The intent of the MMSPA Admissions Committee is to identify and select those applicants who demonstrate the ability to fulfill the purpose of the UMKC MMSPA program.  The MMSPA Admissions Committee must establish appropriate policies and procedures with regards to the selection of students for the MMSPA program.  The admissions policies of the Admissions Committee must guarantee a competitive review process, the individual review of applicants, and an open assessment of what the applicant may potentially contribute to the PA program and healthcare community.  This process must be applied equally and consistently to all applicants.

The admissions process should provide a holistic review of all applicants who meet the minimum requirements for admission.  This review should focus on academic achievements and ability, but should also provide an open review of other talents and experiences that relate to potential success as a physician assistant.  It is necessary for the Committee to review applicants in terms of their potential academic success in the MMSPA program, but also in terms of their potential contribution to the greater healthcare community and to the learning experiences of others around them.

With a limited number of seats available in the incoming class, the Admissions Committee faces the challenge of selecting future physician assistants from numerous applicants with strong combinations of academic performance, aptitudes and abilities.  This challenge necessitates clear intentions from the Committee.

Residency:  The students who enter the MMSPA program shall be selected from three residency categories: Missouri resident, Kansas resident, and non-resident.  Resident students are those who are bona fide residents of the State of Missouri according to the residency rules of the Board of Curators of the University of Missouri.  While out-of-state students are welcome to apply to UMKC’s PA Program, preference and priority consideration is given to in-state students from the state of Missouri as well as to students from the state of Kansas.*

Eligibility:  Only students who are U.S. citizens or permanent residents of the U.S. are eligible to be considered for admission to the MMSPA program.

Competitive Review:  All applicants to the MMSPA program who meet the minimum requirements for admission are considered equally in the admissions process.  All applications are initially pre-screened by the School of Medicine Office of Admissions.  All applications are screened by the MMSPA Program Director, as well as by two members of the  MMSPA Admissions Committee. Applications are screened within the appropriate applicant pool (resident or non-resident), and the screening process determines which students will be offered the opportunity to interview.

Once interviews are complete, all interviewed applicants are reviewed equally by members of the Admissions Committee.  The Admissions Committee considers each applicant individually within the appropriate applicant pool (resident or non-resident), and all applicants are reviewed under the same criteria and expectations.  Both the screening and selection process are competitive.

The selection process for the MMSPA program provides individual review of applicants in both the screening and selection process, competitive review of all applicants and a holistic review of applications once an applicant has met the minimum requirements for admission.  The School of Medicine does not adhere to any quotas when considering and selecting students for any of its programs.

The Holistic Process:  The MMSPA program utilizes a holistic review process, a process that is a flexible and individualized way of assessing applicants.*  Balanced consideration will be given to the experiences, attributes and metrics as defined by the MMSPA Admissions Committee in alignment with the strategic plan and goals of the program and the School of Medicine.  The experiences, attributes and metrics will be considered in combination with how a student might contribute to the program and to the profession.

The holistic review process utilized by the MMSPA program is defined by several key concepts:**

1. The criteria for selecting students are broadly based, but linked to the School of Medicine and MMSPA program’s mission and goals, specifically promoting diversity as an essential element to achieving a vibrant health science learning community.
2. A balance of experiences, attributes and metrics is used to evaluate applicants in order to create a diverse applicant pool, interview pool and student body. The use of experiences, attributes and metrics is applied consistently to all applicants when making admissions decisions.
3. In addition to the review of experiences, attributes and metrics, the MMSPA Admissions Committee gives individualized consideration to how each applicant might impact the PA community and the profession.
4. Metrics of diversity, such as race, ethnicity, or geographic origin, are factors that influence admissions decisions only when aligned with the strategic plan and mission of the School of Medicine and the MMSPA program and only when considered among the broader mix of experiences, attributes and metrics.***

The review and selection process executed by the Admissions Committee evaluates both cognitive and non-cognitive variables.  Cognitive variables, such as grade point average, performance in pre-requisite courses and standardized test scores, are essential in selecting students.  However, while such cognitive variables are factors in considering applicants, no academic accomplishment of whatever superiority constitutes an entitlement of admission to the MMSPA program.

Although cognitive variables are considered, it is also important to consider other non-cognitive variables such as passion for medicine, civic or community volunteer experience and maturity.  MMSPA applicants are evaluated holistically using the following application components:

Cumulative college/university grade point average
Pre-requisite grade point average
Standardized test score (MCAT or GRE)
Personal statement
Activities, leadership or other experiences
Health experiences/Investigation of the PA profession
Letters of recommendation
Results of the interview process (if applicable)

Policy Review:  The admissions policies of the MMSPA program must be reviewed annually by the MMSPA Admissions Committee to ensure fair, equal and consistent evaluation of applicants.  Regardless of policy changes, the admissions and selection process must remain competitive with individualized and flexible review of applicants.

A Statement of Diversity

The MMSPA program intends to admit a class of students who can contribute to the diversity of the UMKC School of Medicine, the PA program, as well as to the PA profession and community.  The School of Medicine believes that diversity among peers during education prepares students to effectively deliver health care within diverse communities upon graduation.

The Admissions Committee intends to foster diversity through the selection of candidates for admission to the MMSPA program.  This will include, but not be limited to, admitting students from different racial and ethnic origins, socioeconomic backgrounds, rural and urban communities, academic backgrounds, as well as students who can contribute to the experience of PA education through different personal experiences such as overcoming hardship, serving in the military, demonstrating extensive involvement within the community, possessing multilingual abilities and/or exhibiting different life experiences that may contribute to achieving diversity.

Equal access to the School of Medicine will be offered to all candidates regardless of race, sex, religious persuasion, sexual orientation, or national origin, provided they meet the other criteria expressed in the statement of intent.  The School of Medicine does not employ a quota system when reviewing and admitting applicants.  All applicants are reviewed individually and holistically.

*Out of state tuition, costs, and fees still apply.

**Definition and concepts taken from:  Association of American Medical Colleges:  Holistic Review Project, 2011.

***Under federal law and as permitted by the State of Missouri and the University of Missouri-Kansas City.

MEDPA 5501 Anatomy for the PA (3)

This ten-week course features a study of the structure and development of the human body to include head, neck, upper extremity, thorax, pelvis, perineum and lower extremity.  Study conducted by cadaver dissection, models, demonstration, and cross section correlated to the appropriate living anatomy.  Emphasis is placed on the structure/function correlation and the relationship of anatomic configuration to diagnosis of clinical problems.  The format of the course includes lectures, lab, small group discussion and many varieties of audiovisual and computer aids.  Student evaluation is accomplished through laboratory and written exams.

MEDPA 5502 Foundations in Basic Medical Science (4)

This ten-week course teaches an introduction of the basic principles of biochemistry, microbiology, immunology, genetics and pharmacology taught in a modular format.  The biochemistry, microbiology and immunology components prepare students for the clinical application of the principles in the organ system modules.  The nutrition module covers the basic science of human nutrition and relates the biochemical and physiological aspects of nutrition in health and disease.  The pharmacology module covers basic principles of drug action, drug disposition, and drug toxicity, providing the foundation for the pharmacotherapeutics content taught in the system modules.

MEDPA 5504 Ethics, Law and Policy (1)

A ten-week course that examines ethical rules, principles, and theories as they relate to health care delivery issues using lecture and case based presentation format and discussion of the ethical issues.  Application of these issues will continue through the system and population modules addressed in the Science and Practice of Medicine courses within case discussions.

MEDPA 5505 Clinical Assessment for the PA (2)

A ten-week course which focuses on developing foundational physical examination and history taking skills.  Didactic lectures on exam techniques and basic interpretation of physical exam findings are given.  Physical exam skills labs, patient simulations, and small group discussions provide opportunities to develop critical reasoning skills essential to patient evaluation and management.

MEDPA 5511 Clinical Practicum I (1)

A one semester course that will consist of a variety of activities including lectures, clinical exposure, interprofessional education activities, service learning, and community health experiences.  Emphasis will be on developing communication skills, exhibiting professional behaviors, recognizing diversity and needs of the community, and identifying attributes of a health care team.

MEDPA 5512 Clinical Practicum II (1)

A one semester course that will consist of a variety of activities including lectures, clinical exposure, interprofessional education activities, service learning, and community health experiences.  Emphasis will be on developing communication skills, exhibiting professional behaviors, recognizing diversity and needs of the community, and identifying attributes of a health care team.

MEDPA 5513 Clinical Practicum III (1)

A one semester course that will consist of a variety of activities including lectures, clinical exposure, interprofessional education activities, service learning, and community health experiences.  Emphasis will be on developing communication skills, exhibiting professional behaviors, recognizing diversity and needs of the community, and identifying attributes of a health care team.

MEDPA 5514 Clinical Practicum IV (1)

A one semester course that will consist of a variety of activities including lectures, clinical exposure, interprofessional education activities, service learning, and community health experiences.  Emphasis will be on developing communication skills, exhibiting professional behaviors, recognizing diversity and needs of the community, and identifying attributes of a health care team.

MEDPA 5521 PA Professions I (1)

This is the first course in the PA Professions series that will focus on the history of the PA profession including the social, regulatory, ethical and professional aspects.  Instruction will also be provided in clinical management practices and procedures including coding systems for diagnosis and reimbursement, quality assurance and risk management.

MEDPA 5522 PA Professions II (1)

This is the second course in the PA Professions series that will focus on the impact of racial, ethnic and socioeconomic health disparities on health care delivery. The student will become aware of differing health beliefs, values and expectations of patients and other health care professionals that can affect communication, decision-making, compliance and health outcomes.

MEDPA 5523 PA Professions III (1)

This is the third course in the PA Professions series. This course will provide basic doctrines and principles of the law to serve as a foundation for legally and ethically sound medical practice. It will include a comprehensive coverage of the history of legal medicine in the United States, the dynamics of the law applied to medical issues and the recent developments in health care delivery and biomedical issues. The legal and ethical issues of narrative medicine in medical practice and its practical applications will be explored and discussed.

MEDPA 5524 PA Professions IV (1)

This is the fourth course in the PA Professions series. This course will give students knowledge of the evolution of the health care industry’s components and describe the technical, economic, political and social forces that shaped their development. Principles of health policy and public health will be discussed so the student will have a systematic way of thinking about health care in the United States, its problems and the alternatives for managing these problems.

MEDPA 5531 Science and Practice of Medicine I (9)

This course builds upon the basic and clinical sciences already offered to present the disease processes of body systems in terms of etiology, historical data, clinical signs and symptoms, diagnosis, current treatment to include pharmacotherapeutics and lifestyle changes of common disease processes and the interrelationship of body systems in the makeup of the whole patient. Major emphasis is on etiology of disease, physiology, pathophysiology, basic medical sciences, pertinent preventive medicine initiatives and nutrition, pertinent laboratory medicine perspectives and radiographical concerns.  The student will build on the physical examination knowledge base as well as the pertinent clinical skills.  S&P of Medicine I provides an integrated approach to several subdivisions that divide the course content by clinical specialty or system, which include Dermatology, Hematology and Neurology.

MEDPA 5532 Science and Practice of Medicine II (12)

This course builds upon the basic and clinical sciences already offered to present the disease processes of body systems in terms of etiology, historical data, clinical signs and symptoms, diagnosis, current treatment to include pharmacotherapeutics and lifestyle changes of common disease processes and the interrelationship of body systems in the makeup of the whole patient. Major emphasis is on etiology of disease, physiology, pathophysiology, basic medical sciences, pertinent preventive medicine initiatives and nutrition, pertinent laboratory medicine perspectives and radiographical concerns.  The student will build on the physical examination knowledge base as well as the pertinent clinical skills.  S&P of Medicine II provides an integrated approach to several subdivisions that divide the course content by clinical specialty or system, which include EENT and Cardiology.

MEDPA 5533 Science and Practice of Medicine III (20)

This course builds upon the basic and clinical sciences already offered to present the disease processes of body systems in terms of etiology, historical data, clinical signs and symptoms, diagnosis, current treatment to include pharmacotherapeutics and lifestyle changes of common disease processes and the interrelationship of body systems in the makeup of the whole patient. Major emphasis is on etiology of disease, physiology, pathophysiology, basic medical sciences, pertinent preventive medicine initiatives and nutrition, pertinent laboratory medicine perspectives and radiographical concerns.  The student will build on the physical examination knowledge base as well as the pertinent clinical skills.  S&P of Medicine III provides an integrated approach to several subdivisions that divide the course content by clinical specialty or system, which include Genitourinary, Gastrointestinal/Nutrition, Endocrine, and Pulmonology.

MEDPA 5534 Science and Practice of Medicine IV (19)

This course builds upon the basic and clinical sciences already offered to present the disease processes of body systems in terms of etiology, historical data, clinical signs and symptoms, diagnosis, current treatment to include pharmacotherapeutics and lifestyle changes of common disease processes and the interrelationship of body systems in the makeup of the whole patient. Major emphasis is on etiology of disease, physiology, pathophysiology, basic medical sciences, pertinent preventive medicine initiatives and nutrition, pertinent laboratory medicine perspectives and radiographical concerns.  The student will build on the physical examination knowledge base as well as the pertinent clinical skills.  S&P of Medicine IV provides an integrated approach to several subdivisions that divide the course content by clinical specialty or system, which include Renal Orthopedics/Rheumatology, Obstetrics/Gynecology, Behavioral Health, Pediatrics, Geriatrics, and Emergency Medicine.

MEDPA 5610 Family Medicine I Rotation (4)

This required four week rotation will require student to participate in the delivery of ambulatory primary care.  The students will study problems commonly encountered in family medicine situations occurring in ambulatory clinics in an urban or rural setting.  The students will develop an appreciation for the skills of other allied health professionals and observe the efficient utilization of these personnel.

MEDPA 5611 Family Medicine II Rotation (4)

This required four week rotation will require student to participate in the delivery of ambulatory primary care.  The students will study problems commonly encountered in family medicine situations occurring in ambulatory clinics in an urban or rural setting.  The students will develop an appreciation for the skills of other allied health professionals and observe the efficient utilization of these personnel.

MEDPA 5620 Internal Medicine I Rotation (4)

This required 4 week rotation will require the student to actively participate in all aspects of direct patient care in inpatient and/or outpatient adult medicine. This fundamental clinical experience places emphasis on patient evaluation and assessment, oral and written case presentations, understanding the complexities and interrelationships of disease processes and diagnostic and therapeutic collaboration. 

MEDPA 5621 Internal Medicine II Rotation (4)

This required 4 week rotation will require the student to actively participate in all aspects of direct patient care in inpatient and/or outpatient adult medicine. This fundamental clinical experience places emphasis on patient evaluation and assessment, oral and written case presentations, understanding the complexities and interrelationships of disease processes and diagnostic and therapeutic collaboration.

MEDPA 5630 Emergency Medicine Rotation (4)

This required 4 week rotation provides in-depth exposure to the illnesses and injuries sustained by adults and children that necessitate emergency care. The student is expected to assess different types of emergencies and to provide appropriate treatment under the supervision of the physician.  The student will participate as a member of a team in the assessment and care of major trauma and cardiac emergencies.

MEDPA 5640 Women’s Health Rotation (4)

This required 4 week rotation provides an exposure to problems and issues associated with women’s health care, primarily in the ambulatory setting.  Emphasis is placed on learning experiences in family planning and birth control, the recognition and treatment of sexually transmitted disease, cancer detection and prevention, prenatal care, and the evaluation and treatment of common ambulatory gynecologic problems.  Students may have exposure to the delivery room and surgical suite.

MEDPA 5650 Pediatrics Rotation (4)

This required 4 week rotation provides the student with experience in the ambulatory and institutionally-based care of neonates, infants, children and adolescents. Settings may include hospitals, clinics and private practice sites.  The rotation is intended to provide the opportunity to refine the techniques of history-taking and physical examination specific to the pediatric population, and to provide experience in parental education and guidance, appropriate milestone recognition, illness, injury, and accident prevention, and care unique to the needs of the adolescent patient.

MEDPA 5660 General Surgery Rotation (4)

This required 4 week rotation provides experience in the management of patients who present with surgical problems. Preoperative preparation and evaluation of patients for surgery, intra-operative assistance, operative procedures, the care of surgical wounds and postoperative complications are stressed.

MEDPA 5670 Behavioral Health Rotation (4)

This 2-4 week clinical rotation provides experience working with patients in a psychiatric/behavioral medicine setting. Emphasis is placed on the clinical presentation, diagnostic work-up, treatment and management of these patients in both inpatient and outpatient settings.

MEDPA 5680 Geriatrics Rotation (4)

This 2-4 week rotation provides the student with exposure to the principles and practice of geriatrics and the diseases and conditions common to the elder population. The student will develop an increased understanding of the social, economic and environmental factors related to the elder and their family including end-of-life decision-making.

MEDPA 5580 Senior Seminar (1)

A one semester course focusing on small group discussion, study and review of previously covered topics in preparation for the Physician Assistant National Certification Exam (PANCE).

MEDPA 5581 Professional Development for the PA (1.5)

A one semester course based on lecture and discussion of professional development, topics pertinent to employment and practice as a PA such as licensing and credentialing, avoiding malpractice, healthcare financing and delivery systems, and career and leadership opportunities.  Students will develop their professional portfolio.

MEDPA 5595 Capstone (1)

The capstone experience is a one semester course for the physician assistant program. The purpose of this course is to align didactic, clinical and professional instruction as well as Graduate Learning Competencies into a project that will have lasting impact for patients, clinical practice, PA education and/or the PA profession.

Required Clinical Experiences

Students will receive forty weeks of training in the core clinical areas of family medicine, internal medicine, pediatrics, women’s health, general surgery, behavioral health, geriatrics and emergency medicine. Each required rotation is four weeks in length.

Required Clinical Rotations

• MEDPA 5610 Family Medicine I
• MEDPA 5611 Family Medicine II
• MEDPA 5620 Internal Medicine I
• MEDPA 5621 Internal Medicine II
• MEDPA 5630 Emergency Medicine
• MEDPA 5640 Women’s Health
• MEDPA 5650 Pediatrics
• MEDPA 5660 General Surgery
• MEDPA 5670 Behavioral Health
• MEDPA 5680 Geriatrics

These clinical experiences are under the supervision of assigned preceptors in approved clinical sites. Students have the opportunity to examine and treat patients with urgent, emergent, acute and chronic medical conditions. Student clinical experiences include healthcare services that are provided in outpatient and inpatient settings (including surgical environments), and the delivery of healthcare for patients of all ages. The student will gain proficiency and experience working as a member of an organized health care team, will deliver patient education, and participate in the continuity of healthcare for the patient. Students are required to complete eight weeks of elective clinical rotations ranging from two to four weeks in length.

Elective Clinical Experiences

This clinical experience is a student-selected experience that meets program defined expectations.  The experience is chosen either from a site in the program’s database or from a site the student proposes that meets program approval. The Program reserves the right to assign the student a specific elective to meet expected program clinical expectations and learning competencies. The experience gives students an opportunity to enhance an area of interest and/or a potential location for future clinical practice.  Generally, the elective is scheduled later in the clinical year of study.

General Policies

This page is intended to be a general overview of the PA program policies.  A complete guide to these policies is contained in the PA program student handbook and the School of Medicine handbook, distributed to all matriculating students.

Advanced Placement

Course work in the Physician Assistant program is different from most traditional graduate programs. Due to the knowledge base of each semester building on the knowledge base from the previous semester, it is vital that all students of the UMKC Physician Assistant program complete the required work in the prescribed sequence. No advanced placement, or substitution of coursework based on prior academic or clinical experience, within the PA program is allowed.

Student Employment

Full or part-time employment is strongly discouraged while a student, but not prohibited. Due to the rigorous nature of the program, the demands placed on students are extremely high, particularly with respect to the clinical work schedule and associated study requirements. Non-program activities shall not interfere with academic or clinical requirements of the program.

Students are not required to work for the program. Students may not, by position or responsibility, be employed or function as instructional faculty or substitute for clinical or administrative staff during clinical rotations. UMKC employee policies do not apply to students while in the program. An MMSPA student, credentialed or licensed in other non-PA professions cannot function in that role while in the role of an MMSPA student. Students must not accept payment while on rotation for work at clinical sites. Rotation experiences are for educational purposes only.

Clinical Rotation Site & Preceptor Recruitment

The program is responsible for coordinating (identifying, contacting, and evaluating) and assigning all student clinical experiences. Students are not allowed to arrange their own clinical experiences, but may suggest potential opportunities to the Clinical Coordinator. Student preferences for clinical assignments may be taken into consideration, but are not guaranteed.

Remediation

Remediation in the Didactic Phase

MEDPA 5501 Anatomy for the PA and MEDPA 5502 Foundations of Medicine: Students earning a final course grade of C- or below (< 70%) will be provided an opportunity to take a remediation exam to demonstrate their competence and knowledge of course material. The remediation exam will be a pass/fail cumulative exam covering material presented in the course. Students who pass this exam with a score of at least 70% will be awarded a C for the final course grade.

Science and Practice of Medicine I-IV: Remediation will occur when a MMSPA student fails to successfully pass a module exam or clinical assessment/skill check off in the following courses: MEDPA 5531, MEDPA 5532, MEDPA 5533, and MEDPA 5534.

In the event that a student fails a module exam (<70%), the course director will notify the student.  The student will then meet with their advisor to formulate a remediation plan.  The remediation plan will be tailored to the failed learning outcomes and may consist of appropriate reading, other applicable learning activities, working with relevant instructional faculty, and accessing SOM academic resources for assistance.

The student will have the opportunity to take a remediation exam and must earn a score ≥ 70% to pass.  A student is allowed only one attempt at the remediation exam. Regardless of the remediation exam score, the score equal to 70% will be awarded.  A student may not remediate more than 50% of the module exams in any one semester. Achieving less than 70% on more than 50% of the module exams in a semester will result in failure of the course.

In the event a student fails a module clinical assessment or skills exam by scoring below the program set passing score, the student will meet with their advisor to formulate a remediation plan. The student will have the opportunity to take a remediation clinical assessment and/or skills exam and must score the program set expectation in order to pass. The student is allowed only one attempt at the remediation exam. Regardless of the remediation clinical assessment or skill exam score, the minimum passing score for the exam will be awarded.

Students must complete any and all remediation exams prior to the end of the course.

Students who fail to successfully complete a remediation plan and/or exam will be referred to the Committee on Progression for further determination.

Remediation in the Clinical Phase

Remediation in the clinical phase occurs when a student fails to pass the End of Rotation (EOR) exam on the first attempt in the following courses:  MEDPA 5611 Family Medicine II, MEDPA 5621 Internal Medicine II, MEDPA 5630 Emergency Medicine, MEDPA 5640 Women’s Health, MEDPA 5650 Pediatrics, MEDPA 5660 Surgery, and MEDPA 5670 Psychiatry.

Failure to achieve the program defined pass rate of 70% (without rounding) on an EOR exam on the first attempt will require the student to participate in remediation and retake the failed EOR exam.  The second attempt must be completed after remediation and within two rotation blocks of the failed attempt.  The Director of Clinical Education has final approval of exam scheduling; this determination will be included in the student’s remediation plan.

Students who fail a first attempt EOR exam are ineligible to earn higher than a 70% for the repeated EOR exam.  Failure to obtain the program defined pass rate on the second attempt will result in failure of the course.  Students must pass the EOR exam to pass the course.

Any student with two outstanding EOR exams will be required to enroll in a four-week directed studies course in lieu of their scheduled clinical rotation.  The program will attempt to schedule the directed studies course within one rotation of the second failed EOR exam.  Successful completion of both outstanding exams must be completed by the end of the directed studies course to avoid failure of the respective courses.

Students failing an EOR exam in the last two rotations of the clinical phase must complete the second attempt exam(s) prior to the program completion date or take a directed studies course.  Enrollment in a directed studies course will result in the extension of the student’s program of study and delay of their program completion.  Financial costs associated with an extended program of study are the responsibility of the student.

Remediation of the Summative Exam

Students who fail to meet the program set passing score for passage of the summative exam will be given one chance to remediate each exam. Students who fail to achieve a passing score will be notified by the Program Director.  Students will then meet with the Program Director and the student’s academic advisor to formulate a remediation plan.  The remediation plan may consist of appropriate reading and activities relative to subject areas of need, scheduled meetings with identified faculty and identification of SOM resources for assistance.

The time required to remediate either exam may result in a delay of program completion and graduation.  Students who fail to successfully remediate the promotion and/or summative exam will appear before the Committee on Progression for further determination.

The UMKC MMSPA program utilizes the Graduate Learning Outcomes as a foundation for student instruction and experiences and a guide to competency assessments.  The eight learning outcomes described below consist of Interpersonal and Communication skills, Medical Knowledge, Professionalism, Practice-based Learning and Improvement, Systems-based Practice, Interprofessional Collaborative Practice, Social, Cultural, and Community Contexts of Health Care, and Patient Care.  Our curriculum and clinical experiences allow students to develop the skills and acquire the knowledge base to meet the intermediate objectives for each outcome prior to entering the clinical phase and the advanced objectives as a requirement for graduation from the program.

Interpersonal and communication skills include effective verbal, nonverbal, written, and electronic exchange of information.  Physician Assistants must demonstrate interpersonal and communication skills that result in effective information exchange with patients, patients’ families, physicians, professional associates, and other individuals with the health care system.

Medical knowledge includes the synthesis of pathophysiology, patient presentation, differential diagnosis, patient management, surgical principles, health promotion, and disease prevention.  Students will demonstrate core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care in their area of practice.  In addition, students are expected to demonstrate an investigative and analytic thinking approach to clinical situations.

Professionalism is the expression of positive values and ideals as care is delivered.  Foremost, it involves prioritizing the interests of those being served above one’s own.  Students must acknowledge their professional and personal limitations.  Professionalism also requires that students practice without impairment from substance abuse, cognitive deficiency or mental illness.  Students must demonstrate a high level of responsibility, ethical practice, sensitivity to a diverse patient population, and adherence to legal and regulatory requirements.

Practice-based learning and improvement includes the processes through which physician assistants engage in critical analysis of their own practice experience, the medical literature, and other information resources for the purposes of self- and practice-improvement.

Systems-based practice encompasses the societal, organizational, and economic environments in which health care is delivered.  Students must demonstrate an awareness of and responsiveness to the larger system of health care to provide patient care that balances quality and costs, while maintaining the primacy of the individual patient.

Interprofessional collaborative practice exists when multiple healthcare workers from different professional backgrounds work together with patients, families and communities to deliver the highest quality of care. The nature and practice agreement of the Physician Assistant profession lends itself to this type of practice. Students must demonstrate integrated enactment of knowledge, skills, and values/attitudes that define working together across the professions, with other health care workers, and with patients, along with families and communities, as appropriate to improve health outcomes in specific care contexts.

Social, Cultural and Community Contexts of Health Care involves the diverse factors that influence the health of the individual and the community.  Students must be able to identify the socio-cultural, familial, psychological, economic, environmental, legal, political and spiritual factors impacting health care and health care delivery; and respond to these factors by planning and advocating the appropriate course of action at both the individual and the community level.

Patient care includes patient- and setting-specific assessment, evaluation, and management.  Students must demonstrate care that is effective, safe, high quality, and equitable; work effectively with physicians and other health care professionals to provide patient-centered care; obtain essential and accurate information about their patients; make decisions about diagnostic and therapeutic interventions based on patient information and preferences, current scientific evidence, and informed clinical judgment; develop and implement patient management plans; perform medical and surgical procedures essential to their area of practice and; provide health care services and education aimed at disease prevention and health maintenance.

Program Goals

1. To graduate competent Physician Assistants.

• • Objective 1a: Program PANCE pass rate is equal to or above the national average
    • The program’s five-year first time taker average pass rate for the PANCE is 97% (Class of 2017-2021). The national five-year first time pass rate average (2016-2020) was 95%. National results for 2021 will be available in 2022.
  • Objective 1b: Graduates will meet the published Program graduate competencies and requirements
    • All students must pass a summative exam developed to meet graduate learning competencies at the end of the clinical year. This OSCE assesses each student’s adequate preparation for entry into clinical practice. 100% of the program’s cohorts have passed on the first attempt.

2. To advance the Physician Assistant profession.

•  Objective 2a: Increase employment of PAs in the state of Missouri

Graduates from the first cohort (May 2016) all received full time positions post graduation. 57% of graduates (8 of 14) are practicing in the state of Missouri. Additionally, 4 graduates took positions in the Kansas City metropolitan area.

•  Objective 2b: Prepare graduates to practice in both rural and urban underserved areas

As stated in our mission statement, we strive to educate Physician Assistants who are prepared to meet the healthcare needs of our community, which would include both rural and urban underserved areas in the state of Missouri.  To achieve this goal the UMKC MMSPA Program integrates multiple rural settings and utilizes urban health clinics located in Kansas City for clinical rotations and Practicum courses.  Additionally, PA students complete experiences at Sojourner Clinic, a student run free clinic providing outpatient care to the homeless and underprivileged population.

•  Recruit a highly qualified and diverse faculty and student body

The following data, from the last five cohorts of PA students (2015-2019) serves as evidence of admitting student body that reflects this objective.

•  Promote a culture of service among students and faculty

As stated in our mission statement, our graduates will advance the Physician Assistant profession through clinical excellence, service, and dedication to professional stewardship.  Students are instructed on professional stewardship early in their education with presentations from the Missouri Academy of Physician Assistants introducing the responsibility of professional involvement.  Students serve the homeless and underprivileged population of Kansas City through Sojourner Clinic, a student run free health clinic.  For the past three years PA students and faculty have adopted a family through Operation Breakthrough to provide support through the holiday season.  Faculty fulfill service commitments as members of numerous Program and School of Medicine committees.  Students are encouraged and allowed opportunity to attend Local, State and National PA meetings such as the Missouri Academy Annual Meeting and the American Academy of Physician Assistants annual conference.