Military Advantage: Applicants who are on active duty reserve status or who are a United States Military Veteran will receive higher scoring of their initial application materials. Direct Patient Care Experience increased hours earn more points Acceptable experiences include but are not limited to:. Northeastern Pennsylvania Counties Advantage: Applicants who reside in one of the following northeastern Pennsylvania counties will be advantaged in the scoring of their application materials: Bradford, Susquehanna, Wayne, Pike, Monroe, Carbon, Schuylkill, Luzerne, Lackawanna, Wyoming, Sullivan.
Combined Advantages: Applicants who have graduated from Misericordia University and live in one of the northeastern Pennsylvania counties identified above will receive both of the advantages previously described. Combined Advantages: Applicants who are on active duty reserve status or are a United States Military Veteran and live in one of the northeastern Pennsylvania counties identified above will receive both of the advantages previously described.
Applicants who are invited to and participate in the on-campus interview are considered for program admission and will be evaluated and scored on the following criteria:. Misericordia University does not prohibit admission into or progression through the PA program if a student determines that he or she must work while in the program. If a student chooses to work during the academic year, the work schedule must not interfere with class performance, course schedules, or clinical rotation schedules.
In order to receive services, students must self-identify their disability and provide documentation from a healthcare professional. The following are required of all individuals who seek entry into and for successful progression through the Misericordia University Physician Assistant Program.
As such, candidates and students must meet the following Technical Standards:. General Abilities Adequate functioning of the senses of vision, hearing, smell, taste, and touch. Additionally, candidates and students must possess the ability to detect temperature differences, pain, pressure, vibration and movement. The ability to gather and analyze such information must be accurate when compared to accepted physical examination standards, and physical findings confirmed by experienced clinicians.
Finally, sufficient emotional health and stability is required for exercising good judgment and promptly completing all academic and patient care responsibilities. Perform Motor Tasks Students must possess sufficient fine and gross motor control to effectively conduct inspection, palpation, percussion, and auscultation activities, all of which are required to complete a physical examination.
Additionally, all students must possess stable equilibrium, postural control, good motor function, and sound eye — hand coordination, as is necessary to for satisfactory performance in patient care and classroom or laboratory settings, including handling surgical instruments and providing routine and emergent medical procedures. Students must also possess sufficient mental and physical stamina to meet the demands associated with extended periods of sitting, standing, moving, lifting, and physical exertion required for satisfactory performance in patient care, clinical education, and classroom or laboratory settings.
Read, write, and interpret written and nonverbal communication in a timely manner at a competency level that allows one to safely function in the academic or clinical setting.
Master of Science in Physician Assistant Studies
Answer calls, make calls, and communicate needs on a telephone. Maintain Safety Maintain a safe environment for students, faculty, patients, and colleagues. Recognize and respond appropriately and in a timely manner to a medical emergency. Cognitively Process Receive, remember, analyze, interpret, evaluate, and synthesize information from multiple sources, in a timely fashion.
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Attend to multiple tasks throughout the day of scheduled classes and clinical education experiences. Organize and prioritize information to make safe, appropriate, and timely decisions regarding patients for the purpose of further examination, intervention, or referral. Problem solve, recognize deviations from a norm, formulate evaluations, and derive clinical judgments from information collected, in a timely fashion.
Demonstrate Professional and Social Behavior Students must demonstrate the emotional health and stability that is required to persevere in spite of longs hours of classroom instruction, challenging laboratory settings, unsettling patient care experiences, differences of opinion with peers and instructors, and personal sacrifice. They must demonstrate the flexibility and personal resolve that is necessary to endure long hours of physical and intellectual stress, without demonstration of adverse behavior.
Physician Assistant Studies program
Students were encouraged to explore the anatomic specimens and ask questions. Interactive learning has been shown to be an effective way of sparking passion for learning. An important goal of the outreach program has been to spark interest in the biomedical and health sciences. Eighty-four percent of the students expressed that anatomy is a very interesting and exciting subject. The data also indicate that students from school A were less appreciative of the Anatomy and Pathology Workshop and its instructors, and they were less inclined to consider a future in the health-care professions.
In contrast, the responses of students electing to participate in the MedScouts program were positive and encouraging. It has been reported that students from disadvantaged backgrounds are often at risk of failure. The success of the MedScouts program may be attributed to either 1 a year-long history of mentoring by caring empathic medical students or 2 the fact that the MedScouts program is a voluntary enrichment program with privileges and responsibilities.
The successful outcome of the Jefferson MedScouts program suggests that earlier attention and guidance to children from low-income disadvantaged backgrounds would benefit the younger generation. It would stimulate interest in the joy of learning about science and provide inspiration and hope for the future.
The Anatomy and Pathology Workshop at Jefferson provide an opportunity for high school students to interact directly with medical school faculty and medical students. This close, informal interaction with highly trained professionals is a novel experience for most high school students. The results indicate that the professionalism exhibited by the instructors can have a significant impact on students. The high school students were also appreciative and welcoming of the medical students as instructors.
We believe that student instructors with proven records of professional behavior and expert content knowledge can provide much needed mentoring and guidance to young learners. Teaching also strengthens the competency training of medical and graduate students, by enhancing skills such as professionalism, oral communication, and life-long learning. Although the Anatomy and Pathology Workshop is a 1-day event, the experience appears to have a lasting impact on the visiting students.
Feedback from teachers indicates that their students continued to discuss the Workshop for many days. Many students expressed an interest in choosing a career in science or medicine. Some students suggested that discussion of specific career opportunities in various medical fields should be added to the outreach program. In summary, the Anatomy and Pathology Workshop at Jefferson provides an opportunity for large groups of high school students to meet medical school faculty and experience medical education.
It stimulates the students to consider career opportunities in the health professions. We believe that this well-designed, hands-on, and interactive workshop has a tremendous impact on young minds. The assistance of faculty and student instructors is greatly appreciated. The authors also thank Renee Anderson, administrative coordinator, and Christopher Marcucci, the dissection facility coordinator, for their kind support.
Which structure can be at risk if a gluteal intramuscular injection is not done properly? Based on the structure of the main stem bronchi, a foreign object is most likely to lodge in which lung?
Maintaining balance and corporation is the primary function of which of the following structures? Please help us to evaluate the outcomes of the Anatomy and Pathology Workshop and to make it even better for your peers in the future. Your responses are confidential and will not be released in form that will identify you personally. Using a black pencil or ball point pen, please fill in the most appropriate circle for each item. Please do not make any stray marks on the form—restrict comments to boxes provided.
Please write your comments completely inside the box below. Based on your experience in this workshop, do you have further questions about medical science or a career in health profession? National Center for Biotechnology Information , U. Journal List Acad Pathol v. Acad Pathol. Published online Dec Fenderson , PhD, 1 J. Bruce A.
The ugly truth about Caribbean medical schools
Jon Veloski. Author information Article notes Copyright and License information Disclaimer. Corresponding author. Email: ude.
Frequently asked questions | Department of Physician Assistant Studies
Keywords: anatomy, education, high school students, outreach, pathology. Introduction High school years are a formative time in life when young adults acquire enduring interests and motivation to learn. Anatomy and Pathology Lectures The Anatomy and Pathology Workshop has 2 components: 1 PowerPoint lecture presentations that provide an overview and introduction to human anatomy and pathology 1 hour each and 2 an interactive cadaver laboratory review session.
Laboratory Review Sessions After lectures, the high school students were divided into 6 groups and cycled through 6 demonstration stations in the anatomy dissection laboratory 20 minutes per station. Data Analysis Student performance on pre- and postexaminations was compared based on data collected exclusively from school C, because schools A and B failed to administer the postexamination to their students. Results Participation in the Workshop Enhanced Learning Students from school C completed the preworkshop and postworkshop examinations and their performances on each were compared.
Open in a separate window. Abbreviations: N, number of students; SD, standard deviation. Table 2.