PHILOSOPHY OF PHYSICIAN ASSISTANT EDUCATION
expandOBJECTIVES OF THE PHYSICIAN ASSISTANT PROGRAM
Physician Assistant Practice, as a medical profession for the 21st century, must be responsive to social needs and demands, as well as keeping pace with changing technology. In response to this challenge the faculty of the USF
MPAS emphasizesMCOM MPAS program emphasizes ongoing review and adaptation of educational techniques
and innovationto meet the health care needs of society for today and tomorrow.
The curriculum of the program is designed to instill
thea caring and competent attitude of a health care professional. Principles stressed to achieve this goal include development of a strong foundation in the basic sciences relevant to the practice of clinical medicine, early exposure to patients in a clinical setting, an emphasis on active student centered learning, and the use of technology in both classroom and clinical settings. Through these principles students learn to take on progressive responsibility for patient care commensurate with their level of training. Using a
competency basedcompetency based curriculum, student progress is tracked and assessed to ensure that graduates are ready for clinical practice.
Student progress toward these competencies is carefully monitored to determine that the fundamental knowledge of the basic sciences in relation to career goals in medicine is achieved.
Although during theThe first year the
educational processprogram, emphasis is on the
sciences basic to medicine, clinical medicine is an integral part of training beginning in the first yearbasic sciences. The second year of the program emphasizes clinical training with repeated reinforcement of theme throughout the educational process.
Active learning is practiced through small group discussions, laboratory exercises, clinical performance examinations, self-directed web based instruction, and extensive interaction with patients.Both physician assistants and physician mentors in both inpatient and outpatient settings provide valuable
guideanceguidance. Through this training program, students will attain established competencies related to the knowledge, skills, attitudes and values of the physician assistant.
OBJECTIVES OF THE PHYSICIAN ASSISTANT PROGRAM
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To achieve national prominence for excellence in developing innovative educational strategies in order to produce high-achieving graduates, who serve their communities as professional medical and research clinicians |
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To provide a scholarly environment in which students from diverse backgrounds receive the requisite knowledge and skills to equip them to deliver high-quality, culturally-sensitive, and compassionate healthcare, in collarobation with physicians in an interdisciplinary healthcare team |
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PHYSICIAN ASSISTANT PROFESSIONAL OATH
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Not sure we are keeping this.... I pledge to perform the following duties with honesty and dedication:
These duties are pledged with sincerity and upon my honor. |
Learning Outcomes and Expectations
The USF MCOM MPAS Program defined learning outcomes and expectations are based on the Competencies for the Physician Assistant Profession as developed jointly by the National Commission on Accreditation of Physician Assistants (NCCPA), the Accreditation Review Commission for Education of the Physician Assistant (ARC-PA), the Physician Assistant Education Association (PAEA), and the American Academy of Physician Assistants (AAPA).
Student success in achieving the program defined learning outcomes and expectations will be monitored throughout the didactic and clinical phases of the program. The Program faculty and clinical preceptors will evaluate students through a variety of assessment tools, including but not limited to: multiple choice examinations, collaborative group projects, objective structured clinical examinations (OSCEs), reflection papers, and clinical performance evaluations.
Our graduates will demonstrate entry-level proficiency as Physicians Assistants in the following program defined learning outcomes:
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REQUIRED KNOWLEDGE, SKILLS, ATTITUDES AND VALUES
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The USF MCOM MPAS Program is committed to comply with Section 504 of the 1973 Vocational Rehabilitation Act and PL 101-336, the Americans with Disabilities Act (ADA), and also ascertains that certain minimum technical standards must be present in the prospective candidates. The MPAS Program has determined technical standards that are essential for successful progression and completion of all aspects of the curriculum, as well as entry into the profession. These Technical Standards are required for admission and must be maintained throughout the student’s enrollment in the MPAS Program. In the event a student is unable to fulfill these Technical Standards, with or without reasonable accommodation, the student will be subject to dismissal. Candidates for and students of the USF MCOM MPAS Program must have somatic sensation and the functional use of the senses of vision and hearing. Candidates’ and students’ diagnostic skills will also be lessened without the functional use of the senses of equilibrium, smell, and taste. Additionally, they must have sufficient exteroceptive sense (touch, pain and temperature), sufficient proprioceptive sense (position, pressure, movement, stereognosis, and vibratory) and sufficient motor function to permit them to carry out the activities described in the section above. They must be able to consistently, quickly, and accurately integrate all information received by whatever sense(s) employed, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Technological compensation can be made for some disabilities in these areas, but a candidate should be able to perform them in a reasonably independent manner. The use of a trained intermediary would mean that a student’s judgment must be mediated by someone else’s power of selection and observation. Therefore, third parties cannot be used to assist students in accomplishing curricular requirements in the five skill areas specified below. Reasonable accommodations can be made for documented disabilities.
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