ACADEMIC POLICIES

ACADEMIC PERFORMANCE STANDARDS

Student Handbook
The PA Program publishes a Student Handbook each year. This document includes the specific policies, rules and regulations of the PA Program, as well as additional information of use to the student. Students should read and use this handbook as a primary reference for their day-to-day activities. In addition, the program publishes a Clinical Handbook that contains detailed information regarding the clinical rotations and the rules and regulations pertaining to the clinical phase of the curriculum.

Evaluation of Student Learning
Ongoing formative evaluation of student learning takes place frequently during the didactic and clinical phases of the program. Various modalities of evaluation are utilized to assess a student’s acquisition of knowledge, problem-solving skills, clinical competencies, and professional development. During the didactic phase, students are evaluated via objective written exams using mainly multiple-choice questions, and also via case presentations, graded lab work, and practica. Evaluations may also be based on class attendance, class participation and class presentations. It is the prerogative of the instructor to determine the specific balance of evaluation methods for a particular course. Evaluation and grading methods are clearly articulated in the course syllabi. The course instructor develops exams that include content related to the course learning objectives. While on rotations during the clinical phase of the program, students are evaluated on their oral and written communication skills, interpersonal skills, medical knowledge, correlative abilities, technical skills and PA role performance. Students are evaluated by their preceptor, the clinical coordination faculty, and through written exam. Summative evaluation of each student is conducted prior to program completion to assure that the program’s expectations for clinical knowledge and technical skills have been met. The summative evaluation consists of a comprehensive objective multiple-choice examination and objective structured clinical exams. A student must successfully complete both components in order to graduate. Research and scholarship skills are evaluated via the capstone Master’s project required for graduation.

Student Advisement
Upon admission to the program, each student is assigned an advisor from the core faculty. Students and advisors are required to meet a minimum of one time per semester. When necessary, due to poor grades or other problems, students must meet with advisors more frequently.

The main purpose of academic advisement is to help students achieve their educational goals. Specifically, advisors assist students with the following:

• monitoring academic progress and reviewing study habits
• solving problems encountered in particular courses
• monitoring professional development
• referring to other support services within the College and the School of Health Sciences
• informing students about academic and professional rules and regulations
• informing students about graduation requirements

Note: The faculty is not equipped, and feels that it is inappropriate for them, to do counseling for emotional problems of students. Advisors who assess that a student is in need of professional counseling and/or special services, e.g., testing for learning disabilities, must make this concern known to the Program Director immediately. The Director and/or the Dean will then make recommendations and referrals to outside agencies.

Attendance
Attendance is mandatory. It is the responsibility of the program to communicate to students the elements of professional behavior, one of which is embodied in consistent class attendance and accountability.

Students are expected to attend all lectures, laboratory sessions, fieldwork assignments, and rotations on a regular and punctual basis and to complete assignments in a timely fashion. The faculty regularly monitors attendance, and it is factored into the grade in many classes. Students who are absent from class will be asked to meet with their advisors to explain the reasons for their absence. Students are also expected to notify the program office prior to class if they will be unable to attend. Repeated absences may lead to a reduction in the grade for a course and/or to disciplinary actions such as Professional Probation.

Lateness
Coming to class late is disrespectful to the instructor, disruptive for fellow students, and unprofessional. The faculty regularly monitors punctuality. If a student arrives more than 10 minutes after the start of class, admittance will be denied until a break. Consistent lateness may result in Professional Probation.

Academic Progress Policy
Medical knowledge and competencies are learned, developed, and nurtured continuously and progressively. The PA training program demands the academic ability and the rigor to take a full course load and manage multiple courses at the same time. Core knowledge of the basic medical sciences must be mastered in order to progress to the application of this knowledge in the clinical medicine courses. Knowledge of the clinical preparatory sciences, in all their breadth and depth, must be demonstrated in order to progress to the supervised clinical practice phase of the program. This phase entails applying the concepts of medical decision-making and problem-solving to real patients, while on rotations. All aspects of the curriculum, including courses, rotations, and capstone Master’s project, must be passed in order to qualify for graduation.

The PA Program has established standards for academic performance and professional conduct in order for students to successfully progress through the program and graduate. The Academic Progress Committee (APC) makes decisions regarding student progression in the program. The APC is a standing committee comprised of PA Program faculty representatives and chaired by the program director that monitors student progress. The Committee is empowered to apply the regulations set forth in student handbooks. Decisions regarding unacceptable academic performance and violations of professional conduct are made by the APC.

The program has established means for remediation for students who are deficient in the competencies demanded of a course, a module of a modular course, or a rotation. The program has also established parameters for remediation, as described in the didactic phase rules below, as well as in the clinical phase rules specified in the Clinical Handbook.

During the didactic phase, if a student fails a course or a module, a comprehensive make-up exam will be offered to allow the student to demonstrate proficiency in the course material and correct any deficiencies in knowledge and skills. The highest grade a student can attain on a make-up exam is 70%.

If the above remediation efforts are unsuccessful and the student ultimately fails a course during a semester, the APC will determine if further remediation should be pursued or if the student should be dismissed from the program. Remediation will entail repeating the failed course when it is next offered. In most cases, remediation is accompanied by deceleration. A student who is decelerated will not be permitted to begin any new coursework until he/she has successfully repeated the failed course, thereby delaying progression through the program curriculum. Additionally, the APC may mandate that a decelerated student audit certain courses that he/she has already passed in order to maintain knowledge and skills.

During the clinical phase, if a student fails a single rotation, he/she will be allowed to repeat the failed rotation in order to correct deficiencies in knowledge and skills. This will entail additional time and expense for the student. Failure of a second rotation will generally result in dismissal from the program.

Student Work Policy
In concert with the non-traditional nature of the didactic phase of the PA Program, students are permitted to maintain employment during the first 16 months of the program. Working students do best if their employment is part-time. Students should recognize that they need adequate study time, and should consider the impact of employment on academic performance.

During the clinical phase of the program, outside employment is a virtual impossibility. Students should, therefore, make the appropriate arrangements to enable them to be unemployed during the latter half of the program.

PA students in the College’s work-study program may not work in the PA Program offices. PA students may not perform clerical or administrative work for the program.

Professional Conduct
Students are expected to conduct themselves in a manner consistent with the function of an institution of higher education and to abide by the highest standards of academic honesty, ethics, and professional conduct.

Students are professional trainees and representatives of Touro College. They come into contact with patients, families, and a variety of healthcare professionals during their education. The faculty monitors the professional development of all students as well as their academic development. Students are expected to maintain patient confidentiality, safety, and dignity, as set forth in the American Academy of Physician Assistants’ Guidelines for Ethical Conduct for the Physician Assistant Profession.

Academic Integrity
Academic integrity is expected of all students throughout their course of study at Touro College. Academic integrity is the foundation of a supportive learning environment and a credible educational process. It enables students to develop a strong sense of self-esteem, self-confidence, and pride in accomplishment, which are integral to educational and professional growth.

Because intellectual integrity is the hallmark of academic inquiry, students are expected to adhere to the highest standards of academic honesty in study and preparation for, and presentation, of examinations, term papers and research projects.

Therefore, academic dishonesty is one of the most serious offenses a student can commit. Academic dishonesty entails intentional cheating, fabrication, or plagiarism, as well as knowingly facilitating the dishonesty of others. Academic dishonesty lowers scholastic quality, and defrauds those who will eventually depend on the knowledge and integrity of program graduates.

The program’s obligation is to preserve the integrity of the processes utilized in evaluating student learning, and to ensure that graduating students are knowledgeable in medicine and can safely and competently provide healthcare.