Become a Physician Assistant

1997:

The PAP was founded and admitted its first students in 1997. It was fully accredited and graduated its first class in 1999. In 2000 and 2001, 100% of graduates passed the PANCE on their first attempt.

1999:

Dr. Richard Fien started as adjunct faculty in 1999 and became full-time faculty and eventually Medical Director. He is the longest-serving faculty member and has advised students and faculty for over two decades.

2001:

The Physician Assistant Program was awarded a three–year grant of $439,917 by the Department of Health and Human Services Health Resources and Services Administration Bureau of Health Professions. The Barry University Primary Care PA Training Project focused on the development of a Cultural Competency Curriculum and improved computer and online capability of the program. The major focus was delivery of primary care to rural, medically underserved and disadvantaged communities. The grant received supplementation in 2003.

2002:

The Accreditation Review Commission on Education for the Physician Assistant renewed Program accreditation for five years.

2004:

The Program received another grant over $475,000 for its third three–year grant from the Department of Health and Human Services Health Resources and Services Administration, Bureau of Health Professions to support distance education. In 2005 the expansion began at the University Partnership Center at St. Petersburg College in St. Petersburg, Florida. Students began attending first-year didactic lectures delivered simultaneously between St. Petersburg and Miami Shores.

Although Hurricane Wilma caused the Miami Shores offices to reside in temporary headquarters, operations continued uninterrupted. The Second–year students enrolled in the expansion program at St. Petersburg, Florida began their first rotations on Florida’s west coast.

2007:

The Accreditation Review Commission on Education for the Physician Assistant renewed Program accreditation for two years. The department housing the Program broke ground on a new facility in Miami Shores, the Center for Community Health and Minority Medicine. The new building became the classrooms, offices, and labs for the program for the next ten years.

2010:

Dr. Culver, the first PAP faculty member retired after a respectable academic career that included national acclaim in the field of ethics. The U.S. Department of Health and Human Services, Office of Health Resources and Services Administration (HRSA) awarded Barry University's Physician Assistant program $1.5 million in grants to address primary health care shortages in the United States Virgin Islands (USVI). This facilitated an expansion to the USVI.

2011:

Students on the island of St. Croix started attending classes there through the same interactive videoconferencing that serves the St. Petersburg campus. The Barry PAP maintained classrooms, faculty, and staff to graduate 24 students on the island every year for several years. Many graduates and even faculty have stayed on the islands to extend valuable healthcare to the people of St. Croix.

The St. Croix PA Program faculty successfully advocated for the passage of new legislation governing PA practice in the U. S. Virgin Islands.  PA Program faculty testified effectively in support of the proposed law before the legislature of the Virgin Islands.

2016:

The Accreditation Review Commission on Education for the Physician Assistant renewed Program accreditation for ten years.

2017:

Terrible hurricanes threatened the Western Caribbean. Barry University chartered a plane to retrieve all PA Program students, faculty, staff, all their families, and pets before the second hurricane made a direct hit on the island and destroyed the classrooms and labs. St. Croix campus students were absorbed into the Miami Shores campus. ARC-PA accepted the change in class size to 76 for the Miami Shores campus. The St. Croix facilities could not be rebuilt. The PA Program maintains close ties to the clinical affiliates on the island; students still attend clinical rotations there, extending much-needed healthcare to the people of St. Croix and surrounding islands.

The PA Program transitioned into the College of Nursing and Health Sciences, now called the College of Health Professions & Medical Sciences. The PA Program benefited from the change in departments in many ways. For instance, a strong Dean has advocated leveraging synergies for students in varied programs to facilitate participation in Interprofessional Education exercises. The PA Program has flourished in the new department, sharing new simulation and Physical Diagnosis Lab spaces with students in similar healthcare programs.

2018:

The PA Program welcomed its third Program Director, Dr. Randi Cooperman. Having been an Associate Professor and Director of Clinical Education, she has brought leadership, organization, and stability.

2020:

The PA Program led the way to flexing to distance education during the pandemic. The didactic year students were seamlessly transitioned to remote education in three days, with no interruption of teaching and learning. The clinical year students experienced a brief interruption of clinical practice experiences, during which time the clinical faculty provided interactive supplemental clinical learning experiences. The Program also re-sequenced some Advanced Didactic semester courses so that the Class of 2020 graduated on time, as have subsequent cohorts. The Program has since transitioned back to in-person labs and lectures, remaining an in-person Program. Barry University provided the whole University with comprehensive support including education, vaccination, testing, tracing, and Flex-learning Professional Learning Communities for faculty. Two PA program faculty were leaders for other University faculty learning to use online resources to provide synchronous distance education during social distancing.

The Primary Care Board Review Conference moved to virtual format, allowing graduates and other more remote attendees to attend the CME activity and prepare for recertification.

2022:

The Miami Shores campus completed a move to new classrooms with interactive videoconferencing, offices, and a new Physical Diagnosis Lab.

Graduates of the Barry University Physician Assistant Program will be knowledgeable and competent in the following:

• Medical knowledge regarding the basic medical sciences and pathophysiology; the diagnosis and management of disease; and the promotion of health.
• Interpersonal & communication skills involving verbal, nonverbal and written exchange of information, which results in effective information exchange with patients, patients’ families, physicians, professional associates, and the healthcare system.
• Patient care that is effective, patient-centered, efficient and equitable in the treatment of health problems and the promotion of wellness.
• Professionalism which emphasizes the practice of the values and ideals, which are embraced by the helping professions, and result in the practice of medicine in a manner that is ethical, sensitive to diverse patient populations and adhering to legal and regulatory requirements.
• Practice-based learning and improvement in regards to the ability to engage in critical analysis of their own practice experience, medical literature and other information resources for the purpose of evaluation and improvement of patient care practices.
• Systems-based practice which delivers the highest quality care at the most advantageous value, within the complex health systems providing medical care.

Upon graduation from the Barry University Physician Assistant Program, students will demonstrate proficiency in entry level competencies:

Medical Knowledge

• Effectively and appropriately apply medical knowledge in the preventive care, diagnosis, treatment, and management of patients and their medical problems.
• Appropriately select, justify and accurately interpret diagnostic clinical tests and imaging.
• Integrate history and physical findings and diagnostic studies to formulate a differential diagnosis.
• Diagnose clinical problems and develop treatment plans.
• Apply therapeutic strategies for the management of clinical conditions.
• Demonstrate pharmacological knowledge of indications, contraindications, side effects, and interactions for common pharmaceuticals.

Students will acquire the medical knowledge necessary for patient care, along with skills in clinical diagnosis, ordering of laboratory tests, and application of therapeutic strategies for management of clinical problems.

Interpersonal and Communication Skills

• Establish collaborative, constructive and respectful relationships with patients and families.
• Communicate effectively with patients and families of diverse background and cultures.
• Communicate effectively and respectfully with all members of the inter-professional team.
• Effectively and empathetically discuss serious, sensitive, and difficult topics.
• Elicit and address patients’ concerns, and preferences and incorporate them into management plans.
• Document and present patient information in an organized fashion, including assessment and plan.

Students will communicate effectively and respectfully with patients and with other healthcare providers. In their communications with other healthcare providers, students will also learn the skills of accurately documenting and presenting patient information.

Patient Care

• Gather complete and focused histories in an organized fashion.
• Conduct complete and focused physical examinations in a systematic fashion.
• Develop and carry out patient management plans.
• Present patient encounters and develop an assessment and plan.
• Document patient encounters and develop an assessment and plan.
• Perform patient counseling and education regarding diagnoses, treatment options, and preventive health measures.
• Consider social context in patient care plans.

Students will acquire the skills of history taking, physical examination, oral presentation, and written documentation. The students also gain skills in promoting wellness while considering individual patient needs.
 
Professionalism

• Display sensitivity to patients of diverse backgrounds, demonstrating respect for and sensitivity to culture, race/ethnicity, age, socioeconomic status, disability status or special needs, gender, and sexual orientation.
• Demonstrate respect and compassion, when interacting with peers, interprofessional healthcare providers, patients, and families.
• Behave in a responsible, reliable, and dependable manner with patients, families, and other health professionals.
• Practice ethically and with integrity, maintain patient confidentiality, obtain appropriate informed consent, and respond to medical errors.
• Adhere to the legal and regulatory requirements governing PA practice and the role of the PA.
• Adhere to institutional and professional standards and regulation for personal, patient and public safety.

Students will learn to establish respectful professional relationships, demonstrate responsible work habits, and apply ethical principles in their interactions with others and in their clinical decisions. Students will also learn to demonstrate adherence to legal and regulatory requirements. Professionalism also requires that physician assistants practice without impairment from substance abuse, cognitive deficiency, or mental illness.

Practice-Based Learning

• Enter and manage medical information in given databases, electronic medical records.
• Appraise and assimilate the scientific evidence from the literature and apply it to clinical decision making.
• Apply evidence-based medicine to improve the care of individual patients and the community.
• Adhere to established practice guidelines in care of patients with routine medical ailments.
• Demonstrate commitment to ongoing personal and professional development.

Students will learn to engage in critical analysis of their own practice experience for the purpose of self-improvement and improvement of their patient care practices. This involves information management, and the practice of evidence-based medicine. Students will use electronic medical records, access online medical information, and assimilate evidence from scientific studies in patient care.

Systems-Based Practice

• Work cooperatively with physicians and other interprofessional healthcare providers as a member of a healthcare team and utilize the expertise of other professionals and experts.
• Practice cost-effective health care and resource allocation that does not compromise quality of care.
• Promote community health and address barriers to care.

Students progressively gain skill in working as members of interprofessional healthcare teams. They will learn how patient care relates to the health care system as a whole and use the system to improve the quality, safety, and efficiency of patient care.

The program believes in fostering an environment where all individuals can feel welcomed, respected, supported, and valued. Teaching students to foster and promote an environment where all feel welcome is an essential element in preparing PA students to provide service to all patients

The program is committed to fostering unity and a sense of institutional belonging with the following goals:
 

1. The program will provide a welcoming environment for our students, faculty, and staff where each community member feels valued and respected
2. The program will educate students in the delivery of high-quality care to patients from differing backgrounds and contexts
3. The program aims to provide opportunities for people of differing backgrounds, beliefs, and experiences to become members of our community of students, faculty, and staff

Coverage must remain in effect at all times while enrolled in the Program. Graduate students taking six or more credits may purchase health insurance through the Barry University Health Plan. Students should review the coverage offered by the Barry University Student Health Services (BUSHC) online, myBarry, or by visiting the BUSHC. Students at distant sites may also email Pamela Foster (pfoster@barry.edu) enrollment forms and inquiries.

Prior to matriculation students must provide proof of their Barry University Health Plan enrollment or submit proof of their personal insurance by uploading to the American DataBank (ADB) Immunization Tracking System (ITS) at www.barrypa.com. In the event a change of insurance coverage occurs, the student must submit proof of the new plan. Students covered by an insurance plan other than the University plan must download an insurance waiver from the ADB portal, upload the completed form along with copy of the insurance card (back and front). Failure to submit proof of Barry University Health Plan coverage, or provide the waiver and proof of other insurance, will result in holds on registration and/or withdrawal from all clinical activities, with potential delays in progression through the Program.

Prior to the first day of new student orientation, each student must provide the Program (through the American Data Bank Immunization Tracking System) proof of compliance with Program student health requirements which will include a Statement of Good Health Form included in welcome pack). The costs are borne by the student.

The following list of vaccinations and immunizations are required prior to the first day of new student orientation. Each student must provide the Program (through the American Data Bank Immunization Tracking System) proof of compliance with Program student health requirements which include the listed vaccinations and immunizations. Proof includes documentation of series schedule and antibody titers. The costs are borne by the student.
These health requirements are based in part on the CDC Guidelines for Health Care Workers which may change periodically:

• Hepatitis B
• MMR (Measles, Mumps, and Rubella)
• Varicella (chickenpox)
• Tdap (Tetanus, diphtheria, pertussis)
• PPD status annually
• Influenza annually
• While not currently required by Barry University, all students, faculty, and staff are strongly encouraged to get the COVID-19 vaccine. Due to clinical affiliates’ policies, students will not be able to complete a clinical year pattern without Covid vaccination. 

Healthcare Personnel Vaccination Requirements
(Adapted From CDC.gov)

• Hepatitis B: If no previous hepatitis B vaccination  receive  a 2-dose series of Heplisav-B or a 3-dose series of either Engerix-B, PreHevbrio, or Recombivax HB. hepatitis  Obtain antibody serology 1–2 months after final dose to document immunity.
• Influenza: Give 1 dose of influenza vaccine annually. Give inactivated injectable vaccine intramuscularly or live attenuated influenza vaccine (LAIV) intranasally.
• MMR (Measles, Mumps, and Rubella): For healthcare personnel )HCP) born in 1957 or later without serologic evidence of immunity or prior vaccination, give 2 doses of MMR, 4 weeks apart.
• Varicella (chickenpox): For HCP who have no serologic proof of immunity, prior vaccination, or history of varicella disease, give 2 doses of varicella vaccine, 4 weeks apart. Give SC.
• Tdap (Tetanus, diphtheria, pertussis): Give a dose of Tdap as soon as possible to all HCP who have not received Tdap previously and to pregnant HCP with each pregnancy. Tdap given once regardless of when previous dose of Td was received. Give Td boosters every 10 years thereafter. Give IM.

Key: IM- intramuscular/SC- subcutaneous

Each student must update their PPD status and Statement of Good Health every 12 months, or more often if required by a clinical site to which the student is assigned. The above information may be released to third parties to facilitate student clinical placements.
Further vaccinations may be required if recommended by the CDC.

Screening and Documentation Requirements

Due to various federal and state mandates concerning protection of vulnerable patient populations, Homeland Security requirements and anti-fraud initiatives by Medicare and Medicaid, students enrolled in clinical training programs across the nation face a number of fairly intrusive and costly screening and documentation requirements.

Students matriculating into the PA Program will undergo a number of screening and documentation requirements. It is expected that this number will continue to increase beyond the present time. Among the various screening requirements are criminal background check(s) and random drug tests. The costs for these screens are borne by the student.

Criminal Background Check

Upon provisional acceptance to the program and annually, thereafter, all students whose education and training will involve participation in clinical settings are required to undergo a criminal background check. Students are responsible for all expenses related to meeting student health requirements and background documentation.

Applicants who answer "no" to questions relating to criminal background in their CASPA application, who are later provisionally accepted and are found to have a positive criminal background check, are likely to be dismissed from the program on the basis of misrepresentation. In the event of a reported incident, a determination about the applicant’s/student’s continued progress in the academic program will be made by Barry University in accordance with School and University procedures.

Applicants who have been convicted of a felony or misdemeanor may be denied certification or licensure as a health professional. Information regarding eligibility may be obtained from appropriate credentialing boards. Clinical rotation sites may not permit participation in the clinical experience. This should be considered seriously by the candidate prior to application and matriculation.

Applicants are advised that results of criminal background checks and other required background screening will be released to third parties involved in their clinical education.

Criminal offenses incurred after the student matriculates may result in the student’s dismissal from the program; if this occurs, tuition and fees will not be refunded.

A positive drug screen will result in reevaluation of the individual's fitness for retention or dismissal from the Program. Conditions for retention may include monitoring by appropriate health care professionals, regular surveillance of compliance with program policies, and drug testing, all at the student's expense.

All didactic students are required to use laptop computers and should have them at the time of New Student Orientation. The Program makes syllabi and course materials available online. Developing computer skills is critical to the success of students in the Program and in practice. Students are expected to possess computer skills in word processing, email and internet browsing. Students will need to have internet access at their place of residence throughout the PA Program. This is necessary for communications, assignments, research and maximization of the learning experience.

Barry University Physician Program does not require a specific brand of laptops.

The laptop purchase program through Dell ensures that a laptop is affordable and allows a significant discount off of Dell's normal retail price. The machine incorporates all of the necessary features, speed, capacity, etc., that are required for the Program. Financing of the laptop is available through Dell. The laptops are configured with a software bundle and a three year warranty. They are supported by Barry University's Department of Information Technology. The minimum standard laptop computer specifications may be found at https://barryit.teamdynamix.com/TDClient/KB/ArticleDet?ID=28472.

Developing computer skills is critical to the success of students in the Program and in practice. Though not a requirement for admission, students are expected to possess computer skills prior to matriculation. They are expected to have skills in word processing, email and internet browsing. Students will need to have internet access at their place of residence. This is necessary for communications, assignments, research and maximization of the learning experience. The Department of Information Technology (DoIT) is available to assist you.

DoIT can be contacted at:
help.barry.edu
305-899-3604
helpdesk@barry.edu

The Barry University Physician Assistant Program (Program) Technical and Professional Standards (Standards) -- as distinguished from academic standards --  refer to those physical, cognitive, and behavioral abilities determined to be necessary for admission to and completion of the Program. All Candidates must have the capacity to meet all Barry University Physician Assistant (PA) Program Competencies for patient care as detailed below.

Barry University Physician Assistant (PA) Program Competencies:

• Medical knowledge
• Interpersonal and communication skills
• Patient Care
• Professionalism
• Practice-based learning and improvement
• Systems-based practice

Capacity to Acquire Medical Knowledge:
Intellectual-Conceptual, Integrative and Quantitative Abilities 

Candidates must demonstrate higher-level cognitive abilities, which include:

• Rational thought
• Visual-spatial conceptualization
• Analysis
• Organization
• Application of knowledge and concepts

Candidates will demonstrate these abilities in exams, small group labs, written and oral assignments, and in simulated and real patient care situations. The ability to collect and interpret verbal, written and graphical information, diagnose a patient, develop a treatment plan, and communicate appropriately is paramount.

Ability to Learn to Provide Patient Care:
Ability to Observe, Sensory, and Motor Function

Coursework is delivered in oral and written format. Simulated and real patient care activities require the functional use of smell, vision, hearing, equilibrium, and touch.

• Hearing must be sufficient to understand patients and colleagues, differentiate auscultatory findings.
• Visual acuity must be adequate for physical exams, administering intravenous medication, making fine measurements.
• Gross and fine muscular movements must be adequate for performing physical examinations and clinical skills such as CPR.
• Mobility adequate to maneuver within the clinical environment to access and evaluate patients. Transport must be adequate to independently access various training facilities.

Interpersonal and Communication Skills

The Candidate must be able to communicate effectively (in English) with patients, their family, and all members of the health care team. In addition, the ability to assess non-verbal responses is required. Team-based healthcare settings require Candidates to develop mature, sensitive, and effective relationships with patients, peers, teachers, and supervisors.

Candidates must demonstrate advanced communication skills, which include:

• Elicit, convey, and clarify information
• Create rapport and develop therapeutic relationships with patients
• Communicate and collaborate with a wide range of healthcare professionals
• Recognize boundaries and authority

Professionalism
Behavioral and Social Attributes

A Candidate must maintain the emotional health necessary for full utilization of intellectual abilities, exercise good judgment, promptly complete of all responsibilities attendant to the care of patients, and develop mature, sensitive, and effective relationships with patients and in diverse health care teams.

Candidates must be capable of:

• Physically and emotionally taxing workloads
• Flexibility to adapt to changing environments and situations
• Emotional stability
• Responsibility
• Tolerance

Ability to Function Within a Complex Organization  

A candidate must possess the capacity to adapt to a patient-centered system of care. They must have the capacity to self-assess, review medical literature, communicate with experts, utilize information technology systems, recognize their own bias, and respect boundaries and scope of practice.

Candidates must display:

• Respect for self and others
• Diligence and dedication, attendance to tasks
• The ability to accept and incorporate feedback

1. Introduction.
   

   A student, who has a disability, as defined by Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, does not mean the student is not qualified to study and practice medicine in the BUPAP. To be qualified for the study of medicine in the BUPAP, students must be able to meet the academic, technical and professional standards, with or without a reasonable accommodation.

2. Process for Assessing Disabilities and Reasonable Accommodations.
   
   
   1. No inquiry will be made on the application forms concerning a disability. BUPAP policies regarding technical abilities and skills necessary to meet the competency requirements are published and available on the BUPAP website and referenced in its literature, and included with the letter of admission. Students and candidates are encouraged to review the competency requirements.
   2. Students accepted for admission to BUPAP who believe they require a reasonable accommodation for any medical condition must contact Barry University's Office of Accessibility Services ("OAS") so that OAS can determine if the medical condition is a disability as defined by Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Part of OAS' review of whether or not a student has a disability includes a requirement that the student submit supporting documentation regarding the disability from a qualified health professional. The health professional must also provide an opinion on the student's ability to meet the BUPAP Standards with or without reasonable accommodations. It is the responsibility of the student to provide a complete set of the BUPAP Standards to the qualified health care provider before the opinion is rendered.
   3. A reasonable accommodation is viewed as a means of assisting disabled students with meeting essential standards by providing them with an equal opportunity to participate in all aspects of each course or clinical experience (a reasonable accommodation does not, however, guarantee that students will be successful in meeting the requirements of the course or clinical activity).
   4. Whether or not an accommodation is reasonable will be determined on an individual basis. Determining what is a reasonable accommodation is an interactive process between the disabled student, OAS, and Graduate Medical Services ("GMS"). OAS will discuss the reasonableness of the accommodation with GMS (which is typically the Vice-President of Medical Affairs or his/her agent) in light of cost to Barry University and the Standards described herein. Any disagreements between OAS and GMS regarding whether an accommodation is reasonable under current federal and/or state law should be addressed with Barry University's Office of Legal Affairs.
   5. All students accepted into the BUPAP must sign a statement that they have read, understand and are able to meet the BUPAP Standards, with or without reasonable accommodations. The Standards apply to all phases of the BUPAP, including admissions, matriculation and graduation.
   6. Although a disability may ultimately prevent some candidates or students from meeting the BUPAP Standards, the BUPAP is committed to providing any and all reasonable accommodations that will assist disabled students in entering and successfully completing the BUPAP.

Professional Standards

Professionalism is a core competency required for successful matriculation in this Program. Therefore, professionalism will be monitored in all components of the curriculum. Students who display lapses in completing tasks, professional demeanor, or in proper communication are referred to their advisor for reorientation to expectations. Repeated infractions or egregious behaviors may result in professional probation or dismissal.

Academic Standards

Probation - Students will be placed on academic probation for semester GPA below 2.7 and must bring the GPA above 2.7 in the next semester or face dismissal.

Risk Reduction - Students who were ever on academic probation participate in a risk reduction program to support their successful completion of the Program and the PANCE.

Dismissal - A student in the Physician Assistant Program will be dismissed if s/he (any of below): 

• Achieves a GPA of less than 2.50 in any semester, not including a failed rotation. 
• Qualifies for academic or professional probation for two consecutive semesters. 
• Earns an F in any course except a clinical rotation, regardless of GPA.  
• Earns a second F in any clinical rotation, consecutive or not consecutive, regardless of GPA. 
• Students may also be dismissed for repeated or egregious unprofessional behaviors.

Content Remediation - Students earning less than 80% on any assessment must meet with their advisor and complete a content remediation activity on the assessments’ material.

Deceleration - The Program does not allow deceleration for academic reasons. BUPAP students are expected to progress through the Program by taking all the courses required within a semester. There is no part-time option. Students who take a leave of absence sometimes are rematriculated with a subsequent cohort, and are decelerated according to the ARC-PA definition of deceleration.

Leave of Absence - A request for LOA must include documentation of extenuating circumstances. A leave of absence will result in a delay in progression. Remediation activities for students after a leave of absence are managed on a case-by-case basis in a required independent study course. Students who take a leave of absence in didactic year should expect to resume remediation activities the next fall with the incoming cohort; they are decelerated as defined by ARC-PA. Students who take a leave of absence in excess of 3 rotations in their clinical year should expect a period of remediation in the form of an independent study course before resuming rotations.

Withdrawal - Students may withdraw from a semester, and their tuition may be refunded in part according to a schedule posted by the Registrar for that semester. Students who withdraw from a semester may apply for readmission to the program. However, re-admission is not guaranteed.

https://www.barry.edu/en/student-accounts/withdrawal-refund/

Grievances - Students are encouraged to communicate when they feel mistreated, first directly with the person who can resolve the issue. If the student still feels mistreated, they may appeal to their advisor, then to the Program Director. If the student feels mistreated by their advisor and the Program Director, they may appeal to the Dean about the issue.

Harassment - Barry University will not tolerate harassing conduct that affects tangible job benefits, that interferes unreasonably with an individual’s work performance, or that creates an intimidating, hostile, or offensive working or educational environment. The Barry Student Handbook explains Barry University Policy and Procedures. Any report of harassment will be referred to the Barry University Title IX Coordinator.

Grade Appeals - Students are expected to communicate directly with course directors if they feel a grade has been inappropriately assigned. Students may appeal a course grade first to the Course Director, then to the Program Director. Students may then appeal to the College of Health Professions & Medical Sciences Grade Appeal Committee within 5 days of the posting of the final course grade. Recommendations from the Grade Appeal Committee go to the Dean, whose decision is final.

Progression - In order to progress in the program, didactic year students must pass all didactic year courses with a grade C or above and maintain a semester GPA at or above 2.5. In order to progress in the program, clinical year students must not fail more than one rotation and must maintain a semester GPA at or above 2.5 (except one semester with one failed rotation). Students may not remain in the program if on cademic or professional probation for two consecutive semesters. Remediation activities for any assessment earning under 80% should be completed within one week of assignment and must be completed by the end of the semester, or the course will be considered Incomplete.

Students must pass the summative exam, including practical and written components. Students who do not pass these components the first time will be remediated and assessed again. Students must meet with their academic advisor as part of the summative process, who will verify all courses and summative evaluations are complete, and that the student has met the Competencies.