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• Bachelor's degree from a regionally accredited college or university
• Minimum cumulative and science GPA of 3.00 on a 4.00 scale
• Successful completion of prerequisite coursework from regionally accredited colleges or universities
• Healthcare experience strongly preferred

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Admissions Procedures 
The program adheres to a specific admission process, and prospective students are encouraged to become acquainted with our interview and selection procedures.

Advanced Placement 
������Ƶ's Physician Assistant (PA) Program does not permit advanced placement for prior academic, clinical, or life experience. Requests may be made for advanced placement for coursework and will only be considered if a letter grade of "C" or better has been earned and must be deemed equivalent to the ������Ƶ course.

Extended Program 
The PA Program does not offer an extended course of study beyond the usual length of the program.

Student Work Policy 
Due to the rigorous time demands during the didactic and clinical years, the PA Program strongly discourages students who are enrolled in the Program from working outside of school during the 24-month Program.

Some students may be able to successfully coordinate campus work-study jobs, but the educational requirements of the Program remain the priority. Students who do choose to work at off-campus jobs despite this recommendation are expected to maintain all university and Program attendance expectations, professionalism, and academic standards.
Students should consult with a counselor in the Office of Student Financial Services if they are in need of more financial resources. Students who are in the work-study Program for ������Ƶ may not conduct their work in the PA Program offices due to confidentiality concerns with student records. PA students may utilize the work-study Program, as outlined by federal guidelines, for community service projects. PA students are NOT required to work for the program.

Student Rotations
The PA Program does not require prospective or enrolled students to provide or solicit clinical sites or preceptors. Students may, with approval, arrange rotations both within and outside of Arizona.
 

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Agreement with Aurora University

Beginning with the class matriculating in Fall 2023, ������Ƶ’s participating colleges and programs agree to guarantee interviews for qualified Aurora University applicants as long as specific requirements are met.

Review the Articulation Agreement with Aurora University

Agreement between ������Ƶ Programs

In addition, currently-enrolled ������Ƶ students are eligible to use the Articulation Agreement Between ������Ƶ Programs. This agreement allows for students enrolled in a ������Ƶ program to receive an admissions interview with another University program as long as specific requirements are met. 

Review the Articulation Agreement Between ������Ƶ Programs 

Agreement with Grand Canyon University

Beginning with the class matriculating in summer quarter 2027, the ������Ƶ Physician Assistant Program in Glendale, AZ agrees to guarantee an interview for one qualified Grand Canyon University applicant per admission year.

Review the Articulation Agreement with Grand Canyon University

Core Competencies for the ������Ƶ Physician Assistant Program Arizona 
To ensure students who graduate from the ������Ƶ- Physician Assistant (PA) Program are prepared for entry-level PA practice, they receive a didactic and clinical training curriculum that facilitates their achievement of specific core competencies. The PA Program competencies were developed using existing competency frameworks, such as the Competencies for the Physician Assistant Profession (revised 2020) and the Physician Assistant Education Association’s Core Competencies for New Physician Assistant Graduates.

Upon completion of the program, the student will achieve the following:

Knowledge for Practice; Interpersonal and Communication Skills; Person-centered Care

Learning Outcome 1: Integrate critical thinking skills with evidence-based medical knowledge and patient care to provide entry level primary health care services for a diverse population in a variety of settings.

1A: Understand basic scientific principles of anatomy, physiology, pathophysiology, and pharmacology necessary to practice medicine as a physician assistant.

1B: Assess the health status of individuals of all ages by obtaining a history and physical examination, recommending, and interpreting appropriate diagnostic studies, diagnosing, formulating appropriate differential diagnoses, and developing a management plan for primary care conditions.

1C: Apply principles of health promotion and disease prevention to provide primary health care across the lifespan.

1D: Recognize health disparities and social determinants of health in the delivery of patient care.

1E: Provide counseling, patient education, interventions, and appropriate referral for promotion, maintenance, and restoration of optimal levels of health for individuals of all ages.

1F: Refine interpersonal and communication skills and exercise cultural competence to ensure effective information exchange with patients, families, and members of the professional health care team.

Professionalism and Ethics; Interprofessional Collaboration

Learning Outcome 2: Develop professional accountability to patients, society and the profession, and a commitment to excellence, integrity, inclusivity, equity, and ongoing professional development.

2A: Demonstrate a high level of responsibility and ethical practice while acknowledging professional and personal limitations.

2B: Understand the importance of the team approach to health care and work closely with other health care professionals to develop trusting relationships and strong medical practice ethic.

2C: Recognize the importance of provider wellness and implement strategies to mitigate and prevent stress and burnout.

Practice-Based Learning and Quality Improvement

Learning Outcome 3: Engage in critical analysis of practice experience, medical literature, and informational resources for the enhancement of patient care outcomes and self-improvement.  

3A: Gain a basic understanding of research methods, statistical analysis, and medical literature to improve comprehension of peer-reviewed studies the application of evidence-based information into clinical practice.  

3B: Engage in self-reflective practice to identify opportunities for growth and develop a tailored self-directed learning and professional development plan.

3C: Incorporate constructive feedback in all professional endeavors.  

Society and Population Health

Learning Outcome 4: Gain an understanding of the role of physician assistants to serve the societal, organizational, and economic environments as patient care advocates and role models for future physician assistant students and members of the health care team.

4A: Maintain awareness of and responsiveness to legal and ethical issues, equity and inclusion, patient safety and the larger system of health care to provide optimal value to patient care.

4B: Advance professional role identity and accountability as a primary care provider developing leadership skills, removing barriers to health, and responsibility to serve as physician assistant mentors within the profession. 

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Mission 
The ������Ƶ Physician Assistant (PA) Program on the Glendale campus is committed to educate and mentor students in a setting that cultivates excellence, and prepares compassionate, competent physician assistants to serve in a changing healthcare environment. We value a culture of inclusion where students, staff and faculty are honored, respected, and engaged.

The philosophy of the PA Program is based on a dedication to the student-centered approach to teaching and learning.

Goals  
Program Goals are met through a variety of curricular objectives and assessments.

The Goals of the ������Ƶ PA Program, Glendale Campus, include: 

1. Develop competent Physician Assistants
2. Deliver a thorough and comprehensive curriculum that promotes inter-professional education, team-based practice, and service within the healthcare community
3. Facilitate critical-thinking skills and evidence-based practices
4. Mentor students and promote professionalism, equity, and inclusion
5.  Demonstrate a genuine commitment to program excellence through a process of continuous self-assessment and curricular improvements.

These goals are met in a variety of ways:

• The curriculum has contributed to an average first-time PANCE pass rate of 96% over the last five years (98%, 98%, 98%, 94%, and 93%, respectively). This is compared to the national average of 93%. 100% of new graduate respondents (Class of 2022) reported full-time employment. This is above the national average of 60% of newly certified PAs who accepted a clinical position (NCCPA 2023 Statistical Report). 
   
• The curriculum provides a strong basis for clinical practice in the following ways: 
  • A rigorous basic science curriculum (anatomy, biochemistry, pharmacology, physiology, and microbiology) is delivered by content area experts and PA Program courses are taught by experienced PA faculty. 
  • The program promotes inter-professional, team-based education via a University-wide, interdisciplinary course involving most first-year students that develops teamwork and collaboration between the professions via didactic presentations, small group discussions, and activities. 
  • Faculty encourage and model service to the profession and to our community. This is evident by 20% of alumni are currently participating in the training of a MWU PA student as a preceptor; PA faculty involvement with state and national organizations (ASAPA, PAEA, AAPA, etc.). Additionally, 10% of 2022 graduates report employment in health professions shortage areas or medically underserved communities. 
     
• Students are required to complete a didactic course dedicated to the development of critical thinking skills and the application of evidence-based practices. The students then utilize these skills in interactive clinical case group discussions, simulation activities, clinical rotations, and assessments by faculty and preceptors throughout their training.  
   
• Faculty encourage, model, and assess professionalism, equity, and inclusion. Health Professionalism, during the first quarter, is a course devoted to teaching professionalism (values and ideals as described in 'Competencies for the PA Profession') and the program has implemented a code of professional conduct and dress code. The course also includes lecture-based discussions and a the completion of modules including case studies highlighting social determinants of health. The Professional Development year-long series includes sessions on disparities in health care with case-based application along with didactic lectures dedicated to enhancing student success and in prevention of student and future clinician burnout. Upon matriculation, every student in the program is assigned a PA faculty mentor who monitors the student's professional and academic performance in the didactic and clinical phases of training. Additionally, students are evaluated by preceptors regularly throughout the clinical year on their professional conduct/demeanor, dependability/responsibility, educational attitude, and receptivity to feedback.  
   

• The program has a continuous process of self-assessment that allows for data collection and subsequent analysis throughout the curriculum. A variety of perspectives are formally sought in this process including those of students, faculty, clinical preceptors, and graduates in the form of regularly scheduled surveys and evaluations. This serves to further improve the experience for students and is foundational to maintaining accreditation.  
   

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National Certifying Exam (PANCE) Pass Rate 5-Year Average (2019-2024)

• Our students are at, or above, the national pass rate each year
• Five five-year average pass rate for first-time takers is 98% (national average is 95%)

NCCPA PANCE Exam Performance Summary Report - Last 5 Years 
 

• Female: 82%
• Male: 18%
• Mean Age: 25
• Mean Science GPA: 3.77
• Mean Overall GPA: 3.81
• 100% had a total GPA above 3.5
• Top Home States: Arizona (37%), California, Colorado, Utah
• Average paid healthcare hours ranged between 500-2000 hours with the majority of the matriculating class having > 2000 hours

The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the ������Ƶ Glendale Physician Assistant Program sponsored by ������Ƶ. 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 ARC-PA will be June 2028. The program’s accreditation history can be viewed on the . 

������Ƶ is accredited by , 230 South LaSalle Street, Suite 7-500, Chicago, IL 60604-1413.