Bethel University Physician Assistant Program Preceptor Handbook

[Pages:25]Bethel University Physician Assistant

Program

Preceptor Handbook

Table of Contents

SECTION 1

Introduction Faculty and Staff Contact Information The One-Minute Preceptor Clinical Year Overview Program Information Professional Responsibilities of a Physician Assistant

SECTION 2

Preceptor Responsibilities and Guidelines PA Program Responsibilities Student Responsibilities

Student Supervision Student Availability Academic Responsibilities Student Dress Liability Insurance Troubleshooting Program Harassment Policies Evaluations Student Evaluation Preceptor Evaluations End of Rotation Examination Clinical Skills Testing Rotation Logs (eMedley) Student Rotation Work Schedule Student Attendance Form Site Visit for the Student Removal from Rotation Continuing Medical Education for Preceptor

SECTION 3

Rotation Objectives

SECTION 4

Forms Mid-Rotation Preceptor Evaluation of Student End of Rotation Preceptor Evaluation of Student Student Evaluation

General Clinical Rotation Schedule

APPENDICIES

Page 3 Page 4 Page 5 Page 6 Page 6-7 Page 7-8

Page 9 Page 10 Page 10-12

Page 12 Page 13-14

Page 15 Page 15

Page 16-17

Page 19 Page 20-22 Page 23-24 Page 25

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SECTION 1

Introduction

The Bethel University Physician Assistant program is grateful for your contribution to the training of its students and the promotion of the physician assistant profession. Bethel University is committed to being the premier physician assistant training program in the state and region.

This handbook is designed to answer the questions that preceptors frequently have about PA training, the Bethel University PA Program, and the PA profession. The information included provides a basic framework to assist preceptors in planning a comprehensive clinical experience for their physician assistant students.

Our faculty and staff are committed to creating a positive clinical experience for both the student and preceptor. We have imparted a great deal of medical knowledge to the students during the didactic phase of their education. We look to you to help them apply that knowledge in the clinical setting and become competent and compassionate healthcare providers.

We ask that you make a concerted effort to engage the student in case discussions and critical thinking. Those new to precepting may find the article, The One-Minute Preceptor, included on page five of this handbook to be helpful. Our students have access to a wealth of online educational resources through the Bethel library. As physician assistants, they will be expected to commit to life-long learning and the practice of ethical evidence-based medicine. You may wish to task them with researching specific topics they encounter or you feel are essential to their education as physician assistants.

We look forward to working with you to produce Minnesota's finest trained physician assistants. Please feel free to contact us should you have any questions about your role as a preceptor or our expectations of the PA students.

Gregory Ekbom, MD Clinical Coordinator PA Program, Bethel University

Cynthia Goetz, PA-C Co-Clinical Coordinator PA Program, Bethel University

Wallace Boeve, Ed.D, PA-C Program Director PA Program, Bethel University

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Faculty and Staff Contact Information

Program Director

Medical Director

Clinical Coordinator

Academic Faculty & Co-Clinical Coordinator Academic Faculty

Clinical Administrative Assistant Administrative Assistant Mailing Address Facsimile Office

Wallace Boeve, Ed.D, PA-C

Telephone: 651 635 1013 office

651 308 1398 cell

Email:

w-boeve@bethel.edu

Daniel Leafblad, MD

Telephone: 651 635 8072 office

651 335 6326 cell

Email:

d-leafblad@bethel.edu

Gregory Ekbom, MD

Telephone: 651 635 8044 office

651 964 5166 cell

Email:

g-ekbom@bethel.edu

Cynthia Goetz, MPAS, PA-C

Telephone: 651 638 6747 office

612 581 3830 cell

Email:

c-goetz@bethel.edu

Lisa Naser, MS, PA-C

Telephone: 651 635 8679

Email:

l-naser@bethel.edu

Jeanne Szarzynski, MSPA, PA-C

Telephone: 651 635 8002 office

Email:

j-szarzynski@bethel.edu

Denise Brecheisen

Telephone: 651 638 6746

Email:

d-brecheisen@bethel.edu

Jan Johnson

Telephone: 651 635 8074

Email:

jc-johnson@bethel.edu

3900 Bethel Drive Saint Paul, Minnesota 55112-6999

651 287 0824 651 635 8074

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The One-Minute Preceptor A Method for Efficient Evaluation & Feedback

The one-minute preceptor is a strategy for structuring an interaction with the student. It consists of the following sequential steps:

1. Getting the Student to Commitment So, what do you think is going on with this patient? How would you like to treat this patient? Why do you think the patient came in today? What would you like to accomplish on this visit?

2. Probe for Supportive Evidence ? Evaluate Student's thinking that leads to the Commitment

How did you reach that conclusion? What made you ...? What findings support your diagnosis? What else did you consider?

3. Reinforce what was Correct ? give Positive Feedback

I agree with your interpretation. I am pleased that you included...that aspect of the physical exam. I appreciate your consideration of the patient's financial situation in

prescribing....

4. Constructive Guidance about Error or Omission ? give Negative Feedback

I disagree with... the scope of your differential diagnosis What else might you have included? Including the abdominal exam would have been important... A more efficient way to ....

5. Teach a General Principle ? Clarify the Take-Home Lesson

So in general, it's important to remember ... It is always important to think about ... In general, taking a little more time ... Why don't you read up on this tonight and report back tomorrow!

Reference: Neher JO, Gordon KC, Meyer B, Stevens N. A Five-Step "Microskills" Model of Clinical Teaching. J Am Bd of Fam Pract July-Aug, 1992; Vol 5 No 4, 419-424

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Clinical Year Overview

Rotations build on the didactic year and the students' clinical experience is organized in ambulatory, inpatient, emergency and surgical settings. The focus in all clinical experiences is medical care across the lifespan and includes: pregnancy, infants, children, adolescents, adults, and the elderly.

During rotations, students learn the body of knowledge and clinical skills of each specialty within the framework of the health care team and PA role. Throughout the clinical year, students may be exposed to a variety of practice settings in rural, inner city, and medically underserved communities.

With the guidance and supervision of physicians, PAs, and other qualified preceptors, students gain higher levels of clinical skill and confidence. The PA Program provides structured learning activities and timely feedback to students during the clinical year. Students assume increasing responsibilities for their education, provision of patient care, functioning as a team member, adjusting to change in the health care system, practice of evidence-based medicine, and becoming lifelong learners.

Program Overview

The Bethel University Physician Assistant Program is a twenty-seven month professional education program preparing individuals as primary care practitioners, to practice medicine under the supervision of a physician. Students who successfully complete the program receive a Master of Science ? Physician Assistant degree (MS-PA).

Mission Statement

Boldly motivated by the Christian faith and in the spirit of Bethel University's academic excellence and ministry focus, the Physician Assistant program will educate students to become physician assistants who develop the skills for competent and excellent medical practice, live out ethical principles and Bethel's academic excellence, serve their community and all cultures, and possess integrity and compassion.

Accreditation Status

The Accreditation Review Commission on Education for the Physician Assistant (ARCPA) has granted Accreditation-Continued status to the Bethel University Physician Assistant Program sponsored by Bethel University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the

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ARC-PA will be September 2026. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.

Graduation from an accredited PA program is the only way to be eligible to sit for the National Certifying Exam (PANCE). If granted provisional accreditation, graduates of the Bethel University PA Program will be eligible to sit for the certifying exam upon graduation. For more information regarding the implications of accreditation please visit arc-.

Certification by the National Commission on Certification

of Physician Assistants (NCCPA)

Physician assistants graduating from an accredited PA Program are eligible to sit for the certifying examination administered by the NCCPA. The certifying examination is a comprehensive examination, administered via computer, testing didactic knowledge and problem solving abilities. In order to maintain certification, PAs are required to obtain a minimum of 100 hours of continuing medical education (CME) every 2 years. Additionally, PAs must pass a recertification examination every ten years.

The Didactic Phase

The Physician Assistant Program at Bethel University consists of two phases. The first phase is the didactic phase and is 15 months in length. Courses in this phase include: Gross Anatomy, Physiology, Pathophysiology, Clinical Medicine, Diagnostics, Pharmacology, PA Professional Issues, and Evidence-Based Medicine.

The Clinical Phase

The clinical phase directly follows the didactic phase and is 12 months in length. The clinical phase takes place at diverse training sites and consists of a wide range of clinical learning situations. The mandatory clinical rotations include: Family Medicine, Internal Medicine, Emergency Medicine, General Surgery, Pediatrics, Women's Health, and Behavioral Health. Family Practice and Internal Medicine are 8 week rotations, while all others rotations are four weeks in length. Additionally, students complete two elective rotations in their choice of disciplines.

Each required rotation has a set of defined learning objectives. General objectives are provided for the preceptors within this handbook and for the students within their Clinical Year Student Handbook. Specific rotation expectations with minimum diagnoses exposures will also be provided to the preceptor under separate cover. These expectations are not meant to be all-inclusive, but rather form a matrix of minimal exposure with which the student must be familiar or have completed during the clinical year.

The end-learning objectives are written in a behavioral format wherever possible. The PA Program seeks feedback from preceptors as well as students regarding the applicability of learning objectives to the actual learning situation. Information from the preceptors, the PA students, as well as graduate PAs, will be taken into account during the annual review of objectives.

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Professional Responsibilities of the Physician Assistant

Physician Assistants are skilled members of the health care team qualified by academic and clinical experience to provide a broad range of health care services in practice with a licensed physician. These services may be provided to individuals of any age in those various settings considered part of the supervising physician's practice. The health care services PAs provide include, but are not limited to:

PA students are educated and trained to perform the following duties and tasks: 1. Obtain Patient History

Objective focuses on skill in obtaining, documenting, and interpreting the patient's history, identifying pertinent factors, and interpreting risk factors.

2. Perform Physical Exam

Objective focuses on physical exam skills such as recognizing, interpreting, and documenting pertinent findings and using required techniques.

3. Using Laboratory and Diagnostic Studies

Objective focuses on skill in selecting the appropriate studies, interpreting, and documenting the results.

4. Formulating the Differential and Most Likely Diagnosis

Objective focuses on skill in formulating and documenting the differential diagnosis and the most likely diagnosis in light of history, physical or diagnostic test findings.

5. Evaluating Severity of Patient's Problems

Objective focuses on skill in evaluating the severity of the condition and the need for further action.

6. Management of Health Maintenance and Disease Prevention

Objective focuses on skill in identifying risk factors and selecting appropriate preventive therapeutic agents or techniques.

7. Clinical Intervention

Objective focuses on skill in prioritizing management and selecting the appropriate medical and/or surgical treatment. Focus on determining the appropriate follow-up schedule or monitoring approach.

8. Clinical Therapeutics

Objective focuses on skill in selecting the appropriate pharmacotherapy, recognizing actions of drugs, and educating patients about the effects of drugs and drug interactions.

9. Legal/Ethical and Health Care Systems

Objective focuses on issues such as patient autonomy, PA/patient relationships, PA/physician relationships, and use of off-label or experimental therapies, end-of-life considerations, and treatment of minors.

10. Applying Scientific Concepts (Basic Clinical Sciences & Research Data)

Objective focuses on skill in identifying the processes responsible for a given condition. Focus on basic interpretation of research data and sensitivity and specificity of selected tests.

11. Work Related Behavioral Objectives

There are many work-related behaviors important to successful employment in healthcare. The following are some of the behaviors to consider when evaluating this student: productivity, work quality, initiative, teamwork, attitude, communication skills, and overall performance as a potential employee.

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