A Curriculum Organized by Body Systems
This 24-month program engages students through an innovative systems-organized curriculum that employs large and small group discussion, hands-on clinical skills labs, simulated patient experiences, lecture and patient scenario discussions. Over the course of the academic year, the patient scenarios and simulated patient experiences will increase in complexity. These will culminate in an Advanced Clinical Reasoning course in the fall that builds on existing learner-centered models by guiding students to reapply knowledge and build towards satisfaction of program competencies (graduation outcomes).
The required Master’s Project supports and promotes professional development in the area of accessing, critically appraising and applying the best available evidence to address a research, patient care or policy question relevant to Physician Assistant practice or education. The clinical education phase consists of seven required rotations (Family Medicine, Pediatrics, Emergency Medicine, Inpatient Medicine, General Surgery, Women’s Health and Behavioral Medicine) and one elective. Clinical sites are located throughout the NC and around the country. All students should expect to travel for at least four rotations.
The clinical education phase consists of seven required rotations and one elective. Clinical sites are located throughout North Carolina and around the country. All students should expect to travel for at least four rotations.
Year I (beginning January)
Year I consists of a four-week introductory module followed by two progressive modules covering anatomy, pathophysiology, clinical medicine, pharmacology and physical diagnosis of the various body systems and medicine disciplines. The fall modules include population and special populations medicine courses, as well as advanced clinical reasoning, a master’s project, and a clinical phase preparation course.
Year II
In Year II, the students complete 18 weeks of clinical education experiences before returning to campus for one week of continued professional development instruction and an opportunity to participate in the AAPA National Conference. Concurrently, they also begin their master’s project under the mentorship of faculty. The student then completes two 12-week blocks of clinical education experiences followed by a one-week return to campus. The second year ends with up to two weeks of professional development and presentation of their master's project. Students graduate in December.