The University of Arizona Physician Assistant (PA) Program does not grant advanced placement to any applicant or enrolled student. While the program values the diverse experiences applicants bring, including prior health care experience, all students must complete the full didactic and clinical curriculum as a cohort. This structured, sequential learning approach ensures comprehensive education and competency, with each phase building upon the previous one. By reinforcing the program’s methodologies and fostering collaboration, this model prepares graduates for the demands of entry-level PA practice.

Securing clinical sites or preceptors is not a requirement of the U of A PA program.  The program abides by the Standard A3.03 of the ARC-PA, which states prospective and enrolled students must not be required to provide or solicit clinical sites or preceptors.   

The program director, medical director and faculty of the program will not participate as health care providers for students enrolled in the program except as needed in case of an emergency. A medical emergency is any condition that poses an immediate threat to life, limb or eyesight and requires urgent medical intervention.  Students in need of medical care may seek care at the University of Arizona Campus Health Center at 1224 E. Lowell St., Tucson, AZ 85721. After hours students may call 520-570-7898 for a medical concern or 520-621-3334 for a mental health concern.

The University of Arizona will not host a Physician Assistant Program at a geographically distant campus. As such, services and resources available to Physician Assistant Program students will be located on the University of Arizona’s main campus in Tucson. 

Grievance Policy

Should a College of Health Sciences (COHS) student feel they have been treated unfairly and have a grievance, there are several resources available. Most concerns can be resolved through direct communication with the course/clerkship director, curriculum lead, or program director, particularly those related to grades or academic progress.

For other grievances, the Assistant Dean for Student/Academic Affairs in the COHS can help direct the student to the appropriate resource such as the Office of Institutional Equity, Human Resources, or the Disabilities Resource Center, depending on the nature of the grievance. The COHS Student Appeals Committee exists to review the specific formal grievances described below.

Student Appeals Committee

The Student Appeals Committee is an ad hoc committee established by Faculty Affairs through a governance process to review and resolve appeals made by students regarding academic or disciplinary decisions as per the grievance policy below. Its primary purpose is to ensure fairness, transparency and adherence to institutional policies in decision-making processes. The SAC is a group of faculty members and student representatives tasked with evaluating appeals submitted by students who believe they have been unfairly treated or wish to contest a decision that impacts their academic or professional progression.

Student Appeals Committee Participation

The SAC will meet once at the beginning of the academic year to review and accept responsibilities. After this initial meeting they will only meet ad-hoc based on need. The membership of the SAC is specified in the Bylaws of the Faculty of the University of Arizona College of Health Sciences.

Grievances Reviewed by the COHS Student Appeals Committee

While the Assistant Dean for Student/Academic Affairs is available to discuss any academic or professional concerns, only grievances meeting specific criteria will be considered for formal review by the SAC. These include grievances resulting in academic or conduct dismissal, requiring the repetition of an academic year, or alleging violations of a specific COHS or University rule, regulation, policy, or practice that are not remediable by other COHS or university grievance policies/procedures and are within the decision-making jurisdiction of the COHS will be considered for formal review.

The Vice Dean of the COHS or a designated representative of the Dean of the COHS shall determine whether a complaint falls within the decision-making jurisdiction of the COHS. 

Examples of complaints not suitable for formal grievance review by the SAC include:

• Allegations of harassment or discrimination based on race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity, or genetic information, which are handled by the Office of Institutional Equity.
• Grade appeals, which are handled directly by the course instructors, curriculum leads, and program directors.
• Complaints against University employees or students that are covered by provisions of the University Handbook for Appointed Personnel, the Staff Personnel Policy Manual, and the Student Code of Conduct.
• Requests of waivers of specific program policies.

Examples of complaints that are suitable for formal grievance review by the SAC include:

Academic Dismissal Appeal Procedures

• The student must submit a written appeal to the SAC chair outlining their position and explaining why they should not be dismissed.
• The appeal must be submitted within 10 business days of receiving the Notice of Dismissal from the COHS.
• Along with the written statement the student is responsible for providing the SAC with any supporting documents that the student believes supports the appeal, including the student’s transcript, correspondence with faculty and administrators, and communication from any COHS administrators.
• The student’s written statement must identify one or both of the following grounds as the basis for the appeal:
  • The specific program policies do not require or support the academic dismissal.
  • The academic dismissal process was inconsistent with University or COHS policies and procedures, requiring correction through reversal or repetition of the process.
• If the SAC chair determines the student’s written appeal does not meet the required ground, the Chair will reject the appeal and notify the student of the deficiency. The student will have one opportunity to resubmit the appeal within seven business days of receiving this notice.
• If the SAC requires additional information before rendering a decision, they may request it from the student or College administration. The information must be directly relevant to the stated grounds for the appeal. Any information obtained directly from the college must be shared with the student, who will have two business days to respond.

Conduct Dismissal Appeal Procedures

• The student must submit a written appeal to the SAC Chair outlining their position and explaining why they should not be dismissed
  • The appeal must be submitted within 10 business days of the Notice of Dismissal from the COHS.
  • The appeal must be submitted within 10 business days of the Notice of Dismissal from the COHS.
• The student’s written appeal must identify one or more of the following grounds:
  • The finding of a policy violation is not supported by a preponderance of the evidence or is contrary to law or policy.
  • The student’s conduct does not constitute a violation of University or the COHS policies or standards.
  • The dismissal is excessively severe under the circumstances.

• If the SAC chair determines the appeal does not meet the required grounds, the chair will reject the appeal and notify the student of the deficiency. The student will have one opportunity to resubmit the appeal within seven business days of receiving this notice. 

  Requirement to Repeat an Academic Year Appeal Procedures

• The student must submit a written appeal to the SAC chair explaining why they should not be required to pause and repeat the academic year.
  • The appeal must be submitted within 10 business days of receiving the Notice to Repeat an Academic Year from the program director.
• Along with the written statement the student is responsible for providing supporting documents, including their transcript and correspondence, with faculty and administrators. These documents must be submitted with the written appeal.
• The student’s written appeal must identify one or both of the following grounds:
  • The program’s policies do not require or support the decision to terminate and repeat the academic year.
  • The decision-making process was inconsistent with university or COHS policies and procedures, requiring correction through reversal or repetition of the process.
• If the SAC chair determines the appeal does not meet the required grounds, the chair will reject the appeal and notify the student of the deficiency. The student will have one opportunity to resubmit the appeal within seven business days of receiving this notice. 

Appeal Procedures: Alleged Violation of a Specific COHS or University Rule, Regulation, or Policy

The student must submit a written appeal to the SAC chair explaining why they should not be held accountable to the specific rule, regulation or policy that is in question. 

The appeal must be submitted within 10 business days of the Notice of Alleged Violation.
Along with the written appeal, the student is responsible for providing the SAC with any supporting documents, including correspondence with faculty, administrators and communication from any COHS administrators. 

Student Appeal Timetable

Health Requirements (A3.07a, A3.17b, A3.19)

The PA Program considers the health, safety and welfare of its faculty, student body, staff and the community we serve of utmost importance. Therefore, based on the Centers for Disease Control and Prevention Recommended Vaccines for Healthcare Workers most recent guidelines, the program has developed the following policy to safeguard the well-being of all.

Required Drug Screen

• All matriculated students must complete and successfully pass a chain of custody drug screen prior to entering the clinical phase of the program.
  • Additional testing may be required at the discretion of each clinical site
• If a concern arises regarding a student’s ability to meet the Technical Standards, a Technical
• Standards Evaluation may be required. This evaluation may include additional testing or assessments, as deemed appropriate.
• A student may be prevented from progressing in the program’s didactic phase, being promoted to the clinical phase of the program, or being recommended for graduation if the student fails a chain of custody drug screen.
• The U of A is a Drug free campus: Drug Free Arizona

Immunizations

All students must complete the following requirements prior to matriculation. If a student is non-immune to any of the required vaccinations, completion of a booster vaccination series is required. Repeat immunity titers after booster vaccinations are not required. Some clinical sites may have different vaccination requirements. Failure to comply with clinical site requirements will disallow participation at those sites. View the full policy at

• Tuberculosis (TB) screening
• Rubella (German measles)
• Measles (Rubeola)
• Mumps
• Varicella (Chickenpox)
• Hepatitis B
• Tetanus, Diphtheria, and Pertussis (TDAP) vaccine
• Influenza vaccine (annual)

Recommended (but not required):

• Meningococcal vaccination
• COVID-19 vaccination – Students are encouraged to receive any FDA-approved COVID-19 vaccine. Please note that some clinical sites may require proof of COVID-19 vaccination for participation.

Students are financially responsible for the cost of all health care services they may require while enrolled in the program, including any health care services required because of their participation in scheduled program activities (e.g. TB testing, immunizations, treatment of injuries, pathogen exposure evaluation and treatment).

Noncompliance with any component of this policy will result in withholding the student from progressing in the program, withdrawal from classes without credit and a referral to the Student Success Committee.

The student’s health record is protected by HIPAA and will be maintained by Campus Health in a secured electronic depository. Program faculty members do not have access to records maintained by Campus Health.

The program will maintain the technical standards attestation form confirming that the student has met institution and program technical standard requirements, and this will be stored in the students’ electronic record.
 

Remediation (A3.15c)

Purpose: This policy supports the academic, clinical, and professional success of all students by providing structured remediation for those who demonstrate deficiencies. The goal is to ensure all students meet the competencies and standards required for graduation and PA professional practice.

Scope: This policy applies to all students enrolled in the UAPA Program, including those in the didactic and clinical phases. 

Step-by-Step Remediation Process

Step 1: Identification of Deficiencies; Academic, Clinical and Professional Deficiencies:

• A student is identified for remediation if they:
  • Fail a course, or
  • Exhibit unsatisfactory professional behavior (see Grading Progression Policy and Professionalism and Integrity Policy)

Step 2: Initial Student Notification 

• The Student Success Committee (SSC) chair formally notifies the student of the deficiency, including the date, source, and nature of the issue. 

Step 3: Development of a Remediation Plan 

• An individualized plan of improvement is created by the SSC with input from the student and other instructors/faculty as appropriate to the identified deficiency.  
• The remediation plan includes:
  • Remediation director:
    • Academic/Clinical: The faculty of record for the remediation will be the Course Director or their designee.
    • Professionalism: The student’s advisor will lead the remediation and confer with other faculty or clinical instructors as needed.
  • Instructional Objectives: Targets specific academic, clinical, or professionalism competencies not achieved.
  • Remediation Activities:
    • Academic/Clinical: Tutoring, additional assignments, skills workshops, repeated rotations.
    • Professionalism: Reflective writing, professionalism workshops, mentorship, or behavioral contracts outlining specific behavioral expectations and consequences for non-compliance.
  • Assessment Methods: Defined measures such as multiple-choice exams, OSCEs, preceptor evaluations, or professionalism assessments.
  • Student Responsibilities: The student must actively engage in all activities; schedule required meetings and utilize recommended resources.
  • Timeline: Clearly defined deadlines, typically within the current term or rotation, extended timelines may delay progression or graduation. 

Step 4: Implementation and Monitoring 

• The student engages in remediation activities under the supervision of the assigned remediation director.
• Regular check-ins ensure progress, and adjustments may be made as needed.
• Faculty will specify a minimum number of required check-ins to monitor progress and provide support.

Step 5: Reassessment and Evaluation 

• Upon completion of remediation activities, students undergo reassessment using designated evaluation methods, which may include but are not limited to:
  • Academic: Exams, essays, OSCEs.
  • Clinical: Faculty evaluations, direct observation, repeated clinical experiences.
  • Professionalism: Peer/faculty feedback, contract compliance, observed behavioral changes.
• Students must meet the program’s standard for passing (score of Pass).

Step 6: Outcome Determination 

• Successful Remediation: The student meets competency expectations and progresses within the program.
• Failure to Remediate: If deficiencies persist, the Student Success Committee will review the case and determine appropriate action, which may include:
  • Additional remediation (if feasible and warranted)
  • Deceleration (see Deceleration language)
  • Dismissal from the program
• Threshold for Failure to Remediate: If a student fails remediation twice in the same domain (academic, clinical, or professionalism), dismissal will be considered unless extraordinary circumstances justify additional attempts.

Step 7: Documentation and Reporting 

• All remediation activities, progress reports, and outcomes are documented in the student’s academic record.
• •    Reports are submitted to the Program Director and relevant faculty members.
• •    Professionalism outcomes will be monitored over time for sustained compliance. 

Appeal Process   

• Students may appeal withing two (2) business days of being notified of the remediation outcome.  
• Appeals are only based on specific grounds of procedural errors, documented extenuating circumstances, or new evidence.
• Appeals are reviewed by the Program Director.

Academic Probation (A3.15c)

Academic Probation

Students will be placed on academic probation by the SSC for any of the following reasons:    

• Failure of a didactic or clinical course
• Failure of the retake of the End of Didactic Phase exams
• Failure of the retake of the end-of-curriculum summative practical assessment
• Failure of the retake of the end-of-curriculum summative examination
• Failing to maintain acceptable academic standards, ethics, or professional behavior
• Failing to complete all mandated remediation activities within the stated time frame
• Failing to maintain satisfactory academic progress

While on probation:  

• Students are required to meet regularly with their Faculty Advisor (A2.05e)  
• A student may not serve in elected or leadership positions within student government or student groups
• A student’s selective rotation may be changed to support the student’s academic progress
• SSC may require additional requirements
• SSC will monitor a student's probation status

When students are placed on academic probation, a written notification from the SSC will specify: 

• The reason(s) for academic probation
• The requirements for restoration of good standing, and
• The prescribed methods for completing those requirements

Probation Appeals  

A student placed on probation may appeal to the Program Director for reconsideration. A written, signed request setting forth the student’s position must be submitted within 10 calendar days of official notification of probation. It is the sole discretion of the Program Director to reverse, uphold, or modify the terms of the academic probation. The Program Director will notify the student and the Student Success Committee of the decision within 10 calendar days of receiving the request for reconsideration. Students will remain on probation pending reconsideration by the Program Director. The Program Director decision is final and cannot be appealed. A copy of the notice of probation will be placed in the student’s file that is stored in house and not a part of a student’s permanent academic record.

Removal from Academic Probation

When students are placed on academic probation, a written notification from the Student Success Committee will specify: 

• The reason(s) for academic probation
• The requirements for restoration of good standing, and
• The prescribed methods for completing those requirements

At the end of the semester, students will be reviewed for successful completion of the requirements for restoration of good standing.

Deceleration and Re-entry (A3.15c)

Deceleration 

The UAPA Program is committed to supporting student success while upholding the high standards necessary for professional PA practice. Our mission is to prepare students to provide evidence-based, person-centered care with professionalism, compassion, and excellence—particularly to rural and underserved communities.
To meet this mission, all students must demonstrate competency in both academic and clinical settings. We recognize that significant personal or academic challenges may arise during the course of training.

Deceleration is a structured process that allows a student to temporarily step out of their original cohort and follow an adjusted program timeline. This option may be considered when serious circumstances interfere with a student’s ability to progress.

The purpose of this policy is to offer a pathway for recovery and continued success, while preserving the integrity of the curriculum, clinical preparation, and professional expectations required for graduation and entry into PA practice.

Definition 

Deceleration refers to a student who is still enrolled in the program but is no longer progressing with their original cohort. Their education is delayed or interrupted, causing them to fall off the expected timeline for completion.

Eligibility for Deceleration  

• Deceleration may be considered under limited circumstances, such as:
• Significant medical or personal challenges that impede academic progress.
• Students miss more than 5 days in a term.
• Academic deficiencies following unsuccessful remediation (i.e. failing a remediation plan or the same course twice), as determined by the SSC.
• Deceleration is not an automatic option and is granted only after a thorough review.  
• For a maximum of 24 consecutive months

Procedure for Deceleration 

• If offered deceleration, the student has two business days from the time the offer is made to submit their decision via email to the Program Director. This is a one-time opportunity and will not be extended. The program director will review:
• Academic history.
• Personal circumstances with supporting documentation.
• Recommendations from the SSC.  
• If approved, the SSC will develop a revised program plan for the student and the Program Director will review the plan with the student. 

Restrictions on Deceleration 

• Students may only decelerate once during the program unless there are extenuating circumstances, which the Program Director and Dean will handle on a case-by-case basis.  
• Students who fail to meet the requirements of the revised plan will be dismissed from the program.  

Re-entry Into the Program  

Interruptions in the educational process can hinder a student's ability to retain and apply program competencies. To be reinstated, the student must be prepared to demonstrate proficiency in the knowledge and skills from all courses completed prior to academic separation, even if those courses were previously passed.

While the criteria for re-entry into the program will be individualized to each student’s circumstance, students are advised that, at a minimum, the following re-entry requirements will apply:   

• A comprehensive competency evaluation covering all material up to the point of program separation.
• Competency must be demonstrated with the following assessments:
  • #1. A multiple-choice question exam  
  • #2. A clinical and technical skills assessment  

The program reserves the right to require additional assessments for return depending upon a student’s individual circumstances.   

• Students must demonstrate competency with a minimum grade of Pass on the multiple-choice question exam AND the clinical and technical skills assessment.  
• These competency evaluations must be completed prior to the anticipated re-entry date for the program and at a time arranged by the program.  
• Upon successful completion of each assessment the student will reenter at the beginning of the term as defined in their approval letter.  
• For students who have failed a course, this re-entry point must be in the term that the failed course is offered. The failed course must be successfully repeated with a minimum grade of Pass to progress in the program. In addition, the student may be required to audit courses that are offered in the semester that the failed course is offered even if those courses were previously completed successfully. While auditing, the student must meet all course requirements including attendance, assessments, assignments, exams, quizzes, readings, class participation, or any other activities assigned by the faculty member. The student is responsible for the full cost. The SSC may also elect to allow the student to re-enroll in courses previously completed according to the student’s individualized academic plan.  
• Once the competency evaluations are complete, the SSC is responsible for recommending re-entry to the Program Director based upon a student’s satisfactory completion of reentry requirements.  
• Failure to successfully complete assigned reentry requirements will result in academic dismissal from the PA program.  

Limitations on the Number of Decelerated Students

The total number of enrolled and decelerated students may not exceed the maximum class size approved by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). As such, the UAPA Program cannot guarantee that a deceleration option will be available at any given time. The Program reserves the right to deny deceleration requests at its discretion based on enrollment capacity and accreditation compliance.
 

Grade Determination 

The program utilizes a “Pass/Fail” grading system. The criteria to earn a grade of Pass are provided in the syllabus for each course. In addition, comprehensive assessments and summative assessment that do not fall within a course are also graded on a Pass/Fail system. Exam scores are not final until each exam’s results and student comments are reviewed by faculty, and the reliability and validity of the assessment are reviewed.

Criteria for Course Pass or Fail 

Pass 

• P (Pass) – means that a student has met the course requirements for a passing grade and will have a “P” recorded on their official university transcript.
• A course cumulative score equal to or greater than 70% (no rounding up will occur, i.e. 69.8% is a fail) must be achieved. Satisfactory achievement of all course learning outcomes. 

Fail 

• F (Fail) – means that a student has failed to meet the course requirements for a passing grade and will have an “F” recorded on their official university transcript. A “F” is equivalent to failing the course and will be posted on the student’s transcript.
• A course cumulative score of less than 70% (no rounding) is received. 

Incomplete 

• I (Incomplete) – PA students whose academic work at the end of a course is incomplete may be given, at the course director’s discretion, a grade of “I”. An Incomplete Grade Agreement will be drafted, reviewed and signed by the student and course director issuing the incomplete, which will define the terms and timeline for completing the course and converting the I to a letter grade. Incomplete grades for which there is not a signed Incomplete Grade Agreement form will become failing grades two weeks after being issued. When the terms of an Incomplete Grade Agreement are not fulfilled, the incomplete grade will be converted to an “F”. 
   

Grading and Assessment (A3.13d, A3.15a–b)

Course grades will be determined by the following scale: 

Letter Grade: Pass | 70%-100%
Letter Grade: Fail | Less than 70%

The grades in this course are numerical in nature and will add to a final percentage for the course based on weighted grades. Students must receive a 70% or higher to pass this course.  Please note, that course grades are not rounded up (e.g. 69.8 is a failing course grade). 

Our goal is to support each student’s mastery of essential knowledge and skills. In addition to achieving a passing score for the course, students must demonstrate successful achievement of all Student Learning Outcomes (SLOs) for the course. If a student does not fully meet one or more SLOs, they will be provided with a targeted learning enrichment activity designed to support their continued growth and ensure competence in those specific areas.

We are committed to helping students succeed, and learning enrichment is offered as an opportunity to reinforce learning. However, failure to meet course requirements or successfully complete assigned learning enrichment activities may result in a course failure and referral to the Student Success Committee for further review, guidance, and other action plans. (See 3.5 Academic Progression Policies for more information.)

The Program is responsible for preparing students to practice safely as members of the interprofessional medical team. The program has a responsibility to the student, the public, and the profession. The program maintains academic standards, competencies, and professional ethics that the student is expected to adhere to throughout the program. Failure to do so may result in disciplinary action.  

Academic Progression

Good Academic Standing

Students are considered in good academic standing if all the following are met:    

• Pass of all didactic or clinical course
• Pass of the End of Didactic Phase exam
• Pass of the end-of-curriculum summative practical assessment
• Pass of the end-of-curriculum summative examination
• Maintain acceptable academic standards, ethics, or professional behavior
• Maintain satisfactory academic progress

The program is committed to supporting students, including monitoring for early-warning signs of struggle.

Early Indicators of Students at Risk of Not Progressing: 

• Failing course assessments  
• Overall summative assessment score below 75% in didactic & clinical phases
• Poor attendance, including but not limited to unexcused absences from mandatory teaching or meetings.
• Unprofessional behavior, including but not limited to failing to communicate with faculty or preceptors, ignoring emails, displaying an adversarial attitude, failing to comply with policies as stated in the program’s Student Handbook, or legal issues.
• Health-related concerns, including but not limited to documented mental health and wellbeing concerns or other recurrent conditions affecting performance.
• Social challenges, including but not limited to as unstable housing, family pressures, or other commitments impacting academic progress.

At-Risk Identification & Levels 

Students may be identified as at-risk due to academic, health, behavioral, or social concerns.

At-Risk Level I (Low Risk) --Criteria (Any one of the following):

• Scoring 70-75% on one or more major unit assessments (MUAs)
• Failing one modular exam in a Foundations or Clinical Medicine course
• Below benchmark scores on mid-point preceptor evaluation of student
• Scoring a low pass on end-of-rotation exam (<1.0-1.5 SD from national mean)
• Repeated minor concerns related to attendance, professional behavior, or health/social issues, even if individual incidents do not meet Level II thresholds
• Failing to meet all Student Learning Outcomes in a course
• PACKRAT <-1.0 STD from national mean

Actions Taken: 

• Notification: The SSC Chair informs the student and their advisor via email of At-Risk Level I identification and action plan. Student will not be required to meet with the SSC for At-Risk Level I concerns.
• Action Plan: May include but not limited to:  
  • Mandatory advisor meeting(s)
  • Any learning enrichment activity or assignments related to academic or professionalism concerns
  • Repeat or retake of an examination or assessment
  • Referral to Academic and Student Affairs or tutoring for additional support
• Standing: The student remains in Good Academic Standing but is monitored for further issues.
• Documentation: The completed action plan is stored in the student’s file and shared with their advisor, PD, and DODE or DOCE respectively.  

At-Risk Level II (High Risk)

Escalation to Level II: 
A student moves to Level II if they meet any of the following: 

• Repeatedly identified as Level I (e.g., multiple MUAs between 70-75% or multiple minor concerns in different courses/rotations).
• Failure to engage with advisor meetings or recommended support strategies.
• Signs of worsening performance, including additional exam failures, attendance issues, or behavioral concerns.

At-Risk Level II (High Risk) --Criteria (Any one of the following): 

• Failing two or more MUAs in a single course or across multiple courses
• Receiving two or more “low pass” (70-75%) course scores across different courses
• Two or more low pass end-of-rotation exam scores (<1.0-1.5 SD from national mean)
• Receiving a failing score on a Preceptor end-of-rotation evaluation
• Failing a course
• Failing a remediation plan
• Failing a component of the Summative Exam
• Meeting multiple and continued early risk indicators (e.g., poor attendance, professional misconduct, social/health concerns, academic deficiencies)

Actions Taken:   

• Notification: The SSC Chair informs the student and their advisor via email.  
• Mandatory SSC Meeting: The student must meet with the SSC (in person or virtually) to discuss challenges, prior interventions, and required steps for improvement.
• Formal Action Plan: The SSC Chair drafts a summary of the meeting and a required action plan, which is:
  • Sent to the student, their advisor, PD, and DoDE or DoCE respectively
  • Stored in the student’s record
• Standing: Student remains in good academic standing unless they have met one of the indicators as outlined in Academic Probation language.  
• Follow-Up & Compliance: The student must complete the action plan within the specified timeframe and meet regularly with their advisor to track progress.
• Potential Consequences: Failure to comply with the action plan may result in further review by the SSC, which could lead to academic probation, additional remediation, or other interventions. 

Degree Progression, Completion and Graduation Requirements (A3.15b)

Degree Progression Policy

Progression and continuance in the program are based on academic achievement, professional performance and the ability to meet all requirements of the UAPA program. The program-specific standards are rigorous due to the responsibilities and professional conduct expected from healthcare providers in society.

All students must achieve: 

• Successful completion of all didactic and clinical courses with a grade of ‘Pass’ (see grade scale below) or fulfillment of all remediation requirements.
• Be in good academic and professional standing.  

If students receive a course grade below ‘Pass,’ they must complete the program’s remediation assessment. Please see the remediation policy (A3.15d). Students who fall below the minimum standards of progress are subject to the following actions: academic probation, deceleration or dismissal from the program.

Degree Completion and Graduation

Students will be awarded the Master of Physician Assistant Practice degree if they meet the following conditions: 

• Satisfactory completion of all didactic and clinical courses with a score of ‘Pass,’ within five (5) consecutive years of commencing the program.
• Satisfactory completion of the end-of-didactic summative written exam at the end of the didactic phase of the curriculum
• Satisfactory completion of the end-of-curriculum examination administered in the last four months of the program of study.  
• Satisfactory completion of the end-of-curriculum summative practical assessment administered in the last four months of the program.
• Satisfactory completion of the Capstone project.
• Satisfactory completion of all program student learning outcomes and graduate competencies.
• Remain in good academic and professional standing. 
   

In compliance with federal and state laws, the program will follow the policy of the University of Arizona to prohibit unlawful harassment and sexual misconduct by any person and in any form.  It is committed to providing equal access to its educational programs, activities and facilities to all otherwise qualified as without discrimination on the basis of race, national origin, color, creed, religion, sex, age, disability, veteran status, sexual orientation, gender identity, or any other category protected by applicable state or federal law. An equal opportunity employer, the University of Arizona affirms its commitment to nondiscrimination in its employment policies and practices. In compliance with Title IX (20 U.S.C Sec.1681 et seq.) The University of Arizona prohibits sex discrimination, including sexual harassment. For student-related disability discrimination concerns, contact the Office of Institutional Equity at 520-621-9449. For all other concerns, including any arising under Title IX, contact the Title IX Coordinator at 520-621-9449 or submit a report at equity.arizona.edu

The University of Arizona PA Program takes these complaints very seriously. If an employee supervises others, including contractors, agents or students; teaches or advises students; or has management authority related to a U of A-sponsored program or activity, they have certain responsibilities under the U of A’s Nondiscrimination and Anti-harassment Policy. Therefore, university employees are responsible for promptly reporting any concern of sex discrimination (including sexual harassment, sexual assault, dating or domestic violence, and stalking) related to a student to the Office of Institutional Equity, the Title IX Coordinator, Deputy Coordinators, the U of A Police Department, or staff in the Dean of Students Office. The Office of Institutional Equity leads response for all non-emergency reports of sex discrimination impacting students and is generally the most direct reporting option; a crime/crisis/emergency can be reported on-campus to UAPD by dialing 9-1-1. 

Student Mistreatment/ Grievance 

Mistreatment is defined as any behavior—intentional or unintentional—that disrespects the dignity of Mistreatment is defined as any behavior, intentional or unintentional, that disrespects the dignity of others or interferes with the learning process. Examples include, but are not limited to, discrimination, sexual harassment, unprofessional relationships, abuse of authority, and abusive or intimidating conduct.

A grievance may arise when a student believes they have been subjected to mistreatment or inappropriate behavior by a University or College of Health Sciences representative (e.g., faculty, staff, or preceptors) acting within the scope of their official duties or by an individual affiliated with the university acting outside of their professional role.

Informal Grievance Resolution

Prior to bringing a grievance forward against a university office or representative acting within their role or duty, students are encouraged to attempt a good-faith resolution of the grievance.
This attempt may be made with the party directly involved with the disputed matter or with the head of the department or unit in which the grievance arises. Please note that there are cases when it is appropriate to go directly to the formal grievance resolution process. Attempts at information resolution should be initiated within 30 days of the incident in dispute.

Formal Grievance Resolution

Should a situation arise in which a student is unable to resolve their grievance informally, the university’s formal grievance process may be employed. This process, outlined below, should also be initiated within 30 days of the failed informal resolution if applicable.

Step I

A formal grievance is presented in writing to the Program Director. This written grievance must inA formal grievance is presented in writing to the program director. This written grievance must include the following:

• The name, address, and phone number of the individual submitting the grievance
• The name and title of the office, program or individual against whom the grievance is directed
• A detailed description of the specific action, decision or behavior that led to the grievance
• The date(s), time(s), and location(s) of the incident(s) in question
• A list of individuals who witnessed or have direct knowledge of the incident(s)

Step II

Upon receipt of the formal grievance, the program director or their designee will investigate the dispute. Investigation will be initiated within one week of receiving the formal grievance. Length of investigation is dependent on the complexity and nature of the grievance. 

If the grievance involves a university office or representative acting within their role or duty, the investigator will determine the involvement of pertinent supervisors, department chairs and deans in the investigation. Depending upon the grievance, pertinent data (interviews, etc.) will be gathered by the investigator or the university office involved in the grievance. This data is then presented to the department for resolution. If the complainant and the respondent do not agree through informal resolution, a formal hearing becomes necessary. In a formal hearing, the dean of the College of Health Sciences will be consulted to determine if a panel or administrator should be appointed for further investigation and/or recommendations to the appropriate parties.

If the grievance is based on personal misconduct by a faculty member or other University employee, the investigator gathers pertinent information and presents it to either the vice dean for faculty affairs (faculty complaint) or the Office of Human Resources (staff complaint).

If the grievance is with the program director, the grievance should be presented in writing to the dean of the College of Health Sciences. The dean or their designee will investigate the grievance.
 

Students in the Physician Assistant Program will be working in service-learning community locations and at clinical sites both full and part-time. All students must meet the mandatory medical vaccination requirements as listed on Campus Health’s medicine pharmacy and nursing expanded immunization requirements health.arizona.edu/comcopimmunizationuploads
Compliance with all immunizations is the responsibility of the student and failure to ensure up-to-date paperwork can result in a student being withdrawn from a clinical affiliation or part-time experience.

A further implication of being a PA student is the risk of occupational exposure to body fluids or blood. The University of Arizona has a strict policy that must be followed for any student accidentally exposed to body fluids or blood in academic, research or clinical settings. Please see the link below for full details of what to do in the event of a body fluid or blood exposure.

All students will be required to complete Edge Learning’sBlood Borne Pathogens training course annually.

Additional resources and information can be found on the University of Arizona Campus Health website or the University of Arizona Risk Management Services website. 

We recommend reporting an incident as soon as safely possible after occurrence. University of Arizona Non-Employee Incident Report Form: claims
 

In all clinical rotation settings, when a student is providing care for a patient or in a patient care setting, the student must be clearly identified as a Physician Assistant Student. Proper program-issued identification badges bearing the student’s name identifying them as a “Physician Assistant Student” must be worn at all times in the clinical setting, on the outer garment and in plain view, visible to all. Students must introduce themselves to every patient using their first and last name and the term “PA student.” Example: “Hello, my name is PA student Jane Doe.” At no time should a student, either by virtue of their skills or knowledge attained while progressing through the program, misrepresent their role as being other than a physician assistant student. Students should refrain from using previously earned titles while matriculating in and representing the PA program. Failure to adhere to this policy may result in an incident report. 

Mental Health Resources (A3.10)

The University of Arizona PA Program considers the wellness of its students of utmost importance. Therefore, the program has developed the following policy to address students facing personal issues that may impact their progress in the program.

Students may contact anyone in the program if they are feeling overwhelmed or are having difficulty. Faculty and staff will be trained to respond and refer students directly to the Campus Health Counseling and Psych Services at 520-621-3334. Students will be educated during orientation and throughout the program on the support and resources available through Campus Health and how to obtain an appointment.

The College of Health Sciences has committed to provide an embedded mental health counselor that will work on site and be available free of charge to all students. This individual will focus on wellness and self-care as well as providing a safe space for counseling when it is needed.

Referrals for Academic Counseling (A2.05e)

Academic counseling services are provided within the College of Health Sciences through the office of Student Services and Admissions. A dedicated academic success coach is available to assess student needs and develop a learning plan. A student may choose to see the academic success coach on their own, but a referral will be made for any student identified as at risk based on academic performance. In addition, the University of Arizona has a broad range of student academic support available.

Student Employment (A3.04, A3.05a, A3.05b, A3.15e)

The University of Arizona Physician Assistant Program strongly discourages any form of employment while enrolled in program required courses. The program does not permit matriculated students to substitute for or function as instructional faculty; nor are they required or allowed to work (paid or voluntary) for the program in any capacity. (A3.04, A3.05a, A3.15e)
During supervised clinical experiences, students may not substitute for clinical or administrative staff and must ensure all services provided to patients are directly supervised. Students must not accept compensation for any services provided during supervised clinical experiences. (A3.05b)
There will be no exceptions or accommodations granted to didactic or clinical course work, scheduling of classes, labs, exams, special assignments, community service work, standardized patient experiences, supervised clinical experiences or assignments due to employment.

While the program strongly discourages employment during enrollment due to the rigorous nature of the curriculum, students who choose to work are expected to meet all program requirements without exception. Employment will not excuse absences, missed deadlines or performance deficiencies.

If a student violates a policy, it may be considered a professionalism concern. In such cases, the student may be identified as “At-Risk”. For more information on what this means and the steps the PA program may take, please see the “At-Risk” section in the Grading & Progression Policy of the Student Handbook.

The University of Arizona Physician Assistant program is designed to train highly skilled and effective PAs who are dedicated to improving patient care and advancing the profession.  An applicant for the Master of Physician Assistant Practice Program must demonstrate proficiency in five key areas for technical standards: (1) intellectual-conceptual abilities, (2) behavioral and social attributes, (3) communication, (4) sensory/observation and (5) motor capabilities.

Throughout the program, students must possess the capability to complete, with or without reasonable accommodation, all aspects of the curriculum and training. The following abilities and characteristics, defined as technical standards, are requirements for admission, retention, progression and graduation.

The University of Arizona PA Program is committed to the selection of a diverse cohort of students who will become future leaders in advancing health care to the distinct communities that compose Arizona and the United States. The University of Arizona promotes a campus that is accessible and welcoming to applicants, employees and guests with and without disabilities, where community members are invested in the inclusion, representation and equitable participation of all.

By actively collaborating with students, it is ensured that the curriculum and the physical, technological and policy environments are functional, welcoming and accessible through individual consultation, strategic partnerships and consistent outreach. Students who require accommodations are encouraged to contact the University of Arizona’s Disability Resource Center to explore available support options.

Intellectual-Conceptual, Integrative and Quantitative Abilities

The applicant must be able to problem solve rapidly.  This critical skill demanded of all health care professionals requires the ability to learn and reason, and to integrate, analyze and synthesize data concurrently in a multi-task setting. In addition, the applicant must be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures. The applicant must be able to measure, calculate, reason, analyze, integrate and synthesize in the context of the study of medicine. The applicant must be able to effectively learn, participate, collaborate and contribute as a part of a team. The applicant will need to synthesize information effectively both in person and via remote technology.  The applicant must be able to consider alternatives and make decisions for managing or intervening in the care of a patient.

Behavioral and Social Attributes

The applicant must possess the ability to make sound decisions and to complete all responsibilities attendant to the diagnosis and care of patients and their families. The applicant must have the ability to perform essential tasks in a fast-paced or high-pressure environment and adapt to an environment that may change rapidly without warning and/or in unpredictable ways.  The applicant must be able to exhibit integrity, cultural humility, emotional intelligence and concerns for others. When engaging patients and their families, health care professionals and all involved parties, the applicant must demonstrate compassion, consciousness of social values and interpersonal skills to effectively interact positively with people regardless of race, ethnicity, gender, gender identity, expression, sexual orientation, disability and belief systems.  Applicants are expected to understand and perform within the legal and ethical aspects of the health care profession.

In addition, the applicant must maintain mature, sensitive, effective and harmonious relationships with all patients, health care providers and team members, even under stressful situations. 

Communication

The applicant must be able to communicate effectively, professionally and efficiently with all members of the health care team. The applicant must demonstrate a willingness and ability to both give and receive feedback.  

Applicants must be able to: effectively communicate and comprehend auditory information, with or without reasonable accommodations, and observe patients closely in order to elicit and transmit information; describe changes in mood, activity and posture; perceive nonverbal communications; and communicate sensitively with patients. Communication includes not only speech, but also reading and writing skills. Applicants must be able to communicate effectively and efficiently in oral and written English with all members of the health care team, with or without accommodations. Applicants must possess reading skills at a level sufficient to accomplish curricular requirements, provide clinical care for patients, and complete appropriate medical records, documents and plans according to protocol in a thorough and timely manner.

The applicant must be able to process and communicate information on the patient’s status with accuracy in a timely manner to members of the health care team, with or without accommodations.

Sensory/Observation

The applicant must be able to acquire the information presented through demonstrations and experiences in the basic and clinical sciences. The applicant must have the ability to receive, process and respond to visual, auditory and tactile information, or the functional equivalent, with or without reasonable accommodations. 

Motor Capabilities

Applicants are required to directly perform palpation, percussion, auscultation and other diagnostic procedures and execute motor movements reasonably required to provide medical care, with or without reasonable accommodations. These actions typically require coordination of gross and fine muscular movements and equilibrium. Applicants must be able to perform them effectively, with or without accommodations.

Equal Opportunity

The PA Program follows the University of Arizona in its equal opportunity and affirmative action stance.

The University of Arizona Bursar’s Office is responsible for the processing of student tuition and fee refunds. All PA students are subject to the institutional tuition refund policies and timelines established by the Bursar’s Office. These policies apply to all U of A students, programs and degrees, and ensure consistency, fairness and transparency across the institution. Students may be eligible for a full or partial refund of tuition and fees if they drop courses or officially withdraw from the university by the Bursar’s Office website.

Refunds are processed automatically based on enrollment status and the date of withdrawal. After the refund deadline has passed, tuition and fees will not be recalculated or reversed and students remain financially responsible for all charges on their account.

Students can review refund policies.
 

Requirements for Withdrawal and Dismissal (A3.15d) 

Withdrawal  

Withdrawal from the University of Arizona PA Program should only be considered after a careful and thorough assessment of the academic, financial and personal implications. Students are strongly encouraged to consult with appropriate program and university representatives prior to making this decision.

Once an official withdrawal request is submitted, the student is required to complete exit interviews with both the COHS Financial Aid Office and the Registrar’s Office. Documentation of these meetings and related advisement will be recorded in the student’s contact management file.

Students may voluntarily withdraw from the program at their discretion and at any time; however, unless a Leave of Absence is formally requested and approved (see LOA policy), any course withdrawal constitutes a full withdrawal from the program. The University of Arizona PA Program does not offer “partial withdrawal” or part-time enrollment status.

To initiate official withdrawal from the program, the following steps must be completed:

• Submit a written withdrawal letter to both the Program Director and the COHS Student Affairs Office.
• Schedule and complete exit interviews with the COHS Financial Aid Office and the Registrar’s Office.

Dismissal 

Students dismissed from the program for academic or conduct-related reasons will receive written notification sent to their official arizona.edu email address. This notification will include information regarding their right to appeal the decision in accordance with the College of Health Sciences’ tudent grievance and appeal process. Appeals must be submitted to the assistant dean for student and academic affairs within 10 business days of receiving the dismissal notice. (See Student Grievance Policy for additional details.)

Academic Dismissal 

A student is subject to academic dismissal if they meet any of the following: 

• Failing three courses across the program .
• Unsatisfactorily progression through the curriculum. 
• Failure to meet academic or programmatic requirements.   
• In ability to complete all requirements for the Master of Physician Assistant Practice degree within five years.   

Conduct Dismissal  

A student who meets any of the following conditions may be subject to conduct dismissal from the COHS PA program:  

• Violations of the program’s professionalism and integrity policy. 
• Unprofessional behavior during extracurricular activities or interactions.
• Violations of clinical site policies, including HIPAA.  
• Violations of the Arizona Board of Regents Student Code of Conduct (ABOR Policy 5-308).

ABOR: https://public.powerdms.com/ABOR/documents/1491970 
UA Dean of Students: https://deanofstudents.arizona.edu/policies/code-academic-integrity