Physician Assistant, M.M.S.

Saint Louis University's physician assistant program is a 27-month, year-round graduate program with a rigorous didactic and clinical curriculum that provides a broad foundation in medicine and surgery. The Master of Medical Science (M.M.S.) degree is awarded upon program completion.

As one of the first universities in the country to offer a physician assistant program, Saint Louis University has maintained a tradition of academic excellence and earned a national reputation as a solid leader in physician assistant education. Educational facilities at SLU provide an exceptional learning environment and house classrooms, a computer laboratory, a lecture hall, a 300-seat auditorium and a simulated medical office with eight exam rooms. The simulated medical office is equipped with cameras in each exam room for recording and reviewing student performance.

The mission of the Saint Louis University physician assistant program is to educate men and women to become competent, compassionate physician assistants dedicated to excellence in health care and to the service of humanity.

Traditional Pre-PA tracks can be found in many Doisy College of Health Sciences programs. In addition, DCHS proudly offers the direct-entry PA Scholars option for eligible incoming freshmen who are interested in the opportunity to secure a seat in the SLU PA program upon graduation from a specific Pre-PA degree program.

Physician assistant majors at SLU are involved in a variety of University and community service - including working at the student-run free clinic, the Health Resource Center - as well as national physician assistant activities.

Graduates of SLU's PA program are eligible to sit for the Physician Assistant National Certifying Exam (PANCE).

The principal faculty of the department of physician assistant education offer a breadth of background and experience in health care and education. In addition, more than 150 area physicians, P.A.s and other health professionals may lecture in the P.A. program, as well as basic science faculty from within the University.

First-time PANCE Pass Rate Information

SLU Physician Assistant Education Program Costs

Curriculum Overview

SLU's physician assistant curriculum offers a broad foundation in the medical and surgical disciplines. In addition to the principal faculty members, the program draws from a vast network of experts in their respective fields.

Clinical and Research Opportunities

Clinical education is an essential component of SLU's physician assistant program and begins after students complete four semesters of didactic education. Through clinical rotations in the major disciplines of medicine and surgery, physician assistant majors learn to integrate clinical knowledge and skills with active patient care. Saint Louis University is clinically affiliated with numerous hospitals, clinics, and private practices.

Most PA students are required to do a minimum of one or two assigned out-of-town rotations each year. These are at least 60 miles outside of St. Louis but are regional in nature — typically within a five-hour drive of campus. In some locations, the PA student society may be able to assist students in finding affordable housing.

Clinical Clerkships

Saint Louis University is a member of NC-SARA, the National Council for State Authorization and Reciprocity Act, which allows students to complete a portion of their education in a different state.

After four semesters of classroom instruction, PA students will actively participate in patient care in six six-week and three four-week supervised clinical clerkships in the following disciplines:

Clinical Elective

Many clinical specialty options are available for this elective experience, which also provides preparation for a grand rounds presentation. Specific clinical disciplines may be chosen based on your interests or what you believe would best augment your existing clinical knowledge and skills.

Emergency Medicine

This clinical experience explores patient management in an emergency department setting. There is an emphasis on the importance of precise diagnosis and emergency management and treatment.

Evidence-Based Medicine Clerkship

Many clinical specialty options are available. Students develop a project that includes concepts of evidence-based medicine in relation to a chosen clinical question and that unique clinical experience.

Family Medicine

This clerkship provides students an opportunity to gain outpatient/ambulatory experience in a primary care setting with patients across different age groups.

General Surgery

This clinical experience exposes students to concepts and principles that characterize the practice of surgery. Students will participate in the pre-operative, operative and post-operative care of patients.

Internal Medicine

Students participate in direct patient care in inpatient or outpatient adult medicine. Emphasis is placed on patient evaluation and assessment and oral patient presentation and medical documentation. The clerkship focuses on understanding the complexities and interrelationships of disease processes and diagnostic and therapeutic collaboration.

Pediatrics

This four-week clinical rotation provides practical clinical experience in the recognition and management of common pediatric problems, including assessment of the newborn, well baby care, preventive pediatrics and parent counseling.

Psychiatry and Behavioral Medicine

This four-week clinical rotation provides experience working with patients in a psychiatric or behavioral medicine setting. Emphasis is placed on the clinical presentation, diagnostic workup, treatment and management of these patients in both inpatient and outpatient settings.

Women's Health

This four-week clinical experience encompasses the fundamentals of obstetrics/gynecology/women's health. Emphasis is placed on the medical history, physical examination, diagnosis and treatment involved with prenatal, postpartum and general gynecologic care.

In some cases, students may be allowed to develop up to three of their own clerkships, following a careful screening process and programmatic approval.

Certification and Licensure

PAs are certified nationally and licensed by the state. After graduation from an ARC-PA accredited PA program, physician assistants can sit for the national certification exam, the PANCE (Physician Assistant National Certifying Exam). The PANCE is administered by the National Commission on Certification of Physician Assistants (NCCPA) which is the nationally recognized certification organization for physician assistants. The NCCPA assures high standards in the profession, provides the consumer with safeguards and the physician employer with evidence of competency. Saint Louis University Physician Assistant Program graduates have consistently performed above the national average on the Physician Assistant National Certifying Exam (PANCE).

National certification via the NCCPA is required for clinical practice as a PA. Certified physician assistants are also required to demonstrate continued competency via mandatory continuing education every two years and successful completion of the national PA recertification exam every ten years.

State licensure is also required for clinical practice as a PA. Specific requirements for licensure vary by state. Depending on state-specific requirements, the supervisory agreement between the PA and his or her supervising physician (MD or DO) may be maintained with state licensure documents.

Note: Many state regulatory and governing organizations will not grant a license, registration or other professional practice document if one has been convicted of a felony, or in some cases, a misdemeanor. Prospective applicants are encouraged to consult with the state licensing organization for more detailed information before applying.

Careers

Physician assistants are employed in essentially every medical and surgical specialty and subspecialty in which physicians are employed. PAs work in hospitals, clinics, offices and other settings. PAs obtain histories, perform physical exams, order diagnostic tests and imaging, interpret the results, diagnose and treat illnesses, counsel and educate patients, assist in surgery, and prescribe medications. Some physician assistants work in primary care, such as family medicine, internal medicine, pediatrics and women's health, while others work in various medical and surgical specialties and subspecialties. Graduates can be found in hospitals, clinics, private offices, community health centers, and many other settings.

Admission Requirements

Baccalaureate Degree

Applicants to SLU's PA program should possess or be on track to a baccalaureate degree earned by the May prior to matriculation. An exception may be considered if students will earn an August degree, have completed all prerequisites and have three credits or fewer to complete during the summer.

Sufficient GPA

Applicants must have a science GPA of least 3.00 and an overall GPA of at least 3.00. These are considered minimum GPAs, not competitive GPAs. Average competitive GPAs are typically greater than 3.50.
Prerequisite coursework includes:

Medical terminology (1-3 credits)
Statistics (3 credits)
College chemistry I and II (8 credits)
Organic chemistry I and II (6-8 credits)
Microbiology (3-4 credits)
Vertebrate or human anatomy (3-4 credits)
Vertebrate or human physiology (3-4 credits)
A combined Anatomy and Physiology I and II (6-8 credits) will be accepted in place of separate anatomy and physiology courses.
Genetics (3-4 credits)

The GRE general test is only recommended through the 2021 CASPA cycle (required after 2021) and must have been taken with the last seven years. Currently, there is no minimum score required.
The SLU PA program GRE code is 4475 (do not use the Saint Louis University code; a specific SLU PA program code must be used with the CASPA applications).

Students cannot transfer into the PA program. No advanced placement is allowed for any coursework, degree or experience.

All prerequisite coursework must be completed by the May prior to matriculation. All science prerequisite courses must be those for science majors; if offered, accompanying laboratories are highly recommended. Only grades of C or better are acceptable for science and math prerequisite courses; grades of C- or below are not accepted and grades of B or better are preferred. Prerequisite course work should be completed within seven years of application. Community college or online courses (except medical terminology) are not considered competitive substitutes.

Patient Care Experience

Applicants to the PA program must have acquired a minimum of 500 hours of direct patient care experience by the time the CASPA application is submitted. Hours earned after this, regardless of when the file is reviewed by the PA admissions committee, are not considered. This experience varies and can be acquired on a full-or part-time basis. Direct patient care experience requiring certification and providing monetary compensation is most competitive. This could include work as a CNA, EMT, scribe or patient care technician, for example. The average applicant has at least 2,000 hours.

Unless students are already closely working with a PA, shadowing a PA is important and can enhance your application but is not considered health care experience. Only 100 student clinical hours (obtained while fulfilling the required components of an educational program or course) can count toward the 500 hours of health care experience needed. Volunteer hours are not considered competitive health care experience and often cannot be counted towards the 500-hour minimum. If volunteer hours are accepted, only a maximum of 250 hours may count.

Background Check

Students in this program are required to obtain a criminal background check and undergo drug testing. A positive background check or drug screen could have serious consequences for the student, including forfeiture of any or all clinical rotations and/or inability to complete the program. The potential to sit for the Physician Assistant National Certifying Exam (PANCE) may also be impacted. Additionally, many state regulatory and governing organizations will not grant a license, registration or other similar professional practice document if there is a positive criminal background check or drug screen.

Application Process

Apply through the Central Application Service for Physician Assistants (CASPA) between mid-April and November 1. The PA supplemental application, found in the CASPA Program Materials section, must also be completed during the same time frame. CASPA will not send your application materials without completion of this section. Payment for the supplemental application processing is made by going to SLU Marketplace.

CASPA applications and PA supplemental applications are reviewed beginning June 1. It is recommended to submit all application materials by August 1.

Letters of reference submitted to CASPA should be from people who know applicants well, either professionally or academically, such as a job supervisor, professor or academic adviser. Please note: the PA program requires three letters of reference, even though CASPA completes an application with only two.

Applications completed and verified by CASPA will not be reviewed without the supplemental fee or appropriate fee waiver.

A limited number of processing fee waivers will be available for applicants experiencing severe financial hardship. To be considered for a fee waiver, applicants must email a request to pasupplemental@slu.edu. The request should outline the reasons for the request and the nature of the financial hardship. Requests must be emailed by July 31 to be considered.

Requirements for International Degree Holders

Graduates of an international college or university are required to successfully complete at least nine credits of social-behavioral science courses, such as psychology, sociology, and 12 credits of upper division science courses at an accredited, four-year U.S. college or university. Online coursework is not acceptable. International medical graduates with 500 hours of health care experience outside of the United States must also acquire at least 250 hours of patient care experience in the United States by the time of application.

Applicants whose native language is other than English are required to take the TOEFL® Internet-based Test by November 1. A combined minimum score of 100 is required, along with minimum component scores of 22-Reading, 22-Listening, 26-Speaking and 24-Writing. Scores should be submitted to CASPA and to the PA Program. The school code is R6629. The department code for health science is 0601.

International Degree Holder Recommendations for 2019-2020 Application Cycle and Requirements for 2020-2021 Application Cycle

Anyone with an international degree who does not also have a degree from an accredited US university or college must meet all prerequisites and must have a minimum of 30 credit hours, or ten courses, of college coursework from an accredited US university or college. Full-time enrollment in a four-year institution is recommended (but community college coursework is accepted) and no online coursework is accepted. The US coursework must include: Organic Chemistry I and II, Human Anatomy and Human Physiology (or A&P I and A&P II), and a minimum of three social/behavioral courses to include psychology (with other options such as sociology, anthropology, history, etc.).

Application Deadline

Applications for this program close November 1. Due to the CASPA verification process, it is recommended applications be submitted by Oct. 15 to meet the November 1 deadline. Applicants who have met all requirements are encouraged to apply early between June and August. Completed applications are reviewed in the order applications are received.

Interview Process

Personal interviews occur between October and March. Five interview dates are scheduled with 20 applicants each date. Highly qualified applicants may be invited to an interview three to four weeks prior to the scheduled interview dates.

Selection Factors

The Committee on Admissions will select students for the program based on the overall strength of the applicant relative to the applicant pool. The following areas are of primary consideration:

Academic potential
Motivation for and familiarity with the role of the PA
Quality and duration of prior health care experience
Alignment with the mission of the SLU PA program
Maturity
Ability to make sound professional and personal judgments
Compassion and empathy
Interpersonal skills
Oral and written communications skills
Capacity for performance of the technical standards required of a PA
Potential for success in the SLU program and in the PA profession

Scholarships and Financial Aid

For priority consideration for graduate assistantship, applicants should complete their applications by Feb. 1.

For more information, visit the student financial services office online at http://finaid.slu.edu.

Accreditation

Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
12000 Findley Road, Suite 150
Johns Creek, GA 30097
(770) 476-1224
http://www.arc-pa.org

The Accreditation Review Commission on Education for the Physician Assistant has granted Accreditation-Continued to the Physician Assistant Program sponsored by Saint Louis University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.

Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be March 2023. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.

Graduates will be able to evidence communication skills that result in effective clinical encounters.
Graduates will be able to demonstrate the critical thinking skills necessary to evaluate patient medical problems.
Graduates will be able to demonstrate professionalism in medical practice.
Graduates will be able to demonstrate core medical knowledge in the provision of patient care.
Graduates will be able to conduct themselves in accordance with Jesuit values when treating patients.

Program Competencies

Students matriculating in the SLU PA Program undertake a difficult, rewarding and life-changing journey. The program has high expectations of its students and the students are expected to live up to the challenge. A long the way as students and afterwards as health care providers, there is great responsibility placed upon them.

The SLU PA student competencies help prepare them for this responsibility. SLU’s original competencies have served the program well for many years and were reviewed and revised in 2016-2017 to better align with the national competencies for practicing PAs. The national PA competencies were devised collaboratively by the four national PA organizations - Accreditation Review Commission on Education for the Physician Assistant (ARC-PA), American Academy of Physician Assistants (AAPA), Physician Assistant Education Association (PAEA) and the National Commission on Certification of Physician Assistants (NCCPA).

Students are expected to work toward attainment of the program competencies as they progress through the curriculum. And certain patterns and/or levels of attainment are expected along the course of the didactic and clinical phases of the program. Aligned with the national PA competencies, our student competencies include six major components - Medical Knowledge, Interpersonal and Communication Skills, Patient Care, Professionalism, Practice-Based Learning and Improvement, and Systems-Based Practice. Each of these has multiple subcomponents correlating to specific competencies (knowledge, skills and attitudes) required of our PA students. These can be mapped to our curriculum and with various assessment tools in place we can track competency attainment for each student.

The competencies are interwoven with and complementary to our program goals, learning outcomes, and instructional objectives and are fundamental to the curricular and operational framework of our program.

Achievement of Program Goals

The SLU PA Program has a long and rich history of excellence in didactic and clinical PA education. There are five overarching goals which impact each other, interact within the context of the program mission, and broadly capture many of the details and components that come together to create the curricular and operational framework of our program. Program competencies, learning outcomes and instructional objectives are interwoven as part of the support for this framework.

The five program goals are:

Prepare students to practice patient-centered medicine as graduate PAs.
Foster intellectual curiosity in order to graduate PAs who are committed to lifelong learning, evidence-based medical practice, and continuous improvement in the practice of medicine and the delivery of patient care.
Cultivate an environment that expects and encourages respect for others and outstanding professionalism.
Provide a rigorous and supportive educational environment to attain a respectable first time PANCE pass rate.
Promote Jesuit Values to prepare students to serve their community and patients in the spirit of cura personalis.

We have various assessment tools and benchmarks in place to determine whether we are successfully meeting program goals. Information about achievement of our SLU PA Program goals is outlined below.

Program Goal #1

Prepare students to practice patient-centered medicine as graduate PAs

Learning outcomes within this goal include interpersonal and communication skills as well as patient care. Specific parameters within these include skills resulting in effective information exchange with patients, their families, physicians, professional associates and others within the health care system as well as effective, safe, high quality patient care that is equitable in various settings and for various populations.
As evidenced via assessment tools like OSCEs, the End-of-Program Survey and the Graduate Survey, the program has been successful in meeting Goal#1. Some examples of outcomes demonstrating this success are listed below.
1. With respect to interpersonal and communication skills,
  1. 71% of recent graduates strongly agree and 29% agree that the didactic phase of the program prepared them for presenting patients orally in the clinical phase of the program.
  2. For the five most recent cohorts completing the Graduate Survey, 61% strongly agree and 32% agree that the program prepared them for the documentation of patient encounters required as a practicing PA. Also, 84% agree or strongly that the program prepared them for the oral patient presentations required for their practice as a PA.
2. With respect to patient care,
  1. 90% of recent graduates strongly agree that the Didactic Phase (Phase I) prepared them to take patient histories and perform physical exam skills. 65% strongly agreed that Phase I prepared them to form a differential diagnosis and patient assessment & plan, and 76% felt that Clinical Phase (Phase II) allowed them to learn about many different patients and disease processes. 100% of recent graduates either agree or strongly agree that they were able to provide medical care to patients from diverse populations in Phase II.
  2. For the five most recent cohorts completing the Graduate Survey 87% agree or strongly agree that the program prepared them to work collaboratively with health professionals from various disciplines to provide optimal patient care.
  3. Additionally, 95% either agree or strongly agree that they were prepared to take a history upon graduation, 94% either agree or strongly agree that they were prepared to do a physical exam, and 89% either agree or strongly agree that they were able to develop a differential diagnosis.

Program Goal #2

Foster intellectual curiosity in order to graduate PAs who are committed to lifelong learning, evidence-based medical practice, and continuous improvement in the practice of medicine and the delivery of patient care

Learning outcomes within Goal #2 include practice-based learning and improvement as well as systems-based practice. Specific parameters within these include critical thinking skills allowing students to investigate and analyze clinical situations in order to evaluate and improve patient care within a fiduciary context as well as an awareness and responsiveness to the larger system of health care in order to provide patient care that balances quality and cost with prioritization of the patient.
As evidenced via assessment tools like professional development assessments (PDAs), preceptor-completed student evaluations, OSCEs and the Graduate Survey, the program has been successful in meeting Goal #2. Some examples of outcomes demonstrating this success are listed below.
1. With respect to improving patient care within a fiduciary context,
  1. 94% of the most recent graduating cohort felt the PA program helped them gain awareness of the larger system of health care and gain critical thinking skills necessary to improve patient care in a cost-conscious manner.
2. With respect to awareness and responsiveness to the larger system of health care,
  1. 95% of the five most recent cohorts completing the graduate survey felt they understood the concept of systems-based practice and
  2. 91% felt they understood the concept of practice-based learning and improvement.

Program Goal #3

Cultivate an environment that expects and encourages respect for others and outstanding professionalism.

The primary learning outcome within Goal #3 is professionalism and specific parameters include a high level of professional behavior and conduct that results in responsible ethical practice, sensitivity to a diverse patient population and work environment and adherence to legal and regulatory requirements.

As evidenced via assessment tools like preceptor-completed student evaluations, professional development assessments (PDAs) and OSCEs, and the Graduate Survey, the program has been successful in meeting Goal #3. Some examples of outcomes demonstrating this success are listed below.
1. With respect to PDAs which provide a glimpse into student perspectives of their own professionalism,
  1. 97% of students from the Classes of 2016 and 2017 agreed or strongly agreed that they demonstrated a high level of professionalism regarding attendance, punctuality, reliability, attire and personal appearance.
  2. 100% of graduates from the Class of 2016 either agree or strongly agree that they have a high level of professionalism regarding being respectful, polite, non-discriminatory, and protecting confidentiality of patients.
  3. 92% of the Class of 2017 either agree or strongly agree that they are very professional in their attire and personal appearance. 95% agree or strongly agree that they are very respectful, courteous and polite and protect patient confidentiality. 97% agree or strongly agree that they are collegial and non-discriminatory towards fellow students.
2. With respect to other perspectives on professionalism,
  1. For the most recent graduating cohort, the professionalism component of Preceptor-Completed Evaluations (PCEs) for students in Phase II reveals an overall average of 96.7% for all professionalism components (Interest and Initiative; Reliability, Dependability and Maturity, Punctuality and Appearance; Recognition of Personal Limitations; Interpersonal Skills; Sensitivity to Diversity; Interprofessional Interaction).
  2. The for cohort currently in the midst of Phase II, the professionalism component of the PCEs reveals an overall average of 98.3% for the same eight professionalism components.
  3. Of the five most recent cohorts completing the graduate survey, 21% agree and 65% strongly agree that the SLU PA Program prepared them to understand professionalism and the importance of professional behavior.

Program Goal 4

Provide a rigorous and supportive educational environment to attain a respectable first time PANCE pass rate.

The primary learning outcome within Goal #4 is medical knowledge and specific parameters include core knowledge about medicine and the application of this to patient care in varying clinical situations and in different patient populations.
As evidenced via assessments like the End-of-Program Survey, the Graduate Survey, PACKRAT scores, Phase II End-of-Rotation Exams (EOREs), and PANCE results, the program has been successful in meeting Goal#4. Some examples of outcomes demonstrating this success are listed below.
1. With respect to medical knowledge as well as its application to patient care,
  1. Of the five most recent cohorts completing the Graduate Survey 90% agree or strongly agree that the program helped prepare them to counsel patients regarding health promotion and disease prevention and
  2. 72% of graduates agree or strongly agree that they are prepared to order and interpret appropriate labs and diagnostics.
  3. The average first-time PANCE pass rate since 2001 is 97.94%
2. With respect to medical knowledge applied to patient care in varying clinical situations and in different patient populations,
  1. 94% of graduates from the Classes of 2015 and 2016 agree or strongly agree that the didactic phase of the program prepared them to understand the scientific basis of medicine that is essential to building the foundation of clinical medicine and
  2. 100% of recent graduates either agree or strongly that they were able to provide medical care to patients from diverse populations in Phase II.

Program Goal 5

Promote Jesuit Values to prepare students to serve their community and patients in the spirit of cura personalis (or “care for the entire person” - respect for the dignity of each person, mind, body and soul, to include respect for the unique strengths and gifts of others as well as the unique cultural, physical, psychological, spiritual and socioeconomic circumstances of others).

The primary learning outcome within Goal #5 is Jesuit Values and the alignment of our program mission and specific parameters including access to opportunities for increasing student understanding and application of Jesuit education principles and values.
As evidenced via assessments like Professional Development Assessments (PDAs) and End-of-Program Survey, the program has been successful in meeting Goal #5. Some examples of outcomes demonstrating this success are listed below.
1. With respect to increasing student understanding of Jesuit principles and values,
  1. Recent PDAs reveal that 92% of the class of 2016 and 72% of the Class of 2017 either agree or strongly agree that they have a strong understanding of Ignatian values and Jesuit principles.
  2. The End-of-Program Survey revealed that 91% of Class of 2015 and Class of 2016 graduates agree or strongly agree that the program did a good job responding to students and modeling cura personalis, living up to the program mission and helping students understand Ignatian values.
2. With respect to opportunities for students to understand and apply these values,
  1. 85% of the two recent graduating cohorts feel the program did an outstanding or good to very good job of providing opportunity for community service, and
  2. 97% feel the program helped them understand and practice Ignatian/Jesuit values (like the acquisition of knowledge for the good of others, etc.)

Course List
Code	Title	Credits
ANAT 5050	Human Gross Anatomy	6
BLS 5125	Introduction to Clinical Laboratory Medicine	3
PAED 5010	Professional & Psychosocial Issues of Physician Assistant Practice	3
PAED 5040	Physiology	4
PAED 5070	Principles of the Medical Interview	2
PAED 5110	Dermatology Fundamentals	2
PAED 5120	Hematology Fundamentals	2
PAED 5130	Otorhinolaryngology and Ophthalmology Fundamentals	3
PAED 5150	Clinical Pharmacology I	2
PAED 5201	Clinical Pharmacology II A	1
PAED 5202	Clinical Pharmacology II B	1
PAED 5211	Pulmonary Fundamentals I	2
PAED 5212	Pulmonary Fundamentals II	1
PAED 5221	Cardiovascular Fundamentals I	2
PAED 5222	Cardiovascular Fundamentals II	2
PAED 5230	Gastroenterology Fundamentals	3
PAED 5240	Nephrology and Genitourinary Fundamentals	3
PAED 5250	Endocrinology Fundamentals	3
PAED 5300	Evidence-Based Medicine	2
PAED 5310	Orthopedics and Rheumatology Fundamentals	3
PAED 5320	Neurology Fundamentals	3
PAED 5330	Essentials of Surgery	2
PAED 5340	Essentials of Emergency Medicine	2
PAED 5360	Essentials of Pediatrics	2
PAED 5370	Essentials of Behavioral Medicine	2
PAED 5380	Essentials of Obstetrics and Gynecology	2
PAED 5400	Clinical: Internal Medicine	4
PAED 5420	Clinical: Family Medicine	4
PAED 5510	Clinical: General Surgery	4
PAED 5600	Clinical: Pediatrics	3
PAED 5700	Clinical: Behavioral Medicine	3
PAED 5750	Clinical: Obstetrics, Gynecology and Women's Health	3
PAED 5800	Clinical: Emergency Medicine	4
PAED 5860	Clinical: Evidence-Based Medicine Clerkship	4
PAED 5930	Clinical: Elective	4
PAED 6000	Graduate Seminar (taken over multiple semesters)	2
Total Credits		98

Performance Standards

During the entirety of the PA Program, students are expected to adhere to specific academic and professional standards which are outlined in the Student Handbook and Policy Manual.

As healthcare professionals, PAs must be sensitive to the value of human dignity. This value is manifested in behaviors and attitudes demonstrating inclusion, sensitivity to the well-being of others and honesty in all endeavors. PA students, therefore, are held to standards of professional behavior in areas including overall conduct, academics, health information, daily interactions with others, clinical compliance, patient encounters, title identification, attire and attendance.

In addition to expectations for professional behavior, PA students must also meet academic standards. The academic expectation is that all PA students maintain a minimum cumulative GPA of 3.0 and perform at or above 70 percent on exams and other graded components.

The complex nature of medicine and the condensed educational time frame of the PA Program combine to create a curriculum that is very rewarding, yet also rigorous, time-consuming and intense. Whether engaged in classroom and lab activity, reading and studying, or clinical rotation obligations, students should assume they will be involved in program requirements all day, every day for the duration of the program. It is recommended that students do not work during the 27 months they are enrolled in the program. Additionally, students may not work for the PA program nor serve as instructional faculty or clinical/ administrative staff.

Withdrawal and Leave of Absence Policy

Withdrawal from any course or modification of the curricular sequence of the PA Program is not permitted, except as part of an approved leave of absence. If for any reason a student needs to request a leave of absence, the student should schedule a meeting with the PA Program Director or another principal faculty member. The student will be guided through the University process for LOA and course withdrawal with help from program faculty and staff.

Despite potential reasons for leaving the program, most fees are non-refundable and tuition refunds often cannot be granted due to the timing and sequencing of our curriculum. If, however, a tuition refund is applicable, the student will be guided through this process as well. Information on withdrawal, tuition and fee refunds may be found at Student Financial Aid Services.

Technical Standards

Students enrolled in the Saint Louis University Physician Assistant Program must be able to complete all requirements leading to the Master of Medical Science degree. This degree signifies that the holder is a clinician prepared for entry into the practice of medicine as a physician assistant, possessing the knowledge, skills and competencies necessary to function in a variety of clinical situations and to provide a broad spectrum of care consistent with physician assistant practice.

To achieve success in the program and the profession, individuals must possess certain more specifically defined abilities and skills. Saint Louis University has systems in place to assist any student who has a documented physical, psychological or cognitive disability. SLU is committed to full compliance with the Rehabilitation Act of 1973 (section 504) and the Americans with Disabilities Act of 1990. A student who believes he/she may not be able to perform one or more of the listed essential program requirements should discuss the issue with personnel in the Disability Services (314-977-3484; Busch Student Center, Suite 331, 20 North Grand Blvd., St. Louis, MO 63103-2097). Students who believe they cannot meet or fulfill any part of the technical standards must contact Disability Services, who will document the matter and address reasonable accommodations for the student if warranted.

Students enrolled in the program must have the emotional and intellectual ability to learn, assimilate, analyze and integrate information and data. Motor function capabilities must allow candidates to meet the demands of PA education and patient care. Candidates must be able to develop mature, sensitive, and effective relationships with patients and colleagues. They must be able to tolerate physical and emotional stress and a fast-paced academic and clinical environment and continue to function effectively. They must be adaptable, flexible and able to function in the face of uncertainty.

In addition to acquiring the knowledge, skills, abilities, attitudes and behaviors detailed in the general PA program objectives, the technical standards must be met by each physician assistant student. If students are unable to meet or fulfill the technical standards with or without reasonable accommodation as determined by the Saint Louis University Disability Services their status as a PA student may be affected. The technical standards require that the physician assistant student, with or without reasonable accommodations must demonstrate the ability to:

Communicate effectively and sensitively with patients, health professionals, teachers, staff and peers in settings where communication is typically oral or written or when the time span available for communication is limited. Students must be able to understand and convey information, accurately perceive nonverbal communication, and describe findings related to patients.
Observe demonstrations and visual adjuncts used in classroom, laboratory and clinical instruction. PA students must be able to observe patients accurately and completely from a distance and at close range.
Elicit data from patients via palpation, percussion, and auscultation. These skills and others necessary to carry out a variety of diagnostic maneuvers and therapeutic procedures require coordination of gross and fine muscular movements, equilibrium and sensation.
Acquire, assimilate, interpret, integrate and apply information from direct observation, oral communication, written messages, films, slides, microscopes, imaging science, ECG readouts and other material or media.
Possess motor function sufficient to execute movements reasonably required to provide general care and emergency treatment to patients, such as those required in physical examination, airway management, cardiopulmonary resuscitation, suturing and assisting in surgery.
Perform problem-solving tasks quickly and efficiently in an environment which may change rapidly, without warning or in unpredictable ways. Such tasks require not only intellectual-conceptual, integrative and quantitative abilities, but also the ability to comprehend three-dimensional and spatial relationships.
Exercise sound judgment and perform all tasks related to the care of patients in a responsible and professional manner.
Carry out procedures involved in learning the sciences fundamental to medicine. This includes the ability to participate fully in curricular activities and requirements in the classroom, laboratory and clinical setting. It also may include performing physical exams on a classmate.

Additional Requirements

In keeping with our Jesuit values and program mission, SLU PA students are required to complete community service hours during their time in the program. Required service hours at the PA student-operated free clinic, the HRC (Health Resource Center) can count towards this, but there are many options that count toward service.
Admitted Physician Assistant students must meet certain health, immunization and related requirements prior to and during their matriculation. Immunization policies are based on Centers for Disease Control (CDC) recommended vaccines for healthcare workers.
Students are required to obtain a criminal background check and undergo drug testing through Saint Louis University just after matriculation and again before clinical rotations begin. A positive background check or drug screen could have serious consequences for the student including forfeiture of any or all clinical rotations and/or inability to complete the program. The potential to sit for the Physician Assistant National Certifying Exam (PANCE) may also be impacted. Additionally, many state regulatory and governing organizations will not grant a license, registration or other similar professional practice document if there is a positive criminal background check or drug screen.

Withdrawal and Leave of Absence Policies

Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.

Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.

This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.

Plan of Study Grid
Year One
Fall		Credits
BLS 5125	Introduction to Clinical Laboratory Medicine	3
PAED 5010	Professional & Psychosocial Issues of Physician Assistant Practice	3
PAED 5040	Physiology	4
PAED 5070	Principles of the Medical Interview	2
PAED 5120	Hematology Fundamentals	2
PAED 5150	Clinical Pharmacology I	2
PAED 5300	Evidence-Based Medicine	2
	Credits	18
Spring
ANAT 5050	Human Gross Anatomy	6
PAED 5110	Dermatology Fundamentals	2
PAED 5130	Otorhinolaryngology and Ophthalmology Fundamentals	3
PAED 5310	Orthopedics and Rheumatology Fundamentals	3
PAED 5320	Neurology Fundamentals	3
	Credits	17
Summer
PAED 5201	Clinical Pharmacology II A	1
PAED 5211	Pulmonary Fundamentals I	2
PAED 5221	Cardiovascular Fundamentals I	2
PAED 5230	Gastroenterology Fundamentals	3
	Credits	8
Year Two
Fall
Late June – December
PAED 5202	Clinical Pharmacology II B	1
PAED 5212	Pulmonary Fundamentals II	1
PAED 5222	Cardiovascular Fundamentals II	2
PAED 5240	Nephrology and Genitourinary Fundamentals	3
PAED 5250	Endocrinology Fundamentals	3
PAED 5330	Essentials of Surgery	2
PAED 5340	Essentials of Emergency Medicine	2
PAED 5360	Essentials of Pediatrics	2
PAED 5370	Essentials of Behavioral Medicine	2
PAED 5380	Essentials of Obstetrics and Gynecology	2
	Credits	20
Spring
January – Late June
PAED 5400	Clinical: Internal Medicine	4
PAED 5420	Clinical: Family Medicine	4
PAED 5510	Clinical: General Surgery	4
PAED 5800	Clinical: Emergency Medicine	4
PAED 6000	Graduate Seminar	1
	Credits	17
Year Three
Fall
Late June – December
PAED 5600	Clinical: Pediatrics	3
PAED 5700	Clinical: Behavioral Medicine	3
PAED 5750	Clinical: Obstetrics, Gynecology and Women's Health	3
PAED 5860	Clinical: Evidence-Based Medicine Clerkship	4
PAED 5930	Clinical: Elective	4
PAED 6000	Graduate Seminar	1
	Credits	18
	Total Credits	98

Program Notes

Phase I

The didactic phase of the PA Program consists of pre-clinical lectures, small group discussions, laboratory sessions and demonstrations. The student studies the basic medical sciences like anatomy and physiology, as well as applied behavioral sciences and the foundations of clinical medicine. Educational material is presented through organ system-based courses which support the integration of complex disease processes with diagnosis and treatment. Rather than discrete courses in pathophysiology and physical examination, the curriculum integrates these components within each system-based course. Phase I also incorporates patient assessment, clinical documentation, genetics and interpretation of appropriate labs, diagnostics and imaging/studies.

Phase II

The clinical phase of the PA Program includes rotations in Internal Medicine, General Surgery, Pediatrics, Emergency Medicine, Women’s Health, Family Medicine, Psychiatry/Behavioral Medicine and two rotations in clinical specialties of each student’s choice, Clinical Elective and EBM Clerkship. While working with the supervision of a clinical preceptor, the student actively participates in the daily care of patients of all ages and backgrounds.

When assigned to hospital teaching services the student functions as an integral member of the inpatient team. The student may interact daily with attending and resident physicians, PAs, medical students and other health care professionals in practice or in training. When assigned to ambulatory care clinics and private clinical practices, the student may function in a one-on-one relationship with the physician or PA who serves as instructor and supervisor. Students will complete rotations in medically underserved areas and should expect to complete at least two rotations at an assigned out-of-town site. Finding and planning for appropriate housing for out-of-town clinical rotations, if needed, and paying for housing, are responsibilities of the PA student.

Every student enrolls in each of the nine Phase II clinical courses, but the actual course sequence differs by student.

Physician Assistant, M.M.S.

​​​​Program Goal 5

Program Goal 5