Department of Health Sciences, Physician Assistant Program: Policy on Academic Monitoring and Support

This Policy establishes the processes by which the Physician Assistant (PA) Program (Program):  (1) provides ongoing monitoring of its students’ (Students) academic performance; and (2) refers Students who are experiencing Academic Difficulty for appropriate resources and support.

Unit Policy

Title

Department of Health Sciences, Physician Assistant Program: Policy on Academic Monitoring and Support

Introduction

Purpose

This Policy establishes the processes by which the Physician Assistant (PA) Program (Program):  (1) provides ongoing monitoring of its students’ (Students) academic performance; and (2) refers Students who are experiencing Academic Difficulty for appropriate resources and support.

Scope

This Policy applies to all Students who have matriculated into the Program who receive Low Pass or Failure grades, or who need to retake a course Assessment, and to Program faculty.

This Policy does not apply to grades of Low Pass or Fail grades on the Preclinical Summative Assessments (Written or OSCEs), End of Rotation Examination, or End of Curriculum Assessments (Written or OSCEs).

Policy

Policy Statement

On an ongoing basis, Students receive quantitative grades and, as appropriate, qualitative feedback, on their course Assessments, providing data on their performance to Course Directors, Academic Advisors, and the Student Progress Committee. Course Directors and Academic Advisors are responsible for monitoring and discussing academic performance with Students. Students may request meetings with any Program faculty member to discuss their academic issues and/or concerns.

Low Pass, Retakes, and Failure on an Assessment

First Grade of Low Pass

Following the first instance of a Student receiving a grade of seventy to seventy-nine percent (70 - 79.99%) (Low Pass) on a course Assessment:

1. Within one (1) week of making the Student’s grade available to the Student, the Course Director will create an Individualized Learning Plan (ILP) for the Student.
   1. The Individualized Learning Plan for Assessments with a Low Pass grade contains three (3) components:
      • Review. Students review the Instructional Objectives missed in the Assessment.
      • Reflect. Students are encouraged to reflect upon barriers that impeded their success on the Assessment, related to content, study techniques, test taking, or any other issues, etc.).
      • Relearn. Students are encouraged to relearn the missed material, as the Program’s curriculum builds upon prior content.
2. Within two (2) weeks of making the Student’s grade available to the Student, the Course Director will schedule a meeting with the Student to discuss the Individualized Learning Plan, including the Instructional Objectives missed on the Assessment and any factors the Student has identified as potentially affecting their academic performance.
3. Based on the identified factors that may have affected the Student’s academic performance, the Student will be provided with information and/or guidance regarding appropriate University resources.
4. The Course Director will document the meeting with the Student in the Student’s secure electronic file, to which the Student will have access. The documentation will detail the content of the meeting and further plans or next steps the Course Director and/or Academic Advisor identify for the Student based on the meeting.

Subsequent Grade of Low Pass

Following each subsequent instance of a Student receiving a grade of Low Pass on a course Assessment, the Student’s Course Director will provide the Student with an ILP via email. The Student will not be required to meet with the Course Director or their Academic Advisor to discuss the ILP, but the Student may, at any time, request to meet with their Course Director or Academic Advisor to discuss their academic performance and seek referrals to appropriate University resources.

If a Student has had multiple Low Pass performances on Assessments, the Student’s Course Director or Academic Advisor may request the Student meet with them and/or, per the Policy on Student Progress Committee, may refer the Student to the Student Progress Committee.

Student Refusal of Meetings

If a Student refuses to meet with their Course Director or Academic Advisor, the Course Director or Advisor will document the Student’s refusal and may also refer the Student to the Student Progress Committee.

Failure of an Assessment

Following each instance of a Student receiving a grade of less than seventy percent (70%) (Fail) on a course Assessment:

1. The Course Director will create an ILP for the Student.
   1. The ILP for Assessments with a Fail grade contains four (4) components:
      • Review. Students review the Instructional Objectives missed in the Assessment.
      • Reflect. Students are encouraged to reflect upon barriers that impeded their success on the Assessment, related to content, study techniques, test taking, any other issues, etc.).
      • Relearn. Students are encouraged to relearn the missed material, as the curriculum builds upon prior content.
      • Retest. Students who receive a failing grade on an Assessment are provided the opportunity for retesting to demonstrate acquisition of the Instructional Objectives of the Assessment, which are part of the overall Learning Outcomes of the course.
2. The Student will meet with the Course Director and the Student’s Academic Advisor to discuss the Individualized Learning Plan, including the Instructional Objectives missed on the Assessment and any factors the Student has identified as potentially affecting their academic performance.
3. Based on the identified factors that may have affected the Student’s academic performance, the Student will be provided with information and/or guidance regarding appropriate University resources.
4. The Course Director will document the meeting with the Student in the Student’s secure electronic file, to which the Student will have access. The documentation will detail the content of the meeting and further plans or next steps the Course Director and/or Academic Advisor identify for the Student based on the meeting.
5. If a If a Student has failed multiple Assessments, the Student may be referred to the Student Progress Committee.

Student Refusal of Meetings

If a Student refuses to meet with their Course Director or Academic Advisor, the Course Director or Advisor will document the Student’s refusal and may also refer the Student to the Student Progress Committee.

Retakes

Students who receive a failing grade on an Assessment are provided the opportunity to retake the Assessment to demonstrate acquisition of the Instructional Objectives of the Assessment, which are part of the overall Learning Outcomes of a course.

Assessment Grade Appeal

Students should refer to the syllabus of the course associated with an Assessment for the process to appeal their grade on the Assessment. 

Student Progress Committee Referral

Students referred to the Student Progress Committee (Committee) will receive, via email, written notification of the referral and access to all materials the Committee will consider within ten (10) business days of the referral.

Definitions

Academic Difficulty: The presence of any of the following in a Student’s academic performance in the Program:

• Multiple examination or Assessment grades of “Low Pass” or “Fail”;
• Predicted final course grade of “Low Pass” or “Fail”;
• Documented difficulties in clinical performance on Supervised Clinical Practice Experiences (SCPEs);
• Final grade of “Low Pass” or “Fail” on the Written Preclinical Summative Assessment and/or the OSCE Preclinical Summative Assessment; and/or
• Final grade of “Low Pass” or “Fail” on the PAEA End of Curriculum Examination and/or the OSCE Program Summative Assessment.

Assessment: Any graded or evaluative activity administered as part of a registrar-listed course within the Program. Assessments are designed to measure a Student’s achievement of Instructional Objectives and Learning Outcomes of that course. Assessments may include, but are not limited to, written examinations, quizzes, assignments, practical or skills-based evaluations, projects, presentations, simulations, and any other evaluative tools identified in a course’s syllabus. For the purposes of this Policy, the term “Assessment” does not include the Program’s Preclinical Summative Assessments (Written or OSCEs), End of Rotation Examination, or End of Curriculum Assessments (Written or OSCEs).

Deceleration: Repetition of a time period of study. A Student can voluntarily decelerate or be required to do so by the Student Progress Committee.

Dismissal: Student is administratively and permanently withdrawn from the Program and School of Medicine. A Student can voluntarily withdraw or be dismissed. A Student may not continue any course within the Program following their voluntarily withdrawal or a dismissal. Students may appeal (see Policy on Student Progress Committee for information on appeal process) the decision but cannot attend class while the appeal is in process.

Individualized Learning Plan (ILP): A structured document provided to a Student who does not meet a requisite Program-defined threshold on an Assessment. ILPs address a Student’s Academic Difficulty and support a Student’s improvement.

Instructional Objectives: Statements that describe observable actions or behaviors that a Student will be able to demonstrate after completing a unit of instruction. Instructional Objectives serve as a guide for Students in achieving Learning Outcomes.

Learning Outcomes: The medical knowledge, interpersonal, Clinical and Technical skills, professional behaviors, and clinical reasoning and problem-solving abilities that a Student has attained after completing a course in the Program. All learning outcomes are assessed.

Professionalism: The collection of attitudes, behaviors, and responsibilities expected of Students as developing healthcare professionals. It includes demonstrating integrity, accountability, cultural humility, respect, reliability, ethical conduct, effective communication, and commitment to learning and patient care.

Professionalism Difficulty: The presence of behavior, including behaviors inconsistent with the Technical Standards, outside of reasonable University accommodations, which interferes with the Student’s responsibilities and progress through the curriculum or that may have influenced a failing or incomplete grade. Examples of behaviors that may establish Professionalism Difficulty any time during enrollment include, but are not limited to:

• Habitual and unexcused lateness or absenteeism;
• Inappropriate responses to feedback or inappropriate language used in providing feedback;
• Unprofessional or inappropriate interactions with healthcare team members, community members or patients;
• Failure to submit assignments;
• Missing deadlines;
• Dishonesty;
• Lack of responsiveness to communications from instructors or administrative staff;
• Convictions of criminal activity;
• Findings of Professionalism Difficulty by the Program’s healthcare partners (e.g., Health Insurance Portability and Accountability Act (HIPAA) violations, noncompliance with health and safety requirements, falsifying documentation);
• Findings of Professionalism Difficulty by any of the Program’s community partners, including but not limited to student housing entities, UNC Office of Student Conduct or other community partners (e.g., sanctions from the University Compliance Office, destruction of property on UNC Campus, violation of University’s Alcohol Policy);
• Findings of Professionalism Difficulty related to Health and Safety Compliance (e.g., not meeting deadlines, falsifying documents);
• Findings of Professionalism Difficulty which could affect progression through a medical career or future practice such as violent behavior, disrespectful language, inability to regulate oneself in stressful situations, etc.; and/or
• Findings of Professionalism Difficulty even while on leaves of absence including but not limited to away clinical rotations or personal leave.

Supervised Clinical Practice Experiences (SCPEs): Supervised student encounters with patients, either in-person or by telemedicine, that include comprehensive patient assessment, involvement in patient care decision-making, and result in a detailed plan for patient management.

Technical Standards: Nonacademic requirements for participation in an educational program or activity, including physical, cognitive and behavioral abilities required for satisfactory completion of all aspects of the Program’s curriculum and for entry into the PA profession.

Related Requirements

External Regulations

• Section A3.07 of the ARC-PA Accreditation Standards for PA Education
• Section A3.14 of the ARC-PA Accreditation Standards for PA Education
• University of North Carolina at Chapel Hill Alcohol Policy
• University of North Carolina at Chapel Hill Policy on Accommodations

Unit Policies, Standards, and Procedures

• Department of Health Sciences, Physician Assistant Program Policy on Preclinical Summative Assessment
• Department of Health Sciences, Physician Assistant Program Policy on Clinical Rotation Grading
• Department of Health Sciences, Physician Assistant Program Policy on Grading
• Department of Health Sciences, Physician Assistant Program Policy on End of Curriculum Assessment
• Department of Health Sciences, Physician Assistant Program Policy on Student Progress Committee

Contact Information

Primary Contact

Name: Administrative Support Specialist

Telephone: 919-962-8008

Email: paprogram@unc.edu