MMSC Course Descriptions

This course covers the following topics:

• Profession Issues to include: (1) History of the PA profession, (2) PA professional
  organizations (3) Physician-PA team and interprofessional practice, (4) Political issues that affect PA practice
• Reimbursement, Documentation of Care, Coding, and Billing
• PA Licensure, Credentialing, and Laws and Regulations Regarding Professional Practice 
• Intellectual Honesty and Appropriate Professional Conduct

This course prepares students to interpret and evaluate the medical literature, including its application to individualized patient care.  This instruction assists students in maintaining a critical, current and operational knowledge of new medical findings required for the prevention and treatment of disease. Instruction includes:

• Framing of research questions
• Sampling methods
• Limits of medical research. 
• Introduction and use of common medical databases

• Health Care Delivery Systems to include (1) Coordinated Care Organizations (CCOs), (2) Rural Health 
• Health Policy related to Healthcare Workforce
• Concepts of Public Health as they Relate to the Role of the Practicing PA to include (1) Role of Health Care Providers in Prevention of Disease and Maintenance of Population Health, (2) Provider Participation in Disease Surveillance, Reporting, and Intervention, (3) Public Health 
• Reimbursement and Billing
• Patient Safety and Medical Errors

This course introduces students to communication and counseling techniques.  It covers basics of:

• Interpersonal and Communication Skills that result in (1) effective exchange of information and (2) collaboration with patients, their families, and other health care professionals 
• Interviewing and eliciting a medical history 
• Counseling and Patient Education that is (1) Patient Centered, (2) Culturally Sensitive and Focused on Helping Patients Cope with Illness, Injury, and Stress, (3) Adhere to Prescribe Treatment Plans, and (4) Designed to Modify Patient Behaviors to More Healthful Patterns 

This course provides an overview of anatomy, physiology, and genetic and molecular mechanisms of health and disease.  In addition, the course will include core knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care.

This course develops skills in patient evaluation to include:

• Caring for patients of all ages
  • Interviewing and eliciting a medical history
  • Performing complete and focused physical exam
  • ​​Generating a differential diagnosis
  • Documenting a patient encounter
• Ordering and interpreting laboratory and diagnostic testing

This course provides an introduction to pharmacotherapy.  In addition, the course will cover acute and longitudinal – pharmaceutical and non-pharmaceutical – patient management that is patient centered and inclusive while addressing medical issues, patient education and patient safety. 

This course covers mental health conditions to include the pathophysiology, neurophysiology, evaluation, diagnosis, detection, and treatment of each.  Topics covered include, but are not limited to, abuse and neglect, anxiety disorders, mood disorders, conduct disorders, dissociative disorders, eating disorders, obsessive compulsive disorders, attention deficit, autism, personality disorders, schizophrenia, sleep-wake disorders, somatic symptoms, and trauma-related disorders.

In addition, detection and treatment of (1) substance abuse, (2) human sexuality, (3) issues of death, dying and loss, (4) response to illness, injury and stress, (5) principles of violence identification and prevention, and (6) a few additional key psychiatric/behavioral conditions will be covered.

This course provides an overview of anatomy, physiology, and genetic molecular mechanisms of health and disease as they relate to body system diseases and topics covered in this term.

This course provides an overview of anatomy, physiology, and genetic and molecular mechanisms of health and disease as they relate to body system diseases and topics covered in this term.

This course provides an overview of anatomy, physiology, and genetic and molecular mechanisms of health and disease as they relate to body system diseases and topics covered this term.

This course provides a review of organ system topics covered in the Clinical Reasoning and Problem Based Learning and Clinical Reasoning and Problem Based Learning Lab series of courses.  In addition, this course will cover topics that are not part of the problem-based learning modules and unique issues seen in special populations (primarily pediatrics and geriatrics). In all instances, the pathophysiology series looks at the disease process and helps to answer the “why” diseases present the way they do by understanding how diseases alter normal physiology. 

This course provides a review of organ system topics covered in the Clinical Reasoning and Problem Based Learning and Clinical Reasoning and Problem Based Learning Lab series of courses.  In addition, this course will cover topics that are not part of the problem-based learning modules and unique issues seen in special populations (primarily pediatrics and geriatrics). In all instances, the pathophysiology series looks at the disease process and helps to answer the “why” diseases present the way they do by understanding how diseases alter normal physiology.   

This course provides a review of organ system topics covered in the Clinical Reasoning and Problem Based Learning and Clinical Reasoning and Problem Based Learning Lab series of courses.  In addition, this course will cover topics that are not part of the problem-based learning modules and unique issues seen in special populations (primarily pediatrics and geriatrics). In all instances, the pathophysiology series looks at the disease process and helps to answer the “why” diseases present the way they do by understanding how diseases alter normal physiology.   

This course is designed to provide the link between pharmacology, clinical practice, and prescribing medications. This course sequence will present the pharmacology, pharmacokinetics, side effects, complications, dosages, contraindications, clinical pearls, and patient education for medications related to body systems and diseases covered this term. 

This course provides instruction related to the development of problem solving and medical decision-making skills.  It develops student knowledge in anatomy, physiology, pathophysiology, pharmacology/pharmacotherapeutics, and patient management of organ systems and topics covered during the term.  Using student-led problem-based concepts, the course provides instruction in patient assessment (evaluation and diagnosis) and management includes caring for patients of all ages from initial presentation through ongoing follow-up.  

Students will develop skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering and interpreting diagnostic studies.  

Patient management instruction will help students develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provide patient education and referral.  Instruction will help students develop basic counseling and patient education skills that are (1) Patient Centered, (2) Culturally Sensitive and Focused on Helping Patients Cope with Illness, Injury, and Stress, (3) Adhere to Prescribe Treatment Plans, and (4) Designed to Modify Patient Behaviors to More Healthful Patterns.  

The course covers medical care across the life span in prevention, emergent, acute, chronic and rehabilitative.  In most instances, all age groups are addressed (prenatal, infant, children, adolescents, adult, and elderly).

This course provides instruction related to the development of problem solving and medical decision-making skills.  It develops student knowledge in anatomy, physiology, pathophysiology, pharmacology/pharmacotherapeutics, and patient management of organ systems and topics covered during the term.  Using student-led problem-based concepts, the course provides instruction in patient assessment (evaluation and diagnosis) and management includes caring for patients of all ages from initial presentation through ongoing follow-up.  

Students will develop skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering and interpreting diagnostic studies.  

Patient management instruction will help students develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provide patient education and referral.  Instruction will help students develop basic counseling and patient education skills that are (1) Patient Centered, (2) Culturally Sensitive and Focused on Helping Patients Cope with Illness, Injury, and Stress, (3) Adhere to Prescribe Treatment Plans, and (4) Designed to Modify Patient Behaviors to More Healthful Patterns.  

The course covers medical care across the life span in prevention, emergent, acute, chronic and rehabilitative.  In most instances, all age groups are addressed (prenatal, infant, children, adolescents, adult, and elderly).

This course provides instruction related to the development of problem solving and medical decision-making skills.  It develops student knowledge in anatomy, physiology, pathophysiology, pharmacology/pharmacotherapeutics, and patient management of organ systems and topics covered during the term.  Using student-led problem-based concepts, the course provides instruction in patient assessment (evaluation and diagnosis) and management includes caring for patients of all ages from initial presentation through ongoing follow-up. 

Students will develop skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering and interpreting diagnostic studies.  

Patient management instruction will help students develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provide patient education and referral.  Instruction will help students develop basic counseling and patient education skills that are (1) Patient Centered, (2) Culturally Sensitive and Focused on Helping Patients Cope with Illness, Injury, and Stress, (3) Adhere to Prescribe Treatment Plans, and (4) Designed to Modify Patient Behaviors to More Healthful Patterns.  

The course covers medical care across the life span in prevention, emergent, acute, chronic and rehabilitative.  In most instances, all age groups are addressed (prenatal, infant, children, adolescents, adult, and elderly).

This course takes the PBL session into the laboratory and clinical skills unit where hands-on training further develops patient assessment and management.  

Students work in small groups, developing skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering, performing, and interpreting diagnostic studies.  

Instruction will cover medical care across the life span in prevention, emergent, acute, and chronic management that helps develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provides patient education and referral. 

Finally, students will learn about patient safety, quality improvement, prevention of medical errors, and risk management.  

This course takes the PBL session into the laboratory and clinical skills unit where hands-on training further develops patient assessment and management.  

Students work in small groups, developing skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering, performing, and interpreting diagnostic studies.  

Instruction will cover medical care across the life span in prevention, emergent, acute, and chronic management that helps develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provides patient education and referral. 

Finally, students will learn about patient safety, quality improvement, prevention of medical errors, and risk management.

This course takes the PBL session into the laboratory and clinical skills unit where hands-on training further develops patient assessment and management.  

Students work in small groups, developing skills in (1) interviewing and eliciting a medical history; (2) performing complete and focused physical examinations; (3) generating differential diagnoses; and (4) ordering, performing, and interpreting diagnostic studies.  

Instruction will cover medical care across the life span in prevention, emergent, acute, and chronic management that helps develop treatment plans that are (1) patient centered, (2) inclusive, (3) addressing medical issues, and (4) provides patient education and referral. 

Finally, students will learn about patient safety, quality improvement, prevention of medical errors, and risk management. 

This course prepares students to provide medical care to patients from diverse populations both domestically and internationally.  It seeks to increase awareness of health disparities and inequities domestically and globally across diverse patient populations and highlight the impact of social determinants of health on individual and population health and wellbeing. 

Instruction related to medical care and diversity prepares students to (1) evaluate their own values and avoid stereotyping, (2) become aware of differing health beliefs, values and expectations of patients and other health care professionals and how it impacts (a) communication, (b) decision-making, (c) compliance and (d) health outcomes. 

This course provides instruction in medical topics for pediatric, adult and geriatric populations, including preventive care across the lifespan and nutrition and obesity counseling.  It also provides an introduction to cultural nutrition and alternative therapies to meet the needs of a diverse patient population.  

This course is focused on developing organization, communication and leadership traits.  Instruction will look at how individuals and groups think, communicate and interact and analyze what factors enhance these interactions to positively impact the success of the organization, patient-provider relationship, and patient-centered healthcare teams. The purpose of this course is to create a more effective service-oriented clinician. The course will examine some of the primary theories and principles of motivation, communication, leadership attributes, managing conflict, decision making, team building, and quality improvement.   It will provide examples of how greater knowledge and understanding of effective leadership skills is vital to successful and sound decision-making, problem solving, conflict management, team building, and managing change to improve healthcare teams, organizations, and patient care.

This course covers concepts of surgical assessment, basic surgical skills and procedures, surgical complications, and management of surgical patients. It builds on the foundation of the previous medicine courses and expands on etiology, pathophysiology, clinical manifestation, and diagnosis, and appropriate management of selected surgical conditions including care of acute and chronic patients. 

Emphasis is on students developing competency in the principles and practices involved in aseptic and basic surgical techniques, surgical risk assessment, wound closure, wound management, anesthesia, and preoperative, intraoperative and postoperative evaluation and management.

This course prepares students to recognize, rapidly assess, and effectively manage emergent situations, illness, or injury. Problem-based case studies and team-based activities are used to encourage the development of teamwork, collaboration, and interdisciplinary value. Basic Life Support (BLS) and Advanced Cardiac Life Support (ACLS) are part of this course. 

This course is designed to (1) prepare the student for entering clinical rotations, (2) discuss SCPE expectations and behavior, and (3) promote interprofessional relationships.

Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.

In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs.  In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.

Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships. 

Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.

In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs.  In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.

Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships. 

Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.

In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs.  In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.

Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships. 

Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.

In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs.  In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.

Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships. 

Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.

In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs.  In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.

Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships. 

Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.

In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs.  In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.

Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships. 

Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.

In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs.  In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.

Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships. 

Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.

In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs.  In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.

Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships. 

Supervised clinical practice experiences enable students to meet the program’s learning outcomes expected of students, to include (1) preventive, (2) emergent, (3) acute, and (4) chronic patient encounters. Additional outcomes met during the SCPE year include providing (1) medical care across the life span to include, infants, children, adolescents, adults, and the elderly, (2) women’s health (to include prenatal and gynecologic care), (3) surgical management to include pre-operative, intra-operative, and post-operative care, and (4) care for behavior and mental health conditions.

In addition, SCPE clerkships should expose students to various care settings to include, (1) outpatient, (2) emergent, (3) inpatient, and the (4) operating room. SCPE clerkships occur with licensed physicians or PAs.  In rare instances, vetted non-physician or PA preceptors will be used. PAEA ‘end of rotation’ exams will be administered for all SCPE clerkships with the exception of the two electives.

Prior to starting the experiential learning, students will attend three intensive courses which includes (1) Principles of General Surgery, (2) Principles of Emergency Medicine, and (3) Transition to Clerkships. 

The summative phase measures mastery in the GFU MMSc PA graduate competencies and outcomes, associated ARC-PA Standards, and NCCPA Blueprint items. The evaluation will consider each Graduate Competency category below:

1. Medical knowledge (MK)
2. Interpersonal and communication skills (ICS)
3. Patient care and clinical problem solving (PC)
4. Technical skills (TS)
5. Professionalism (P)

This phase is 1 month in duration and represents the final stage of the program and includes the following ‘summative’ evaluations:

• Written examination covering the knowledge base content associated with all the basic medical and clinical sciences and its application to the practice of medicine (testing aptitude of competency and outcomes relevant to [1] Medical Knowledge and [3] Patient Care and Clinical Problem Solving.
• Objective Structured Clinical Examination (OSCE), which is used to evaluate direct patient care skills including obtaining the medical history, physical examination skills, communication, and professionalism - testing aptitude of competency and outcomes relevant to [1] Medical Knowledge, [2] Interpersonal and Communication Skills, [3] Patient Care and Clinical Problem Solving, and [5] Professionalism.
• Skill Specific Testing, which is used to assess the student’s ability to perform and/or interpret the diagnostic and therapeutic skills - testing aptitude of competency and outcomes are relevant to [1] Medical Knowledge, [2] Interpersonal and Communication Skills, [3] Patient Care and Clinical Problem Solving, [4] Technical Skills, and [5] Professionalism.

Additional instruction will include:

• A review of patient safety, quality improvement, prevention of medical errors, and risk management
• Instruction about PA licensure, credentialing, and laws and regulations of professional practice
• In addition, the program curriculum will include instruction in the PA profession and current trends to include:
• Physician-PA team relationship
• Political issues that affect PA practice
• PA professional organizations

Finally, students will also engage in preparation for the PANCE exam, Curriculum Vitae creation, and preparation for job interviews.