and should meet all other requirements. Acceptance into the Bethel University PA Program is contingent upon:

1. Completion of all application requirements. 2. Successful completion of all outstanding prerequisite coursework. 3. Attended a personal interview. (By invitation only) 4. Receipt of acceptance letter and non­refundable acceptance deposit. 5. Proof of health insurance. All students are required to maintain health insurance for the duration of the program. 6. Receipt of negative drug screen and a background check indicating no prior convictions that would result in failure to

obtain medical licensure. 7. Completion of physical examination and immunizations prior to matriculation. 8. No history of dismissal from another PA, medical, or nursing program for academic or disciplinary reasons.

Acceptance The accelerated nature of the graduate­level curriculum offered by Bethel University College of Health Sciences for students enrolled in the PA Program requires that applicants seeking admission provide adequate evidence of their ability to undertake an advanced course of study. When evaluating an applicant's readiness to matriculate in the PA Program, members of the admissions committee consider closely all information available with particular attention to the following elements:

1. Academic achievement 2. Science and overall grade point average 3. Scores received on the Graduate Record Examination 4. Responses to questions contained in the application 5. Letters of recommendation 6. Leadership experience 7. Community service experience 8. Interpersonal and communication skills 9. Compassion 10. Personal integrity 11. Motivation for a career in health care 12. Recommendations of faculty interviewers

Each of these qualities is viewed as essential to support the development of a physician assistant. Averages of Incoming Class The following information describing recent averages for the class that matriculated in January, 2016 will allow prospective applicants to realistically assess their chances of admission, and to plan accordingly. This information may be used by applicants to help assess their application. Please note that these are AVERAGES. We evaluate each application on its own merit. Admission committee decisions are final. Class average for those matriculating in January 2016 Cumulative GPA – 3.26 Healthcare Experience – 3567 hours Shadowing Hours – approximately 157 Science Hours – 89 Average Age – 26 GRE Scores – 307 / 3.9 Recommended Courses Biochemistry Organic Chemistry

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Cell Biology Pharmacology Immunology Introductory Statistics or Critical Thinking Deadlines CASPA will begin accepting applications in April, 2016 and will continue to accept applications until September 1, 2016. You must have all required forms and documentation to the Bethel University Physician Assistant Program by October 1, 2016. If received after September 1 by CASPA or after October 1 by BUPAP, your application may not be reviewed and you may miss being considered for the entering class. PLEASE APPLY EARLY. Dates to Remember

1. April 22 – start applying to CASPA 2. September 1 – deadline to apply to CASPA 3. October 1 – deadline to have all materials to Program (example: original transcripts, supplemental application, etc.) 4. May – October interviews will be conducted 5. January – classes begin

Tuition, Fees, and Expenses Tuition and fees are determined on an annual basis by the University’s Board of Trustees. The University reserves the right to change tuition and fees at any time without prior notice. Tuition Tuition is based on full­time studies and covers our 27 month program. Tuition is $80,500 or $11,500 per semester. (Note: Bethel University PA Program’s curriculum consists of 7 semesters.) Fees and Expenses

$70 graduation fee Approximately $5,000 for lab coats, books, scrubs, computer screen protectors, etc. Health Insurance ­ All students are required to have health insurance while enrolled in our program. This health

insurance must be maintained through the entirety of our program. You must provide proof of health insurance coverage before and during your enrollment in the program.

All expenses incurred during the clinical year for housing, travel, and/or meals are the responsibility of the student. BUPAP does not provide housing or financial assistance for students during clinical rotations. Please prepare for this early! If a rotation becomes available outside the assigned hub, the student will be relocated to complete that particular rotation. Rotations may be scheduled anywhere there is an available site.

Academic Standards Students in the BUPAP graduate program must maintain at least a B average (80%) in each course during their didactic year in order to progress to the clinical year. Students must act professionally to everyone at all times while maintaining patient and practice confidentiality. Breeches of professional conduct may result in dismissal from the program. Grades are assigned by the program on the following: Individual exams, practicum, check­offs, etc. Grading System:

1. 4.0 GPA A – Excellent (100 – 90) 2. 3.0 GPA B – Good (89 – 80) 3. For a Bethel University PA Program student, any grade below 80 (3.0 GPA), is considered a failing grade.

Remediation Policy If a student earns a grade of less than 75% on any test/exam, the primary course instructor will provide notification of grade to the student, faculty tutor, and Academic Coordinator. The Academic Coordinator will provide a remediation form to the primary course instructor or faculty tutor and the student will be assigned an appointment time for remediation.

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Remediation is the opportunity to correct unsatisfactory performance and progress in the program. The course director or faculty tutor will make recommendations regarding remediation after considering all pertinent circumstances in each case. Students must always, however, meet with the faculty tutor and/or course director when he/she receives (1) written exam score below 75% and/or (2) fails to “meet expectations” during a check­off exam. Potential causes will be discussed and a written plan developed and placed in the student’s file outlining remediation. Remediation may cover, but is not limited to, tutoring, additional reading, additional examinations, written assignments, or study resources. Students will only be allowed to remediate 2 times per course per semester or 5 times total in a semester before meeting with the Promotion/Retention/Disciplinary Committee to discuss their future in the program. Academic Probation Policy Students must maintain a class average of 82% or greater at all times. If a student’s running average falls below 82% in any course, after two tests/exams in that course, the student will be placed on academic probation for the remainder of the semester. This is to ensure early recognition of, and intervention for, deficiencies in knowledge and/or skills.

While on academic probation, the student is required to meet regularly with his/her academic Advisor/faculty tutor to discuss and review study habits and progress.

If a student is required to remediate a test/exam in the course in which they have been on academic probation, the student will be required to meet with the PRD committee.

If the student’s average falls below 82% after two tests/exams in any other course while on academic probation, that student will be required to meet with the Promotion/Retention/Disciplinary committee to discuss his/her future in the program.

For classes with mid­term and final exams, if after the mid­term, his/her average is below 82%, he/she will be placed on academic probation.

List of Essential Functions and Technical Standards Bethel University Physician Assistant Program considers it essential for all physician assistant students to have the knowledge and skill to function in a variety of clinical settings and to provide a wide spectrum of patient care as required by the curriculum. Therefore, every physician assistant student must master a common body of basic science knowledge and master the principles, knowledge, and procedures of the core clinical rotations, including internal medicine, family medicine, surgery, emergency medicine, pediatrics, women’s health and behavioral/mental health. This requires that every student have sufficient abilities and skills in: Observation, Communication, Motor/Tactile Function, Cognitive/Intellectual Function, and Behavioral/Social Attributes. Reasonable accommodation for persons with documented disabilities will be considered on an individual basis, but a candidate must be able to perform in an independent manner. Surrogates cannot be used to accomplish the essential requirements. The use of a trained intermediary is not acceptable in many clinical situations, in that it implies that a candidate’s judgment must be mediated by someone else’s power of selection and observation. Furthermore, it is expected that the student will meet the technical standards throughout the duration of the program of study. It is incumbent on the student to notify the program immediately if he/she is unable to meet one of the standards. Completion of Bethel University’s PA Program requires that the student independently demonstrates these capabilities outlined more fully below. The following skills are required with or without accommodation. Observation includes the ability to perceive, using senses and mental abilities, information presented in both educational and clinical settings. Educational information will be presented through lectures, small groups, and one­on­one interactions, as well as, written and audiovisual material.

Students must have sufficient sensory capacity to observe in the lecture hall, the laboratory, the outpatient setting, and at the patient’s bedside.

Sensory skills adequate to perform 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 exam, such as inspection, auscultation, and palpation.

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A student must be able to: observe a patient accurately, at a distance, and close at hand, with or without standard medical instrumentation; acquire information from written documents, and visualize information as presented in images from computer screens, paper, film, slides, or video. This includes, but is not limited to, information conveyed through physiologic and pharmacological demonstrations in animals, microbiological cultures, and microscopic images of microorganisms and tissues in normal and pathologic states.

In any case where a student’s ability to observe or acquire information through these sensory modalities is compromised, the candidate must demonstrate alternate means and/or abilities to acquire and demonstrate the essential information conveyed in this fashion. If the alternatives are acceptable, it is expected that obtaining and using such alternate means and/or abilities shall be the responsibility of the student.

Communication includes the ability to speak, hear, read, and write sufficiently to achieve adequate exchange of information with other healthcare professionals, patients, and their support network.

The student must have the ability to receive and process auditory information and speak and write clearly for all communications with patients, their families, and other healthcare professionals.

The student must communicate effectively through written and electronic media. The student must be able to communicate sensitively with patients and their families. The student must be able to read sufficiently to comprehend complex medical literature and convey this information

in easy to understand terms. The student must be able to perceive forms of non­verbal interpersonal communications, including facial

expressions, body language, and affect. Students must be able to communicate effectively in both academic and health care settings.

Motor & Tactile Function

A student must have sufficient motor function to directly perform palpation, percussion, auscultation, and other diagnostic and therapeutic maneuvers.

A student must be able to execute movements reasonably required to provide general and emergency medical care to patients. These skills require coordination of fine and gross motor skills, equilibrium, and functional sensation.

A student must have the capability to manipulate equipment and instruments for the performance of basic laboratory tests and procedures.

A student must have the ability to move oneself from one setting to another and negotiate the patient care environment in a timely fashion.

A student must have sufficient physical stamina to perform the rigorous course of didactic and clinical study. This includes long periods of sitting, standing, and moving, which are required for classroom, laboratory, and clinical experiences.

Intellectual A student must be able to demonstrate cognitive and problem solving skills in a timely fashion necessary for medical problem solving and patient care. Problem solving is one of the critical skills demanded of physician assistants. It requires all of these intellectual abilities:

Comprehension of visual­spatial relationships; Reading and understanding the medical literature and the patient’s chart; and, Learning, measuring, calculating, retrieving, prioritizing, analyzing, organizing, assimilating, integrating, and

synthesizing technically detailed and complex information and applying this information appropriately. Behavioral and Social Attributes

The student must possess the emotional health required for full utilization of their intellectual abilities, the exercise of good judgment, and the prompt completion of all academic and patient responsibilities.

The student must be able to develop mature, sensitive, and effective relationships with patients and their family members, staff, and colleagues.

The student must be able to work collaboratively and effectively as a member of a small group in class, as well as, a healthcare team member.

The student must have sufficient interpersonal skills to relate positively with people across society, including all ethnic backgrounds, economic levels, sexual orientation, and belief systems.

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The student must possess compassion and concern for others, interest in, and motivation for service and integrity. The student must be able to tolerate physically taxing workloads and to function effectively under mentally and

emotionally stressful situations. The student must be able to adapt to changing environments, to display flexibility and function in the face of

uncertainties inherent in clinical practice. The student must behave in an ethical and moral manner that is consistent with professional values. The student must be able to accept constructive criticism and appropriately respond through modification of his/her

behavior.

In the first year of the program, all PA students are required to attend all classes and educational sessions, master physical examination skills, complete all laboratory exercises, attend assigned patient interactions, and complete BLS/ACLS. In the clinical year, students must successfully complete all assigned rotations, which may include extended hours of instruction, evenings, nights, and weekends. Students must be able to transport themselves to all training sites. It is the responsibility of each applicant to affirm that they meet these technical standards upon entrance to the Physician Assistant Program. During enrollment, the program’s Promotion, Retention and Disciplinary (PRD) committee will monitor students for continuing compliance with technical standards. The faculty of the Physician Assistant Program recognizes its responsibility to present candidates for the MSPAS degree, who have the knowledge and skills to function in a wide variety of clinical situations, and who are able to render a broad spectrum of patient care. Reasonable accommodations will be made for applicants with disabilities who can meet the requirements noted above. These accommodations must be accomplished without altering the essential requirements of our medical education. Any student with accessibility needs should contact the Office of Disability Services, website: http://www.bethelu.edu/academics/academic_resources/bethel_university_tutoring_center/office_of_disability_services/. Americans with Disabilities Act Statement Bethel University is committed to equal opportunity in education for all students, including those with documented disabilities. If you have a diagnosed disability, or if you believe that you have a disability that might require accommodation in this program, please contact Tan Gee Deem (731) 352­4012. Bethel University policy states that it is the responsibility of students to contact instructors to discuss appropriate accommodations to ensure equity in grading, experiences, and assignments. Furthermore, the PA Program policy is that you will report a medically documented learning disability to the Program Director during orientation week. Office of Veteran Services Bethel University’s Office of Veteran Services is here to assist veterans, reservists, guardsmen, active duty service members and dependents with their education benefits earned through service. Contact Tan Gee Deem, Coordinator of Veteran Services, at 731­352­4012 for more information or visit the Office of Veteran Services website: http://www.bethelu.edu/academics/academic_resources/veterans/veteran Attendance Policy Classroom attendance and attendance at all educational experiences is required, except for emergencies. The final determination of “true emergency” will be at the discretion of the Program Director and/or Medical Director. If you must leave the program during the day when class is in session, you must notify the Academic Director and Academic Coordinator. You may be required to present a medical excuse upon your return to the classroom. Business appointments, routine dental and medical appointments, weddings, graduations, and other social events are NOT considered emergencies. You will be allowed 1 personal day OR 2 half­days during the didactic year to attend these events or appointments. Personal days cannot be scheduled on an exam or check­off day. Please schedule events during breaks or weekends. The responsibility of notifying the Academic Director of anticipated absences rests entirely on the student. There will be no make­up assignments or exams given for personal day usage. For all absences, the student MUST notify the Academic Director and Academic Coordinator the night before or by 8:45 a.m. the day of the absence by email. You must also call (731) 407­7660 and leave a voicemail. This must be done for every day he/she is absent. Sending a message through a classmate or family member is NOT acceptable. Medical Excuses must be

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completed by a licensed physician, PA, or NP and submitted to Academic Coordinator. This cannot be issued by a family member. You have access to Student Health on main campus. There are times that Student health is not staffed with a provider. An excuse from the nurse is not an acceptable excuse. All absences will be under review. After the review of the absence or if there are excessive absences, you may be required to meet with the PRD committee Pregnancy A student who is pregnant at the time of matriculation or becomes pregnant at any time before graduation is required to inform the Program Director. A statement from the obstetrician regarding her ability to continue in the PA Program is required. If an issue arises, the program will review each case individually. Missed course requirements, due to pregnancy, will be treated as any other absence. Absence from Examinations Each student is personally responsible for the consequences of his/her absence from an examination. Generally, only an acute illness may be considered an acceptable reason for absence from an examination. Any absence from an examination, due to illness, must be documented in writing by the student’s health care practitioner who must be a licensed physician, PA, or NP. The health care practitioner may not be a member of the family. As stated in the attendance policy, there are times that Student health is not staffed with a provider. An excuse from the nurse is not an acceptable excuse. Failure by a student to provide the program’s Academic Coordinator, upon the day of the student’s return, written documentation of an illness, which is acceptable to the program faculty, will result in an examination score of zero being recorded for that student. An absence, without proper notification (refer to the general “Attendance” section of the handbook for related information) to the Academic Coordinator, is unexcused, and will result in a score of zero for the missed exam. Tardiness to Examinations Students arriving late must immediately contact the Academic Coordinator or Administrative Assistant to the Program Director. If it is determined by the course director/proctor that you can sit for the exam, 5 points may be deducted from the exam and you may receive a reduction in the time allotted for the exam to be completed. A student, who believes that he/she has valid circumstances for being late, must present an explanation to the course director/proctor, who has the discretion to excuse the lateness and reschedule a makeup examination. Progression and Graduation Requirements To qualify for progression and graduation with the Master of Science in Physician Assistant Studies (MSPAS) degree, students must:

a. Follow the approved course of study and satisfactorily complete all courses. b. Complete all courses with a cumulative GPA of at least 3.0, with no course or rotation grade below 80%. c. Demonstrate proficiency in all PA competencies. d. Settle all financial accounts with the university. e. Successfully complete the Summative Evaluation upon completion of the clinical year. f. Must be recommended for graduation by the PA program’s PRD committee and the Dean of CHS and approved by

CHS faculty.

Academic Course Offering

Spring Course Credit Hours 701 Clinical Medicine I 8

717 A&P with Lab I 2

723 Pathophysiology I 2

710 Pharmacology I 3

750 Lab Diagnostics I 2

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740 Clinical Skills I 3

730 Physical Diagnosis I 3

770 The PA Profession 2

780 Genetics 2

760 Medical Terminology 1

790a Evidence Based Medicine I 1

Total for Semester 29

Summer Course Credit Hours 702 Clinical Medicine II 8

718 A&P with Lab II 2

724 Pathophysiology II 2

711 Pharmacology II 3

751 Lab Diagnostics II 2

741 Clinical Skills II 3

731 Physical Diagnosis II 3

762 Behavioral Medicine 2

782 Pediatrics 2

761 EKG 2

Total for Semester 29

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Fall Course Credit Hours 703 Clinical Medicine III 8

719 A&P with Lab III 2

725 Pathophysiology III 2

712 Pharmacology III 3

752 Lab Diagnostics III 2

742 Clinical Skills III 3

732 Physical Diagnosis III 3

781 Geriatrics 2

763 Radiology 2

791a Evidence Based Medicine II 1

Total for Semester 28

Student Work Policy Students enrolled in the PA program are not prohibited, but are strongly discouraged from working during the didactic year due to the intense and rigorous nature of the program. Students are not allowed to work for the program. If you choose to work and are unable to fulfill program requirements due to a work conflict, you will be dismissed from the program. Students enrolled in the BUPAP are prohibited from working during the clinical year due to the intense and rigorous nature of the program. Students are not allowed to work for the program. Students are not to receive nor accept compensation for any work performed within the preceptor’s clinical site or practice. Students may only render services as part of the clinical phase of their education. If you choose to disregard the work policy and are unable to attend scheduled clinical rotations due to a work conflict, you will be dismissed from the program. Students must not substitute for or function as instructional faculty at the PA Program. Student Participation in Evaluation of Program

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The PA program is committed to delivering a curriculum that will prepare the student to deliver optimal health care in an ever changing environment. In our commitment to the process of continuous quality improvement, students are involved in course evaluations, supervised clinical practice evaluations, and faculty evaluations at the closure of each semester. As a future health care provider, the evaluation process will be a part of every continuing medical education course in which the practitioner participates to maintain his/her Physician Assistant license. Students are required to complete these evaluations for didactic courses and supervised clinical practice experiences. Clinical Year Overview All expenses incurred during the clinical year for housing, travel, and/or meals are the responsibility of the student. BUPAP does not provide housing or financial assistance for students during clinical rotations. Please plan for these additional expenses ahead of time. The clinical phase of the program consists of eleven rotations that must be completed to satisfy degree requirements. Eight of these are core rotations that provide exposure to different specialties within the healthcare field. The remaining three rotations are electives that can be completed in almost any discipline. Elective rotations may be completed in your home town or your hub area. Rotations cannot be completed in North Carolina or New Mexico. BUPAP has a large list of cardiologists, orthopedic surgeons, dermatologists and many others to choose from. Elective rotations completed with core family medicine preceptors must be completed as your first elective due to the high demand of family medicine preceptors during the first two rotations for the second year clinical students. Students may complete the core rotations near the program or may be placed in another hub area. A “hub” is an area where we have established preceptors who are willing to take our students every year. Students will complete most rotations within an hour travel of their assigned hub. If we are unable to place a student at a rotation in the assigned hub, the student may be relocated to another hub to complete that particular rotation. We realize this is an inconvenience so we strive to keep students in their assigned hub. However, occasionally students may have to relocate, so we ask that they please be prepared for that possibility. We attempt to keep relocations to a minimum. Clinical year students will return to campus on the last Friday of each rotation, from 9:00am to 5:00pm. Return to campus days include end of rotation exams, case presentations, reviews, lectures, clinical skills practice and much more. Faculty advisors will meet with students on this day as well, to discuss the rotations and any issues encountered.

Clinical Course Offering

Course PAS # Credits Family Medicine I 801 5 Family Medicine II 802 5 Internal Medicine 803 5

Emergency Medicine 804 5 General Surgery 805 5

Mental/Behavioral Health 811 5 Family Medicine/Pediatrics 813 5

Family Medicine/Women’s Health 814 5 Elective Clinical Experience I 901 5 Elective Clinical Experience II 902 5 Elective Clinical Experience III 903 5 The Business of Medicine 816 3

Summative 815 3 Total Clinical Hours 61

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Competencies of the Physician Assistant Profession The clinical role of PAs includes primary and specialty care in medical and surgical practice settings. Professional competencies for PAs include the effective and appropriate application of medical knowledge, interpersonal and communication skills, patient care, professionalism, practice­based learning and improvement and systems­based practice. Patient­centered, physician assistant practice reflects a number of overarching themes. These include an unwavering commitment to patient safety, cultural competence, quality health care, lifelong learning, and professional growth. Furthermore, the profession’s dedication to the physician­PA team benefits patients and the larger community. Medical Knowledge Medical knowledge includes the synthesis of pathophysiology, patient presentation, differential diagnosis, patient management, surgical principles, health promotion, and disease prevention. PAs must demonstrate core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care in their area of practice. In addition, PAs are expected to demonstrate an investigative and analytic thinking approach to clinical situations. PAs are expected to understand, evaluate, and apply the following to clinical scenarios:

evidence­based medicine scientific principles related to patient care etiologies, risk factors, underlying pathologic process, and epidemiology for medical conditions signs and symptoms of medical and surgical conditions appropriate diagnostic studies Management of general medical and surgical conditions to include pharmacologic and other treatment modalities interventions for prevention of disease and health promotion/maintenance screening methods to detect conditions in an asymptomatic individual history and physical findings and diagnostic studies to formulate differential diagnosis

Interpersonal & Communication Skills Interpersonal and communication skills encompass verbal, nonverbal, written, and electronic exchange of information. PAs must demonstrate interpersonal and communication skills that result in effective information exchange with patients, patients’ families, physicians, professional associates, and other individuals within the health care system. PAs are expected to:

create and sustain a therapeutic and ethically sound relationship with patients use effective communication skills to elicit and provide information adapt communication style and messages to the context of the interaction work effectively with physicians and other health care professionals as a member or leader of a health care team or

other professional group demonstrate emotional resilience and stability, adaptability, flexibility, and tolerance of ambiguity and anxiety accurately and adequately document information regarding care for medical, legal, quality, and financial purposes

Patient Care

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Patient care includes patient­ and setting­specific assessment, evaluation, and management. Physician assistants must demonstrate care that is effective, safe, high quality, and equitable. PAs are expected to:

work effectively with physicians and other health care professionals to provide patient­centered care demonstrate compassionate and respectful behaviors when interacting with patients and their families obtain essential and accurate information about their patients make decisions about diagnostic and therapeutic interventions based on patient information and preferences, current

scientific evidence, and informed clinical judgment develop and implement patient management plans counsel and educate patients and their families perform medical and surgical procedures essential to their area of practice provide health care services and education aimed at disease prevention and health maintenance use information technology to support patient care decisions and patient education.

Professionalism Professionalism is the expression of positive values and ideals as care is delivered. Foremost, it involves prioritizing the interests of those being served above one’s own. PAs must acknowledge their professional and personal limitations. Professionalism also requires that PAs practice without impairment from substance abuse, cognitive deficiency, or mental illness. PAs must demonstrate a high level of responsibility, ethical practice, sensitivity to a diverse patient population, and adherence to legal and regulatory requirements. PAs are expected to demonstrate:

understanding of legal and regulatory requirements, as well as the appropriate role of the PA professional relationships with physician supervisors and other health care providers respect, compassion, and integrity accountability to patients, society, and the profession commitment to excellence and on­going professional development commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient

information, informed consent, and business practices sensitivity and responsiveness to patients’ culture, age, gender, and abilities self­reflection, critical curiosity, and initiative healthy behaviors and life balance commitment to the education of students and other health care professionals

Practice­based Learning and Improvement Practice­based learning and improvement includes the processes through which PAs engage in critical analysis of their own practice experience, the medical literature, and other information resources for the purposes of self­ and practice­improvement. PAs must be able to assess, evaluate, and improve their patient care practices. PAs are expected to:

analyze practice experience and perform practice­based improvement activities using a systematic methodology in concert with other members of the health care delivery team.

locate, appraise, and integrate evidence from scientific studies related to their patients’ health apply knowledge of study designs and statistical methods to the appraisal of clinical literature and other information

on diagnostic and therapeutic effectiveness utilize information technology to manage information, access medical information, and support their own education recognize and appropriately address personal biases, gaps in medical knowledge, and physical limitations in

themselves and others Systems­based Practice Systems­based practice encompasses the societal, organizational, and economic environments in which health care is delivered. PAs must demonstrate an awareness of and responsiveness to the larger system of health care to provide patient care that balances quality and cost, while maintaining the primacy of the individual patient. PAs should work to improve the health care system of which their practices are a part. PAs are expected to:

effectively interact with different types of medical practice and delivery systems understand the funding sources and payment systems that provide coverage for patient care and use the systems

effectively practice cost­effective health care and resource allocation that does not compromise quality of care

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advocate for quality patient care and assist patients in dealing with system complexities partner with supervising physicians, health care managers, and other health care providers to assess, coordinate,

and improve the delivery and effectiveness of health care and patient outcomes accept responsibility for promoting a safe environment for patient care and recognizing and correcting

systems­based factors that negatively impact patient care apply medical information and clinical data systems to provide effective, efficient patient care recognize and appropriately address system biases that contribute to health care disparities apply the concepts of population health to patient care.

Adopted 2012 by ARC­PA, NCCPA, and PAEA; Adopted 2013 by AAPA

Educational Philosophy BUPAP faculty understands that the field of medicine is constantly evolving. Therefore, we strive to train students to become life­long learners adept at critical thinking. The role of the teacher is to guide and objectively evaluate students, select and present important material and model professional behavior. The teacher will likewise be a life­long learner who will be objectively evaluated on a regular basis by students and peers. BUPAP General Goals

To maintain continuous accreditation with the Accreditation Review Commission on Education for the Physician Assistant, Inc.

To recruit and admit highly qualified applicants. To attract and graduate students who exhibit a servant’s heart. To maintain a level of first time PANCE pass rates above the national average. To maintain a 95% employment rate at six months of graduation.

BUPAP Objectives

Student Learning Outcomes of the PA Program – Functions and Tasks that Graduates are expected to perform. The Bethel PA Graduate will/will be able to:

have a fully developed identity as a healthcare professional have developed the desire to provide excellent care in a compassionate manner have mastered the concepts of anatomy and physiology, and pathophysiology have mastered the concepts of clinical medicine, pharmacology, pediatrics, genetics, geriatrics, electrocardiograms,

radiology, medical terminology, laboratory medicine, and behavioral science understand the history of the PA profession and know the applicable laws, rules and regulations concerning the

practice of medicine as a Physician Assistant be proficient in the performance of clinical procedures necessary for practice as a physician assistant have medical knowledge sufficient to understand pathophysiology, differential diagnosis, patient management,

surgical principles, health promotion, and disease prevention in a typical primary care have developed and refined a systematic approach to both the complete and focused history taking and physical

exam skills utilize interpersonal and communication skills that encompasses verbal, nonverbal, and written exchange of

information have developed an understanding of the PA role in the health delivery system to include patient care that is effective,

patient centered, timely, efficient, and equitable for the treatment of health problems and the promotion of wellness develop professional relationships, where the graduate demonstrates a high level of responsibility, ethical practice,

sensitivity to a diverse patient population, and adherence to legal and regulatory requirements sharpen and refine critical analysis skills of their own practice experience, medical literature, and other information

resources for the purpose of self­improvement demonstrate an awareness of and responsiveness to the larger health system of health care to provide the patient

care that is of optimal value pass the Physician Assistant National Certifying Exam (PANCE)

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Additional Information

Definition of a Physician Assistant Physician assistants are health care professionals licensed to practice medicine with physician supervision. As part of their comprehensive responsibilities, physician assistants conduct physical exams, diagnose and treat illnesses, order and interpret tests, counsel on preventive health care, assist in surgery, and write prescriptions. Within the physician/PA relationship, physician assistants exercise autonomy in medical decision making and provide a broad range of diagnostic and therapeutic services. A PA’s practice may also include education, research, and administrative services. Physician assistants are trained in intensive education programs accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC­PA). Because of the close working relationship that physician assistants have with physicians, PA’s are educated in the medical model designed to complement physician training. Upon graduation, physician assistants take a national certification examination developed by the National Commission on Certification of Physician Assistants (NCCPA) in conjunction with the National Board of Medical Examiners. To maintain their national certifications, PA’s must log 100 hours of continuing medical education every two years and sit for a recertification exam every 10 years. Graduation from an accredited physician assistant program and passage of the national certifying exam are required for state licensure. (Source: www.aapa.org)

Historic Precedents

Providing medical care to remote populations where none existed, and meeting military and public health needs, have been concerns of nations for centuries. The use of non­physicians to provide health care services has an extensive history. Among the more noteworthy experiments were efforts to deliver services to the Russian wilderness, to the communes of rural China, to the frontiers of the American West, and to native­American villages in Alaska. Military necessity, especially in times of war, led to the use of non­physicians to provide acute care at army bases, and on warships in France, England, and post­revolutionary America. The United States Public Health Service found a need to use former military corpsmen in prisons. Advanced, highly technical surgical procedures, developed in mid­20th century, led innovators to train technicians to assist in urology and cardiovascular surgery. In the 1940s a unique event took place. A highly respected general practitioner in rural North Carolina trained his own “doctor’s assistant” to care for his patients, even while he was away to further his medical education. Remarkably, that partnership received great praise from organized medicine. A road had been mapped; it was soon to be paved by pioneer educators.

History of the Physician Assistant Profession 1650 to 1960 – Experiments in other countries and social and political events fostered the establishment of the PA profession in the United States. The use of non­physician personnel to provide services, especially in medically underserved communities has an extensive history. Many doctors in the United States have trained their own “assistants” to help with the workload in their office. Nurses are provided advanced clinical training at a major U.S. medical center in the 1950’s, but the program is not accredited by the National League for Nursing. The number of specialist physicians begins to outnumber the number of generalist physicians being educated in the United States in the 1950’s. Consequently, a growing shortage of physicians, nurses, and allied health personnel to meet the demand for primary health care services is recognized.

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1961­1970 – The PA concept is introduced to organized medicine and the general public to combat a shortage of doctors and clinical support personnel. The first formal educational programs for physician assistants and nurse practitioners are established in the United States. Former military corpsmen are the primary source of students for both PA and MEDEX programs. Physician assistant graduates and students form national professional organizations to address their collective concerns. Federal funding becomes available for PA educational programs. The first organization is established to register PAs and assure employers and the public of their competence. The American Medical Association begins to explore accreditation and certification standards for PA and MEDEX graduates. This and the next decade are a time of profound change and experiment in health care in the United States. 1971­1980 – In this decade, the PA Profession emerges as a fully integrated profession into the practice of medicine at all levels in the United States. Building on the success of the late sixties, the leaders ensure that all important aspects of the new profession are addressed and that essential structures are put in place. The Association of Physician Assistant Programs (APAP) is formed. The first National Conference on New Health Practitioners is held in Wichita Falls, Texas. The National Board of Examiners produces and administers the first national certifying examination for physician assistants. Fourteen health organizations join to establish the National Commission on Certification of Physician Assistants (NCCPA). The American Academy of Physician Assistants (AAPA) becomes the “sole spokesman” for physician assistants. A joint National Office for both the AAPA and APAP is opened in Washington, D.C. There is a rapid expansion of baccalaureate PA educational programs stimulated by Federal training contracts. The first workforce studies are conducted on PAs. By mid­decade, 37 states adopt amendments to their medical practice acts, which allow delegation of tasks to specially trained assistants. Multiple published studies conclude that PAs function at a level comparable to a control group of medical house officers. The AAPA establishes a House of Delegates to address policy issues. 1981­1990 – There is an increasing trend toward specialization and a growing recognition of PA contributions to the workforce. Reimbursement of PA services in certain settings under Medicare Part B is approved and PAs are granted commissioned officer status throughout the uniformed services. Passage and revision of legislation allows prescriptive privileges for PAs in most states. 1991­2000 – States continue to revise legislation, rules, and regulations in order to enhance the effectiveness of physician assistants. VA Medical Centers, the Military, and other federally sponsored health care institutions rely heavily on PAs to bolster medical staffs. HMOs recognize the vital roles of PAs and NPs in helping to reduce cost. Steps are taken to foster and maintain close working relationships with organized medicine. There is rapid expansion of physician assistant programs, and a trend towards master’s level education. 2001­2010 – The number of accredited PA educational programs in the United States surpasses 150. The profession celebrates its 40th anniversary. International interest in the PA model of health care delivery grows with the establishment of PA educational programs in seven countries. Record numbers of new PA graduates take the PANCE. Clinical doctorate degrees are awarded to Army PAs who complete postgraduate education. A reduction in MD resident hours spurs employment and postgraduate learning opportunities for PAs in hospital inpatient settings. 2011­Present – The Affordable Care Act doubles the projected need for PAs. PAs are seen as essential components of new health care delivery structures, such as “accountable care organizations” and “medical homes.” Forbes and Money magazines rate the physician assistant Master’s degree as the most desirable advanced degree in terms of employment opportunity, income potential, and job satisfaction. NCCPA develops the concept of a “Certificate of Added Qualifications” to meet the need of PAs for a credential in a specialty. The Physician Assistant History Society affiliates with the NCCPA and moves their office and archives to Johns Creek, GA. PAEA celebrates its 40th anniversary at their annual meeting in Seattle in November 2012. Most significantly, the NCCPA issues its 100,000th certificate. The number of accredited programs exceeds 170 with as many as 50 more currently seeking provisional status. The profession is healthy and growing.

Status at Present – (March 2015) Number of PA programs accredited: 195

Number of certified physician assistants as of Dec, 2014: 101,977. >104,000 physician assistants have been certified by NCCPA since 1975.

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History of Bethel University

Bethel College was established in the flourishing frontier town of McLemoresville in 1842. An outgrowth of McLemoresville Academy or the "Brick Academy," the school was founded as Bethel Seminary and operated under the fostering care of West Tennessee Synod of the Cumberland Presbyterian Church. Bethel College was granted a charter by the State of Tennessee in 1847. Primarily, Bethel was devoted to the training of young men for the ministry but was open to other young men who were interested in higher learning. Reuben Burrow was Bethel's first president. He served as president for 20 years, during which time he also served as fundraiser, member of the Board of Visitors, head of the Theology Department and teacher. The Civil War brought hard times for Bethel College and for McLemoresville. The area around McLemoresville was equally divided between the Union and the Confederates and at times the site of Bethel was occupied by each of the armies. The buildings were used as barracks, and much physical equipment was destroyed by the soldiers. Not only were the laboratory and classroom equipment lost but the student body was also taken from the college. Most of the young men were serving in one or another of the armies. When the war was over, Bethel had also lost its endowment. Bethel reopened in 1865 following the war under the administration of the Rev. Mr. B.W. McDonnold, and the doors of the institution were open to women for the first time. Bethel College has been a co­educational institution since that time. In 1872, Bethel College was moved from McLemoresville since the building of the railroad had missed it and ended up just north in McKenzie, Tenn., which was the crossroad of the N.C. & St. L. and the L. & N. Railways. The Rev. Mr. W.W. Hendrix was president at the time of the move to McKenzie. On August 1 2009, Bethel College became Bethel University.

To learn more on the history of Bethel University go to http://www.bethelu.edu

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