Master of Physician Assistant Studies (MPAS)

Communication with the PA Program / Referral for Emotional Hardship

Open communication between the Program and students is essential to an amicable and successful learning and working environment for all. Students are encouraged to communicate with program faculty and staff regarding professional or academic help and advice at any time. RVU email is the official source of communication between the Program and students. Students are required to check their RVU email daily.

If a student experiences personal emotional hardship during their tenure at RVU, there are several mental health and wellness services  available:  

Mental Health and Wellness Services

All students and their household have access to a variety of mental health and wellness services, including:

• 24/7 access to a mental health clinician by calling 866-640-4777;
• Individual counseling/therapy;
• Couple counseling;
• Group counseling/therapy driven by need and interest;
• Legal consultation;
• Health coaching;
• Financial Coaching;
• Help finding resources such as housing, childcare, and health services; and
• Psychoeducational and mental health outreach programming to support mental health and wellness.

Information about mental health and wellness services is maintained on the RVU website www.rvu.edu/mentalhealth.

Some services are provided through RVU’s contract with WellConnect. All services provided by RVU Mental Health and Wellness and WellConnect are available at no cost, and all treatment services are confidential, in accordance with applicable law, and not part of the student academic record.

For concerns outside the scope of practice of RVU Mental Health and Wellness and WellConnect, individuals can receive a referral to services in the community. When receiving community services, individuals and their personal health insurance are responsible for all fees that are incurred through the utilization of such services.

Colorado Physician Health Program
(303) 860-0122; www.cphp.org
899 Logan Street, Suite 410, Denver, CO

The Colorado Physician Health Program (CPHP) is a nonprofit organization, independent of other medical organizations and the government. CPHP provides peer assistance services for licensed physicians and physician assistants of Colorado as well as medical students and physician assistant students in Colorado. CPHP clients have assured confidentiality as required by law or regulation. Peer assistance services aid individuals who have any health problems such as emotional, psychological, or medical problems. For example, CPHP assists its clients with medical and/or psychiatric conditions (e.g. Alzheimer’s disease, HIV infection, depression or substance abuse) as well as psychosocial conditions (e.g. family problems or stress related to work or professional liability difficulties). CPHP provides diagnostic evaluation, treatment referral, and treatment monitoring and support services. CPHP believes that early intervention and evaluation offer the best opportunity for a successful outcome and preventing the health condition from needlessly interfering with medical practice.

Please see the RVU Catalog “Student Support and Services” section

Graduate Competencies

Patient Care: Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.

Medical Knowledge (“Knowledge for Practice”): Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care.

Practice-Based Learning & Improvement: Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning.

Interpersonal & Communication Skills: Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.

Professionalism: Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles.

Systems-Based Practice: Demonstrate an awareness of, and responsiveness to, the larger context and system of healthcare, as well as the ability to call effectively on other resources in the system to provide optimal healthcare.

Interprofessional Collaboration: Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient and population centered care.

Personal & Professional Development: Demonstrate the qualities required to sustain lifelong personal and professional growth.

The RVU PA Program’s curriculum is adapted from a competency-based model. This curriculum focuses on outcomes. Graduate outcomes are identified based on core clinical tasks grounded in patient safety. Each clinical task is known as an Entrustable Professional Activity (EPA), and each is associated with professional competencies – the knowledge, skills, and behaviors necessary to complete each task. Advancing sequencing of competencies supports learner progression from novice to competent physician assistant. Learning experiences resemble the practice environment and are tied to an essential graduate ability. Clinical teaching emphasizes learning through experience and application, not just knowledge acquisition. The progression of learners is identified via multiple frequent assessments held throughout the curriculum, to confirm a threshold level of competence is reached prior to graduation and is sufficient for clinical practice.

The ability to measure competence in students promotes confidence—for students, program faculty, clinical preceptors, and the public, with patient safety being the ultimate goal.

Competency-based models offer the following additional benefits to students:

Takes learning from knowledge acquisition to knowledge application;

• Less memorization and more hands-on experiences

Allows for multiple measures of performance;

• Frequent assessments with regular feedback regarding performance; fewer “high stakes” exams

Measures student performance against a fixed set of predetermined criteria.

• Expectations are identified “up-front” through objectives and use of scoring rubrics.

There are three major, interrelated components associated with competency-based curricula:

Entrustable professional activities (EPAs);

• Tasks or responsibilities performed unsupervised once competence is attained

Competencies;

Knowledge, skills, and attitudes necessary to perform an EPA Milestones.

• Description of the developmental steps (levels) needed to reach competence
• Students must reach level 3 or beyond, for each competency, by the time of graduation

Expectations for student progress are identified in all course syllabi—didactic and clinical—with milestones for each level of competence serving as rubrics for assessment. Timeframes for achieving competence are delineated for each competency and EPA through a Milestones and Progress grid - or MAP. (Refer to Table 1)

Clinical Rotations

The RVU PA program clinical curriculum supports competency development through its rotation offerings.

Rotations may range in length between 2 and 10 weeks. Locations may include Denver-Metro greater Colorado areas (e.g. Ft. Collins, Colorado Springs, Alamosa, etc.), Arizona, Utah, Wyoming, and Kansas.

Professional Development Assessment Tool (PDAT Rubric)

Introduction

Rocky Vista University (RVU) maintains a strong institutional commitment to equal educational opportunities for qualified applicants and students with disabilities. We collaborate with students to develop innovative ways to ensure accessibility and strive to create a respectful, accountable culture through our confidential and specialized disability support. Technical standards are required to engage in the program fully. Students’ competency related to learning objectives throughout and pertaining to their level of education will be addressed by the individual program. These technical standards are not intended to deter any candidate for whom reasonable accommodation will allow the fulfillment of the complete curriculum. RVU encourages students with disabilities to disclose and seek accommodations.

Seeking Americans with Disabilities Act (ADA) Accommodations

Prospective and enrolled students seeking accommodations engage in an interactive and confidential process with a Disability Officer to determine reasonable accommodations to ensure equal access. This process is informed by RVU’s commitment to inclusive excellence and the knowledge that students with varied types of disability can become successful healthcare professionals. Students are encouraged to submit requests for reasonable accommodations as early as possible, given the time required to process those requests. Accommodations may not be applied retroactively and may not fundamentally alter the nature and objectives of the program. Additionally, accommodations are generally not provided while requests are being reviewed/processed. Therefore, early disclosure is strongly encouraged for those requesting disability-related adjustments or modifications.

If you are an applicant, accepted student, or enrolled student with a disability who may require accommodations, we encourage you to contact the Office of Disability Services via ADAAccommodations@rvu.edu. Additional information regarding disability resources at RVU is available on our website.

Fulfilling Technical Standards

RVU approaches technical standards and accommodations on a non-discriminatory basis that is consistent with our values of equity and inclusion. This approach is also in accordance with legal requirements as outlined in the Americans with Disabilities Act of 1990, the Americans with Disabilities Act, as amended, and the Rehabilitation Act of 1973, as amended. To matriculate and remain in an RVU educational program, the specific program’s technical standards (delineated below) must be met with or without reasonable accommodations (i.e., students who have and students who do not have accommodations must meet all applicable technical standards). Students must be able to participate in all required activities necessary to meet the educational objectives of each course and of the collective program. While enrolled at RVU, fulfilling the technical standards does not guarantee that an applicant, student, or graduate will be able to fulfill the technical requirements of any specific residency program, employment, future training programs, or other pursued opportunities.

PA Technical Standards

Immunizations

Students must satisfy all immunization requirements at the time of admission and throughout their time at RVU. Failure to do so will prevent matriculation or, in the case of an enrolled student, lead to dismissal. For specific information, please see "Health Records/Immunizations" in the Student Educational Records section of this Handbook.

Observation

Students must be able to obtain, gather, and synthesize information in didactic and clinical settings. This includes but is not limited to, lectures, lecture supplemental materials, labs, physical exams, interviews, and raw diagnostic representations of physiologic data (e.g., radiology images, echocardiograms, ECGs, lab results, and microscopic images).

Communication

Students must be able to communicate with others to elicit information, detect mood and activity changes, and establish a therapeutic relationship. Students must exhibit interpersonal skills to communicate with others accurately. Students must be able to clearly, accurately, and sensitively record information obtained through communication. Students must demonstrate effective communication, participation, and collaboration with all healthcare and educational team members across various communication mediums (e.g., in-person, Zoom, written). English is the primary language of the RVU PA program curriculum, and students are expected to have a level of proficiency that eliminates language as an access barrier.

Motor

Due to the clinical nature of the RVU PA program, all students must be able to coordinate gross and fine muscular movements, balance, and equilibrium. They must also be able to complete a comprehensive physical examination, perform diagnostic maneuvers, provide general care to patients, and provide/direct emergency treatments.

Intellectual, Conceptual, Integrative, and Quantitative Abilities

Students must possess conceptual, integrative, and quantitative abilities, including measurement, calculation, reasoning, analysis, and synthesis. Problem-solving, the critical skill necessitated by all RVU programs, requires these intellectual abilities. In addition, students must be able to observe and comprehend three-dimensional relationships and understand the spatial relationship of structures. Students must be present, engage, and participate in all required activities necessary to achieve the activity objectives and outcomes. Students must be capable of extended periods of intense concentration and attention.

Behavior and Social Abilities

Students must have the emotional health required for full use of their intellectual abilities, the exercise of good insight and judgment, and the prompt completion of all responsibilities attendant to the demands of the educational program. Students must have the capacity to develop mature, sensitive, and effective relationships with members of the internal and external RVU community (e.g., peers, faculty, staff, patients, and healthcare professionals). Students must be able to function as part of a healthcare team and participate in a multi-disciplinary environment. Students must be able to accept constructive feedback, demonstrate accountability, and take responsibility for improving personal performance and team interactions. Students must be able to tolerate physically and mentally taxing workloads and to function effectively under stress. Students must adapt to changing environments, display flexibility and professionalism, and function and perform in the face of uncertainties inherent in the clinical nature of the RVU PA program.

Ethical and Legal Responsibilities

Students must maintain, demonstrate, and display high ethical and moral behaviors commensurate with being productive, compassionate, and professional members of society in all interactions (e.g., faculty, staff, peers, patients, and the public). Students are expected to have the cognitive ability to understand the legal and ethical aspects of the PA profession. They must recognize the limitations of their skills, authority, and authorization within the practice context.

What is the Mini-CEX?

Mini-CEX is a structured assessment of an observed clinical encounter. This “snapshot” is designed to help students receive feedback on skills essential to the provision of good clinical care.

Rating Scale

Mini-CEX utilizes a five-point rating scale to monitor the development/progress of the student.

How Should It Work?

The student and Preceptor should determine the focus (i.e. history, physical exam, management plan) of the clinical assessment being completed. It is the student’s responsibility to assure that they are being assessed  during each clinical rotation block. The observed process typically takes around twenty minutes and immediate feedback takes around five minutes. It may be necessary to allocate more time.

Feedback

In order to maximize the educational impact of using the mini-CEX, students and preceptors need to identify strengths, areas for development, and an action plan.

What is being assessed?

Depending on the clinical encounter being completed, students will be assessed in the domains of:

Patient Care;

Medical Knowledge;

Interpersonal Communication Skills; and, Professionalism.

Definitions of Each Level

The results of the mini-CEX are used in conjunction with other assignments and assessment tools to determine the student’s competency in each of the core clinical rotations. By graduation, all students are expected to demonstrate Level 3 behaviors (Competent).

Level 1 - Novice

Student is not allowed to practice or observe without further training. Student may observe preceptor practice this EPA.

Level 2 - Advanced Beginner

Student allowed to practice only under proactive, full supervision as a coactivity with preceptor. Student is allowed to practice with supervisor observing and ready to step in.

Level 3 - Competent

Student allowed to practice EPA under reactive/on-demand supervision with preceptor immediately available outside of room; preceptor double-checks all work

Student allowed to practice with preceptor double-checking key findings. Student allowed to practice with distant supervision (e.g. by phone)

Level 4/5 - Proficient/Expert

Student allowed to practice EPA unsupervised and without contact with preceptor.

The Physician Assistant Concept

In the early 1960s, physicians and educators recognized the declining numbers of general practitioner physicians and a maldistribution as physicians moved away from rural areas. Dr. Charles Hudson was one of the first physicians to conceptualize the physician assistant, presenting the model to the American Medical Association in 1961.  In 1965, Dr. Eugene A. Stead, Jr., launched the first physician assistant program at Duke University and the first physician assistant graduated on October 6, 1967.

Physician assistants (PAs) are clinical professionals academically and clinically using the medical model developed for physician.  PAs are licensed clinicians who make clinical decisions and provide a broad range of diagnostic, therapeutic, preventive, and health maintenance services.  They are committed to providing team-based patient care, working with physicians and other members of the healthcare team to provide the optimal care for patients. The clinical role of PAs includes primary and specialty care in medical and surgical practice settings, while their non-clinical roles may include education, research, and administration.

PAs are educated and trained in intensive education programs accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). The American Academy of Family Physicians, the American Academy of PAs (AAPA), the American Academy of Pediatrics, the American College of Physicians, the American Medical Association, the PA Education Association (PAEA), the Society of Emergency Medicine PAs, the Association of PAs in Psychiatry, the American Association of Surgical PAs, the Society of Critical Care Medicine PAs, the Society of PAs in Family Medicine, the Society of PAs in Pediatrics, and the Association of PAs in Obstetrics & Gynecology all collaborate with the ARC-PA to establish, maintain, and promote appropriate standards of quality for entry-level education of physician assistants.

The professional curriculum for PA education includes basic medical, behavioral, and social sciences; introduction to clinical medicine and patient assessment; supervised clinical practice; and health policy and professional practice issues.  Core clinical rotations include internal medicine, family medicine, general surgery, pediatrics, obstetrics and gynecology, emergency medicine, and behavioral health.  Students also complete elective clinical rotations which may include surgical and medical specialties.

Upon graduation, PAs take the Physician Assistant National Certifying Examination® (PANCE) developed by the National Commission on Certification of Physician Assistants (NCCPA) in conjunction with the National Board of Medical Examiners. The Board of Directors of NCCPA includes Certified PAs, physicians and representatives from the public.  Graduation from an accredited physician assistant program and passage of the PANCE are required for state licensure.

PAs continue learning in the clinical work environment and through continuing medical education.  The PA scope of practice grows and shifts over time with advanced or specialized knowledge, with changes or advances in the medical profession overall, or with changes in the PA’s practice setting or specialty. A number of clinical postgraduate PA educational programs have developed across the U.S to provide practicing PAs with optional advanced clinical education and training in medical and surgical specialties. The responsibilities of a physician assistant depend on the practice setting, education and experience of the PA, and on this licensing state’s laws and regulations.

Certification of Physician Assistants

As the concepts of new health practitioners gained acceptance, state legislatures began to turn their attention to formulating statutes to incorporate these professionals into the framework of the health care delivery system. The development of a nationallystandardized mechanism for evaluating PA proficiency became desirable, particularly in those states that mandated that health care providers could practice only after their credentials had been reviewed by the appropriate regulatory agency. With this in mind the American Medical Association and the National Board of Medical Examiners developed a national certifying examination for physician assistants and the first PA certifying examination was administered in 1973.

The original members of the newly formed independent National Commission on Certification of Physician Assistants (NCCPA) included representatives from: American Academy of Family Physicians, American Academy of Pediatrics, American Academy of Physician Assistants, American College of Emergency Physicians, American College of Physicians, American College of Surgeons, American Hospital Association, American Medical Association, Association of American Medical Colleges, Federation of State Medical Boards of the U.S.,  National Medical Association, Physician Assistant Education Association, and U.S. Department of Defense.

The NCCPA is charged with assuring the public that physician assistants are competent. This is accomplished through entry level and recertification examinations and acquisition of continuing medical education. Current certification requirements for physician assistants include:

Graduating from an accredited physician assistant program;

Obtaining a passing score on the Physician Assistant National Certifying Examination® (PANCE);

Completing approved continuing medical education every two years;

Obtaining a passing score on the Physician Assistant National Recertifying Exam® (PANRE) or the Physician Assistant National Recertifying Exam-Longitudinal Assessment (PANRE-LA®) every 10 years.

In summary, the PA profession is committed to ensuring the highest quality of healthcare by following an organized plan of program accreditation, certification of graduate competency, and continuing medical education.

Professional Title Change

The PA scope of practice has evolved since the inception of the profession in 1965. As a result, a perceived gap between the profession’s title and the role that PAs assume in day-to-day medical practice became evident.  In 2018, the national professional society for PAs, and the Academy of Physician Assistants (AAPA) began a PA Title Change Investigation to address the perceived gap. The results of the investigation were discussed and debated by the AAPA House of Delegates (HOD), with input from the NCCPA, the Physician Assistant Education Association (PAEA) and the Accreditation Review Commission for the Physician Assistant (ARC-PA).  In May 2021 the AAPA HOD passed a resolution affirming “physician associate” as the official title of the profession.  The AAPA officially changed to the American Academy of Physician Associates (AAPA).

The NCCPA acknowledges the May 2021 decision by the AAPA House of Delegates to change the name of the profession from “physician assistant” to “physician associate. NCCPA regards the titles “physician assistant,” “physician associate,” and “PA” as synonymous.

PA practice, including the name of the profession, is regulated at the state level. NCCPA also recognizes that the title of the PA profession, the PA-C credential, the national certifying body, and the certifying exam are specifically named in many state statutes and regulations, as well as federal regulations. Transitioning of the PA title will take time and require state legislative and regulatory updates.  The Physician Assistant title will remain until the state in which the PA is practicing officially updates a title change to Physician Associate. 

The NCCPA, ARC-PA and PAEA maintain “physician assistant” in their organizational title.  A professional title change does not impact the PA scope of practice, which is determined by the PA’s education, clinical practice experience, practice setting and state laws and regulations. “Physician Associate”, “Physician Assistant” and “PA” are synonymous and reflect the professional title.

The Physician Assistant Guidelines for Ethical Conduct (AAPA: Guidelines for Ethical Conduct for the PA Profession. Adopted 2000, amended 2004, 2006, 2007, 2008, 2018, reaffirmed 2013, 2023.)

The American Academy of Physician Associates (AAPA) recognizes its responsibility to aid the profession in maintaining high standards in the provision of quality and accessible health care services. The PA profession has revised its code of ethics several times since the profession began. Although the fundamental principles underlying the ethical care of patients have not changed, the societal framework in which those principles are applied is constantly changing. Economic pressures, social pressures of church and state on the healthcare system, technological advances, and changing patient demographics continually transform the landscape in which PAs practice.

Previous codes of the profession were brief lists of tenets for PAs to live by in their professional lives. The AAPA has departed from that format by describing how these tenets apply to PA practice. Each situation is unique. Individual PAs must use their best judgment in a given situation while considering the preferences of the patient and the healthcare team, clinical information, ethical principles, and legal obligations.

Four main bioethical principles broadly guided the development of these guidelines: patient autonomy, beneficence, nonmaleficence, and justice.

Autonomy, strictly speaking, means self-rule. Patients have the right to make autonomous decisions and choices, and PAs should respect these decisions and choices.

Beneficence means that PAs should act in the patient’s best interest. In certain cases, respecting the patient’s autonomy and acting in their best interests may be difficult to balance.

Nonmaleficence means to do no harm, to impose no unnecessary or unacceptable burden upon the patient.

Justice means that patients in similar circumstances should receive similar care. Justice also applies to norms for the fair distribution of resources, risks, and costs.

PAs are expected to behave both legally and morally. They should know and understand the local, state and federal laws governing their practice. Likewise, they should understand the ethical responsibilities of being a healthcare professional. Legal requirements and ethical expectations will not always be in agreement. Generally speaking, the law describes minimum standards of acceptable behavior, and ethical principles delineate the highest moral standards of behavior.

Statement of Values of the PA Profession

PAs hold as their primary responsibility the health, safety, welfare, and dignity of all human beings.

PAs uphold the tenets of patient autonomy, beneficence, nonmaleficence, and justice.

PAs recognize and promote the value of diversity.

PAs do not discriminate; PAs treat equally all persons who seek their care.

PAs hold in confidence the patient-specific information shared in the course of practicing medicine.

PAs actively seek to expand their knowledge and skills, keeping abreast of advances in medicine. PAs assess their personal capabilities and limitations, striving always to improve their practice of medicine.

PAs work with other members of the healthcare team to provide compassionate and effective care of patients.

PAs use their knowledge and experience to contribute to a healthy community and the improvement of public health.

PAs respect their professional relationship with all members of the healthcare team.

PAs share and expand clinical and professional knowledge with PAs and PA students.

Physician Assistant Professional Oath

I pledge to perform the following duties with honesty and dedication:

I will hold as my primary responsibility the health, safety, welfare, and dignity of all human beings. I will uphold the tenets of patient autonomy, beneficence, nonmaleficence, and justice.

I will recognize and promote the value of diversity. I will treat equally all persons who seek my care.

I will hold in confidence the information shared in the course of practicing medicine.

I will assess my personal capabilities and limitations, striving always to improve my medical practice.

I will actively seek to expand my knowledge and skills, keeping abreast of advances in medicine.

I will work with other members of the healthcare team to provide compassionate and effective care of patients.

I will use my knowledge and experience to contribute to an improved community.

I will respect my professional relationship with physicians and all other healthcare professionals.

I will share and expand knowledge within the profession.

These duties are pledged with sincerity and upon my honor.

Physician Assistant Professional Organizations

American Academy of Physician Associates 2318 Mill Rd., Ste.1300,  Alexandria, VA 22314 703/836-2272; http://www.aapa.org/

Founded in 1968, the American Academy of Physician Associates (AAPA) is the national professional society for PAs (physician associates/physician assistants).  It represents a profession of more than 168,000 PAs across all medical and surgical specialties in all 50 states, the District of Columbia, U.S. territories, and the uniformed services.

The AAPA’s purpose and mission is to ensure the professional growth, personal excellence, and recognition of PAs, and to support their efforts to enable them to improve the quality, accessibility, and cost-effectiveness of patient-centered healthcare.

The Academy is the official organization of the PA profession and is recognized as such by other medical associations and federal, state, and local governments, serving as an advocate for PAs and  PA students.

The Board of Directors is AAPA’s governing body, responsible for AAPA’s strategic, administrative, and financial management. The House of Delegates is AAPA’s policy-making body. The HOD represents the interests of the membership, exercising the sole authority on behalf of the Academy to enact policies establishing the collective values, philosophies, and principles of the PA profession Independent organizations affiliated with the AAPA include Constituent Organizations (COs) which provide local continuing medical education programs, networking opportunities and advocacy for PAs.  The AAPA COs include: state and federal service chapters; PA specialty organizations; PA special interest groups; and PA special interest caucuses.  Other AAPA bodies include the Physician Assistant Foundation and the Student Academy, both with their own boards and committees.

The AAPA partners with the 3 other national organizations related to PAs in providing resources to support PAs and the PA profession:  The National Commission for Certification of PAs (NCCPA); the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA); and the PA Education Association (PAEA).

Student Academy of the American Academy of Physician Associates

950 N. Washington St. Alexandria, VA 22314-1552 (703) 836-2272

Email: students@aapa.org http://saaapa.aapa.org

The Student Academy of the American Academy of Physician Associates (SAAAPA) is a unique part of AAPA, as it was established in 1978 with its own bylaws, a Student Board of Directors, and a legislative and policy-making body. SAAAPA’s members consist of the registered student society at each accredited PA program.  Student members of SAAAPA are members of the AAPA. Student voices are heard through their PA program’s student society representative to the Student Academy’s Assembly of Representatives (AOR), which is  SAAAPA’s legislative and policy-making body. The AOR meets annually at the AAPA annual conference.

In addition to representing students at the local, regional and national level, SAAAPA works with the PA Foundation to provide patient-centered, community-based health projects through grants, fellowships and scholarships for students. 

Student membership dues to the AAPA and SAAAPA are one time and expire 4 months after the student’s graduation.

Specialty Organizations and Caucuses

PA specialty organizations and caucuses consist of PAs, PA students and individuals who share a common interest in clinical specialties or healthcare issues.   Many of these organizations offer student benefits, including scholarships. A current list of specialty organizations and caucuses can be found at aapa.org. Physician Assistant Education Association

655 K Street NW, Ste 700, Washington, DC 20001

703/548-5538; http://www.paeaonline.org/

The PA Education Association (PAEA) is the only national organization in the United States representing PA educational programs. Founded in 1972, the PAEA provides services for faculty at its member programs, as well as to applicants, students, and other stakeholders.  Its mission is to advance excellence in PA education through leadership, scholarship, equity, and inclusion.  The PAEA goals are:

Be the primary source of educational resources and professional development for PA educators.

Educate and inspire programs to prepare the next generation of PAs who deliver quality patient care and are representative of our nation’s population.

Eliminate systemic racism and bias in PA education.

Sustain and strengthen a positive, healthy organizational culture and operational backbone.

The PAEA is governed by a 12-member Board of Directors, elected by the membership.   Voting members are Member Programs consisting of PA educational programs accredited by ARC-PA and are represented by a program representative.  Voting members provide input on PAEA policy and initiatives, supporting alignment of policy changes with the PAEA’s broader strategy. Board Committees, taskforces and work groups composed of PAEA members serve to address policy, strategic thinking and initiatives pertinent to PAs and PA education.

The PAEA created and maintains the Central Application Service for PAs (CASPA), by which prospective applicants complete one secure online application to be sent to the PA programs of their choice. This application service has been available to PA programs and prospective students since 2001.

PAEA supports student, faculty, and program resources essential for maintaining high quality education of PAs.  These include objective, comprehensive self-assessment tools for student and curricular evaluation: PA Clinical Knowledge Rating and Assessment Tool (PACKRAT); End of Rotation exams; and End of Curriculum exams.  It also publishes study resources for PA re-certification, sponsors educational sessions for educators and students, workshops for specialized faculty education, and sponsors grant programs for faculty and students. 

Colorado Academy of Physician Associates 720/880-7657; http://www.coloradopas.org/.

The Colorado Academy of Physician Associates (CAPA) is the AAPA constituent organization that represents Pas in Colorado. CAPA is a non-profit organization established in 1976 to promote the PA profession to Colorado’s lay and medical community, advocate for PA practice and access to quality healthcare, and provide high-quality continuing medical education for PAs.

CAPA represents Colorado PAs before the Colorado State Legislature and the Colorado Medical Board, as we as monitor their decisions and disseminate information.  CAPA also serves as a resource for companies, medical education programs, and community programs.

A Board of Directors acts on behalf of the PA members and governs the organization.  CAPA Board of Directors (BOD) consists of the following voting members: President, President-Elect, Immediate Past President, Secretary, Treasure, Chief Delegate, five (5) Directors-at-Large and one (1) Student Director. Non-voting BOD members consist of Committee Chairs, Delegates, and Student Representatives.  CAPA Student Representatives from each Colorado PA program are elected by their respective classmates and are members of the CAPA Student Affairs Committee.  CAPA members elect delegates to serve in the AAPA’s House of Delegates and attend the annual HOD meetings.