Master of Science in Physician Assistant Studies
Our Master's in Physician Assistant program will prepare you to provide high-quality health care in a respectful, caring manner.
Preparing you to provide quality health care to those in need
Are you looking to take the next step in your medical career? Becoming a Physician Assistant is a great option. You’ll have the advanced training to collaborate with one or more physicians and be able to examine, diagnose, treat, and counsel patients. There is a significant need in health care for high-level professionals. At CUAA, we strive to prepare you to provide quality health care in a respectful, caring manner. If you value the same things we do, consider pursuing your Master of Science in Physician Assistant Studies (MSPAS) with us.
Questions? We’re here to help
Our team is available to help you as you consider the next step in your education.
Get answers to your questions
Our team is standing by to assist you with additional program details, financial aid options, and admissions questions.
Loading...
Join us for an on-campus visit day or virtual information session to learn more about our program, meet faculty, and so much more! Register here today.
Physician Assistants (PAs) are licensed health care professionals who practice medicine in collaboration with an MD or DO. PAs provide patient care by obtaining histories, performing physical examinations, diagnosing injuries and illnesses, prescribing, assisting in surgery, ordering and interpreting lab and radiologic results and educating patients on their conditions, as well as prevention. PAs work in a variety of settings including hospitals, clinics, universities, governmental services, and industries. PAs are all trained in primary medicine as the basis of their medical knowledge and have the flexibility to practice in any of the different specialties of medicine they desire without having to complete a residency in that field.
There has been, and will continue to be, a significant need in health care for high-level healthcare professionals. Statistics from 2022 by the Bureau of Labor Statistics noted that the median earnings for PAs in 2020 were 121,530/year; with employment projected to grow 31 percent more from 2021 to 2022, which is much faster than the average for all occupations. As demand for healthcare services continues to grow, PAs will be needed to provide care to patients.
In order to become licensed and certified, all PAs must graduate from a PA program that was nationally accredited by the ARC-PA, and pass the Physician Assistant National Certifying Examination (PANCE). Graduates take the PANCE exam after successful completion from an accredited program. Licensure is required in all states.
Licensed and certified PAs are required to complete 100 hours of continuing medical education every two years and pass the Physician Assistant Recertifying Examination (PANRE) every ten years in order to maintain certification.
ADEIB (anti-racism, diversity, equity, inclusion, and belonging)
The PA Program at Concordia University Ann Arbor is intentional in creating an environment of diversity and belonging, welcoming students from diverse backgrounds to become competent medical providers. We welcome and embrace students of any age, race, color, gender, religion, national and ethnic origin, and mental and physical abilities/ disabilities who meet the technical standards. In addition, we are committed to creating a safe and compassionate learning environment for all seeking to improve and influence communities through clinical service and leadership with compassion and respect .
Program vision
The Vision of the PA program at Ann Arbor is to provide the local and global community with competent medical providers who will improve lives and influence communities through clinical service and leadership, and do so in a compassionate and respectful manner that changes the lives of all patients who seek our care.
Program mission
The Mission of the PA program at Ann Arbor is to educate Physician Assistant students in primary medicine with a focus on rural and underserved patient populations and communities.
In meeting our mission, the program has applied for, and been funded, a grant from HRSA to provide student stipends for rural clinical rotations to offset the cost of housing, travel, and food for those students who commit to clinical experiences in rural and underserved areas, in Michigan, as well as any rural and/or underserved areas of the United States.
At CUAA, we strive to prepare you to provide quality health care and to do so in a respectful, caring manner addressing mind, body, and spirit.
If you value the same things we do, consider pursuing your Master of Science in Physician Assistant Studies (MSPAS) with us.
Graduates must successfully complete all aspects of the PA program, which must be accredited by the ARC-PA, and pass the Physician Assistant National Certifying Examination (PANCE) in order to obtain a license in the state(s) in which they desire to practice. Upon graduation, graduates will have the ability to practice in any of the different specialties of medicine. Licensed and certified PAs are required to complete 100 hours of continuing medical education every two years and pass the required NCCPA certification requirement every ten years in order to maintain certification.
Candidates for admission must meet the following requirements:
- Baccalaureate Degree (must be earned prior to matriculation from a regionally accredited university or college in the U.S.)
- GPA Requirements
- Minimum 3.0 CUAA cumulative GPA or higher, AND
- Minimum 3.0 CUAA prerequisite science GPA or higher
Please note that the CUAA PA program will review transcripts for repeated courses and withdrawals. The presence of multiple repeats and/or withdrawals will be taken into consideration when deciding progression through the admissions process and acceptance into the program.
The program will specifically use the grades from CUAA science pre-requisites delineated to create a calculated GPA in CASPA for only those science courses that are required by the program. This may create a discrepency between the calculated CUAA prerequisite science GPA and the CASPA "global" science GPA of all science courses taken.
All science prerequisite courses must be completed within 8 years of the time of application.
For all prerequisite courses that require a lab, the lab must be completed in person. No online labs will be accepted with the exception of the 2020-2021 academic year.
All science prerequisite coursework must be completed at the time of application in CASPA. Each prerequisite course must be successfully completed from a regionally U.S. accredited college or university.
One non-science prerequisite may be in progress at the time of application but must be completed prior to matriculation. It is the applicant's responsibility to send an updated official transcript upon completion of the course.
No advanced placement or transfer credit is granted in the place of CUAA PA program courses if transferring from another PA or graduate program. No course credit is given for experiential learning.
Science prerequisites
- Human Anatomy & Physiology: one semester each: minimum 3 cr. with lab. May be completed as A & P 1 and A & P 2; or can be a course in anatomy PLUS a course in physiology, both must include lab and must require a college level biology course as a prerequisite for taking A & P. The applicant may be asked to provide the course description to the program. A & P is the cornerstone for all understanding in clinical medicine, and as such, the course must be rigorous, related to human anatomy & physiology. Pathophysiology will not replace the requirement for a physiology course in those who have taken only Anatomy.
- Organic Chemistry: one semester, minimum 3 cr. with lab
- Biochemistry: one semester, minimum 3 cr. with or without lab
- Microbiology: one semester of 3 cr., with lab
Non-science prerequisites:
- Medical Terminology: one semester of a 1 credit or 2 credit course
- Psychology: one semester, 3 credits (lifespan/developmental, abnormal, or general psychology. Will accept high school AP credit)*
- Statistics: one semester required; 3 credit minimum (will accept high school AP credit)*
- College Algebra or similar: one semester 3 credits (will accept high school AP credit)*
- English Composition: one semester, 3 credit minimum (will accept high school AP credit)*
* If specific AP courses are not listed on college transcript, please send official AP score transcript to gradpa@rajcmmementos.com
Additional requirements
- Audited coursework is not accepted for prerequisite courses.
- There must be documentation of 1000 hours of hands-on patient care experience. If you currently are within 100 hours of completion of your hands-on patient experience, you may submit a plan to complete those 100 hours to gradpa@rajcmmementos.com, your application will be placed on hold until you notify the graduate admissions counselor of completion of the HC experienc requirement.
- Examples of hands-on patient care may include but is not limited to: nursing, CNA, ER tech, EMT/paramedic, lab technician, dietician, exercise stress test technician, mental health therapist, military medical/clinical specialist, occupational/physical therapist, pharmacist, pharmacy technician, phlebotomist, respiratory therapist, surgical technician.
- The following are NOT considered hands-on experience: PA or MD shadowing; non-clinical research assistant; CPR instructor; patient transporter, pharmaceutical rep; ski patrol (unless EMT certified), lifeguard, aerobics instructor, therapeutic horse observers, unit clerk, medical insurance clerk, medical secretary.
- Medical scribe experience as a scribe is invaluable to documentation and observational learning, but hands-on patient care experience is not part of the scribe’s responsibility. As such, a scribe may use maximum of 500 hours of scribe work as part of the patient care requirement, but the remainder must be in some capacity in which you have direct patient interaction.
- Three letters of reference are required to be submitted:
- One letter of reference must be from an employer/supervisor of your patient care experience, and should speak to your interaction and care of patients and aptitude for a profession as a health care provider.
- One must be from a healthcare provider whom you have shadowed or worked alongside that can speak to your professionalism.
- The third may be from a professor, coach, coworker or supervisor as a non-health-related character reference.
PA-CAT
The Concordia University Ann Arbor PA Program is recommending their applicants take the PA-CAT (Physician Assistant College Admission Test). The PA-CAT is a specialized test designed to measure applicant knowledge in key prerequisite science subjects typically required for PA school. For information about the PA-CAT and to schedule your exam click here.
PLEASE NOTE: If you elect to complete the PA-CAT it must be completed by the end of September in order for scores to be available to the program for review by the deadline.
PA-CAT Study materials provided by Exam Master include:
- Two 120 Question PA-CAT Practice Exams
- Eight 50-Question Subject Exams
- Pre-Matriculation Success Course
PA-CAT Covered Subjects: Anatomy, Physiology, General Biology, Biochemistry, General and Organic Chemistry, Microbiology, Behavioral Sciences, Genetics, Statistics.
The CUAA PA program has specific academic and technical standards that apply to all candidates for admission and those selected to enter the program.
Students selected must be able to complete the entire curriculum to achieve the Master of Science in Physician Assistant Studies degree.
Accommodation may be possible for some disabilities, but the Physician Assistant’s role in providing healthcare requires the ability to perform all the duties independently without compromising patient care.
To perform the functions required of a Physician Assistant in various clinical settings and deliver competent patient care, as stipulated by the faculty, accreditation agencies, and PA practice standards, all candidates/students for the program must independently meet the following Academic and Technical Standards. Candidates/students are prohibited from using aid from trained intermediaries.
The PA program at Concordia University Ann Arbor retains the authority and responsibility for the selection and evaluation of students. Admitted candidates will be required to certify in writing that they understand and meet the academic and technical standards of the program. Accommodations for disabilities may be available and will be evaluated on a case-by-case basis. Concordia University will make every effort to develop mechanisms to accommodate otherwise qualified candidates; however, the integrity of the curriculum and the need to provide optimal patient care must be preserved to ensure that all aspects of PA education are effectively delivered to all students.
Observational Standards
PA students must have sufficient sensory capacity to independently observe in lecture halls, laboratories, outpatient settings, and at the patient’s bedside. Required sensory skills include functional vision, hearing, olfaction, and tactile sensation. These skills must be adequate to observe a patient’s condition and gather information through common physical examination procedures such as inspection, auscultation, percussion, and palpation.
Communication Standards
PA students must communicate effectively and efficiently with all individuals they encounter, including patients, their families, healthcare workers, faculty, staff, and classmates. Students must be able to obtain medical histories promptly, interpret non-verbal communication, and establish professional relationships with patients. Additionally, students must accurately and clearly record information and present data in a concise and logical manner.
Motor Standards
PA students must have the endurance to tolerate physically demanding workloads and be able to transport themselves promptly from one location to another. After a reasonable training period, students must independently perform physical examinations and diagnostic maneuvers, such as palpation, auscultation, percussion, and other diagnostic techniques. Students must be able to respond promptly to clinical problems and provide direct general and emergency treatment to patients in various circumstances. Examples include, but are not limited to, cardiopulmonary resuscitation, the administration of intravenous medication, the application of pressure to stop bleeding, the opening of obstructed airways, the suturing of simple wounds, and the performance of basic obstetrical maneuvers. These activities require physical mobility, gross and fine neuromuscular coordination, and equilibrium. Additionally, students must adhere to safety standards appropriate for clinical settings and follow universal precautions, including wearing complete sets of Personal Protective Equipment (PPE) for extended hours.
Conceptual, Integrative, and Quantitative Standards
Students must be able to assimilate and engage with detailed and complex information presented through both the didactic and clinical curriculum. They are expected to estimate, measure, calculate, analyze, synthesize, and outline information quickly and efficiently. Additionally, students must comprehend three-dimensional and spatial relationships of structures, interpret connections, and make accurate, fact-based conclusions based on the patient’s history, clinical presentation, physical examination results, and laboratory studies. They must also adapt to various learning environments and effectively learn, participate, collaborate, and contribute as part of a team.
Behavioral, Social, and Professional Standards
Students must exhibit sufficient maturity and emotional stability to fully utilize their intellectual abilities. This includes exercising good judgment and promptly completing all responsibilities associated with patient diagnosis and care. Understanding the legal and ethical aspects of medical practice and functioning within these standards is essential. Students must demonstrate integrity, honesty, professionalism, and compassion, and show a spirit of cooperation and teamwork at all times.
Students are expected to interact courteously, professionally, and respectfully with patients, their families, healthcare professionals, colleagues, faculty, and staff. They should demonstrate empathy and compassion for all patients while accommodating varying levels of health literacy. Additionally, students must take responsibility for their learning and implement positive changes in response to constructive feedback.
Students must also demonstrate the physical and emotional endurance necessary to handle demanding workloads. They should perform competently and professionally in high-stress, fast-paced situations, adapt to changing environments, display flexibility, and manage the inherent uncertainties of patient care and the healthcare system.
Class of 2025
- Start date (orientation) for the class of 2025 is August 28, 2023.
- Applicants must have obtained their Bachelor's degree prior to August 28, 2023.
Class of 2026
- Start date (orientation) for the class of 2026 will occur in August 26, 2024.
- Applicants must have obtained their Bachelor's degree prior to August 26, 2024.
Applicants who do not successfully complete their Bachelor’s degree prior to the first day of class, will not be allowed to matriculate into the program.
- May 1, 2024: CASPA application portal opens
- January 15, 2025: CASPA applications must be submitted and verified. Applications not verfifed by the application deadline will not be reviewed.
- The program will use rolling admissions, with interview selections beginning in August of 2024 and continuing until seats are all filled.
- Students will matriculate into the program on August 25, 2025 (Class of 2027)
Many of the health care organizations that we partner with for our clinical rotations require a criminal background check for student participation. By applying, applicants understand that placement at these clinical sites, required for the Concordia University Ann Arbor Physician Assistant program, may be affected by the results of a criminal background check.
All students accepted into the PA program will be required to complete and pass a background check. A felony conviction will impact our admission decision.
It has been the program’s experience that those students who choose to work after admission to the program are most often unable to complete the program successfully. For this reason, the program strongly recommends that students NOT work for the duration of the PA program. Working outside of the PA program will not be given consideration in evaluating a student who fails to meet program requirements.
As a matter of policy, Concordia University admits students of any age, race, color, gender, religion, and national and ethnic origin. Admitted students enjoy the rights, privileges, programs and activities generally offered to all Concordia students. Further, Concordia University does not discriminate according to age, race, color, gender, and national and ethnic origin in administering admissions and educational policies, scholarship and loan programs, and athletic and other school-administered programs.
Accommodations for Students with Disabilities: Concordia University is committed to full compliance with the Americans With Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973, which prohibit discrimination against qualified persons with disabilities, as well as other federal and state laws pertaining to individuals with disabilities. Under the ADA and its amendments, a person has a disability if he or she has a physical or mental impairment that substantially limits a major life activity. The ADA also protects individuals who have a record of a substantially limiting impairment or who are regarded as disabled by the institution whether qualified or not. A substantial impairment is one that significantly limits or restricts a major life activity such as hearing, seeing, speaking, breathing, performing manual tasks, walking, or caring for oneself.
Concordia University is committed to providing qualified students with disabilities with reasonable accommodations and support needed to ensure equal access to the programs and activities of the University.
All accommodations are made on a case-by-case basis. A student requesting any accommodation should first contact the Director of Disability Services who coordinates services for students with disabilities. The director reviews documentation provided by the student and in consultation with the student, determines which accommodations are appropriate to the student’s particular needs and programs. It is then the student’s responsibility to make direct requests for accommodations to the appropriate staff.
As a potential candidate, the admissions committee will look at the following for acceptance into the program:
- Both cumulative CUAA prerequisite and CUAA science prerequisite of GPA 3.0 at a minimum, over 3.5 preferred.
- Any repeated science course grades will also be used to calculate the total science GPA calculation. The program does not allow deceleration or repeat of any courses, for this reason, having multiple withdrawals or repeated coursework will be a concern in reviewing your application.
- Reference letters – should speak to the applicant’s aptitude for the profession, which requires that the applicant and the letter writer understand the PA profession.
- Patient Care Experience – points are assigned for numbers of hours (1000 is the minimum), and for patient care participation requiring some level of decision-making. Students are given "points" based on the level of decision-making, rigor of the health care experience. Scribe is acceptable for up to 500 of the health care hour requirement.
- Interview – students will have conversations with faculty that focus on the applicant’s understanding of the PA role; both advantages and disadvantages as compared to other health care professions; and the applicant’s particular aptitude for the rigors of PA school.
- PA school is accelerated compared to many other health professions and requires tremendous sacrifice and successful completion of multiple courses with many assessments during large course loads in each term.
A holistic overview of the applicant is performed by all reviewers who will score applicants based on the following criteria:
- GPA (cumulative and science pre-requisite GPA) including withdrawal and repeated coursework.
- Evidence of academic potential, motivation, personal maturity, self-assurance, self-awareness, and likelihood for success
- Interpersonal interactions observed on visit day including: Maturity, professionalism, ability to interact in an appropriate manner
- Points are awarded for volunteerism based on number of hours and category of service, in upholding our mission.
- Points are awarded for letters of recommendation, looking for evidence that matches the hours of HC hours and experience; and the supervisor's evaluation of the students abilities as a professional.
- Points are awarded for extracurricular activities, with a higher score given for full time athletics, participation in research, or military service background.
CU graduates and alumni will be granted an automatic interview with successful completion of all requirements AND a 3.0 GPA in BOTH cumulative AND pre-requisite coursework
Applicants who are military veterans, and have a minimum 3.0 GPA in BOTH cumulative AND pre-requisite coursework, will be granted an automatic interview with successful completion of all requirements.
In upholding our mission and vision, if there are two equally qualified candidates with similar GPAs, coursework, letters of recommendation, and patient care experience, the applicant who provides service to others in community or church would be selected over the one who does not serve.
In upholding our program's mission, in making a selection between equally qualified candidates, candidates from HPSA (health professional shortage areas), rural communities, and MUC (medically underserved communities) will be given preference. This is in fitting with the mission and vision of the PA program. To check qualification use the links below:
Similarly, when selecting between equally qualified candidates, those who are first generation college students or low income students will be given a preference with successful completion of all admission requirements.
The ARC-PA has granted Accreditation-Provisional status to the Concordia University Ann Arbor Physician Assistant Program sponsored by Concordia University Ann Arbor. Accreditation-Provisional is an accreditation status granted when the plans and resource allocation, if fully implemented as planned, of a proposed program that has not yet enrolled students appear to demonstrate the program’s ability to meet the ARC-PA Standards or when a program holding Accreditation Provisional status appears to demonstrate continued progress in complying with the Standards as it prepares for the graduation of the first class (cohort) of students. Accreditation-Provisional does not ensure any subsequent accreditation status. It is limited to no more than five years from matriculation of the first class.
The program’s accreditation history can be viewed on the ARC-PA website.
The Concordia University Ann Arbor MSPAS program will publish first time Physician Assistant National Certifying Exam (PANCE) rates for the five most recent graduating classes as provided by the National Commission on Certification of Physician Assistants (NCCPA). We will begin publishing this information once it becomes available.
PANCE scores will be available after all students from the Class of 2023 have taken their exam, 3-6 months after graduation in May 2023. National averages (with which to compare CUAA scores to national scores) will likely not be available until several months later. We will post our cohort pass rate as soon as all students have taken their exam. This will be updated as NCCPA posts national scores for ability to compare.
| Class | Class Graduation Year | Group | Number of Candidates Who Took PANCE | Number of Exam Attempts | Number of Exams Passed | Program Exam Pass Rate | National Exam Pass Rate for the Class Graduation Year | % of Candidates Who Ultimately Passed PANCE |
|---|---|---|---|---|---|---|---|---|
| Class of 2023 | 2023 | All Takers | 30 | 33 | 30 | 91% | 89% | 100% |
| First Time Takers | 30 | 30 | 28 | 93% | 92% | 100% |
Graduated classes |
||||
| Class of 2023 | Class of 2024 | Class of 2025 | Class of 2026 | |
|---|---|---|---|---|
| Maximum entering class size (as approved by ARC-PA) | 32 | 40 | 40 | 40 |
| Entering class size | 32 | 35 | 38 | 35 |
| Graduates | 30 | 31 | # | # |
| * Attrition rate | 6% | 11% | # | # |
| **Graduation rate | 94% | 89% | # | # |
*Attrition rate calculation: number of students who attritted from cohort divided by the entering class size.
**Graduation rate: number of cohort graduates divided by the entering class size.
Comments
Class of 2023
- 1 student withdrew
- 1 student was dismissed
Class of 2024
- 4 students withdrew
Class of 2025
- Students will graduate in December of 2025
- No students have attrited
Class of 2026
- Students will graduate in December of 2026
- No students have attrited
- Demonstrate the requisite knowledge necessary in primary medicine to evaluate and provide non-pharmacologic and pharmacologic management of medical concerns of an acute, emergent, chronic, and preventive nature in patients of any age.
- Demonstrate communication skills that are patient-centered in obtaining a thorough and concise medical history from patients in an attentive and respectful manner.
- Perform a technically accurate complete physical exam on patients of any age for preventive and chronic visits; and focused physical exam for patients presenting with acute or emergent medical problems.
- Select appropriate labs & diagnostic testing based on a differential diagnosis, and interpret testing to narrow or identify the diagnosis.
- Demonstrate the requisite basic procedural skills required to identify and manage illness and injury in a clinical encounter.
- Apply medical decision making to develop a diagnosis or presumptive diagnosis from a broad differential utilizing all aspects of patient evaluation findings.
- Organize and present an oral presentation of a clinical patient encounter in a coherent fashion.
- Document a clinical note including all components appropriate to the presentation for a patient with a medical or surgical concern in an inpatient or outpatient setting.
- Utilize available medical research to identify appropriate evidence for a particular clinical question or to assist in medical decision making.
- Function professionally in medical practice with all members of the healthcare team.
- Demonstrate understanding of Christian Values, and exemplify integration of these values, attitudes, and behaviors in both the classroom and in clinical practice.
-
Matriculate and graduate students from the following areas of diversity: rural and/or medically underserved areas.
This goal aligns with our mission statement, which is “to educate Physician Assistant students in primary medicine with a focus on rural and underserved patient populations and communities.” Our program utilizes applicant self-reported designations through CASPA regarding rural and medically underserved status identifier and additionally confirmed by verification permanent addresses utilizing Rural Health Grants Eligibility Analyzer to identify candidates from the applicant pool that meet this criterion. The program was awarded a HRSA grant, which aids in fulfilling its mission of matriculating applicants from these rural* and medically underserved areas** into the program.
* Rural: The United States Census Bureau and Office of Management and Budget (OMB) does not define “rural.” They consider “rural” to include all people, housing, and territory that are not within an urban area. Any area that is not urban is rural. (HRSA: Defining Rural Population, April 16, 2024; http://www.hrsa.gov/rural-health/about-us/what-is-rural#:~:text=The%20Census%20does%20not%20define,of%2050%2C000%20or%20more%20people)
**MUA: Medically underserved area= a shortage of primary health care services for residents within a geographic area as designated by HRSA (U.S. Dept. of Health & Human Services Guidance Portal: Types of Designations, April 16, 2024; http://www.hhs.gov/guidance/document/hpsa-and-muap-shortage-designation-types)
BENCHMARK:
- Students that come from rural and/or MUA areas will comprise ≥ 18% of each matriculating class.
- The graduation rate of students from the program that are from rural and/or medically underserved area(s) will be at more than 90%.
RESULTS:
CRITERIA
CLASS OF 2023
N=32
CLASS OF 2024†
N=35
CLASS OF 2025
N=38
Matriculation
(Rural*)
25%
40%
29%
Graduation
(Rural)
100%
TBD
TBD
Matriculation
(MUA**)
25%
8%
31%
Graduation
(MUA)
100%
TBD
TBD
N – number of students matriculated per cohort
*Rural: The United States Census Bureau and Office of Management and Budget (OMB) does not define “rural.” They consider “rural” to include all people, housing, and territory that are not within an urban area. Any area that is not urban is rural.
**MUA: Medically underserved area= a shortage of primary health care services for residents within a geographic area as designated by HRSA
†Class of 2024 graduates 5/5/2024
-
Expose PA students to healthcare provided by PAs in rural and/or medically underserved communities.
The goal of this initiative is to expose students to the unique challenges and rewards of practicing in underserved and underrepresented communities. The HRSA grant allows the program to provide students with monetary stipends in HRSA qualified areas and qualified rural health care clinics to increase clinical learning opportunities. PA students engage with PAs practicing in rural settings who share their insights and experiences through lectures. By experiencing firsthand the critical need for healthcare professionals in these areas, we hope to cultivate a greater interest among students in pursuing careers in such settings after graduation.
BENCHMARK:
- At least 50% of students will perform a clinical rotation in a rural and/or medically underserved area.
RESULTS:
CRITERIA
Class of 2023
N = 30
Class of 2024
N = 31
Percentage of students performing a clinical rotation in a rural and/or medically underserved area
46%
64%
N – number of students graduated from cohort
-
Our graduates will demonstrate competency in all aspects of entry level clinical practice in primary care.
The program is focused on primary care medicine as indicated by our program competencies. As such, our students are evaluated for their preparedness for entry level clinical practice with the Program Summative Assessment (which includes the End of Curriculum Exam), Student Exit Survey, End of Curriculum Survey, Preceptor Evaluation of Student, Student End of Didactic Terms Survey, and the PANCE certification.
BENCHMARK:
- Student Exit Survey, End of Curriculum Survey, Student End of Didactic Terms Survey Student Exit Survey and End of Curriculum Survey benchmark is 4 on a 5-point Likert scale, which is equivalent to 80%. This percentage holds students and faculty to the same standard of excellence.
- Preceptor Evaluation of Student benchmark is 3 on the 5-point Likert scale, which demonstrates a functional proficiency level to effectively complete the competencies.
- Each cohort will pass all components of the Program Summative Assessment with ≥79%, which is the program benchmark for students.
- The End of Curriculum Exam, which is a standardized national exam to assess whether a student has limited, satisfactory or advanced medical knowledge with a score ranging from 1200-1800. Our benchmark for all clinical year students is 1441, which is 1.5 standard deviations from the national mean and falls within the scale score of satisfactory medical knowledge, which is 1400-1554.
- Greater than or equal to 90% of students will pass PANCE on their first attempt. This benchmark is set to meet or exceed the national exam pass rate for the class graduation year.
Student Competency Assessment
Assessment Tool
Assessment Question
Class of 2023
Mean score
Class of 20241
Mean score
Preceptor Evaluation of Student
Preceptor evaluation of student
5-point preceptor scale2
To what extent was the student prepared for this rotation?
4.64
(n=270)
4.69
(n=183)
Student Exit Survey
Student Exit Survey
5-point program survey scale3
Rate your satisfaction with each of the following statements regarding how your clinical education prepared you for entry level practice in primary medicine: Clinical intervention for patient presentations
4.40
(n=20)
n/a4
Student Exit Survey
5-point program survey scale3
Rate your satisfaction with each of the following statements regarding how your clinical education prepared you for entry level practice in primary medicine: Ability to effectively function in an inter-professional healthcare team
4.45
(n=20)
n/a4
Student Exit Survey
5-point program survey scale3
Rate your satisfaction with each of the following statements regarding how your clinical education prepared you for entry level practice in primary medicine: Ability to create a management plan for the patient
4.35
(n=20)
n/a4
End of Didactic Survey
Student End of Didactic Terms Survey
5-point program survey scale3
I feel adequately prepared for clinical rotations following the didactic coursework in the following areas: Clinical intervention for patient presentations
n/a5
4.50
(n=20)
Student End of Didactic Terms Survey
5-point program survey scale3
I feel adequately prepared for clinical rotations following the didactic coursework in the following areas: Ability to effectively function in an inter-professional healthcare team
n/a5
4.60
(n=20)
Student End of Didactic Terms Survey
5-point program survey scale3
I feel adequately prepared for clinical rotations following the didactic coursework in the following areas: Ability to create a management plan for the patient
n/a5
4.50
(n=20)
1Data as of 4/17/2024. Students have not completed all clinical rotations currently.
2Preceptor scale is Excellent (5), Good (4), Average (3), Below average (2), Poor (1)
3Program survey scale is Strongly agree (5), Agree (4), Neither agree nor disagree (3), Disagree (2), Strongly disagree (1)
4Students have not yet taken the exit survey.
5Questions were not on the end of didactic term survey for the class of 2023.
The threshold by PAEA for satisfactory performance is 1400. CUAA overall mean score: 1547.58 (low 1432)
ꭞClass of 2023 had CUAA designed EOC
Percent of Students who Passed Program Summative
Class of 2023 (n=30)
Class of 2024 (n=31)
EOC exam
n/a
100%
OSCE H&P
100%
100%
Oral Pres.
100%
100%
Labs & Diag/MDM
100%
100%
OSCE SOAP note
100%
100%
EBM
100%
100%
Complex proc- EKG
100%
100%
Simple proc- Vitals
100%
100%
Professionalism exam
n/a
100%
Alexandra Guajardo
PhD, PA-C, CLS
Academic Coordinator - Co-Coordinator Physician Assistant CUAA, Assistant Professor
Office: Ann Arbor North Building 315
Phone: (734) 995-7429
Education
- Ph D - Biomedical Engineering, Taganrog State Radiotechnical University (2005)
- MS - Physician Assistant Studies, University of Detroit Mercy (2017)
- BS - Clinical Laboratory Science, Michigan State University (2012)
Research Interests
- Problem-based learning
- Medically underserved populations
Teaching Interests
- Laboratory medicine and clinical procedures
- Heme/onc
April Anne Martino
MS, PA-C
Office: Ann Arbor North Building 264
Phone: (734) 995-7445
Bio
April A. Martino graduated from Grand Valley State University with a Biomedical Science degree and Master of Physician Assistant Medicine. Clinical areas of interest include pediatric human growth and development, rehabilitation, and functional medicine. Ongoing research and fellowship with the American Academy of Manipulative Therapy (AAMT) and Doctor of Medical Science at Butler University with an emphasis on orthopedic medicine, and Musculoskeletal Ultrasound Fellowship. Full time principal faculty, chair of admissions, and assistant professor with Concordia University's Physician Assistant/Associate Program.
Education
- MPAS - Physician Assistant Studies, Grand Valey State University (2001)
- BS - Biomedical Science, Grand Valley State University (2000)
Research Interests
- Functional Medicine
- Somatic Dysfunction
Teaching Interests
- Physician Assistant Studies
- Clinical Medicine; Medical Decision Making and Clinical Skills
Carol Piesik
DHSc, MS, PA-C
Director - Physician Assistant Program, Associate Professor
Office: Ann Arbor North Building 311
Research Interests
- Promoting Longevity in PA Profession through Self-Care
- False Positive TB Testing Results Post Covid-19 Disease/Vaccination
Teaching Interests
- Infectious Disease
- Travel Medicine
Dale Everette Russell
DMSc, MS, PA-C, BS AEMT
Academic Coordinator - Co-Coordinator Physician Assistant Studies CUAA, Assistant Professor
Office: Health Services 308
Phone: (734) 995-7489
Bio
I have been a licensed PA for 32 years in the specialty of Emergency Medicine. My degrees are BS PA from WMU, MS PA from Univ. of Nebraska, Lincoln and a DMSc from Lynchburg University. I teach Skills, Patient Care, and Emergency Medicine.
Education
- DM - Doctorate, Urgent Care Medicine , Lynchburg University (2018)
- MS - MSPAS, University Of Nebraska, Lincoln Medical (1996)
- BS - Paramedic, Pre-med/PA, Madonna University (1996)
- Paramedicine, Lansing Community College (1986)
Research Interests
- Continuity in PA Program Prerequisites
- Start up of a Doctoral PA program (here at Concordia)
Teaching Interests
- Emergency Medicine
- Clinical Skills
Timothy Spedoske
M.D.
- Medical Director
Education
- MD - Human Medicine, Michigan State University (1999)
Katherine Young
MPAS, PA-C
Director of Clinical Education - Physicians Assistant Studies - CUAA, Clinical Assistant Professor
Office: Ann Arbor North Building 313
Phone: (734) 995-7306
Bio
I am passionate about sharing my clinical experience with the next generation of Physician Assistants and showing Christ's love where He places me to serve.
Education
- MPAS - Physician Assistant Studies, University of Florida (2004)
- BS - Biochemistry, Calvin College (2001)
Research Interests
- Emotional Wellbeing in Dementia
Teaching Interests
- Cardiology
- Geriatrics
Loading
Estimated Program Costs-Didactic and Clinical Years
For the incoming class August, 2026
(fees are subject to change)
| TOTAL PA Tuition | $19,920 (per semester) x 5 semesters | $99,600 |
| Fees* | Includes Graduation Fee, Technology Fee, University Lab Fee, and Student Services | $593 per semester |
| Parking |
$200/year during didactic year (effective 7/1/23) |
Total Tuition for the entire PA Program is listed above. You will be billed in five semesters.
*Costs are the same for both resident and non-resident. Student’s own food, transportation and housing costs are not included.
Other Costs
Please note: costs will vary depending on the equipment selected by the student
| Items | Student Costs |
| Books |
~$450 books in print Most texts available online through AccessMedicine |
|
Laptop**** |
~ $600-1200 |
| Medical Equipment |
~$900-1200 (Students do not need to buy equipment they already have) |
| EXXAT |
~$450.00 |
**There is no on campus housing option available for graduate students.
***Student housing may be required at clinical sites; all housing and transportation costs are the responsibility of the student.
****Computer should meet or exceed these requirements
Students who withdraw from the University will receive a pro-rated refund of educational fees and board fees, according to the following schedule (a week runs Mon-Sun):
| DURING FIRST WEEK OF CLASSES | 80% |
| DURING SECOND WEEK OF CLASSES | 75% |
| DURING THIRD WEEK OF CLASSES | 60% |
| DURING FOURTH WEEK OF CLASSES | 40% |
| DURING FIFTH WEEK OF CLASSES | 20% |
| AFTER FIFTH WEEK | none |
Students who are charged for summer term but then withdraw will receive refunds on a pro-rated basis as follows:
| DURING FIRST DAY OF CLASS | 80% |
| DURING SECOND DAY OF CLASS | 75% |
| DURING THIRD DAY OF CLASS | 60% |
| DURING FOURTH DAY OF CLASS | 40% |
| DURING FIFTH DAY OF CLASS | 20% |
| AFTER FIFTH DAY OF CLASS | none |
Thank you Preceptors!
Your generous contribution of time, hard work and medical expertise on the part of our students is the vital key to the success of the CUAA PA program and to the success of our students when they graduate.
The clinical experiences the student will obtain under your supervision are critical in synthesizing the concepts and application of principles for high quality health care delivery. Twelve months of clinical rotations follow fifteen months of rigorous didactic coursework. You, the preceptor, are vital to successful learning in the clinical setting. The PA student will work closely with you, and s/he will progressively develop the skills and clinical judgement necessary to become a practicing PA. Thank you for your commitment to PA education!
Following is the link to the clinical preceptor handbook which highlights policies and procedures:
Below are links to the discipline-specific rotation learning outcomes and instructional objectives
Students who continue to work find that they struggle to find the time to review material. Students need the evenings and weekends to review course material, complete assignments, and read new material. While the program does not forbid working in the program, it is important to note that students that do find it impacts their grades and ability to successfully complete the program.
As you consider a career in healthcare, it is important to know that due to the nature of training of Physician Assistant Students there is the potential of exposure to infectious or environmental contacts that may lead to disease or disability. The Program provides education on Universal Precautions and how to protect yourself both as a student and healthcare provider with in-class education, online modules and tests; and reminders throughout the program length about best practices.
The PA program follows the Centers for Disease Control and Prevention (CDC) guidelines for healthcare personnel on immunization. Students are responsible for any financial costs related to immunization and screening requirements. The PA program requires the following immunizations:
- Annual QuantiFERON Gold/T spot lab test
- Chest radiography (every three years, if the QuantiFERON Gold/T spot lab test is positive)
- Hepatitis B immunity (established by reported dates of vaccination or by documented testing of antibody titer)
- Tdap to those who have not received it before, then adult Tdap booster (every 10 years)
- Rubella immunity (established by two reported dates of vaccination or documented antibody titer)
- Varicella immunity (established by date of vaccination or documented antibody titer)
- Annual Influenza vaccination
- Meningitis vaccination
- The program does not mandate COVID-19 vaccination, however, the clinical rotations sites may mandate vaccination. The University does not provide vaccine exemptions.
*NOTE: While CUWAA does not require vaccinations, many of the universities' clinical partners require that students who learn in their facilities are vaccinated against specific communicable diseases. Such policies are developed and administered by the clinical partners, and those facilities may, in some cases, grant exemptions to their own vaccine requirements. However, on the advice of legal counsel, CUWAA does not review or grant exemptions/waivers/exceptions to policies developed by other entities. Students who choose to enroll in a CUWAA health care program must adhere to all vaccine requirements of the clinical facilities to which they are assigned. Further, CUWAA is not obligated to reassign students to a different clinical experience or facility based on vaccination status, or for any other reason. An employer exemption (from an organization you are employed by, for example) does not carry over to the CUWAA student role. Once a decision on the student exemption has been made by the organization, the approval form or email needs to be forwarded to the staff member that handles your onboarding process.
CUAA is committed to equality of opportunity and does not discriminate against applicants, students, or employees based on race, religion, color, national origin, gender, age, sexual orientation or disability. CUAA PA students have equal access to facilities and programs of the Concordia University Ann Arbor as any student from any of the other programs.
Attendance Policy
Attendance is MANDATORY for all lectures and labs. The program will give you advance notice for evening and weekend labs/requirements.
Excused Absences
The student must contact the Program Director or course director for the class(es) that they will miss.
The following are considered excused absences, but must be reported to the course director and Program director by email or in person in advance if at all possible.
- Policy on matters related to religious holidays: students must inform the Program Director 30 days prior to the anticipated missed classroom time.
- Military service: Students must notify the PD as soon as deployment requirement has been received.
- Death in the family; funeral
- Unforeseen illness or injury requiring student to be hospitalized or housebound. If possible, zoom attendance is possible. If not possible, then content will be recorded and student will be responsible for recorded lecture material on any assessment.
- The student will obtain written permission from both the course director/s and the Program Director by completing and signing the Excused Absence Request Form.
- If the student will be out for three days or longer, the PD must be informed and will need a release from a health care provider to return to class
Appointments
Students must schedule their medical appointments outside of class or rotation time.
Appointments may be kept without incurring an unexcused absence if that appointment was made, and the course time schedule was changed and student was unable change their medical appointment on short notice.
Unexcused Absences/Unapproved Absences
Anything other than #’s 1-5 above will be considered an unexcused absence.
If a second unexcused absence occurs, the student will appear before the Student Progress Committee. No credit or make up will be given for missed assignments, quizzes, exams, or labs. Any student excused from a class is responsible for obtaining the missed material. If the absence is expected to go beyond 3 days, the student must contact the Program Director and a note from the student’s provider will be needed to return to class. Make up class or lab assignments are provided solely at the discretion of the course director. Multiple excused absences may be brought before the Student Progress Committee.
Tardiness
Students are responsible for being in their seat in the classroom prior to the start of lecture. The tardy student will be responsible for any missed content. Repeated tardiness or absences are inconsistent with the professional expectations noted in the handbook. The AA will notify the PD when there is a tardy form turned in by faculty. Tardiness is not acceptable and is a professionalism infraction and may be referred for additional sanctions (see handbook for more detail).
PLEASE NOTE: Detail about requirements for the successful completion of the didactic year can be found in the Student Didactic Handbook section titled "Requirements for Successful Completion of the Didactic Year."
In addition to these academic requirements, the student must also:
- Comply with all policies and procedures published by CUAA and those of the Physician Assistant Program.
- Submit timely documentation of immunization and physical exam requirements.
- Successful completion of BLS, and ACLS (provided by the PA program) prior to entering clinical rotations.
- Comply with professionalism expectations.
The program will monitor student progress in a timely and ongoing fashion, and will provide remediation options for the student to improve performance. It is the student’s responsibility to make significant efforts at remediation to prove competency. Processes for remediation are outlined in both the Didactic and the Clinical Student Handbook.
In accordance with Std. A3.03, it is the responsibility of the Program to solicit and provide clinical sites and preceptors, not the student’s responsibility. Prospective and enrolled students will not be asked to solicit sites, recommend preceptors, nor be required to find their own clinical sites. Contact the Director of Clinical Education for appropriate process to follow should you have a site or preceptor that you may want the program to consider.
In addition to these academic requirements, the student must also:
- Comply with all CUAA and PA Program policies and procedures
- Comply with professionalism expectations
- Successfully complete the summative evaluation as designated by program requirements
The CUAA’s PA Program reserves the right to dismiss any PA student at any time prior to graduation. Circumstances warranting such action may be of an academic, legal or professional nature. Additional information is available in the student handbooks on appeal of dismissal and withdrawal from the program.
The student handbooks (both didactic and clinical) are available as a link in the accreditation tab on this website for additional review of program policies.
- Successfully completes all components of the program (didactic, clinical, and summative).
- Successfully demonstrates competency for each of the Program Learning Outcomes.
- Maintains an overall GPA of 3.0 or higher.
- Maintains professionalism standards.
- Successful completion of BLS, and ACLS
- Fulfills all financial obligations to Concordia University Ann Arbor.
- Complies with all CUAA and Physician Assistant Program policies and procedures
The CUAA PA program does not decelerate students for failing to meet the program’s academic and/or professionalism requirements.
Students may request a temporary stop-out in writing to the Program Director, and will be required to provide written evidence of the medical issue related to the request. Prior to the student’s return to the program, the Program Director will provide the student with a specific deceleration plan. This plan will be developed on a case-by-case basis after review and with input from the student’s advisor, the Student Progress Committee and the Program Director.
- The student must provide a letter from their treating physician which releases them back to full function in the PA program before they may rejoin the program. If restrictions are required, the Program Director must be notified in order to request from the ARC (academic resource center) for necessary accommodations.
- A student whose LOA extends past the two semesters that are allowed by the University’s temporary stop-out policy will be required to re-apply to the program.
- During the didactic year, the deceleration plan may require the student to repeat those courses where updating of medical content is necessary.
- During the clinical year, the student may be required to repeat one or more clinical rotations. Note that deceleration will result in delay of graduation.
- It is the responsibility of the student to contact the Financial Aid Office to discuss the financial consequences of deceleration and repetition of courses, which may result in additional tuition and fee expenses.