ALL MPAS PROGRAM POLICIES APPLY TO ALL STUDENTS, PRINCIPAL FACULTY AND THE PROGRAM DIRECTOR REGARDLESS OF LOCATION.

Policies listed and detailed on the Department of PA Studies Web Pages and in the MPAS Program Student Handbooks are subject to change. Enrolled students are informed when significant changes are made to published policies.

Importantly, MPAS Program Policies may differ from policies noted in the College’s Graduate Catalog. When a difference exists, the MPAS program policy should be considered the policy of record.

The MPAS program is designed as a full-time “lock-step” 27-month, 113 semester credit hour program consisting of seven consecutive semesters. The semesters are divided between a 13-month didactic phase and a 14-month clinical phase. All program courses must be completed

ADVANCED PLACEMENT (I.E., CREDIT FOR PREVIOUSLY COMPLETED COURSEWORK) IS NOT AN OPTION

Attaining the MPAS degree will require the successful completion of all didactic and clinical phase coursework. Specifics regarding course completion deadlines/requirements are noted in course syllabi and/or course-specific Moodle classrooms. Unless otherwise noted in the syllabi or Moodle classroom, 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 semester.

Satisfactory progress through the program requires a minimum passing grade of C (73%) in each course; a 3.0000 GPA in each semester, and a minimum 3.0000 cumulative GPA. Failing to receive a final passing grade in any didactic phase coursework included in the first 4 semesters, will result in either deceleration or dismissal and automatically prevent students from progressing to the next semester. Failing to receive a passing grade in clinical phase SCPE coursework will result in deceleration or dismissal or require remediation (e.g., repeating a supervised clinical practice experience) automatically resulting in delay of graduation.

Students in the MPAS Program are expected to complete all coursework in the program in lock-step fashion, successfully completing all required courses each semester to progress to the next semester. In the didactic phase of the program, withdrawal from a course is the equivalent of withdrawing from the program. In the clinical-phase of the program, withdrawing from a SCPE course does not necessarily prevent the students from progressing to the next course, depending on the issues involved, but would automatically result in a delay of graduation.

Student must secure and maintain stable and consistent wifi capability to use the platforms such as, but not limited to, Zoom for participation in online/distance learning class requirements and activities.

Lectures/Program activities cannot be recorded by students unless prior authorization has been provided as an appropriate accommodation from the PRC, due to a documented diagnosis. The Program records classroom lectures for students review, unless lecturer request not to record. 

Academic Advisors

All students are assigned an academic advisor from matriculation to graduation, within the program to monitor their progress and to recommend resources if experiencing academic difficulties (importantly, students do not need referral from program faculty to receive services for college resources such as those offered by the Powell Resource Center). Students who fail to maintain the academic requirements are subject to probation, deceleration, or dismissal (details are noted in the MPAS Program Student Handbooks).

Achieving and Maintaining Good Academic Standing

A student must achieve and maintain the required course grade and Cumulative semester Grade Point Averages (GPAs) to remain in good academic standing and graduate from the PA Program. Performance in courses is commonly assessed by written and/or practical examinations, oral presentations and/or research papers. In designated courses throughout the program, grades will be recorded as a raw score and a percentage. At the end of each course the percentage scores will be converted, following the Professionalism Demeanor Multiplier (PDM – described below), to a grade, A through F, for each of the core PA courses. 

The MPAS Program uses the following grading conversion scale for all course grades:

• 90.0000-100 = A
• 80.0000-89.9999 = B
• 73.0000-79.9999 = C
• <73.0000 = F

Details Regarding Progression (i.e., promotion from one semester to the next)

The following policies apply to student progression in the MPAS Program:

• Students are required to complete the designated professional curriculum, as designed, in the full-time sequence specified.
• Progression will be a function of successfully passing all required courses, with a grade of 73% or greater, in each semester, achieving a minimum semester and cumulative GPA of 3.0000, continuing to meet all technical standards, and meeting all other program policies/standards in each semester (e.g., immunization and CPR requirements, health insurance requirements, malpractice insurance requirements, student conduct policies/standards).
• Didactic Phase
  • Each semester’s course work is to be considered pre-requisite to the next semester.
  • Students are expected to complete each semester on time as a cohort.
  • Failing to receive a passing grade in didactic phase coursework, following all offered exam remediation opportunities, will prevent students from progressing to the next semester.
    • In such cases, students are either dismissed from the program or offered deceleration as explained in the deceleration section below.
  • Clinical Phase
    • Clinical Phase Coursework includes Supervised Clinical Practice Experiences (SCPEs), Research coursework, and the Summative Course.
    • As with the Didactic Phase, coursework will be full-time in the sequence designated and as assigned at the beginning of the clinical phase of training.
      • Although, at the discretion of the Director of Clinical Education, there may be a necessity to change the order of the Supervised Clinical Practice Experiences (SCPEs), there is no possibility to change the order of didactic, research, or summative course work.
    • Students are expected to complete each semester on time as a cohort.
    • Failing to receive a passing grade in SCPE coursework, will either require SCPE course remediation or result in deceleration or dismissal as described in the Student Clinical Handbook.
    • Remediation for Supervised Clinical Practice Experience (SCPE) courses will automatically result in delay of graduation.
      • Students are responsible for any associated tuition and fees related to SCPE course remediation.
    • Students are permitted to remediate - via course repeat - a maximum of one SCPE course.
      • Any repeated SCPE course will take place after the summative phase of the student’s program and, as such, will automatically result in delay of graduation. The student is responsible for any additional tuition and fees related to the additional course or coursework.
      • If a student, on reattempt, fails the same individual SCPE course (i.e., failing the same SCPE course twice), the student will automatically be dismissed from the program.
      • If more than one individual SCPE courses (i.e., two different SCPE courses) are not passed successfully, students will automatically be dismissed from the program.
      • If a student is unsuccessful with passing a second individual SCPE course, even if an earlier SCPE course has been successfully remediated, they will automatically be dismissed from the program.
      • When a student does not meet minimum requirements for a SCPE course they receive an “F”, and must repeat the SCPE course, resulting in a delay of graduation while automatically being placed on academic probation. If the student fails to meet minimum requirements for the repeat course, this is considered a 2nd course failure in the program which per policy results in automatic dismissal. Academic probation will not prohibit the student from progressing through the clinical phase but must be removed by the SPC prior to graduation. This is specific to the Clinical Phase only.
      • For students receiving a failing grade on a SCPE, students may be given the opportunity to remediate the rotation by completing a second rotation of the same type (e.g., Emergency Medicine).
      • The decision to permit remediation of a rotation depends in part on the reasons behind the failure; such decisions will be made by achieving consensus between the Department Chair/Program Director, Medical Director, and the Director of Clinical Education.
      • See the information detailed in the MPAS Student Handbook within the Academic Policies/Requirements for Promotion & Graduation and Policies and Procedures for Academic & Behavioral Probation, Deceleration & Dismissal sections of this webpage.
      • End-of-Program Summative Evaluation Failures
      • Students must achieve a score of 73% or greater on the summative MCQ exam and an 80% or greater on the combined score of the two OSCEs to pass the course. Failure to achieve a final grade of 80% or greater in the summative course will require remediation.
    • Failing to meet all technical standards and/or student conduct policies/standards, as outlined in this MPAS student handbook, the MPAS student Clinical Handbook, and the Emory & Henry Graduate Catalog will result in automatic referral to the Student Progressions Committee and Academic and/or Behavioral Probation and subsequent consequences up to and including deceleration or dismissal from the program.

Throughout and at the end of each semester, the Student Progression Committee will meet to discuss each student’s level of success. Students who do not attain and maintain a 3.0000 semester GPA, do not achieve a passing grade in individual courses, or have student conduct issues during the semester, will receive a letter/email from the Committee and/or Department Chair/Program Director notifying them of their evaluation within the Student Profession Committee and their individual progression status. In such cases, progression status can include:

• For didactic phase coursework:
  • At risk for academic probation, deceleration, or dismissal
  • At risk for behavioral probation, deceleration, or dismissal
  • Academic probation, deceleration, or dismissal
  • Behavioral probation, deceleration, or dismissal
• For clinical phase coursework:
  • At risk for academic probation, deceleration, or dismissal
  • At risk for behavioral probation, deceleration, or dismissal
  • Academic probation, deceleration or dismissal
  • Behavioral probation, deceleration, or dismissal
  • Required repeat of an SCPE course resulting in delay of graduation

In the Summative Course, which takes place in the last semester of the program, the student must pass all components to pass the course (for most up to date Summative specific course requirements please see syllabus).

• Upon passing, and with the completion of all other program requirements, students will be recommended for graduation.

Student Success Plan (ie: Remediation of At-risk Students)

Didactic Phase Students:

Any student receiving grade less than 80.0000% in a course will be viewed by the program as ‘at risk’. At risk didactic students will be required to complete the following:

1. For the first incident of ‘at risk’ performance: the student must meet with their advisor, and specific course director if deemed necessary by the advisor, to develop a unique student success plan (e.g. develop study calendar, PRC referral, retrieval learning assignments) and complete this within 4 weeks demonstrating improvement.
2. If continuing to demonstrate ‘at risk’ performance or for a second instance: the student must meet with the specific course director for an enhanced student success plan (e.g. Rosh Review, Aquifer cases, research, remediation of clinical skills, additional time at the MLFC) and must complete over 4 weeks demonstrating improvement.
3. For further continuing to demonstrate ‘at risk’ performance or for a third instance: the student will meet with the course director and DDE, and if deemed necessary, the SPC for possible deceleration or other requirements as recommended by the SPC to the Program Director. 

Clinical Phase Students:

Any student receiving grade/s less than 80.0000% or scoring ‘non-competent’ on any graded component will be viewed by the program as ‘at risk’.  At risk clinical students will be required to complete the following:

1. For the first incident of ‘at risk’ performance: the student must meet with DCE to develop
   a unique student success plan (e.g. develop study calendar, PRC referral, retrieval learning assignments) and complete this within 4 weeks demonstrate improvement.
2. If continuing to demonstrate ‘at risk’ performance or for a second instance: the student
   will meet with the SPC for possible deceleration, dismissal, or other requirements as
   recommended by the SPC to the Program Director.

Upon graduation and passing the PANCE, and sometimes even sooner, students will be applying for state licensure, credentialing, employment. These applications require the  Program and College to submit information directly to these agencies.

• Completion of the Program specific Consent for Release of Information is required prior to completion and submission of any letters of recommendation, state licensing forms, credentialing applications, etc.
  • The Consent form is available to all students in the EValue system.
  • Many state licensing and credentialing agencies require detailed information regarding academic and discipline (i.e., behavioral) records. Consent for release of this information must be indicated on the form.
  • A separate Consent for Release of Information form is required for each agency.
• It may take up to two weeks for the College to complete and submit Verification of Education Forms (required for state licensure).
• All forms from the program must be submitted directly to the agency requested.

Along with all other Program prerequisites, all candidates must be able to independently, with or without reasonable accommodation, meet our Program specific technical standards of general and specific abilities and behavioral and social attributes, and continue to meet these standards throughout the entirety of their program.

The program’s technical standards are detailed on the Program’s Admissions web page.

EMPLOYMENT WHILE ENROLLED STRONGLY DISCOURAGED

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 of graduate education experiences. Experience has taught us that 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:

• Again, employment while enrolled is strongly discouraged.
• Students who work are encouraged to make this known to their academic advisor.
• Students who are working and find themselves in academic difficulty will be advised to consider terminating that 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.

POLICY PROHIBITING WORKING FOR THE MPAS PROGRAM OR CLINICAL SITES

While a student may be invited by a faculty member to share her/his experience in a specific area with the class, 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 clinical or administrative staff on Supervised Clinical Practice Experiences (SCPEs) or other clinical practice activities (e.g., when at the Mel Leaman Free Clinic).

The Program defines an extended absence as more than 1 (didactic and clinical phase) and 2 (clinical phase job interviews) consecutive days missed.

The Policy for Extended Absence Request is evaluated on a case by case basis. Students can request in writing to the SPC, through their faculty adviser, up to 5 consecutive business days’ absence from the program (e.g., paternity leave/illness/death/family emergencies). All missed assignments must be made up within 1 week of return. The student must be advised; this may result in difficulty with progression due to the fast pace and rigor of a PA Program. Leave of absence and deceleration should also be discussed with the student as an option. No guarantee is made of approval or length of approved absence. The program strongly feels any more than 5 consecutive days missed must result in a leave of absence or withdrawal of the student. SPC will make the recommendation to the Program Director for final approval. The student cannot request an alternate delivery of course work from the rest of the cohort. This policy may be amended on a case by case basis due to global/national pandemic/epidemic upon review by the SPC, Program Director, and SHS administration.

Program Faculty, including the Program Director, Medical Director, and Principal Faculty must all actively participate in all of the following processes: developing, reviewing and revising as necessary the mission statement for the program; selecting student applicants for admission to the MPAS program; providing student instruction; evaluating student performance; academic counseling of students; assuring the availability of remedial instruction; designing, implementing, coordinating, and evaluating curriculum; and evaluating the program.

Faculty Grievances

Allegations of Harassment

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.

For all requested recommendations and references, regardless of written or verbal form, students must complete and sign the appropriate College/School/Department release form before any such recommendations or reference can be completed. A separate form must be completed for each written and/or verbal reference.

References for Fellowships and Residencies

The MPAS Program recognizes some students will want to advance their training by completing a post-graduate fellowship/residency. Most of these require a letter of reference be completed well prior to a student’s MPAS Program graduation date. In such cases, principal and full-time program faculty are happy to complete such references that, due to their uniqueness, differ from the policy regarding letters of recommendation/references for employment and credentialing.

References for Post-Graduate Employment, Licensing, and Credentialing

Employers and credentialing agencies have been requiring more and more specific and comprehensive information detailed on program and faculty references. In response to this, the E&H MPAS Program will include any pertinent information as requested by the credentialing agency or employer.

Appeals Policy and Process for the Program’s Letter of Reference Question Answers

All students can request to receive a copy of their final letter of reference before it is sent out to any outside individual/entity. Students have the final say in whether the program submits the letter of reference, which cannot be sent out unless students complete and submit the release from.

If a student takes issue with an answer to any of the Specific Questions noted on the form, or explanations for ‘yes’ answers on the form, the student may request reconsideration for the answer to that specific question/explanation by submitting an appeal to the Program Director. Appeals must be submitted for the first Letter of Reference Form completed by the MPAS Program. Appeals will not be accepted for any subsequently completed forms. Appeals will not be accepted after the students submits the release form for the first Program’s Letter of Reference. The Program Director will then submit the appeal request to the Student Progression Committee (SPC) chairperson who will call for an SPC meeting to discuss the appeal. The SPC decision, reached by consensus among SPC committee members, is final and not open to any further appeals from the student. 

Grading

Letter grades for courses are determined according to the scale below:

Students must achieve a grade of ‘C’ (i.e., 73.0000) or better to pass any course.

It is the policy of the Program that no grade rounding (up or down) will occur. All assignment and exam grades are carried out to four decimal places and the final numeric course grade will likewise be carried out to four decimal places. The grade earned by the student will therefore be the final numeric course grade. The final course letter grade will be the equivalent of the student’s final numeric grade. As an example, as noted above, a letter grade of A = a point grade of 90-100; if Student ‘Y’ receives a final numeric course grade of 89.9999 and Student ‘Z’ receives a final numeric course grade of 90.0000, Student ‘Y’ will receive a B letter grade since he/she did not reach the minimum threshold of 90.0000 required for an A and Student ‘Z’ will receive an A as he/she did meet that threshold. The faculty has decided that this is a more objective evaluation of individual student performance in courses such that a student’s grade reflects EXACTLY the grade she/he has earned in the course.

Grading policies and procedures are identified within course syllabi. In some cases, specific course grading policies and procedures may differ; in such cases, specifics will be noted in syllabi. All rubrics related to grading evaluations are noted within course syllabi and/or the Moodle classroom.

CHALLENGING OF EXAM/QUIZ GRADES

As an exam item analysis is performed on all multiple-choice question examinations, an analysis is performed on all practical examinations, and a similar analysis is performed on short answer and essay examination questions, students are not permitted to challenge examination items for grade change, examination grades, or course grades.

For Individual Readiness Assessment Tests (IRATs)/Group Readiness Assessment Tests (GRATs), whether or format or summative, the GRAT is considered remediation for the IRAT and, given this, students are not permitted to challenge IRAT/GRAT quiz grades.

EXAMINATION PROCESS AND SPECIFIC EXAMINATION POLICIES

Introduction

With a goal of establishing and maintaining examination security and best preparing students for the National Commission on Certification of Physician Assistants (NCCPA) Physician Assistant National Certification Examination (PANCE), the Program incorporates similar test-taking policies and procedures as the NCCPA. These policies include test-taking procedures, absence and tardiness policies, assessment of exam and exam item validity, and remediation.

General Policies and Procedures

• The program carefully schedules all examinations with consideration of class schedules, room availability, timing of other examination, etc. As such, once an examination is scheduled, students may not request changes in examination dates or times.
• Writing or reproducing (including, but not limited to, verbal) an exam or any components of an exam (content, questions and/or answers) represents a student conduct/academic integrity policy violation and full and appropriate consequences will be applied in all occurrences.
• At the time of administration of an examination, PA students must follow all the instructions of the examination proctor and adhere to all program examination policies.
  • A student who fails to follow the proctor’s instructions and/or fails to follow all program examination policies, may result in the student being dismissed from the examination. If dismissed, the student will automatically receive a grade of zero on the examination and will not be permitted to retake the examination.
  • Any violation of examination and/or student conduct policies, including but not limited to cheating, during an examination will result in an automatic grade of zero for that examination and the student will not be permitted to retake the examination. Additionally, if a student is found to be cheating on an examination, that student will be subject to dismissal as the Program believes this behavior may reflect unethical behavior in future practice as a PA.
• When taking an examination, students are only permitted to have at their exam taking table/station the following items:
  • Computer/Tablet on which the student will be taking the examination
  • Program provided white-board/paper
  • Program provided marker/pen
• When taking an examination, and unless permitted by the exam proctor, students are not permitted to have the following items:
  • Audio-visual recording devices, hats, drink containers including water bottles, non-program provided paper or white-board, non-program provided pens or markers, watches of any type, cell phones – even if turned off, backpacks, wallets, purses, or similar items, notebooks, notepads, tissues, handkerchiefs, or similar items.
  • Any other items determined by the exam proctor(s) to potentially risk exam security.
  • All other items must be placed in a location determined by the exam proctor.
    • Generally, student backpacks and non-permitted items will be placed against the wall at the front or side of the room and away from student access
  • Unless approved prior to the start of the exam, students will not be permitted to leave the room once the exam has started, including, but not limited to, for use of the bathroom.
    • If an exam is longer than 90 minutes, students will be permitted scheduled breaks to use the restroom and water fountains.
• Violating student conduct & professionalism policies at any point during an examination or quiz will result in an automatic grade of zero for that evaluation and this grade cannot be challenged or appealed. Additionally, students violating conduct and professionalism policies during graded evaluations (e.g., written examinations, quizzes, practical examinations, OSCEs, graded papers, H&Ps) are subject to dismissal as the Program believes this behavior may reflect unethical behavior in future practice as a PA.

Time Allotted for Examinations

The NCCPA has a 1-minute per question time allotment for the PANCE (e.g., a 60-question exam is allotted a total duration of 60 minutes). Recognizing that our students are entry-level PA students gaining greater proficiency as they progress through their studies, the Program transitions students to the 1-minute duration rule as follows:

• In the first semester, students will be allotted 90 seconds per written examination question (e.g., a 60-question examination will be allotted a total duration of 90 minutes).
• In the second semester, students will be allotted 75 seconds per written question (e.g., a 60-question examination will be allotted a total duration of 75 minutes).
• In the third semester and beyond, students will be allotted 60 seconds per question (e.g., a 60-question examination will be allotted a total duration of 60 minutes).

Examination Analysis, Grading, Grade Posting, and Remediation

The E&H MPAS program utilizes an formal and rigorous examination analysis via our assessment program software. This program ensures better examination security prior to, during, and after examination delivery, better examination item analysis for effectiveness and integrity, and the ability to release immediate reports to students on individual strengths and weakness for completed written examinations. Given this, the program has the following policies:

• No written computerized examination grades are final until the examination analysis process has been completed.
  • The Program does not grade on a curve.
  • The outcome of examination analysis may result in exam questions being discarded or alternative answers accepted (e.g., rekeying of the correct answer or accepting more than one correct response).
  • If a question is discarded, the grade of the examination will be calculated on the remaining questions.
    • In rare cases, all students may be given credit for a discarded question.
  • As each examination is analyzed for exam item validity, students are not permitted to challenge examination questions for a grade change or challenge final examination grades.
    • Unless otherwise noted in the course syllabus, students will not have the opportunity to submit “extra-credit” work or complete an alternative process offering an opportunity to receive a higher score than originally achieved on graded evaluations/assignments (e.g., quizzes, examinations, practical evaluations, papers, projects).
    • To request such a process for added credit or a higher score is considered to be unethical by the program and may result in a student being sent to the student progressions committee.
  • Upon completion of the examination analysis process, the course director will determine the student’s post-analysis examination grade and compare this to the student’s raw score.
    • The student’s final examination grade will be the highest grade received in comparing the raw score to the post-analysis examination score. This grade will be posted in the Moodle classroom.
  • A passing grade for any evaluation/assignment is represented by achieving a grade >73%. Any grade <73% constitutes failure of an evaluation/assignment and requires remediation for content.
  • Once final examination grades are posted, the course director will post grades in Moodle and release exam results to students, including a Strengths and Improvement Opportunities Report.
    • The Strengths and Improvement Opportunities Report identifies areas in which re-study is recommended to master the material assessed by the examination.
    • Delivery of the strengths and weakness report is considered the first step of the student remediation process.
      • The second step of the remediation process would occur when the student re-studies material identified by the report as representing a weakness.
      • It is important to understand that remediation does not necessarily include post-remediation assessment.

Absence at Time of Examination

• If a student is absent from a scheduled exam, a legitimate excuse must be offered prior to administration of the exam or, in the case of a true emergency, as soon as possible. See the section on this handbook on absences.
• Examinations will be rescheduled only if the absence is formally excused and with the specific permission of the Course Director(s).
  • Notifying the Course Director and/or submitting the absence form (Appendix II) in no way guarantees that the absence will be excused, and that postponement of an examination will be permitted. If not formally excused, the student will receive a grade of zero on the missed examination.
• In some cases, reporting of final exam grades to the class may be delayed until all students have taken the exam.
• The date, time, and content of make-up examinations will be determined by the Course Director.
  • Unless otherwise determined by the Course Director, make-up examinations must be taken within seven days of the original scheduled date.
  • Although make-up examinations will test the same knowledge content as the original examination, the style (e.g., written, oral, skills testing) and type of questions may differ from the original examination as determined by and at the discretion of the Course Director.
• Unless otherwise approved by the Director of Didactic Education, in consideration of recommendations from Course Directors, students are not permitted to receive an excused absence for more than one exam in each course in any semester and more than one final exam in any semester.
  • Specific to the clinical phase of the program, unless otherwise approved by the Director of Clinical Education, students will not be permitted to receive an excused absence for more than one end-of-rotation examination for any supervised clinical practice experience (SCPE) course throughout the entire clinical phase of the program.
• Repeated requests for or absences from examinations (i.e., greater than three episodes in the didactic phase of the program and greater than one episode in the clinical phase of the program) is considered to represent an issue with student conduct, professionalism, and or the meeting of technical standards and, as such, may result in consequences as specified other sections of this handbook.

Tardiness at Time of Examination

• Time allocated for written examinations will not be extended if a student(s) arrives late.
  • In example, if a student arrives 30 minutes late for a 60-minute exam, the student will only have 30 minutes to complete the exam.
• Tardiness to a student’s given start-time on a practical or clinical based scenario assessment, such as an OSCE or Sims evaluation, will result in an automatic zero on the assessment unless the tardiness is excused by the course director per policies regarding excused tardiness or absence.
• If a student believes the tardiness resulted from a legitimate and unforeseen event, that student has two choices on how to proceed:

• • For written exams, the student may go to the testing site and take the examination in whatever time remains for that examination – extended time will not be given, even if the tardiness is later excused.
  • The student may inform the Course Director as soon as possible with the appropriate absence form, and preferably prior to the exam, for a determination as to whether the tardiness is, indeed, representative of an excused absence.
    • In such cases, the student will not be permitted to sit for the exam as planned.
    • Notifying the Course Director and/or submitting the absence form in no way guarantees that the tardiness/absence will be excused, and that postponement of an examination will be permitted. If not formally excused, the student will receive a grade of zero on the missed examination.
    • If the Course Director does not recognize the tardiness as representative of an excused absence, the student will not be allowed to make-up the exam, resulting in a grade score of zero for that examination. Please see “Professionalism Exhibited Through Attendance” for more information.
    • At the discretion of the Course Director, tardiness due to legitimate and unforeseen reasons may be considered an excused absence, permitting a student to take a make-up examination. Please see the policies above regarding Absence at Time of Examination.
  • Repeated episodes of tardiness (i.e., >3 episodes in either the didactic phase of the program or clinical phase of the program) is considered to represent an issue with student conduct, professionalism, and or the meeting of technical standards and, as such, may result in consequences as specified other sections of this handbook.

Late Assignments

Some courses include student assignments with due dates. Due dates will be specified in course syllabi. The following policies apply to late assignments:

• Unless otherwise specified in the course syllabus, all assignments are due on the due date by 4:00pm North American Eastern Standard Time (NAEST) and, when applicable, North American Eastern Daylight Time (NAEDT).
• If submitted any time past deadline, even if submitted on the posted due date for the assignment, the final grade for all late assignments will be automatically reduced by 10%.
• The final grade for late assignments will be further reduced by 10% for each day the assignment is past deadline (including weekends, holidays, and semester breaks).
• Repeated episodes of submitting late assignments (i.e., >3 episodes in either the didactic phase or clinical phase of the program) is considered to represent an issue with student conduct, professionalism, and or the meeting of technical standards and, as such, may result in consequences up to an including dismissal from the program.

Pi Alpha Honor Society

The Pi Alpha Honor Society is the Physician Assistant Education Association’s (PAEA) national honor society promoting and recognizing PA students and graduates for significant academic achievement, leadership, research, and community/professional service in addition to a high standard of character and conduct. Nomination categories include student, alumni, faculty, and honorary memberships. Details pertaining to Pi Alpha, including school chapters and official policies and procedures for nomination and induction can be found on the PAEA’s Pi Alpha website.

For students to be nominated, each student must have a high GPA near the end of their program minimum and evidence achievement in the areas of leadership, research and/or community/professional service. Selection of students may occur any time after the end of summer semester of the student’s last professional year in an accredited PA program. Initial selection is based on overall GPA at the end of summer semester, but the GPA is not the lone criteria for nomination. A list of student GPAs is obtained from the registrar and all students with an overall GPA of 3.5 or greater are eligible. Faculty input is solicited regarding leadership, community or professional service, research or other meaningful activities. The number of student inductees cannot exceed 15% of graduating class.

For alumni, faculty, and honorary membership please refer to the Pi Alpha website. Cords and certificates are sent to the program by PAEA and students are inducted at the annual Awards Ceremony.

Alpha Eta National Scholastic Honor Society for the Allied Health Professions

The Alpha Eta Society is a national scholastic honor society for allied health professions to promote and recognize individuals for scholarship, leadership, and contributions to those professions. Details pertaining to Alpha Eta including membership and bylaws can be found at their website.

For students to be nominated, the must be in their last phase of professional training, have an overall GPA of 3.8 or better, have shown capacity for leadership and achievement in the Physician Assistant field, and have been recommended by faculty and approved by the SHS Dean. The number of student inductees cannot exceed 20% of the graduating class for each Program.

For alumni, faculty, and honorary membership please refer to the Alpha Eta website. Certificates are sent to the program by Alpha Eta and students are inducted at the annual Awards Ceremony.

All students are required to provide proof of immunization prior to matriculation in the MPAS Program*. As students will begin clinical experiences on their first week of the Program, unless otherwise noted, all students must provide documentation that the following immunizations and Tb testing** has been completed prior to matriculation and maintain immunizations and complete annual Tb testing throughout their training.

For immunizations, the Master of Physician Assistant Studies (MPAS) program adheres to the Centers for Disease Control and Prevention Recommended Vaccines for Healthcare Workers. 

• Hepatitis B Series: Documented evidence from a medical practitioner of a complete HepB vaccine series or serologic proof of immunity, or evidence of contraindication*. Please note the Hepatitis vaccination is a series of 3 vaccines completed over 6 months’ time.
• 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 by the Fall of their matriculation year and annually thereafter.
• MMR (Measles, Mumps, & Rubella): Documented evidence from a medical practitioner of a complete MMR vaccine series, serologic proof of immunity, or evidence of contraindication*
• Varicella (Chickenpox): Documented evidence from a medical practitioner for a history of having chickenpox, varicella vaccination, 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 or QuantiFeron Gold TB test 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 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.

**COVID-19 TB Test Exception: We will allow, per CDC recommendations, for students to wait 4 weeks after their COVID-19 immunizations to complete this requirement for matriculation, however this requirement must be met during Summer I semester. Students will not be permitted to participate in any clinical activities until this is completed. It is important to understand that participating in some didactic and/or clinical experiences may be prohibited from some institutions/practices without completion of immunization requirements.

Infection Control and Exposure Response

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 fire safety, in addition to infection control, 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. PA students, staff, and faculty must adhere to all established Emory & Henry College safety protocols.

• Didactic-phase students must notify their course director and/or MLFC preceptor as soon as possible of any exposure to bodily fluids, chemical hazards, or potentially serious infectious diseases.
• Clinical-phase students must notify their SCPE preceptor and the Director of Clinical Education as soon as possible of any exposure to bodily fluids, chemical hazards, or potentially serious infectious diseases.
• All faculty, staff and students will utilize Standard Precautions (Methods of Prevention as outlined in the MPAS Program Student Handbooks) during all activities that present a risk of exposure to blood/body fluids or chemical hazards. Failure to do so will be grounds for disciplinary action.
• Students must follow the exposure response plan detailed below in the case of any exposure to blood/body fluids, chemical hazards, or potentially serious infectious diseases.
• Compliance with all safety practices is a not just good procedure, it is also a mark of professionalism. Failure to observe and practice Standard Precautions may result in adverse/disciplinary action for unprofessional behavior and referral to the Student Progression Committee.

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.

Methods of Prevention

Hand Hygiene

• Good hand hygiene is critical to reduce the risk of spreading infection.

• Current CDC guidelines recommend use of 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.

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 Form

• The student must notify her/his supervisor immediately and complete notice of incident forms in use by the clinical site as well as the Student Incident/Injury Form which is posted EValue.

Medical Evaluation: 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 his or her Clinical Preceptor and also contact the Director of Clinical Education 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 do 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. Note: This only applies to serious, potentially life-threatening infections.

Financial Responsibility: Students are mandated to have health insurance throughout their participation in the Program. Students will be financially responsible for all costs incurred during compliance with this policy.

Laboratory Testing/Treatment: To determine whether treatment of the student is necessary, blood may need to be drawn from the patient (i.e. source of contamination) to evaluate Hepatitis B, C, and HIV status. In a hospital setting the Infection Control Nurse or Nurse Supervisor is often authorized to order these tests on the patient/donor. The Infection Control Nurse or Nurse Supervisor should also review the medical record, question the patient/donor about risk factors, and obtain the patient’s/donor’s consent to do the tests necessary to evaluate their health status. If the exposure occurs in an outpatient setting (and these tests cannot be done), the patient /donor may need to accompany the exposed student for evaluation.

Student Safety During Supervised Clinical Practice Experiences (SCPEs)

The MPAS Program will provide appropriate training to students regarding Occupational Safety and Health Administration (OSHA) standards prior to beginning SCPEs. The facility at which the SCPE takes place shall provide to students access to the facility’s rules, regulations, policies and procedures with which the students are expected to comply, including the Facility’s OSHA, personal and workplace security and personal safety policies and procedures and shall address all appropriate safety measures for all students on site. It will be the clinical preceptor’s responsibility to take reasonable steps to ensure personal safety and security of students during the SCPE. This is clearly communicated to preceptors and agreed upon in a signed Preceptor Agreement obtained prior to the SCPEs.

For all incidents/injuries, students are required to complete the Student Incident/Injury Report Form as included in the MPAS Program Student Handbook within 24 hours of the incident or injury, unless discussed with the Director of Clinical Education for extenuating circumstances.

Specific to Supervised Clinical Practice Experiences (SCPEs), newly developed sites are evaluated for safety on a minimum of three occasions: (a) by program faculty prior to establishing clinical rotations, via the SCPES Site Visit Evaluation Report form Facility Safety Checklist; (b) by students, via the mid- and end-of-rotation Student Evaluation of Clinical Rotation Site form SCPE Rotation Site Safety evaluation; (c) by program faculty when performing site visits with students via the SCPE Site Visit with Student Evaluation Report form Facility Safety Checklist. For established sites, a minimum of one site visit per year is required to assure appropriateness and safety of the site. Students will not be placed or permitted to continue experiences at sites having any identified safety concerns until those issues have been rectified.

Inherent Risk Assumed

Choosing the path of medicine is a noble and self-sacrificing calling. Students should accept responsibility for the decision they have made to enter into a profession, and professional training program, that has inherent risk to their personal health and safety while performing their duties, responsibilities, and training in this role of caring for other human beings. By enrolling in this PA Program the EHC PA student accepts this risk.

Universal Precautions

Students are responsible for following OSHA Guidelines for universal precautions at the clinical rotation site, including the use of gloves, care of sharp objects, use of eyewear, protective clothing, and other precautionary measures.

Latex Allergies

Any documented allergies to latex products should be reported to the preceptor and Director of Clinical Education. Each student is responsible to supply the latex free products they may need if not readily available.

Safety Procedures

Students are required to review the material on personal safety and security in the MPAS Program’s Student Handbook in addition to the material posted on the website of Emory & Henry College under Campus Safety Policies (https://www.ehc.edu/student-life/campus-safety/). Importantly, in addition to the E&H College and MPAS Program safety policies and procedures, SCPE students are required to follow all SCPE site-specific safety policies and procedures.

While on clinical rotations, it is the responsibility of students to inform the Director of Clinical Education (or representative) of any safety or security concerns. In the case of an emergent safety or security concern, the student either dial 911, if appropriate or notify their site supervisor and/or facility security.

Transportation Policies

Specifically for student safety and security, and unless in an emergency or critical situation, faculty (e.g., principal faculty and instructional faculty, clinical preceptors and/or clinical site staff) are not permitted to transport students.

Exposure, Accident Reporting and Medical Care

The Director of Clinical Education, Preceptor and facility employee health (if available) must be notified of any exposure/possible exposure or accident within 24 hours of the incident. If a student believes they have been exposed to an infectious disease or has been involved in an accident, they should consult their primary medical provider as soon as possible for guidance and assistance, as well as appropriate treatment and care. Ultimately, the student is responsible for initiating care after exposure to possible pathogens. All costs related to medical care are the student’s sole responsibility. Please refer to the absence policy for any and all time missed from SCPEs.

All injuries and exposures must be reported to the Director of Clinical Education via the Student Incident/Injury Report Form as included in the MPAS Program Student Handbook. For additional information, see the MPAS Program student handbook.

Anatomy Lab Safety and Conduct Policy and Procedure

Students will be expected to purchase and wear scrubs and a long white jacket to be worn only during their anatomy laboratory experiences and discarded after the course is completed.

Most of the cadavers are embalmed with a fluid containing formaldehyde, phenol, alcohol, and glycerol. These substances kill bacteria and inactivate most viruses. The level of formaldehyde is controlled by Environmental Health and Safety to ensure that our exposures are below levels set by OSHA and NIOSH.

Personal Protection:

• Eye protection must be worn when dissecting and moving cadavers.
• Non-latex gloves must be worn throughout the dissection period.
• Students must wear course-specific white lab coats over navy blue scrubs whenever in the laboratory.
  • Students are expected to dispose of scrubs and lab coats at the end of the course.
• No sandals, perforated shoes, or bare feet are permissible in the anatomy lab.
• Students with long hair will be expected to pull their hair back from their face.
• Wearers of soft contact lenses are cautioned that they may experience eye discomfort when wearing these lenses and it may be prudent to wear eye glasses during laboratory time.

Conduct:

• Care of cadavers is the students’ responsibility.
  • The cadaver must be kept clean, properly covered and moistened to prevent deterioration. When not in use, the cadaver should be wrapped and moistened as directed by the anatomist.
• Treat anatomical specimens with the respect that is always due to the deceased. Keep in mind that the cadaver plays an important role in your learning.
  • Cadavers will receive absolute respect at all times.
  • Any student who exhibits disrespectful behavior towards a cadaver in the lab will be considered to have violated the student code of conduct and professionalism and is subject to applicable consequences up to an including course failure and dismissal from the program.
• The cadavers are the property of the Anatomical Board of the State of Virginia.
  • It is a violation of Virginia law to remove any part of the cadaver from the dissecting laboratory.
  • Any student who removes any part of a cadaver from the lab will be considered to have violated the student code of conduct and professionalism and is subject to applicable consequents up to an including course failure and dismissal from the program.
• No eating, drinking, or smoking in the laboratory.
• Discarding of materials:
  • Cadaver organs are to be discarded in labeled receptacles. These materials returned for cremation with the body of origin.
  • Unless otherwise instructed by the Anatomist and Anatomy Faculty, gloves and paper towels are to be discarded in proper trash receptacles, NOT in the red bag receptacles.
  • All sharp objects are to be placed in the red “SHARPS” container. No other objects (i.e., foil scalpel blade covers, paper towels, etc.) or waste of any type is to be placed in the sharps container. Violation of this policy will result in one full letter grade deduction from the final course grade (e.g., an A will become a B).
• No marking of bones or models with pencils or pen is permitted at any time.
• Unless permitted by course director(s), audio-visual devices of any kind are not allowed in the lab at any time. This includes cameras on cell-phones.
  • Unless with prior approval, any student who brings an audiovisual device (e.g., camera or cell phone) into the will be considered to have violated the student code of conduct and professionalism and is subject to applicable consequences up to an including course failure and dismissal from the program.

Security:

• Anatomical Board regulations state that no guests or outside visitors are allowed in the dissection lab at any time.
  • Only students enrolled in the MPAS Program and designated faculty, instructors, and tutors are permitted to enter the lab.
  • Any student who provides access to the lab for any person other than a student enrolled in the MPAS Program will be considered to have violated the student code of conduct and professionalism and is subject to applicable consequences up to an including course failure and dismissal from the program.
• No open doors.
  • Doors to the anatomy lab must remain closed at all times.
• Use of the dissecting lab outside of normally scheduled lab times is permitted for MPAS Program students only.
  • Students may not enter or work in the dissecting lab alone. There must be a minimum of two students in the lab at all times.

Accidents:

• Spills and injuries should be immediately reported to the instructors.
• If injury requires treatment an injury report must be completed.
• Students with injuries requiring medical attention will be sent to the emergency room.

Spills:

• Wipe up spills immediately.
• Use eyewash and showers if necessary.

Safe Use of Equipment:

• Insert scalpel blades with forceps.
• Dispose of blades only in sharps containers.
• Never attempt to catch a dropped scalpel.
• Scalpel blades are the number one cause of injury in the dissecting lab. Please use caution.
• Use autopsy saw ONLY under supervision of an instructor.
• All dissecting instruments, gloves, models, bones, and text materials should be kept clean and free of tissue at all times.
• Keep the dissecting tables clean. At the end of each lab, any loose tissue should be placed in the receptacle which corresponds numerically with your individual cadaver. In addition, the outside of the cadaver tank should be kept clean.
• All tissue removed from the body must be collected and placed in the designated receptacle which corresponds numerically with your individual cadaver.
• Buckets under the table are for collection of tissue fluids and should be emptied into the shower drain and washed when significant fluid or tissue can accumulate.
• At the end of each dissecting period, clean and dry your personal instruments, remove them from the dissection table, and store in appropriate designated areas.
• Clean and return mallets, chisels, and saws to equipment cabinets when you are finished.
• Be sure that exhaust tubes are appropriately attached to the HVAC system at all times and that the table vent is an open position.

Hazardous Chemicals:

Material Safety Data Sheets (MSDS) for chemicals used in the lab are available upon request.

OSHA

The Occupational Safety and Health Administration (OSHA) was created by Congress to “assure the safe and healthful working conditions for working men and women by setting and enforcing standards and by providing training, outreach, education and assistance”. https://www.osha.gov/about.html

All students are expected to review the following OSHA Safety and Health Topics

• Healthcare website: https://www.osha.gov/SLTC/healthcarefacilities/
• All modules of the OSHA Worker Safety in Hospitals web site: https://www.osha.gov/dsg/hospitals/index.html

All students are required to successful complete HIPAA and OSHA trainings during their boot camp orientation.

WITHDRAWAL AND READMISSION STATUS/PROCESS

Students wishing to withdraw from the MPAS program must meet with the Department Chair/Program Director and complete the SHS Withdrawal Form.

Students who voluntarily withdraw from the Program in good academic standing - without taking a Leave of Absence or Deceleration – may request to be readmitted but will be considered a new applicant and subject to all admissions policies and processes as any other applicant. Additionally, as with all other applicants, advanced standing is not an option and no program or course requirements will be waived.

Importantly, students are strongly encouraged to meet with the E&H College Financial Aid Office, the E&H College Registrar’s Office, and a counselor at the Powell Resource Center prior to considering withdrawal to best determine financial, academic, and personal issues related to withdrawal. 

LEAVE OF ABSENCE

Students seeking a Leave of Absence from the MPAS Program must submit a written request and meet with the Department Chair/Program Director and obtain their permission. Additionally, students seeking a Leave of Absence should be aware of the following stipulations:

• Acceptable Leave of Absence requests are for personal, financial, or medical reasons.
  • Leave of Absence requests are not granted for academic reasons (e.g., exam failures or imminent course failure).
• Students may only be granted one leave of absence in each phase (i.e., didactic phase and clinical phase) of the program.
  • If granted during the didactic phase of the program, Leave of Absence will automatically result in deceleration from the program, and all policies and procedures of deceleration will apply.
  • If granted during the clinical phase of the program, a Leave of Absence may be no more than two semesters in length.
    • Students requiring a leave of greater than two semesters will automatically result in deceleration from the program, and all policies and procedures of deceleration will apply.
  • Students must complete the entire curriculum and program within five (5) years of entering the program, regardless of approved leave of absences and/or deceleration.

The following procedures will apply to students requesting a leave of absence from the program:

• If a student is denied a Leave of Absence by the Program, he/she may appeal to the Dean of the School of Health Sciences, following the above described appeals processes.
• The Leave of Absence Agreement will be signed by the Department Chair/Program Director and the student.
• Once signed, the Leave of Absence agreement will be forwarded to the Associate Dean of the School of Health Sciences.
• A date will be established by which the student must notify the Associate Dean and Department Chair/Program Director of their intent to complete the agreement and resume the program.
• Students will be required to demonstrate maintenance of competency to resume progression in the program.
  • This may involve retaking courses, completion of written or practical examinations, and/or other activities deemed necessary by the program.
  • These requirements must be completed prior to resumption of the program.
  • If required to retake previously completed courses, students are responsible for any associated tuition and fees.

Many ‘personal records’ are maintained in the EValue system. It is the student’s responsibility to upload required items in PDF form (not images) in the EValue System by the deadline dates indicated. Required items are noted in the EValue system and include, but are not limited to:

• CVs
• Proof of Required Immunizations
• Proof of Medical Clearance for Participation in Program
• Proof of Active Health Insurance Policy
• Proof of Required Subscriptions
• Proof of Certifications (e.g., BLS, ACLS)
• Proof of Background Checks and Drug Screening
• Proof of Completed Training Courses

When uploading documents, students must use the following format for identifying the document:

Last Name_First Initial_Document Name_Date.pdf

The MPAS Program has a mandatory attendance policy for required activities. PA students are expected to be in attendance for all didactic and clinical activities. The MPAS Program’s block schedule specifically includes time when students are not involved in class, lab or MLFC activities such that, if needed, students can attend to outside appointments (e.g., medical appointments).

TIMELY ACCESS TO SERVICES ADDRESSING PERSONAL ISSUES WHICH MAY IMPACT STUDENT PROGRESS IN THE MPAS PROGRAM

The Department and MPAS Program are 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. Although it is ideal if students receive services outside of their classroom hours, and, as noted below, time is included in the schedule for such activities, given the course load in the program this is not always possible. In such cases when timely access is otherwise not possible due to severity, access, or after hours availability, the MPAS Program permits students class release time to receive services from healthcare providers and the Powell Resource Center - including academic success services, counseling, and disability support services.

PERSONAL DAYS

Recognizing the incredible time commitment in the didactic phase of the program, and understanding that many students will greatly benefit from a rare day off without risking academic success, the MPAS program faculty have adopted a policy permitting one personal day off per semester for didactic phase students. Personal days do not need to be excused by program faculty, but students must adhere to the following:

• A maximum of one personal day per semester is permitted and can only be taken in the didactic-phase summer, fall, and spring semesters.
• Partial personal days (e.g., missing one course) count as full personal days (i.e., time cannot be saved or banked).
• Students are fully responsible for any materials presented on missed days.
• A personal day cannot be taken on the day of any written, practical or lab examinations.
• A personal day cannot be taken on the day of Clinical Skills lab activities
• A personal day cannot be taken on the day of any group assignment activities in any course.
• A personal day cannot be taken during Boot Camp/Orientation and the Program’s White Coat Ceremony.
• A personal day cannot be taken during Supervised Clinical Phase Experiences (SCPE) Boot Camp/Orientation.
• A personal day cannot be taken in succession with school breaks, School or Program holidays, or requested excused absences.
• Students must still submit the Didactic-Phase Student Absence From Program Activity Form.
• The Didactic-Phase Student Absence From Program Activity Form must be submitted to all course directors at least 24 hours in advance of the absence.
• The MPAS Program reserves the right to deny personal days for students at risk of or on academic and/or behavioral probation, and for students taking two or more absences during one or more semesters.
• Violation of any of the above policies will result in an unexcused absence and enforcement of MPAS Program policies as detailed in the MPAS Program Student Handbooks. 
• The program reserves the right to place a moratorium on all personal days for all students for any reason.

Absences for Clinical Phase Students Job Interviews:

• All attempts must be made to schedule an interview so it does not interfere with the rotation. In the event that this cannot be accomplished, students must first obtain the permission of the Director of Clinical Education to attempt to arrange for an excused absence.
• Students will be allowed 3 (three) days over the course of the clinical-phase of study for excused position-interviews (i.e., Residencies, Fellowships, Job Interviews)
  
  • Unless approved by the Director of Clinical Education, no more than 1 (one) day can be taken in any Supervised Clinical Practice Experience (SCPE) course
    • More than one day taken for one of these activities will result in referral to SPC for an unexcused absence
  • Students may not take any Interview days during callback-day activities, exams, remediation activities,  or summative activities
  • All requested Interview days off during the clinical phase must be approved no less than one week in advance by the DCE

  • Students must make up the missed SCPE time prior to the absence day

• Absence approvals are at the discretion of the preceptor and DCE.
  • Importantly, submission of an absence request in no way guarantees the request will be approved.
• As with all absences, all missed activities will need to be made up.

ABSENCES FROM REQUIRED ACTIVITIES

Other than posted holidays, semester breaks, personal days. and when released from the program, students should expect to be present on campus from 8:00am to 5:00pm EST, Monday through Friday in addition to one-to-two weekly evening hours for scheduled MLFC, sim lab, and service activities, and occasional Saturday hours for make-up classes.

In addition to semester breaks and semester holidays, and personal days, the MPAS Program includes time off on some Monday mornings and most weekday late afternoons. The student schedule, which should always be viewed as subject to change, is posted prior to the start of each semester in the Google Calendar. If time-off is not indicated in the calendar schedule, students are expected to be on-campus for program required classes and activities. Given the amount of semester breaks, holidays, personal days, and scheduled time-off, additional absences may significantly adversely affect a student’s learning and subsequent mastery of material.

In the event of personal extenuating circumstances (including outside appointments), the student is to notify the Course Director(s) a minimum of 24-hours in advance of classes/activities by submitting the program-specific Absence for Program Activity Form via the EValue system; one form must be submitted separately to every course director for courses to be missed. In the event of illness, family issue (e.g., family illness, child’s illness), or emergency or crises, the student is to notify the Course Director(s) as soon as possible on the day of instruction utilizing the same form and process detailed above. Different processes exist for Clinical-Phase activities as detailed below.

The following policies apply to all other absences:

• For absences occurring during schedule examinations, evaluations, and quizzes, please refer to the Examination Policies section of this handbook.
• For all absences, students must submit the appropriate form to each Course Director holding classes/activities during the time of the absence.
  • Submitting the form in no way guarantees that the absence will be approved and excused.
  • The Course Director will determine if the absence is considered an excused absence, on a case-by-case basis. The course director’s decision is to be considered final.
• It is the responsibility of the student to contact the Course Directors regarding making up any missed work and fill out the required absence form.
• An extended absence (i.e., >3 consecutive days missed) will be addressed by the Department Chair/Program Director in consultation with all MPAS Program principal faculty.
  • Importantly, extended absences may result in dismissal or deceleration from the program.
• Submitting an absence form does not guarantee approval of an excused absence. Excessive requests of three or more per semester will result in a professionalism evaluation.
• PA students are expected to be in attendance at all scheduled meetings with faculty and staff in the Department of PA Studies. It is considered unprofessional for students to cancel scheduled meetings with faculty/staff for other meetings/activities without prior approval of at least 24 hours’ notice, unless an emergency.
• PA students are expected to be present for all clinical rotation activities, including supervised clinical practice experiences and call-back-day activities as established by the Director of Clinical Education and according to the schedule provided by the preceptor in each rotation.
  • The student should notify the Director of Clinical Education and their Preceptor of any absence.
  • A student may not be absent from any regular or scheduled work day of the preceptor without prior approval from the Director of Clinical Education who will then communicate with the preceptor regarding the absence.
  • The student is required to continue working with the preceptor or their designee for the entire six weeks of the SCPE rotation, according to the preceptor’s (or their designee’s) schedule.
  • An extended absence from clinical rotation will be addressed by the Director of Clinical Education and the Department Chair/Program Director.
    • Extended absences from clinical activities may result in delayed graduation for completion of make-up course activities, dismissal or deceleration from the program.
  • PA students are expected to remain available on campus for all scheduled activities in the program, including but not limited to remediation activities and advisor meetings. Failure to do so is considered unprofessional behavior and subject to professionalism policies.
• Repetitively requesting (i.e., >2 per semester) to be off campus or absent from scheduled activities is considered unprofessional behavior and subject to professionalism policies.
• For a first occurrence of an unexcused absence, the student will be referred to SPC for determination of consequences up to and including behavioral probation. 
• For a second occurrence of an unexcused absence, which includes an unexcused tardiness that resulted in an unexcused absence, the student will be referred to SPC for determination of consequences up to and including dismissal from the program.
• For the didactic phase of the program, more than five excused absences is considered to be an issue with professionalism or the ability to meet all of the MPAS Program’s technical standards, such occurrence may result in students being placed on Behavioral Probation and associated consequences up to and including deceleration or dismissal from the program.
• For the clinical phase of the program, even though students are required to make-up all absences, more than one excused absence each semester is considered to be an issue with professionalism or the ability to meet all of the MPAS Program’s technical standards and, as such, may result in students being placed on Behavioral Probation and associated consequences up to and including deceleration or dismissal from the program.

ATTENDANCE AND ABSENCE POLICIES SPECIFIC TO SCPE COURSEWORK

Students are expected to follow arrival-on-site reporting instructions and to notify the program of any changes or difficulties.

A suitable work schedule will be determined by the preceptor or his/her designee and should include at least an average minimum of 32 hours of clinical activities per week, a minimum of (192) hours over the course of the entire six weeks rotation, as determined most appropriate by the preceptor or their designee. The student is required to continue working with the preceptor or their designee for the entire six weeks, according to the preceptor’s (or their designee’s) schedule, even if the 192 hours is completed prior to the end of the scheduled six week rotation. Students should expect to work any time their preceptor is working to include some nights and weekends on all rotations. Permission from the DCE must be obtained prior to absence from any rotation activities (unless an emergency occurs, please refer to the policy for notifying the program of emergencies while on SCPE’s).

Students should expect to ‘work’ much more than 32 hours per week when on their Supervised Clinical Practice Experiences. Students are expected to be present at the SCPE site every work day that their preceptor is present.

• It is important for Students to recognize that different SCPE courses and SCPE sites have different work hours, including but not limited to, shift work. As such, different SCPE rotations will require students to work different hours, including but not limited to evenings, weekends, holidays, and word-days exceeding 8-hours.
• The program considers it unprofessional for students to request changes in their SCPE work-hours. If the student feels the site is requiring hours that the student feels is unreasonable, the student must notify the Director of Clinical Education but is not to discuss this with the preceptor or site manager/coordinator.
• Students are expected to follow arrival-on-site reporting instructions and to notify the program of any changes or difficulties.
• College holidays do not apply in the clinical year. Preceptors are not obligated to give days off on holidays or weekends. Remember, every patient encounter is extremely valuable to your education; the more time spent at the site, the more opportunity there is for learning to take place.
• End-of-rotation seminars are mandatory and are considered part of the preceding rotation.

Clinical Phase Absence Policies: General

• Adherence to scheduled rotation hours and attendance at all end-of-rotation activities are mandatory. Failure to fulfill this requirement is considered in the evaluation of the academic performance and professionalism and may result in a failing grade for the rotation.
• If a student must be absent from a rotation, both the preceptor and the Director of Clinical Education must be notified as soon as possible; it is vital to inform preceptors as soon as possible of your absence as many change their schedules to accommodate students. If the appropriate party cannot be reached then students must leave a message regarding the absence and a number where they can be reached.
• For all absences, students must complete and submit the Program-specific Absence Form to the Director of Clinical Education within 24 hours of the date of the absence. Failure to follow this procedure may result in an unexcused absence, negatively affecting the final rotation grade and, potentially, resulting in rotation failure. Importantly, submission of an Absence Form in no guarantees the absence will be approved.
• Be advised that the program may make random calls to rotation sites to verify student attendance and performance.
• For a first occurrence of an unexcused absence, the student will be referred to SPC for determination of consequences up to and including behavioral probation.

• More than one unexcused absence over the course of the clinical year will result in a referral to SPC for determination of the consequences up to and including dismissal form the program. 

Absenteeism Policies: Excused Absences

• Incapacitating illness or injury, such as those requiring bed rest and unexpected personal or family emergencies are considered valid reasons for absenteeism; however, the procedure for absenteeism must be followed.
• All absences must be made-up with similar activities. All attempts should be made to make-up the time during the same rotation. Otherwise, such absences will result in a grade of “I” (incomplete) for the rotation until the time is made-up at a later date; this may result in delay of graduation. Rotations, in which you receive a course grade of Incomplete due to excused absences, may be completed at a later date, depending on the availability of the rotation and at the discretion of the Director of Clinical Education. All such activities may cause a delay of graduation.
• Policies and procedures for absences related to job interviews are detailed above.
• Absences for scholarly and service activities (e.g., attendance at VAPA or AAPA conferences) or committee work, may be granted on a case by case basis, at the discretion of the Director of Clinical Education. Students who wish to attend such activities must submit their intentions in writing to the Director of Clinical Education three months in advance.
• A leave of absence may be granted by the Program Director for extended illness or absence (i.e., >3 days). The Program Director, on an individual basis, will consider all requests for a leave of absence if done prior to failure of a rotation.

Absenteeism Policies: Unexcused Absences and Tardiness

• Absenteeism not reported as outlined above will be considered unexcused regardless of cause.
• As arriving on-time is considered a part of professionalism, tardiness to rotations and/or end-of-rotation events is not acceptable and may be counted as unexcused absences at the discretion of the Director of Clinical Education.
• Unexcused absences are considered a violation of professionalism and subject to consequences up to and including course failure and delay of graduation.

As the clinical experiences are vital to the PA student’s education, missing clinical experiences represents a significant obstacle to success in the MPAS Program. Given this, the Program has developed the following policies specific to unexcused absences in SCPE courses:

• The first occurrence will result in a decreased score on appropriate items from the DCE Evaluation of Student Grading Rubric for that specific SCPE course and a mandatory meeting with the Director of Clinical Education.
• The second occurrence will result in a mandatory meeting with the Student Progression Committee for consideration of placing the student on Behavioral Probation and either (a) further reductions in score on appropriate items from the DCE Evaluation of Student Grading Rubric if in the same SCPE course or (b) decreased score on appropriate items from the DCE Evaluation of Student Grading Rubric for that specific SCPE course.
• The third occurrence will result in a mandatory meeting with the Student Progression Committee which will result in either course failure or an ‘incomplete’ grade for the course at the discretion of the DCE and the SPC, and will mandate repeating the SCPE at the end of the year and delaying graduation; note, students are fully responsible for all tuition and fees associated with any delayed course or course activity completion.

All matriculated students are required to obtain and maintain health insurance and PA student malpractice insurance prior to matriculation into and continuously while enrolled in the MPAS program.

Minimum malpractice must be in the amounts of per incident limit of $1,000,000 and an aggregate limit of $3,000,000 for the entirety of the program.

E&H MPAS Students complete supervised clinical practice experiences during both their didactic and clinical phases of training. As a rule, in the formal clinical phase of training Supervised Clinical Practice Experience (SCPE) courses (i.e., clinical rotations), students must complete a minimum of 32 hours of supervised patient care activities for each course week. This results in a minimum of 192 hours for a 6-week rotation. This is in addition to clinical practice experiences completed in the didactic phase of training (e.g., experiences at the Free Clinic).

Importantly, some states require a minimum number of hours completed in the Program to qualify for state licensure. For example, the New York Board of Medicine requires the following:

• For a program for the training of physician assistants to be determined substantially equivalent to a licensure qualifying or accredited program, it must include: (a) at least 32 semester hours of classroom work; and (b) 40 weeks (1,600 clock hours) of supervised clinical training.

Depending on the state requirements, students may have to prove they completed enough hours of supervised clinical practice experiences via a print-out from EValue (e.g., EValue Portfolio). This further establishes the importance that students complete all program required Time Tracker and Case Logs in their EValue system. The Program is unable to certify hours or case logs unless these have been entered in the Evalue System and validated by the Clinical Preceptor at the time the student completes a SCPE course.

If students, for whatever reason, are not able to meet the minimum required patient care activity hours for a SCPE course, they are mandated to contact the Director of Clinical Education 3 weeks before the completion of the SCPE course to ensure the requirement is met. Failure to do so may result in receiving a failing or incomplete grade for the course and mandated course repeat and/or delay of graduation.

STUDENTS MUST NOT SOLICIT CLINICAL PRECEPTORS OR SITES WITHOUT PROGRAM APPROVAL

The MPAS program has secured all supervised clinical experience practice (SCPE) sites and preceptors for all matriculated students. At no time do students need to assist in finding their own SCPE preceptors or sites.

• The vast majority of clinical sites are within a one hour drive from the Marion SHS campus (students generally will not need to relocate for their supervised clinical practice experiences)

Consistent with accreditation standards, the MPAS Program does not require present or future students to provide or solicit clinical sites or preceptors. Additionally, the program coordinates all  clinical sites and preceptors for program required rotations.

In an emergency, regardless of location or activity, the student should seek immediate medical attention or help.

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 Director of Clinical Education (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).

The student is still required to submit the MPAS Student Incident/Injury Report Form and/or Absence Request Form(s). Forms and further information can be located in EValue.

Covid-19 Emory & Henry College Return to Campus and Screening Policies can be found here:

https://www.ehc.edu/covid19/return-to-campus/

Covid-19 Related Program Changes

• Specific to the Class of 2023, Skype scribing will be accepted as contact hours for this cohort only.
• Specific to the Class of 2023, alternate prerequisite anatomy course will be accepted on a case by case basis upon review of the course syllabus.
• Specific to the Class of 2023, telemedicine/telehealth will be accepted for patient contact hours.
• Specific to Admissions, due to the COVID-19 pandemic the SHS and PA Program has amended its policies regarding admissions to accept pass/fail grades for mandatory prerequisites in the Spring, Summer, and Fall of 2020 only. However, we suggest, if given the option, we strongly encourage students should select to have the letter grade option for their courses.

Policies and Procedures for Academic & Behavioral Probation, Deceleration & Dismissal

DECELERATION AND DISMISSAL

For the purposes of this handbook, deceleration is defined as halting progression in the program while awaiting the start of a future semester to retake coursework, and dismissal is defined as being dismissed from the program without opportunity to return or continue later. Specific to the clinical phase of the program, failing a supervised clinical practice experience (SCPE) and repeating that course at the end of the clinical phase of the program, is considered ‘course remediation’ rather than deceleration.

The following policies apply to deceleration and dismissal:

• Failure to receive a grade of ‘C’ (≥73.0000%) in any course is considered course failure and, in the case of didactic phase coursework, will prevent the student from progressing to the next semester. Depending on the course, course exams may be able to be remediated for grade change, as noted in course syllabi. However, course grades cannot be remediated or changed once finalized by the course director.
  • In the case of a didactic phase course failure, a student will be automatically dismissed or offered the option of deceleration, at the discretion of the Student Progression Committee.
• Failure of more than one course in the didactic phase of the program will automatically result in immediate dismissal from the program. Dismissal under these circumstances is not open to appeal.
• Failure or remediation of more than one Supervised Clinical Practice Experience (SCPE) courses in the clinical phase of the program, even if a course is successfully repeated, will automatically result in immediate dismissal from the program. Dismissal under these circumstances is not open to appeal.
• Academically decelerated students will be given a time period to consider their return to the program, typically this date will fall within 3 months of the deceleration date. The student must confirm, in writing, and by the assigned due date, to the PA Program their intent to return to the PA Program. Failure to notify the PA Program of their intended return by the due date will be considered by the Program as a declination of the deceleration offer and this will result in the deceleration offer being withdrawn resulting in permanent removal from the PA Program. Dismissal under these circumstances is not open to appeal
• Academically decelerated students who return to program participation and subsequently fail a course, fail to attain and maintain a cumulative semester 3.0000 GPA, and/or fail to meet all technical standards will automatically be dismissed from the program. Dismissal under these circumstances is not open to appeal.
• Academically decelerated students who return to program participation and have subsequent behavioral issues are subject to the conduct policy in the MPAS student handbook.
• Upon deceleration, students are participating with the next cohort of students and, as such, will be subject to that cohort’s student handbook and student clinical handbook policies and procedures and any new tuition rates and expenses as determined by the College.
• Deceleration automatically results in delay of graduation and additional financial burdens to the student and may affect financial aid processes.
  • Students are fully responsible for any additional tuition and fees, including changes in tuition and fees resulting from deceleration.
  • Students are advised to discuss these issues with the College’s financial aid personnel prior to making any decisions regarding returning to the program if granted the option of deceleration.
• If decelerating, the student can miss no more than a consecutive 12-month lapse of time from continuing in the program (i.e., from the time of course failure to the time of reattempt of course). At the end of 12 months if the student has not re-entered the PA Program, their opportunity to return from the deceleration will be withdrawn resulting in permanent removal from the PA Program. Dismissal under these circumstances is not open to appeal.
• Decelerated students will be required to demonstrate maintenance of competency to resume progression in the program.
  • Decelerated students will be assigned a faculty advisor during the deceleration period whom the student is expected to remain in contact with. (The PA program policies regarding response to Program initiated emails within 24 hours will remain in effect during the deceleration). Failure to promptly respond to the advisor (per policy), or failure to complete assignments and return them by the assigned due dates, will be considered by the PA Program as the student is no longer interested in the deceleration pathway and will result in the deceleration offer being withdrawn resulting in permanent removal from the PA Program. Dismissal under these circumstances is not open to appeal.
    • This advisor is responsible for assigning continued material for the student to review and/or complete to help ensure the student maintains competency on Program taught materials in order to be successful upon return to the Program.

• Demonstrating competency may involve retaking previously completed courses, successfully completing a cumulative written and practical examination within one month of rejoining the program, and/or other activities deemed necessary by the Program. As decelerated students are participating with the next cohort of students, these evaluations will be comprised of material covered in the sequence of the cohort the decelerated student will be joining upon return to the program. These requirements must be completed prior to resumption of the program.
• If required to retake previously completed courses, students are responsible for any associated tuition and fees.

ACADEMIC PROBATION/ACADEMIC DECELERATION/ACADEMIC DISMISSAL

These policies apply to academic performance only, academic infractions (e.g., honor code violations etc) are addressed under the Behavioral Policy section below.

• The following students are automatically placed on academic probation and may be subject to deceleration or dismissal:
  • Any student who fails to attain and/or maintain a 3.0000 cumulative semester GPA.
  • Any student required to remediate a Supervised Clinical Practice Experience (SCPE) course.
  • Any student subject to academic deceleration.
• Students on probation or at risk for probation, may be required to meet with the following individuals/centers by the Student Progression Committee:
  • Academic Advisor
  • Student Progression Committee
  • Powell Resource Center
• In the didactic phase of the program, a course failure will result in automatic academic probation and either deceleration or dismissal from the program, at the discretion of the Student Progression Committee.
• In the clinical phase of the program, any failing grade on a SCPE course will result in automatic academic probation and either required course repeat (i.e., course remediation), deceleration, or dismissal, depending on the reason(s) for failure of the clinical rotation experience, at the discretion of the Student Progression Committee.
  • If the reasons are deemed significant enough, at the discretion of the Student Progression Committee, the student may be dismissed from the program.
  • If the reasons are deemed remediable within the structure of the Program, at the discretion of the Student Progression Committee, students who fail to achieve the required grade in a SCPE course may be given the opportunity to repeat the course after all other SCPEs are completed; this will automatically result in academic probation and a delay of graduation.
  • If the student fails to achieve a passing grade upon the second attempt of the SCPE course or fails another SCPE course, the student will be dismissed from the program.
• Students cannot be on academic probation for more than two semesters consecutively.
  • If students are not taken off academic probation in the third consecutive semester, they are subject to either deceleration or dismissal from the program, at the discretion of the Student Progression Committee.
• Students placed on academic probation may be removed from any program, school, and/or college student leadership roles and student committee participation at the discretion of the Student Progression Committee.
• Academic performance related probation, deceleration, or dismissal decisions are not open to appeal. Academic infractions are covered under the Behavioral Probation/Behavioral Dismissal Policies.
• If a behavioral or conduct issue is involved along with academic, the policies governing behavioral probation and dismissal will be applied at the discretion of the Student Progression Committee.

BEHAVIORAL PROBATION/BEHAVIORAL DISMISSAL

A student, faculty member, administrative officer, or employee of the College may charge a student with a conduct violation. Further, complaints from SCPE sites or the community, at the discretion of the Program Director, will be investigated thoroughly by the Student Progression Committee as the program expects student professionalism to be maintained at all times.

Students found to be in violation of the student conduct policies/standards and/or unable to meet the Program defined technical standards are subject to disciplinary action up to and including dismissal from the program. Students placed on behavioral probation are immediately removed from any program, school, and/or college student leadership roles and student committee participation and are not able to serve as mentors to other students.

Depending on the violation, and at the discretion of the Department Chair/Program Director, students may be referred to the Student Progression Committee for determination of recommended disposition (i.e., probation vs. deceleration vs. dismissal). Egregious violations, including, but not limited to, issues of cheating and/or plagiarism (also termed an academic infraction), and issues adversely affecting the safety and welfare of others involved in the college and/or clinical sites (e.g., classmates, principal faculty, instructional faculty, staff, patients, campus/clinical site visitors) may result in consequences up to and including immediate dismissal at the discretion of the Student Progression Committee.

• Examples of egregious violations, whether or not the act was successfully implemented, include, but are not limited to:
  • Issues of cheating and/or plagiarism
  • Issues related to exam security, including but not limited to duplicating or attempting to duplicate formative or summative evaluation material (e.g., quiz. exam. Kahoot questions), and offering to share or sharing previous summative or formative evaluation material with others
  • Issues adversely affecting the safety and welfare of others, including but not limited to, E&H students, faculty, staff, contracted workers, clinical preceptors, clinical staff, or patients.
    • Such issues include any form of harassment, abuse, belligerent behavior, or use of derogatory and/or harmful language or gestures.
    • Examples of belligerent behavior include behavior that is hostile, aggressive, threatening, antagonistic, confrontational, argumentative, quarrelsome, contentious, or combative.

Depending on the violation, the following levels of decision making will be applied:

• Level 1 Initial minor (i.e., non-egregious violations)

  • Decided at the Course Director level- Any reporter of a student infraction may relay a complaint regarding academic or behavioral infractions to a course faculty member (course instructor or course director) or a mentor/faculty advisor, or other program faculty, who then reports the behavior to the Course Director.
  • For non-egregious violations (egregious violations automatically follow Step 2), the Course Director may apply any or all of the following:
    • Written warning (e.g., PDAT deduction) with potential grade deduction
    • Potential zero grade on academic evaluation (if occurring as part of the violation)
    • Academic counseling from the Course Director and/or Department Chair/Program Director and/or faculty advisor.
    • At the discretion of the Program Director, possible referral to Student Progression Committee
    • Any investigation, findings, decisions, or counseling will be well-documented by the Course Director and placed in the student encounter file.
  • Decisions at this level fall completely within the purview of the Course Director of a course. The Course Director may apply any consequences to non-egregious behavioral issues as are covered in the course syllabi (e.g., arriving late to a practical or clinical evaluation will result in automatic zero on the evaluation if the tardiness is not excused by the Course Director). These decisions are not open to appeal.
    • If a student feels a policy has been inappropriately applied they may seek a meeting with the Program Director to discuss the Course Director decision. The Program Director may uphold the Course Director decision or, at the Program Director’s discretion, refer the matter to the Student Progression Committee for further investigation and adjudication.

• Level 2 Repetitive minor (i.e., >1 non-egregious) or Egregious violations

  • Decided at the Student Progression Committee Level-
  • A faculty member or course director may report a suspected level 2 academic or behavioral infraction to the Program Director who may initiate referral to the Student Progression Committee for investigation of the allegation. Convening the Student Progression Committee is at the discretion of the Program Director, who will be apprised of a situation by faculty or a Course Director but with no disclosure of student specific identifiers.
  • (See Student Rights with regards to meeting with the Student Progression Committee below).
  • For repetitive (i.e., >1) non-egregious and any egregious violation, any or all of the following may occur at the discretion of the Student Progression Committee:
    • All items listed in Level 1
    • Consideration of mandatory meetings with faculty advisor and/or other entities along with other assignments as deemed necessary by SPC (e.g., Reflective Writing assignment).
    • For repeated non-egregious violations, consideration of behavioral probation* (please see section below regarding more than one episode of behavioral probation)
    • For egregious violations, automatic placement on behavioral probation*

or consideration for deceleration or dismissal at the discretion of the Student Progression Committee, depending on the nature of the violation

• For issues related to exam security and/or issues adversely affecting the safety and welfare of others, consequences up to and including deceleration or dismissal from the program may be applied at the discretion of the Student Progression Committee.

• Level 3 Department Chair Level

  • A student may appeal the Student Progression Committee decision from Level 2 regarding academic or behavioral infractions to the Department Chair, in writing, within five (5) business days of the notification from the Committee Chair of the committee’s decision
  • The Department Chair investigates the allegations and proceedings, meeting with the student, along with an observer not involved in the process
  • After reviewing all information regarding the case, the options available to the Chair are:
    • Affirm the action taken by the Student Progression Committee
    • Accept the student appeal and overturn the action taken by the Student Progression Committee
    • The student does not have the option to appeal the Chair’s final decision however, if the student feels the MPAS program incorrectly applied a policy, the student has the right to appeal the process of the decision-making to Level 4

• Level 4 The Health Science Academic Standards Committee level (HSASC)

  • Students may appeal the decision-making process to the HSASC in writing within five (5) business days of the notification of the Department Chair’s decision at Level 3
  • Students may only appeal a Level 2 or Level 3 process
  • The HSASC investigates the steps in charging the student and the due process afforded the student
  • The options available to the HSASC are:
    • Confirm the correct adjudication of the case and uphold the corrective action
    • OR Refer the case back to the program-level evaluation for further deliberation
    • The HSASC does NOT reinvestigate the conduct charge(s) but rather ensures the program followed proper procedure as outlined in the MPAS program handbook.

Student Rights regarding a required meeting with the Student Progression Committee:

• Students will be notified by the Student Progression Committee Chair in writing, of their required attendance at the committee meeting, no less than 24 hours in advance of the required meeting.
• Students will be informed of whether the alleged violation falls under the programs academic or behavioral policies so that student(s) are given an opportunity to review the appropriate policy prior to their meeting with the Student Progressions Committee. The exact allegation will not be given to the student in advance of the meeting.
• Students will be advised that the committee meeting is considered confidential and is not to be discussed with other students.
• Students may request a PA faculty advocate** to accompany them to the Student Progression Committee meeting, but the advocate must be approved or confirmed by the Program Director.
• Students are not allowed to bring any outside advocates to any program related meetings.

*For students placed on behavioral probation:

• Each episode of behavioral probation will have a duration of 12 weeks’ time. Any subsequent violation of the student conduct policies/standards and/or failure to meet the Program defined technical standards will automatically result in placement on another behavioral probation.
• If students continue to exhibit behavioral issues while on behavioral probation, they will be automatically considered for deceleration or dismissal by the Student Progression Committee called at the discretion of the Program Director.
• If students are placed on behavioral probation on more than one occasion, consecutive or nonconsecutive, they will automatically be considered for deceleration or dismissal at the discretion of the Student Progression Committee.
• In addition to the above, a notation that the student had professionalism and/or conduct issues during their enrollment in the program, including but not limited to that the student was placed on Behavioral Probation, will be noted in any Program and/or faculty letters of reference/recommendation.

**The MPAS program has defined advocate as a member of the PA Program Faculty, excluding the program director, who functions to ensure that the student understands the allegation and the policies to which the allegation pertains. The advocate role is to ensure the student receives due process. A faculty member called to serve as a student advocate is recused from the decision-making process of the Student Progression Committee.

***Student Progression Committee meetings are considered confidential and may not be discussed with other students

Students are expected to achieve and maintain the highest level of professionalism. Given the dramatic importance of professionalism in the PA profession, the MPAS Program includes a professionalism component to every final course grade.

The Professional Development Assessment Tool (PDAT) is the assessment tool that is used by the MPAS Program to assess competency in the area of professionalism. The PDAT provides as objective a rubric as possible for assessing multiple components of professionalism; the combined score of each component in the rubric results in a final score called the Professional Demeanor Multiplier (PDM).

• Satisfactorily meeting all areas of professionalism, the expectation for all students, results in a PDM of 1.0000. 
• Some of the PDAT professionalism items may not pertain to all courses. If a particular course does not include one or more professionalism items as indicated in the PDAT, an automatic ‘satisfactory’ score will be awarded for those specific items.

Course grades consist of two major final components: (a) the Pre-PDM Grade, the result of a student’s combined work during the course (e.g., scores on papers, quizzes, exams, projects); and (b) the Final Course Grade, the result of the Pre-PDM Grade multiplied by the PDM.

• A student’s course grade will be negatively affected if that student does not meet expectations of professionalism in one or more areas.
• A student’s course grade will be unaffected if a student meets expectations in all PDAT areas.

Unless in the case of egregious conduct/professionalism violations, prior to awarding the very first negative PDAT score, the course director or the student’s faculty advisor will meet with the student to discuss the applicable issue. At that time, depending on the behavior, the faculty member may offer the student a chance to develop a remediation plan. This provides the student with an opportunity to correct the unprofessional behavior before the PDM is calculated.

Although individual course directors complete the PDAT for each course, a negative PDM is only applied after faculty discussion at a MPAS program faculty meeting in which consensus is achieved. This process was designed to help ensure the PDM is fair and objective. The rubric can be found the the MPAS student handbook.

Refunds in the Event of Withdrawal from the College

The college operates on an annual budget that necessitates advance planning and financial commitments to teaching staff and others whose services are essential to its operation. For this reason, no semester charges are removed for those persons who are dismissed from the college for disciplinary reasons. Likewise, students who withdraw from the college, even for illness or other emergencies, receive no refunds of room rent or other fees. Adjustments for tuition and board (if applicable) are pro-rated as indicated below. The date of withdrawal used to compute a student’s balance is the date on which the Dean signs the official college withdrawal form. The student who leaves school at one date and waits to withdraw officially at a later date receives appropriate adjustments based on the date of official withdrawal. For an explanation of the procedures for official withdrawal, consult the applicable program policy.

Student Account Adjustments for College Withdrawals

• Before the first classes: 100% (less advance deposits)
• Before end of first week of class: 90% adjustment to tuition and meals*
• Before end of second week of classes: 75% adjustment to tuition and meals*
• Before end of third week of classes: 50% adjustment to tuition and meals*
• Before end of fourth week of classes: 25% adjustment to tuition and meals*
• After the fourth week of classes: No adjustments are made to tuition or meals*
• *Meal plans/payments may not be applicable to all students

The Emory & Henry College MPAS Program is specifically formatted to educate students in advanced clinical sciences, enabling graduates to become successful and highly competent Physician Assistants. Because of the difficulty and volume of the information presented, PA programs are well known as some of the most challenging graduate level programs. As such, the below remediation policy was developed with recognition of the following:

• Physician Assistants need to be self-directed career-long learners of the medical sciences.
• A major portion of any Physician Assistant educational program involves independent studying.
• Because of the pace of accelerated PA programs, little opportunity exists for in-class instructional review of previously presented material.
• 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.
• In order 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 and practical evaluations. Students are encouraged to contact the relevant faculty or instructor at any time to improve their mastery of the material. Student progress is monitored and documented in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation as described herein.

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 Department Chair/Program Director will assign the role to another faculty member.

Importantly, all student conduct/professionalism policies apply to remediation, including policies related to examinations. For remediations that involve papers, projects, or similar activities, and unless informed differently by the course director, students are expected to work on any remediation assignments alone, and without assistance from others. Failure to do so is considered a violation of student conduct/professionalism policies and subject to consequences up to and including dismissal.

INTENTION OF THE REMEDIATION POLICY
Remediation is the re-teaching and re-learning of material for which the student has not achieved mastery. The goal of remediation is to identify, based on course instructional objectives and evidenced by poor performance on examination(s), areas of weaknesses of material, 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.

DIDACTIC PHASE EVALUATION AND COURSE REMEDIATION FOR GRADE CHANGE
A passing grade for any evaluation/assignment is represented by achieving a grade of 73.0000% or greater. Any grade <73% constitutes failure of an evaluation/assignment and requires remediation for content only.

• Unless otherwise noted in the course syllabi, a student will be allowed to remediate for grade change no more than four evaluations, including final examinations, in the first semester, three evaluations in the second semester, two evaluations in the third semester, and one evaluation in the fourth didactic semester.
  • If a student chooses to remediate an evaluation/examination for a grade change, the student must inform the course director within 24 hours of receiving their grade on the examination.
    • Students will not be permitted to remediate any evaluation/examination if the student does not inform the course director within the 24-hour timeline.
  • If permitted, students can improve one or more failed evaluation/examination grades by a maximum of 15 points or an examination grade of 73%, whichever comes first.
• Importantly, 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.
• In the didactic phase, students must complete all remediation prior to the start of the next semester. Failing to complete remediation will result in a failing course grade and be subject to policies noted above regarding academic standing.
• The Course Director, after meeting and discussing with the student, will decide on the remediation time-line during the specific semester. At the discretion of the Course Director, remediation(s) may be completed during the semester or during the semester break but must be completed prior to the start of the next semester.
• 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 the ExamSoft system. The results will include details such as the topic, subtopic, course instructional objective, 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 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), logging of patient cases and clinical experience hours, professionalism, and preceptor evaluations. Remediation processes in the clinical phase mostly mirror the didactic phase policies and processes other than as noted below:

• End of Rotation Examinations (EOREs)
  • EORE grades can be remediated as follows:
    • Students are permitted to remediate up to two End of Rotation Examinations (EOREs) as detailed in the Clinical Handbook.
    • Failed items must be remediated as noted in the Student Clinical Handbook. Students will be given a grade of incomplete in the applicable clinical rotation course until the items are successfully remediated.
    • Failed items on the last clinical rotation may result in delay of graduation.
• Remediation of Clinical Student Preceptor Evaluation
  • The DCE reviews all mid-evaluations submitted by the Preceptor of the student (the Preceptor Evaluation of Student Performance). If any component is less than satisfactory the DCE will communicate directly with the preceptor and student independently. Then the DCE will make recommendation to the student for remediation and success strategies before the final evaluation is completed. Please note the mid-evaluation is formative and is not for a grade. The final evaluation is summative and for a grade.
• Failed grade on clinical preceptor evaluation or failure to achieve a final rotation grade of at least 73%.
  • Students receiving <73% on the preceptor evaluation portion of the rotation grade or <73% on the rotation final grade will be considered to have not achieved mastery on that particular rotation and will receive a failing grade for the rotation
• Patient Logging and Student Evaluation of SCPE and Preceptor
  • Students will not be allowed to remediate patient logging and SCPE evaluation deficiencies.
  • Students will need to log all patient encounters and complete all evaluations to advance to the next rotation.
• SCPE Course Failure
  • When a student does not meet minimum requirements for a SCPE course they receive an “F”, and must repeat the SCPE course, resulting in a delay of graduation while automatically being placed on academic probation. If the student fails to meet minimum requirements for the repeat course, this is considered a 2nd course failure in the program which per policy results in automatic dismissal. Academic probation will not prohibit the student from progressing through the clinical phase but must be removed by the SPC prior to graduation. This is specific to the Clinical Phase only.
  • For students receiving a failing grade on a SCPE, students may be given the opportunity to remediate the rotation by completing a second rotation of the same type (e.g., Emergency Medicine).
  • The decision to permit remediation of a rotation depends in part on the reasons behind the failure; such decisions will be made by achieving consensus between the Department Chair/Program Director, Medical Director, and the Director of Clinical Education.
  • Students are permitted to remediate one individual SCPE.
    • See the information detailed above in the Academic Policies/Requirements for Promotion & Graduation and Policies and Procedures for Academic & Behavioral Probation, Deceleration & Dismissal sections of this webpage.
• End-of-Program Summative Evaluation Failures
  • Students must achieve a score of 73% or greater on the summative MCQ exam and an 80% or greater on the combined score of the two OSCEs to pass the course. Failure to achieve a final grade of 80% or greater in the summative course will require remediation.

EMERGENCY PROCEDURES/SAFETY PLAN

In the case of an emergency, students should call 9-1-1. THe SHS Marion campus is in close proximity to city and county police/sheriff, fire and EMS services. In addition to these services, the School of Health Sciences campus has continuous security coverage via E&H Campus Police and Safety Officers whenever the campus is open. Important phone numbers for Campus Police and Safety are posted in classrooms and study rooms. 

SAFETY & SECURITY ON THE MARION CAMPUS

Specific to the Marion campus, housing the School of Health Sciences graduate clinical programs, security is covered not only by campus security services whenever the campus is open, but also by our local police and sheriff’s officers/deputies for the town of Marion and the Smyth County, respectively. Additionally, the School of Health Sciences facilities on the Marion campus are secured facilities, requiring an active student, faculty, or staff ID badge to be swiped at locked doors leading to student learning spaces and faculty and administrative offices.

SAFETY & SECURITY WHEN ON CLINICAL ROTATIONS

Specific to Supervised Clinical Practice Experiences (SCPEs), newly developed sites are evaluated for safety on a minimum of three occasions: (a) by program faculty prior to establishing clinical rotations, via the SCPES Site Visit Evaluation Report form Facility Safety Checklist;  (b) by students, via the mid- and end-of-rotation Student Evaluation of Clinical Rotation Site form SCPE Rotation Site Safety evaluation; (c) by program faculty when performing site visits with students via the SCPE Site Visit with Student Evaluation Report form  Facility Safety Checklist. For established sites, a minimum of one site visit per year is required to assure appropriateness and safety of the site. Students will not be placed or permitted to continue experiences at sites having any identified safety concerns until those issues have been rectified.

SAFETY AND SECURITY TRAINING

The safety of all students, staff, faculty, and patients is of primary concern. Therefore, during orientation, PA students are presented with information on personal security and fire safety, ALICE training, infection control and standard precautions reducing risk of exposure to blood/body fluids and chemical hazards, HIPAA, and OSHA. Furthermore, PA students are 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. PA students, staff, and faculty must adhere to all established Emory & Henry College safety protocols.

• Didactic-phase students must notify their course director and/or MLFC preceptor as soon as possible of any exposure to bodily fluids, chemical hazards, or potentially serious infectious diseases.
• Clinical-phase students must notify their SCPE preceptor and the Director of Clinical Education as soon as possible of any exposure to bodily fluids, chemical hazards, or potentially serious infectious diseases.
• All faculty, staff and students will utilize Standard Precautions (Methods of Prevention as outlined in the MPAS Program Student Handbooks) during all activities that present a risk of exposure to blood/body fluids or chemical hazards. Failure to do so will be grounds for disciplinary action.
• Students must follow the exposure response plan detailed in the MPAS Program Student Handbooks in the case of any exposure to blood/body fluids, chemical hazards, or potentially serious infectious diseases.
• Compliance with all safety practices is a not just good procedure, it is also a mark of professionalism. Failure to observe and practice Standard Precautions may result in adverse/disciplinary action for unprofessional behavior and referral to the Student Progression Committee.

All enrolled students are required to secure health insurance prior to matriculation and maintain the policy while enrolled in the program.

All students are required to successfully complete a national background check and comprehensive drug screen within one month of matriculating into the program and annually thereafter.

• Some clinical sites may required completion of additional background checks, fingerprinting, and drug screens to participate in the clinical rotation.
• All background checks and drug screens must be completed via the program-identified vendor.
• Students are responsible for all expenses related to background checks, fingerprinting, and drug screens. 

Medical Clearance to Participate in Program

• Candidates invited to join the MPAS program must have the Medical Clearance form completed prior to matriculation. This form will be accessible by applicants once they are informed of their admission decision.
  • Please see PA Program Student Medical Clearance Form here: https://www.ehc.edu/live/files/426-medical-clearance-form-mpas

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 to other students in the program. However, reporters may be called before the student progression committee and/or graduate studies committee to verify the complaint.

STUDENT COMPLAINT FOR PROGRAM-RELATED ISSUE 

If a student has a complaint, it is recommended that they first contact the course director/department/program/office directly involved regarding the issue and seek resolution. The staff or faculty member may ask for additional information and may schedule an appointment to address the concern. If the student does not feel comfortable directly contacting the staff or faculty member connected to the complaint, the student can speak with the director/supervisor of that area.

If resolution with the office is not possible, the student should submit a formal written and signed complaint to the Director of Human Resources and Title IX Coordinator.

The formal complaint should include:

• The actual complaint stated as specifically as possible, and
• The desired outcome.

Each student has the right to seek a remedy to a dispute or disagreement. Specific policies and procedures are outlined in the MPAS Program Student Handbooks pertaining to appeals for grades and student conduct, and in the College’s Academic Catalog or Student Handbook pertaining to other issues such as parking tickets and student records. In these cases, published policies and procedures are applied. In issues that are not covered by these policies and procedures, students have a right to file a complaint and request resolution.

The Dean of the School of Health Sciences or their designee will be assigned to address the complaint in a timely manner and to the best of their ability. Appropriate actions will be taken to resolve the issue for the student and to improve services in the future. If the problem is not resolved, the complainant may request a meeting with the President of the College. This policy does not apply to academic grade disputes, Title IX issues, or other published policies and procedures.

In the event that a student has a concern that they would like to express anonymously, the College participates in a service called the Campus Conduct Hotline at (866) 943-5787. The Campus Conduct Hotline system is available for use around the clock, seven days a week. Because the Hotline is operated by an independent organization, any calls made through this Hotline are completely confidential. The Hotline operator will record the complaint or concern and forward it to the appropriate staff member at the College for review and action as appropriate. Callers to the Hotline may remain anonymous.

DISCRIMINATION AND HUMAN RIGHTS POLICY

In compliance with Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, the Americans with Disabilities Act and other federal, state, and local equal opportunity laws, and in accordance with our values Emory & Henry College does not discriminate or permit discrimination by any member of its community, to include faculty, staff, students, visitors, vendors, contractors or third parties, against any individual on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, veteran status, or genetic information in matters of employment, admissions, housing, services, or its educational programs and activities. Emory & Henry College affirms the dignity and worth of every individual.

Definitions

1. Discrimination is an act or communication that alters an individual’s or group’s ability to completely participate in Emory & Henry’s community on the basis of race, sex, disability, religion, sexual orientation, national origin, or gender expression.
2. Social Harassment is conduct and/or verbal action which, because of its severity, interferes with an individual’s or group’s work or education, or adversely affects living conditions.
3. Hostile Environment is caused by behavior that is sufficiently serious that it interferes with or limits a student’s ability to participate in or benefit from the services, activities, or opportunities offered by the College. It is considered to be disruptive to the educational community.
4. Mediation is a facilitated discussion that is conducted with the assistance of a trained third party. It is designed to help the parties to reach a mutually agreeable resolution of a dispute and may be appropriate when:
   • The parties wish to continue communicating or working together.
   • The complaining party is able to articulate a desired outcome.
   • No one has been physically harmed.

Restorative Justice Resolution

Once a formal complaint is filed with the Dean of Students or the Director of Human Resources, parties involved can request a restorative justice resolution process. The restorative justice resolution process often provides an effective means of communicating about the effects of behavior and can lead to resolving most disputes. The complainant, respondent, or a college official must agree to the restorative justice process. Parties involved may terminate the resolution process at any time and initiate the student conduct process. (Please note that based on the nature of the complaint or if a pattern of this behavior is documented, social justice resolution may not be an option.)

1. Discussion with Respondent: The complainant and respondent can elect to discuss the concerns directly with the other party involved, before any actions of other parties or college officials. The respondent may not understand that their conduct is offensive and unwelcome. Many arguments can be resolved or handled quickly with this form of communication. A complaint brought to the attention of the respondent shortly after the allegedly offensive behavior occurs can usually result in effective resolution. If an effective resolution is not obtained by the discussion, then the complainant or respondent has the option to discuss the alleged offensive behavior with a college official or a mediator.
2. Discussion with College Officials or Mediators: A complainant or respondent can speak with or discuss concerns with a friend, confidant, advisor, or counselor. In order to initiate a social justice resolution with college officials or mediators, a complainant should contact a college official or a Student Life staff member in a timely manner. (College officials include the President of the College, Dean of Students, and Dean of Faculty.) If the complainant, respondent, or the college official involved in the restorative justice resolution feels that this option will not bring an effective resolution, they can terminate the resolution process and initiate the formal student conduct process.
3. The Restorative Justice Discussion can help with any or all of the following:
   • Helping the complainant and respondent decide whether the behavior violates the policy and/or to educate students more about the policy itself.
   • Meeting with the respondent whose behavior is alleged to be offensive or unwelcome and help them understand or make it clear that the alleged behavior is unwelcome and should stop immediately.
   • Organizing an investigation with the hope and goal of ending the alleged behavior in an expeditious manner.
   • The resolution process will last as long as the complainant and respondent deem it desirable to continue to meet with the college official or mediator(s) designated above. Most complaints can be handled within a timely manner.
4. What is Restorative Justice?
   • Restorative Justice is a collaborative decision-making process that includes harmed parties, offenders, and others who are seeking to hold offenders accountable by having them (a) accept and acknowledge responsibility for their offenses (b) to the best of their ability, repair the harm they caused to harmed parties and the community, and work to rebuild trust by showing understanding the harm, addressing personal issues, and building positive social connections. The resolution process will last as long as the complainant and respondent deem it desirable to continue to meet with the college official or mediator(s) designated above. Most complaints can be handled within a timely manner. Documents regarding the resolution of the Restorative Justice process will be keep in the Dean of Students Office.

Introduction

Student Conduct includes all E&H student conduct and honor code policies/standards and program specific professionalism policies/standards as outlined below and in other areas of this handbook.

In accepting admission to the MPAS Program, each student agrees to review and to abide by all policies and procedures of Emory & Henry College, the School of Health Sciences, and the Department of Physician Assistant Studies/MPAS Program. Additionally, each student also agrees to abide by all policies and procedures outlined by individual clinical sites/organizations with which they may be assigned for clinical experiences.

In addition to controlling their own behavior, students are expected to do their utmost to help maintain a high level of conduct among fellow students.

College and Program policies are set forth in writing to give students general notice of prohibited conduct; they are not designed to define misconduct in exhaustive terms, so they should be read broadly. All enrolled students are required to review and, when applicable to the PA student, continuously abide by the Guidelines for Ethical Conduct for the PA Profession. Additionally, all students are required to abide by all Emory & Henry College Honor and Student Conduct Codes and Regulations as noted in the E&H Academic Catalog and College Student Handbook. The following information and policies are covered in the Catalog:

• College Governance
• Conduct Expectations
• Application of Conduct Expectations
• Personal Property – Search and Seizure
• Hazing Policy
• Discrimination and Social Harassment Policy
• Sexual Misconduct Policy
• College Disciplinary Procedures
• Code of Conduct Offenses
• Sanctions
• Appeals
• Student Conduct Code

Emory & Henry College Honor Code

Students are required to adhere to the College’s Honor Code. Specifically, the Honor Code states that:

As members of the Emory & Henry College Community, we recognize Honor to include, among other things, the following:

A commitment to tell the truth

A commitment to maintain the sanctity of other’s property, including computer data/access

A commitment to abstain from all forms of cheating and plagiarism

A commitment to uphold the integrity and confidentiality of College documents, including computer records

A commitment to deal responsibly with observed infractions of this code

A commitment to honesty and integrity in all academic settings

Professionalism and the PA Student

Here in the Master of Physician Assistant Studies (MPAS) program, one of our goals in educating Physician Assistant (PA) students is to graduate healthcare providers who are not only clinically sound, providing the highest quality of care within their scope of practice, but also well-respected professionals within the medical community. Each student must demonstrate the ability to work effectively within a professional environment among various types of healthcare settings. 

The PA student must demonstrate sound judgment, intellectual honesty, and privacy and confidentiality standards in accordance to HIPAA protocols. Breaching professionalism, particularly when exhibiting any behavior that might pose a threat to the student or to others, may lead to dismissal from the program.

PA students must be aware that even as students they are viewed - by both patients and medical providers - as part of the medical community. As such, PA students are expected to display the highest standards of professionalism. It is critical, therefore, that the development of professional behavior be assessed just as academic and clinical skills are measured.

Professionalism Exhibited Through Attendance

See the MPAS Program Policies on Attendance

Professionalism Exhibited Through Professional Attire & Appearance

The MPAS Program is a graduate professional program and, as such, students are expected to dress appropriately in both the college setting and at clinical sites.

• During didactic phase activities, PA students must be identifiable by:
  • Wearing the E&H School of Health Sciences badge and lanyard at all times when on campus.
• During any clinical encounters, occurring both in the didactic and clinical phases of training, PA students must have visible identification that indicates they are an E&H PA Student. Such identification includes:
  • Wearing the program issued short white lab coat with student name.
    • Students are required to wear their Program issued lab coat in the Mel Leaman Free Clinic.
  • Wearing the program issued name tag that clearly identifies themselves as an E&H PA student, and, when supplied by clinical sites, wearing their facility issued identification badge.
  • Students are not permitted to wear their branded scrubs or white coats, College identification badges, or name tags in non-program related activities.
  • Students are not permitted to identify themselves as E&H MPAS students in non-program approved activities.
• The dress code for the MPAS program requires adherence to business casual attire and professional presentation for all non-lab class-related activities and clinical-related activities. 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 MPAS Program approved scrubs with the Department of PA Studies logo and student name and title (i.e., First, Last Name, PA-S) or, at the discretion of the Clinical Skills Course Director, gym shorts and sports bras when appropriate. Occasionally, the Program will permit dress-down days. On such dress-down days, students are still required to dress appropriately but may wear jeans and collared shirt (e.g., polo-shirt) or Program approved scrubs instead of business casual attire. Unless Emory & Henry College attire, no attire should have logos, images, messages, or advertising. After hour study attire on campus must be either business casual, scrubs, or E&H attire only.
• 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. Suit-coats, blazers, and neckties are not required.
  • Emory & Henry logoed shirts and sweaters are appropriate as are discipline specific (e.g., AAPA, APTA, AOTA, NATA) logoed attired.
  • Closed-toe shoes are required for skills lab, research lab and clinic environments. Open toes shoes cannot be worn in the PA Skills Lab, Sim Lab, Research Labs, or Clinical Facilities.
  • Jeans are not considered business casual; however, programs will 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.
• Attire for Clinical Practice Experiences (e.g., Free Clinic, Internships, Clerkships, Practicums):
  • Business 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).
  • 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 is inappropriate.
    • 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. Student 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, but is not limited to:
    • 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, 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.

Professionalism Exhibited Through Professional Conduct

The Physician Assistant student should show respect to all other individuals (e.g., faculty, preceptors, patients, peers) by:

• Remaining attentive.
• Arriving on time and not leaving early, thereby not disturbing class or clinic by entering after a presentation or patient encounter has begun or leaving before a presentation or patient encounter have been completed.
• Observing all policies and procedures of the Emory & Henry College Academic Catalog, College Student Handbook, MPAS Program Student Handbook, MPAS Program Student Clinical Handbook.
• Observing all policies and procedures specific to SCPE sites.
• Not using personal electronic communication devices, including, but not limited to cell phones, tablets and laptops, for educational purposes only during class or clinical activities.
• Demonstrating professional behavior at all times in classrooms, campus, or clinical settings.
• Obtaining consent for utilizing audio and video equipment.
• Seeking and following instructional input from faculty/preceptors.

Professionalism Exhibited Through Maintaining Patient Confidentiality and Privacy

The Physician Assistant student is expected and required to always adhere to health information privacy for all clinical encounters, including but not limited to, Clinical Skills and Interprofessional Clinical Simulation Lab activities, Mel Leaman Free Clinic (MLFC) activities, and all Supervised Clinical Practice Experience (SCPE) activities, in accordance to HIPAA guidelines. Maintaining confidentiality towards classmates, standardized patients, simulated patients, and ‘real-world’ patients is equally important and required at all times.

Social Media Guidelines/Guidelines of Use of Electronic Information

Social media are internet-based applications which support and promote the exchange of user-developed content. Electronic social mediums can take the form of websites, blogs or online journals. The principle aim of these guidelines are to identify your responsibilities to the MPAS Program in relation to social media and to help you represent yourself, the College, and the Program in a responsible and professional manner.

Everyone who participates in social media activities should understand and follow these simple but important best practices:

• Use of College, School, Department, or Program names, logos/branding, and identification (e.g., as an E&H MPAS student) are prohibited unless the social media site has been officially approved by the College, School and Department.
• You are responsible for the material you post on personal blogs or other social media. Be courteous, respectful, and thoughtful about how other Personnel may perceive or be affected by postings. Incomplete, inaccurate, inappropriate, threatening, harassing or poorly worded postings may be harmful to others. They may damage relationships, undermine the Program’s reputation, discourage teamwork, and negatively impact the program’s commitment to patient care, education, research, and community service.
• Anything you post is highly likely to be permanently connected to you and your reputation through Internet and email archives. Future employers can often have access to this information and may use it to evaluate you. Take great care and be thoughtful before placing your identifiable comments in the public domain.
• Protect Patient Privacy. Disclosing information about patients without written permission, including photographs or potentially identifiable information is strictly prohibited. These rules also apply to deceased patients and to posts in the secure sections of your social media pages that are accessible by approved friends only.
• If you post content, photos or other media, you are acknowledging that you own or have the right to use these items and could be violating copyright or trademark materials.
• Code of conduct, technical standards, and behavioral and professionalism policies apply to student use of social media. Violations of these codes, standards, and policies will result in consequences up to and including dismissal from the program.

In an emergency, regardless of location or activity, the student should seek immediate medical attention or help.

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 Director of Clinical Education (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).

The student is still required to submit the MPAS Student Incident/Injury Report Form and/or Absence Request Form(s). Forms and further information can be located in EValue.

Emory & Henry College staff and faculty strive to provide each student with positive educational experiences. Even so, it is understandable that complaints will arise from time to time. To address and resolve concerns as quickly as possible, all students are encouraged to address complaints to the Department Chair/Program Director. If the complaint is about the Department Chair/Program Director, students should address the complaint to the Dean of the School of Health Sciences.

As long as the instructor is following program-specific policies and procedures – which, at a minimum, align with ARC-PA accreditation standards - the principle of academic freedom gives an instructor broad discretion in establishing goals for a course, the criteria by which student achievement is to be assessed, and mak­ing decisions about the student’s accomplishment according to those criteria. Thus, except in unusual circumstances, an instructor’s decision about a grade will not be overruled.

GRIEVANCE/APPEALS PROCESSES

Student grievances regarding program policies/procedures and/or faculty/staff issues should be addressed to the Program Director and, if about the Program Director to the School of Health Sciences Dean.

MPAS students have the right to appeal some, but not all deceleration and dismissal decisions. If students elect to appeal a decision, they must abide by the following policies:

• If a student chooses to appeal the decision - the Department Chair/Program Director informs students about all decisions regarding deceleration or dismissal - students must inform the Dean of the School of Health Sciences, Dr. Lou Fincher (lfincher@ehc.edu), in writing no later than 24 hours from being informed of the decision, requesting that the appeal be addressed by the SHS Graduate Studies Committee (GSC).
• The SHS Dean will determine if the GSC should be activated and notify the GSC Chairperson.
  • The Chair of the GSC will select a date for the committee to meet and inform the SHS Dean, the MPAS Program Director, and the student.
  • When activated by the SHS Dean, the GSC will meet within ten (10) business days to consider the appeal.
  • In considering the appeal, the GSC will review all relevant information and may select to interview all involved parties deemed relevant to the appeal.
  • Although not obligated, the student filing the appeal will have the opportunity to present their ‘case’ to the GSC.
  • Every attempt will be made to select a date and time that does not interfere with the student’s academic activities.
  • The student cannot request a different date or time for the meeting than that selected by the GSC.
  • The student cannot be represented or accompanied by anyone at the hearing, including, but not limited to legal counsel.
  • Under no circumstances is the student permitted to electronically record any part of the meeting.
  • The GSC will have three (3) business days from the date of the committee meeting to make its decision and notify the SHS Dean, the MPAS Program Director, and the student.
• Depending on the issues leading to the deceleration or dismissal decision, and at the discretion of the Department Chair/Program Director and in consideration of recommendations from the Student Progressions Committee, students may or may not be permitted to continue in their academic studies pending the appeal decision.
  • If permitted to continue in their academic studies, the student is responsible for all tuition and college fees incurred while pending the completion of the appeals process, even if the appeal is not supported.
  • If the student is either not permitted or chooses not to continue in their academic studies pending the appeal process, and the appeal is supported, the student will either:
    • If in the didactic phase of the program, be automatically placed on deceleration.
    • If in the clinical phase of the program, be permitted to repeat the SCPE resulting in an automatic delay-of-graduation.
    • Regardless of the decelerating or delay of graduation, the student is responsible for all associated tuition and fees.

The Powell Resource Center

All graduate students in the Marion campus programs, including MPAS Program students, have full access to the services of the Powell Resource Center - both on the Emory campus and on the Marion campus. These services include academic success services (e.g., academic counseling, exam-taking and study skills), counseling services, and disability support services. To better accommodate the schedules of SHS graduate students, the PRC offers after hours appointments for students on the Marion campus to ensure they can have full and quick access to needed services. SHS graduate students do not have access to formal tutoring services, although all students are assigned faculty advisors and have ready access to course directors throughout their programs. 

Health Services

All Emory & Henry College students, including SHS graduate students, are required to have individual health insurance. Although SHS graduate students do not have access to the health center on the Emory campus, they do have access to acute, preventative, and general healthcare services within one mile of our Marion campus, including two local family medicine practice groups (please call the groups first to ensure they accept your health insurance) who have agreed to see our students (Family Physicians of Marion and Smyth County Family Physicians), and the Smyth County Community Hospital Emergency Department.

Financial Aid, Computing, and Library Services

Students in the SHS graduate programs, including  MPAS students, have the same access to financial aid, Information Technology, and the Kelly Library as all Emory & Henry College Students.

If students are completing clinical activities in facilities that faculty and staff may be utilizing for their own medical care, at no time are students permitted to participate in the care of the faculty or staff person, including but not limited to, accessing the individual’s medical record or participating in discussions regarding the individual’s medical care. Students are responsible for immediately notifying their clinical preceptor(s) once they become aware of such a conflict.  

The Department and MPAS Program are 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 E&H College services, including but not limited to, the Paul Adrian Powell, III Student Success Center (students are strongly encouraged to meet with Student Success staff at the beginning of the program and before problems may develop). The following links may be helpful:

• Campus Police & Safety and Emergency Guidelines
• Centralized Student Assistance Office (includes Financial Aid, Registrar, Student Accounts)
• IT Department/Help Desk
• AlertAware App
• Paul Adrian Powell, III Student Success Center
• Student Health Insurance
• Title IX Office

Although it is ideal if students receive services outside of their classroom hours, and time is built in to the weekly schedule for such activities, given the 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, access to care, or after hours availability of services (e.g., financial aid office, registrar’s office, business office), the MPAS Program permits students class release time to receive services, including services from healthcare providers and the Powell Resource Center (academic success services, counseling, and disability support services). When non-emergent, the PRC will make every attempt to provide services limiting disruptions to a student’s academic schedule. The following policies apply to such instances:

• For planned absences, students must submit the program required Absence for DIdactic-Phase or Clinical-Phase Activity Form prior to the absence.
• For unplanned absences, students must submit the program required Absence from Didactic-Phase or Clinical-Phase Activity Form as soon as possible.
• Excessive absences, as outlined in the MPAS Program Student Clinical Handbook, may results in consequence up to and including deceleration or dismissal from the program.

POLICY PROHIBITING DRIVING WITH FACULTY/STAFF

For safety reasons students are not permitted to drive with program faculty, including the Program Director, Medical Director, Principal Faculty, and Instructional Faculty (including but not limited to clinical preceptors) or staff of the Department or Program.

TRANSPORTATION TO AND FROM CAMPUS AND CLINICAL SITES

Students are responsible for their own transportation, and any related expenses, to and from College campuses, clinical sites, conferences and other educational activities. If students are unable to secure their own transportation to program-required activities, they must immediately inform the Program Director or, if in the clinical phase of training, the Director of Clinical Education. In rare circumstances, students may be provided an excused absence for a maximum of one day due to non-weather related transportation issues. Other circumstances (e.g., loss of vehicle, loss of driving license) extending beyond one day may result in an unexcused absence and subsequently require a leave of absence, program deceleration, or dismissal from the MPAS Program.