NCE’s 2023-2024 fiscal year, illustrating how the College is following through with our commitment to the betterment of education on both a local and national level.
NATIONAL LOUIS UNIVERSITY
Physician Assistant Program
DIDACTIC YEAR STUDENT HANDBOOK
Including Program Policies
[2027 – 2028]
B JangMi Johnson, DMSc, PA-C, Didactic Education Director Robert Hill, DMSc, MPAS, PA-C, Program Director
Companion to the NLU PA Program Clinical Year Handbook
Table of Contents
Message from the Program Director ..................................................................................................... 4
Message from the Director of Didactic Education ................................................................................ 5
Faculty Directory .................................................................................................................................... 5
General Information ............................................................................................................................... 6
Mission (B1.01a) ............................................................................................................................... 6 Vision (B1.01a; B2.06a-f) .................................................................................................................. 6 Goals ................................................................................................................................................. 6 Program Outcomes........................................................................................................................... 6 Technical Standards.......................................................................................................................... 7 Didactic Year Calendar ........................................................................................................................... 8
Didactic Curriculum ................................................................................................................................ 9
Term I (12 weeks) ............................................................................................................................. 9 Term II (12 weeks) ............................................................................................................................ 9 Term III (12 weeks) ........................................................................................................................... 9 Term IV (12 weeks)......................................................................................................................... 10 Course Delivery Modalities ............................................................................................................ 10 Academic Policies ................................................................................................................................. 11 Attendance ..................................................................................................................................... 11 Evaluation of Students / Grading Scale .......................................................................................... 11 Academic Integrity.......................................................................................................................... 12 Standards of Professionalism ......................................................................................................... 12 Appearance and Dress Code (A3.06).............................................................................................. 12 Student Health, Immunizations, and Health Insurance (A3.07; A3.09) ......................................... 12 Exposure to Infectious and Environmental Hazards (A3.08).......................................................... 13 Confidentiality, Privacy, HIPAA, and Protected Information.......................................................... 13 Student Records (A3.20; A3.21; FERPA) ......................................................................................... 13 Access to Support Services (A3.10) ................................................................................................ 13 Student Academic Progression and Remediation (A3.15) ............................................................. 14 Deceleration (A3.15c)..................................................................................................................... 14 Student Progress Committee ......................................................................................................... 14 Student Grievance Procedure (A3.11)............................................................................................ 14
Incomplete Grade (“I”) Policy......................................................................................................... 15 Leave of Absence (LOA) Policy ....................................................................................................... 15 P.A. Student Employment Policy .................................................................................................... 15 General Guidelines for the Didactic Year ............................................................................................ 17 The Learning Environment ............................................................................................................. 17 Responsibility of Didactic Faculty ................................................................................................... 17 Responsibility of PA Students......................................................................................................... 17 Instructional Methods .................................................................................................................... 17 Student Resources ................................................................................................................................ 18
Progression to the Clinical Year ........................................................................................................... 18
Forms .................................................................................................................................................... 20
Didactic Remediation Form (Quick-Reference Summary) ............................................................. 20 Performance Improvement Plan .................................................................................................... 20 Professionalism Competency Evaluation Form .............................................................................. 21 Occupational Exposure / Incident Report Form ............................................................................. 21 Health Screening and Immunization Compliance Verification Form ............................................. 21 Student Remediation Documentation, Tracking, and Annual Audit Form..................................... 23 Appendices ........................................................................................................................................... 29 Appendix A: P.A. Student Employment Policy ............................................................................... 30 Appendix B: PA Student Role, Non-Substitution, and Non-Staff Employment Policy.................... 35 Appendix C: Incomplete Grade (“I”) Policy .................................................................................... 38 Appendix D: Leave of Absence (LOA) Policy................................................................................... 43 Appendix E: Occupational Exposure, Injury, Illness, and Incident Reporting Policy ...................... 49 Appendix F: Student Dress, Professional Appearance, and Identification Policy .......................... 55 Appendix G: Confidentiality, Privacy, HIPAA, and Protected Information Policy .......................... 60 Appendix H: NLU MSPAS Academic Grievance, Student Appeals, Harassment, Discrimination, and Non-Retaliation Policy .................................................................................................................... 67 Appendix I: Program Learning Outcomes and Professionalism Assessments................................ 75 Appendix J: B4.03 Six-Competency Summative Evaluation Blueprint ........................................... 78 Appendix K: Course Descriptions (Condensed Catalogue) ............................................................. 81 Receipt and Acknowledgement of Didactic Year Handbook .............................................................. 86
The Physician Assistant Professional Oath .......................................................................................... 87
NLU PA Program — Didactic Year Handbook
Message from the Program Director
Dear National Louis University Physician Assistant Student,
Welcome — and congratulations on making it here. Whether this is the first day that truly feels real, or you’ve been counting down to it for months, I am genuinely glad you are joining us. Every cohort brings its own energy to this program, and I am looking forward to seeing what yours brings. I won’t pretend the didactic year is easy. It isn’t. You are about to learn an enormous amount of material, in a short amount of time, and you’ll be asked to start thinking and carrying yourself like a clinician long before that feels natural. There will be weeks that stretch you further than you expected. That is by design, not a flaw in the process — it is exactly how the foundation gets built for the confident, capable PA you are training to become. What I want you to know is that you are not doing this alone. Our faculty and staff chose careers in PA education because we care about this profession and about the people entering it. We are invested in your success, not just your survival, and we mean it when we say our door is open. If something is hard — academically, personally, or anywhere in between — tell us early. We would much rather work through a problem with you in week two than discover it in week twelve. This handbook is where we’ve gathered everything you need to navigate the didactic year: how the curriculum is organized, what we expect of you, how you’ll be evaluated, and the policies and resources that support you along the way. Keep it close, read it with care, and don’t hesitate to ask questions. Welcome to the NLU PA Program family. I am proud you are here, and I cannot wait to watch you grow into the physician assistant you are meant to become.
Warmly,
Robert Hill, DMSc, MPAS, PA-C
Physician Assistant Program Director
National Louis University
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Message from the Director of Didactic Education
Dear Incoming PA Students,
I still remember what it feels like to sit where you are sitting right now — that mix of excitement and nerves, wondering if you are truly ready for what comes next. Take a breath. You were chosen for this program because our faculty saw in you exactly what it takes to succeed here. Trust that. As your Director of Didactic Education, I will be one of the people walking alongside you through this first year, and I want you to know a little about how I think about this role. My job is not simply to hand you material and check whether you’ve learned it. My job is to make sure you have what you need — the structure, the support, and yes, sometimes the honest, direct feedback — to actually become the clinician you came here to be. The didactic year moves quickly, and it can feel, at times, like drinking from a firehose. That feeling is normal. Nearly every PA student who has ever come through a PA program has felt it too, and nearly every one of them made it through to the other side, often surprising themselves with how much they were capable of. You will too. A few things I hope you’ll carry with you all year: ask questions the moment they come up, rather than letting confusion quietly compound. Study with your classmates — this cohort will become some of the most important colleagues and friends of your career, and you will learn as much from each other as you do from us. And please, take care of yourselves. Rest, eat, move your body, and stay connected to the people who support you outside these walls. A good clinician is a whole person, not just a well-stocked brain. If you are struggling with a concept, a course, or just the sheer weight of it all, please come find me. I promise you will not be the first student to sit in my office feeling overwhelmed, and I take that part of my job — helping you find your footing again — every bit as seriously as I take the curriculum itself.
I am so glad you are here. Let’s have a great year.
With warm regards,
B. JangMi Johnson, DMSc, PA-C
Director of Didactic Education
National Louis University
Faculty Directory
Faculty Title
Name
Office Email
Office Number
(312)-261-3843
paprogram@nl.edu
Program Director
Robert Hill, DMSc, MPAS, PA-C
(312)-261-3843
paprogram@nl.edu
Associate Program Director
TBD
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Faculty Title
Name
Office Email
Office Number
Shami Goyal, MD, MMM, CPE, FAAPP
(312)-261-3843
paprogram@nl.edu
Medical Director
(312)-261-3843
paprogram@nl.edu
Associate Medical Director
Tom Hansen, PA Emeritus
(312)-261-3843
paprogram@nl.edu
Didactic Education Director
B JangMi Johnson, DMSc, PA-C
(312)-261-3843
paprogram@nl.edu
Clinical Education Director
Ryan Atkins, MS, PA-C
(312)-261-3843
paprogram@nl.edu
Principal Faculty
Amer Khairallah, MPAS, PA-C
(312)-261-3843
paprogram@nl.edu
Principal Faculty
TBD
(312)-261-3843
paprogram@nl.edu
Principal Faculty
TBD
paprogram@nl.edu
Program Manager
Sabah Vikaruddin
(312)-261-3843
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NLU PA Program — Didactic Year Handbook
General Information
Mission (B1.01a)
The National Louis University Physician Assistant Program prepares diverse, practice-ready Physician Assistants who are lifelong learners committed to deliver compassionate, evidence-based, patient- centered care that advances the health and well-being of individuals and communities. We are dedicated to improving health literacy, reducing health disparities, and expanding pathways into the Physician Assistant profession for historically underrepresented and underserved populations. Through rigorous didactic and clinical education, community engagement, and scholarly inquiry, the program develops ethical, culturally responsive healthcare leaders prepared to serve in evolving healthcare environments.
Vision (B1.01a; B2.06a-f)
The National Louis University Physician Assistant Program aspires to be a nationally recognized leader in Physician Assistant education distinguished by its commitment to equity, community impact, and workforce readiness. In alignment with the vision of National Louis University, the Program aspires to: ● Develop highly competent, adaptable Physician Assistants through an integrated didactic and clinical curriculum that prepares graduates for collaborative and independent practice in dynamic healthcare settings. ● Promote culturally responsive, ethical, and inclusive care that respects all individuals regardless of race, ethnicity, gender identity, sexual orientation, disability status, socioeconomic status, or religion. ● Foster leadership, scholarship, and community engagement among students, graduates, and faculty to advance evidence-based practice and improve patient and population health outcomes. ● Expand access to the PA profession by creating supportive pathways and academic opportunities for individuals from historically underrepresented backgrounds.
Goals
The NLU PA Program’s goals align with National Louis University’s strategic goals for educational excellence, and include: ● Graduating competent physician assistants who function as patient advocates and integral members of the inter-professional healthcare team. ● Fostering successful admission and matriculation of students from groups underrepresented in medicine. ● Providing comprehensive, quality education that develops clinical competency in every NLU PA student, consistent with ARC-PA accreditation standards.
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Program Outcomes
The NLU PA Program has adopted the Competencies for the Physician Assistant Profession, developed jointly by ARC-PA, NCCPA, PAEA, and AAPA, as the roadmap for entering clinical practice. The general competency areas are Medical Knowledge, Interpersonal and Communication Skills, Patient Care, Professionalism, Practice-Based Learning and Improvement, and Systems-Based Practice. During the didactic year, achievement of these competencies is assessed primarily through course examinations, formative and summative OSCEs, problem-based learning with standardized patients, and PACKRAT performance, as detailed in course syllabi and the Didactic PA Student Semester Checklist. The Program has translated these competencies into five Program Learning Outcomes (PLOs), each mapped to specific courses and assessed against defined benchmarks (reproduced in full in Appendix I), and into six Program Competencies (C1–C6) that are directly and independently verified through the Program’s summative evaluation during the final four months of the curriculum, consistent with ARC-PA Standard B4.03 (see the B4.03 Six-Competency Summative Evaluation Blueprint, Appendix J).
Technical Standards
To ensure patients receive safe, competent care, the faculty of the NLU PA Program has identified skills and professional behaviors that are essential to successful progression through the didactic and clinical curriculum. Applicants and enrolled students must possess the intellectual, physical, and emotional capacity to meet these standards, either unassisted or with reasonable accommodation. Students seeking accommodation should contact the Program’s disability services resource as early as possible so that appropriate arrangements can be made.
Critical Thinking
The ability to measure, calculate, reason, analyze, and synthesize information is essential to problem- solving in medicine. Students must be able to perform demonstrations and exercises in the basic and clinical sciences and apply classroom learning to simulated and real patient scenarios.
Communication Skills
Students must be able to speak, hear, and observe in order to elicit information from patients and standardized patients, describe findings accurately, and perceive nonverbal communication. Students must communicate effectively in both oral and written form.
Observation Skills
Students must be able to accurately observe demonstrations, laboratory exercises, and patient encounters at a distance and close at hand, requiring functional use of vision and somatic sensation.
Motor Skills
Students must have sufficient motor function to perform palpation, auscultation, percussion, and other diagnostic maneuvers taught in the didactic year, and to use basic and instructional equipment safely.
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Interpersonal Abilities
Students must possess the emotional health required to exercise sound judgment, complete responsibilities promptly, and develop mature, respectful relationships with peers, faculty, standardized patients, and — later in the program — patients and colleagues.
Didactic Year Calendar
The didactic year calendar below reflects the major milestones of the didactic phase. A detailed, date- specific calendar is distributed at orientation and posted in the learning management system; the version in the learning management system governs in the event of any discrepancy.
Activity
Dates
Notes
Orientation / White Coat Ceremony
TBD
Term I Begins
09/27/2027
Term I Final Examinations
12/13–17/2027
Break
12/20/2027–01/17/2028
Term II Begins
01/18/2028
Formative OSCE I
TBD
Term II Final Examinations
04/03–07/2028
Term III Begins
04/10/2028
PACKRAT Examination
TBD
Term III Final Examinations
06/26–30/2028
Term IV Begins
07/03/2028
Pre-Clinical OSCE
TBD
Pre-Clinical Exams
TBD
Term IV Final Examinations
09/18–22/2028
Didactic Year Ends / Advancement to Clinical Year
09/23/2028
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NLU PA Program — Didactic Year Handbook
Didactic Curriculum
The didactic year of the NLU PA Program is organized into four terms comprising basic and clinical medical sciences, pharmacology, patient evaluation and procedures, professional practice, and behavioral medicine, delivered in a mix of face-to-face and online synchronous formats. Course numbers, titles, and credit hours below are drawn from the Program’s official course catalog (see Appendix K, Course Descriptions). Estimated weekly class time, delivery modality, and ARC-PA standards mapping for each course are maintained in the current course syllabi and the learning management system, which govern in the event of any discrepancy with this table.
Term I (12 weeks)
Course Number
Course Title
Credit Hours
PAS 511
Medical Anatomy and Lab
5
PAS 512
Pathophysiology I
3
PAS 513
Physical Examination and Documentation I
4
PAS 514
The Physician Assistant Profession I
1
PAS 515
Medical Research and Information Literacy
1
PAS 516
Skills, Observation, Assessment, Results (SOAR) I
2
Total Term I Credits: 16
Term II (12 weeks)
Course Number
Course Title
Credit Hours
PAS 521
Pathophysiology II
3
PAS 522
Clinical Laboratory and Medical Imaging
2
PAS 523
Physical Examination and Documentation II
4
PAS 524
Public Health
2
PAS 525
Pharmacology I
3
PAS 526
The Physician Assistant Profession II
1
PAS 527
Skills, Observation, Assessment, Results (SOAR) II
2
Total Term II Credits: 17
Term III (12 weeks)
Course Number
Course Title
Credit Hours
PAS 531
Medical Ethics and Legal Medicine
2
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Course Number
Course Title
Credit Hours
PAS 532
Clinical Procedure Skills I
2
PAS 533
Adult Medicine I
3
PAS 534
Reproductive Health
2
PAS 535
Pediatric Medicine I
3
PAS 536
Pharmacology II
3
PAS 537
Skills, Observation, Assessment, Results (SOAR) III
1
Total Term III Credits: 16
Term IV (12 weeks)
Course Number
Course Title
Credit Hours
PAS 541
Adult Medicine II
3
PAS 542
Introduction to Surgery
2
PAS 543
Pediatric Medicine II
3
PAS 544
Clinical Procedure Skills II
2
PAS 545
Geriatrics and Interprofessional Practice
2
PAS 546
Skills, Observation, Assessment, Results (SOAR) IV
2
PAS 547
Behavioral Medicine
3
Total Term IV Credits: 17
Total Didactic Year Credits: 66
Faculty assigned to each course, along with estimated weekly class time, delivery modality, and detailed ARC-PA standards mapping, are published in the individual course syllabi and the learning management system, which govern in the event of any discrepancy with this table. (B1.02; B1.03a; D1.04a)
Course Delivery Modalities
● On Campus: In-person instruction requiring physical presence on campus, typically used for didactic, clinical, and clinical skills instruction. ● Online Synchronous Lecture: Live, real-time instruction delivered remotely; attendance and participation requirements are the same as for an on-campus lecture. ● Online Synchronous Lab: Live, real-time skills or case-based instruction delivered remotely, often in small groups. ● Blended: A combination of face-to-face and online synchronous instruction within a single course.
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● Small Groups and Team-Based Learning: Small-group and team-based activities are designed to promote collaborative learning, clinical reasoning, and professional communication.
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NLU PA Program — Didactic Year Handbook
Academic Policies
The policies below govern the didactic year and are drawn from and consistent with the applicable ARC- PA Standard A3 requirements. Full text of several policies referenced below is reproduced in the Appendices. New policies approved after publication of this handbook may add to or supersede those contained herein; students will be notified in writing of any such changes.
Attendance
Regular attendance is essential to successful completion of the didactic year given the pace and volume of material covered. Students are expected to attend all scheduled lectures, laboratories, small-group sessions, simulations, and examinations, whether delivered on campus or online synchronously. ● Attendance is taken at every session. Course-specific attendance requirements and consequences for non-attendance are detailed in each course syllabus. ● Attendance at all examinations (written, practical, and OSCE) is mandatory. Students arriving after an examination has begun may be refused admission; requests for any deviation from the regular examination schedule must be approved in advance by the Didactic Education Director. ● Students who anticipate an absence must notify the Didactic Education Director in advance, by email whenever possible. Absences of more than 48 hours due to illness require a signed provider’s note. ● Tardiness is treated as a professionalism issue in the didactic year and is addressed through the same escalation pathway as other professionalism concerns (see Standards of Professionalism, below). ● Students with anticipated conflicts due to religious observance should notify the Didactic Education Director as early as possible, and no later than 15 calendar days before the anticipated conflict, so that reasonable accommodation can be arranged.
Evaluation of Students / Grading Scale
Students are required to pass all didactic coursework with a minimum grade of C for courses using letter grading, or Pass for courses using Pass/Fail grading. No student may advance to the clinical phase of the program without satisfactorily completing all required didactic year courses.
Percentage
Letter Grade
100 – 90
A
89 – 80
B
< 80
C – Remediation Required
Pass/Fail courses require a numerical average of 80% or higher to receive a grade of Pass. Course-specific grading breakdowns (examinations, quizzes, laboratory practicals, OSCEs, participation, etc.) are provided in each course syllabus.
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Academic Integrity
Students are expected to uphold the highest standards of honesty and integrity in all academic work, including examinations, laboratory exercises, written assignments, and clinical simulations. Violations of academic integrity — including but not limited to cheating, plagiarism, fabrication, and unauthorized collaboration — are addressed under National Louis University’s Academic Integrity Policy and may result in course failure, referral to the Student Progress Committee, and/or dismissal from the Program.
Standards of Professionalism
Professional behavior includes maintaining the clear distinction between the educational role of a PA student and the responsibilities of instructional faculty, clinical staff, or administrative staff. Consistent with ARC-PA Standard A3.03, students are never required, assigned, or permitted to substitute for or function as instructional faculty, clinical staff, or administrative staff of the Program or its clinical affiliates; approved peer tutoring, mentoring, and similar student-learning activities remain educational in nature and do not confer faculty or staff status. The complete PA Student Role, Non-Substitution, and Non-Staff Employment Policy is reproduced in full in Appendix B. Professional behavior is expected of every student in every didactic year setting — classroom, laboratory, simulation, and any interaction with faculty, staff, standardized patients, and peers. Lapses in professionalism (including tardiness, disruptive behavior, dishonesty, disrespect, or failure to meet deadlines) are documented and may result in escalating consequences up to and including referral to the Student Progress Committee.
Appearance and Dress Code (A3.06)
Students must present a professional appearance consistent with the standards of the medical profession during all didactic activities involving standardized patients, simulation, or community/clinical exposure, including wearing the Program-issued identification and, where specified, the short white coat with Program patch. Professional appearance is evaluated as a component of professionalism throughout the curriculum, and applies to all didactic coursework, laboratory and simulation activities, interprofessional education, service-learning and community outreach, and Program-sponsored events, as well as Supervised Clinical Practice Experiences (SCPEs). The complete Student Dress, Professional Appearance, and Identification Policy — including student identification requirements, restrictions on professional representation, and clinical education appearance expectations — is reproduced in full in Appendix F.
Student Health, Immunizations, and Health Insurance (A3.07; A3.09)
Students must maintain personal health insurance throughout enrollment and provide proof of a satisfactory physical examination, negative tuberculin skin testing (or appropriate follow-up), and immunizations consistent with current CDC Immunization of Health-Care Personnel recommendations, prior to participating in activities involving standardized or simulated patient contact.
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Consistent with A3.09, principal faculty, the program director, and the medical director do not serve as healthcare providers to students, except in an emergency. Students seeking personal healthcare should contact an outside provider or the University’s designated student health resource. Immunization and health-screening compliance is documented at matriculation and again before transition to Supervised Clinical Practice Experiences using the Program’s Health Screening and Immunization Compliance Verification Form (ARC-PA A3.18), reproduced in the Forms section, which also governs the student’s written authorization for release of limited compliance information to a clinical affiliate when required for placement.
Exposure to Infectious and Environmental Hazards (A3.08)
Before participating in any laboratory or simulation activity that carries a risk of exposure to infectious or environmental hazards (e.g., standard precautions training, phlebotomy practice, cadaver lab), students are informed in writing of the relevant safety policies, including procedures for post-exposure care and the associated financial responsibility. The complete Occupational Exposure, Injury, Illness, and Incident Reporting Policy, including required prevention training, the immediate post-exposure response, incident documentation, medical follow-up, and financial responsibility, is reproduced in full in Appendix E.
Post-Exposure Procedure (Summary)
● Immediately wash the affected area (or flush/irrigate as appropriate) and report the exposure to the supervising faculty member or preceptor. ● Notify the Clinical Director of Education (or designee) and course faculty, as applicable, as soon as safely possible. ● Seek prompt evaluation from an appropriate healthcare provider — the clinical affiliate’s Employee/Occupational Health office, an emergency department, an urgent care center, or another designated provider — consistent with Program and University policy. ● Complete the National Louis University Incident Report Form and any required clinical affiliate incident documentation (see Forms).
Confidentiality, Privacy, HIPAA, and Protected Information
Students must protect the confidentiality, privacy, and security of patient, student, and clinical-affiliate information encountered throughout the curriculum, in compliance with HIPAA (when applicable), FERPA, and clinical-affiliate requirements. This includes strict limits on social media, photography, text messaging, email, and recording of any patient encounter or clinical information, and a continuing obligation to report suspected breaches rather than conceal them, both during enrollment and after graduation or withdrawal. When multiple requirements apply, students must comply with the most restrictive applicable rule. The complete Confidentiality, Privacy, HIPAA, and Protected Information Policy is reproduced in full in Appendix G.
Student Records (A3.20; A3.21; FERPA)
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NLU PA Program — Didactic Year Handbook
Student academic records are maintained by the University Registrar and the Program in accordance with the Family Educational Rights and Privacy Act (FERPA). Students do not have access to the academic or health records of other students or faculty. Student health records are confidential and are not accessible to program faculty or staff, except for immunization and tuberculosis screening results released with the student’s written permission.
Access to Support Services (A3.10)
Students experiencing personal, academic, or health-related difficulties that may affect their progress in the Program are encouraged to seek support early. The Program maintains referral pathways to University counseling, disability services, and academic support resources; see Student Resources, below.
Student Academic Progression and Remediation (A3.15)
Progress through the didactic curriculum requires continual, satisfactory academic performance. A student who scores below the passing threshold on a graded assessment will follow the remediation process below: ● The student meets with the course director and/or Didactic Education Director to review the assessment and complete a Didactic Remediation Form.
● The course director provides the student with a list of topics or objectives not met.
● The student is issued a remediation plan with a deadline for completion.
● Upon completion of the remediation plan, the student is reassessed; a minimum grade of 80% is expected on reassessment. ● The original grade on the assessment stands as the grade of record; successful remediation demonstrates competency but does not change the recorded grade unless otherwise specified in the course syllabus. ● Failure to meet remediation deadlines, or failure to achieve the minimum score on reassessment, results in referral to the Student Progress Committee. Every stage of this process — the identified deficiency, the remediation plan, activity tracking, reassessment, final disposition, and any committee review — is documented on the Program’s Student Remediation Documentation, Tracking, and Annual Audit Form (ARC-PA A3.16), reproduced in full in the Forms section, and is subject to an annual record audit by Program leadership. A second failure within the same course, or a pattern of remediation across multiple courses, is referred to the Student Progress Committee for review and may result in a remediation plan, probation, or dismissal, consistent with the Program’s Progression and Promotion Policy.
Deceleration (A3.15c)
The NLU PA curriculum is designed to be delivered and completed on a full-time basis. The Program does not offer deceleration or the option to complete the curriculum on a part-time basis.
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Student Progress Committee
The Student Progress Committee (referred to in Program policy documents as the Student Evaluation and Progress Committee, or SEPC) reviews student academic and professionalism concerns referred by course directors or the Didactic Education Director, and makes recommendations regarding remediation, probation, or dismissal. Committee composition, procedure, and the appeals process are detailed in the Program’s Student Progress Committee policy, available from the Program office.
Student Grievance Procedure (A3.11)
Students who wish to file a grievance related to a grade, a policy application, or an allegation of harassment, discrimination, or retaliation should refer to the National Louis University Student Grievance Procedure, available in the University Catalog and Student Guidebook, and may also consult the Didactic Education Director or Program Director for guidance on the appropriate channel. The Program’s complete academic grievance, student appeal, harassment/discrimination, and non-retaliation procedures — including informal resolution, the formal grievance process, academic appeal rights, interim measures, confidentiality protections, and the Program’s express prohibition on retaliation against any student who reports a concern in good faith — are reproduced in full in the NLU MSPAS Academic Grievance, Student Appeals, Harassment, Discrimination, and Non-Retaliation Policy (Appendix H).
Incomplete Grade (“I”) Policy
An Incomplete (“I”) grade is a temporary designation assigned when a student has demonstrated satisfactory academic progress but is unable to complete a limited portion of required coursework due to documented circumstances beyond the student’s reasonable control (e.g., serious illness or injury, family emergency, military obligation, bereavement, or other extraordinary circumstances approved by the Program Director). An Incomplete grade is not intended to replace poor academic performance, inadequate preparation, excessive absences, or failure to complete coursework resulting from preventable circumstances, and assignment of an Incomplete is not automatic. To be considered, a student must generally have completed at least 75% of course requirements, be earning a passing grade at the time of the request, and have a reasonable expectation of completing the remaining coursework. Approval requires consultation among the student, the Course Director, and the Program Director (or designee), and results in a written Completion Agreement specifying the remaining requirements, deadlines, and grading criteria. Unless otherwise specified, students must complete remaining coursework within 90 calendar days of the Incomplete being assigned. Because the MSPAS curriculum is competency-based and sequential, an unresolved Incomplete may delay progression to subsequent coursework or Supervised Clinical Practice Experiences. The complete Incomplete Grade Policy, including eligibility criteria, the approval and completion-agreement process, and the University grade-submission procedure, is reproduced in full in Appendix C.
Leave of Absence (LOA) Policy
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NLU PA Program — Didactic Year Handbook
A Leave of Absence (LOA) is a temporary interruption in enrollment, approved by the Program and the University, for students who experience significant circumstances that prevent continued participation in the curriculum (e.g., personal or family medical conditions, military deployment, pregnancy or childbirth, or other extraordinary circumstances). Granting an LOA is not automatic. Students requesting an LOA must notify the Program Director as soon as reasonably possible, meet with their faculty advisor or the Program Director, develop an individualized Academic Completion and Return Plan, complete the official University LOA Request Form, and obtain all required Program and University approvals. Ordinarily, a leave should not exceed 180 calendar days within a rolling 12-month period. Because the PA curriculum is cohort-based and sequential, students returning from an approved LOA may be required to repeat selected courses, laboratory instruction, simulation activities, or clinical rotations, and are not guaranteed re-entry into the same cohort. Students who do not return by the approved date may be administratively withdrawn. The complete Leave of Absence Policy, including eligibility, the request procedure, duration limits, academic progression and clinical education considerations upon return, and the effect of an LOA on financial aid and degree completion, is reproduced in full in Appendix D.
P.A. Student Employment Policy
The NLU PA Program strongly discourages students from maintaining employment while enrolled, given the demands of a rigorous, full-time graduate professional curriculum. Students who elect to maintain employment do so with the understanding that employment is an outside commitment that will not be considered a basis for modifying, reducing, rescheduling, or otherwise accommodating any program requirement — including required classes, laboratories, examinations, assignments, advising, or Supervised Clinical Practice Experiences. Maintaining outside employment is not, by itself, a violation of this policy; however, if employment contributes to missed classes or clinical experiences, poor performance, or a failure to meet program requirements, the student remains subject to the same academic, attendance, and professionalism consequences applicable to all students. Consistent with ARC- PA Standard A3.02, PA students are also never required to work for the PA Program itself, and may not substitute for instructional faculty, clinical staff, or administrative staff. The complete P.A. Student Employment Policy is reproduced in full in Appendix A.
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NLU PA Program — Didactic Year Handbook
General Guidelines for the Didactic Year
The Learning Environment
The didactic year uses a variety of instructional formats — large-group lecture, small-group problem- based learning, laboratory and simulation sessions, and standardized patient encounters — delivered face-to-face, online synchronously, or in blended formats, as detailed in the curriculum table. Students are expected to arrive prepared, having completed assigned pre-work, and to participate actively.
Responsibility of Didactic Faculty
Didactic faculty are expected to:
● Be prepared and on time for all scheduled sessions.
● Provide clear learning objectives and timely, constructive feedback.
● Treat students fairly, respectfully, and without bias related to age, race, gender, sexual orientation, religion, disability, or national origin.
● Be familiar with the Student Professional Code of Conduct.
● Solicit feedback from students regarding their educational experience.
Responsibility of PA Students
NLU PA students should:
● Be courteous to instructors and fellow students.
● Be prepared, on time, and an active, engaged learner.
● Demonstrate professional behavior in all didactic settings, including simulation and standardized patient encounters. ● Recognize personal limitations and seek help promptly, through faculty, advisors, or the resources listed below.
● Display honesty and integrity, including the responsibility to report dishonest behavior.
● Provide faculty and the Program with constructive feedback to improve the educational experience.
Instructional Methods
Problem-Based Learning (PBL)
Small-group, case-based sessions in which students work through clinical scenarios to develop clinical reasoning skills that will be used throughout the clinical year.
Simulation and Standardized Patients
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Formative and summative OSCEs and standardized patient encounters allow students to practice and be assessed on history-taking, physical examination, clinical reasoning, and communication skills in a controlled environment before progressing to supervised clinical practice.
Applied Learning Experience (ALE) Courses
Longitudinal courses that integrate clinical skills, communication, and professionalism training across the didactic year, reinforcing content delivered in the medicine, pharmacology, and patient evaluation courses. In the current curriculum, this longitudinal integration is delivered through the eight-part Skills, Observation, Assessment, Results (SOAR) course series (SOAR I–VIII), which spans both the didactic and clinical years and incorporates the student’s Capstone Project (see Appendix K, Course Descriptions).
Student Resources
● Academic Advising: Each student is assigned a faculty advisor to support academic planning and progress throughout the didactic year. ● Learning Support: Tutoring, study-skills coaching, and test-taking strategy support are available through the Program’s Academic/Learning Support Coordinator. ● Disability Services: Students seeking accommodations should contact the University’s Disability Services office as early as possible to allow time to process documentation. ● Counseling and Wellness Referrals: The Program maintains referral pathways to confidential, licensed mental health resources independent of Program faculty, consistent with A3.09 and A3.10. ● Library Services: Full access to University library resources, including medical databases, is available to all PA students. ● Career Services: Support with CV preparation, interview skills, and post-graduate job search begins during the didactic year. ● Financial Aid and Student Accounts: Students experiencing financial hardship, including those affected by the Program’s discouragement of outside employment (see P.A. Student Employment Policy, Appendix A), are encouraged to consult Financial Aid, Student Accounts, and the Registrar.
Progression to the Clinical Year
Advancement from the didactic year to the clinical year (Supervised Clinical Practice Experiences) requires:
● Successful completion of all didactic coursework with the minimum required grades.
● Successful completion of the Summative/Pre-Clinical OSCE.
● Maintenance of a personal health insurance policy.
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● Successful completion of a background check.
● Completion of all required immunizations and testing, per CDC guidelines and any applicable state mandates (A3.07). ● Resolution of any outstanding Incomplete grades (see Incomplete Grade Policy, Appendix C) and any approved Leave of Absence return requirements (see Leave of Absence Policy, Appendix D). ● Good standing with respect to professionalism and academic progression, with no unresolved Student Progress Committee actions. Students who meet all requirements above advance to the clinical year and are governed by the NLU PA Program Clinical Year Handbook.
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Forms
The forms referenced throughout this handbook are reproduced below in template form. Program- managed electronic versions (e.g., in the learning management or clinical tracking system) govern where a discrepancy exists.
Didactic Remediation Form (Quick-Reference Summary)
The abbreviated fields below may be used for a quick, in-course remediation note. The Program’s official, ARC-PA A3.16-aligned remediation record is the Student Remediation Documentation, Tracking, and Annual Audit Form, reproduced in full later in this Forms section; that form governs whenever documentation is placed in a student’s permanent educational record.
Student Name: _______________________________________________________
Course: _______________________________________________________
Assessment / Topic Area(s): _______________________________________________________
Date of Original Assessment: _______________________________________________________
Score: _______________________________________________________
Remediation Plan (attach if lengthy): _______________________________________________________
Reassessment Date: _______________________________________________________
Reassessment Score: _______________________________________________________
Course Director Signature / Date: _______________________________________________________
Student Signature / Date: _______________________________________________________
Performance Improvement Plan
Student Name: _______________________________________________________
Area(s) of Concern: _______________________________________________________
Improvement Plan / Action Steps: _______________________________________________________
Timeline: _______________________________________________________
Follow-Up Date: _______________________________________________________
Faculty Signature / Date: _______________________________________________________
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Student Signature / Date (I acknowledge understanding of and agree to the plan set forth above): _______________________________________________________
Professionalism Competency Evaluation Form
Student Name: _______________________________________________________
Course / Activity: _______________________________________________________
Evaluator: _______________________________________________________
Rating (Scale: 1–5): _______________________________________________________
Comments: _______________________________________________________
Evaluator Signature / Date: _______________________________________________________
Occupational Exposure / Incident Report Form
Students who experience an occupational injury, illness, or exposure while participating in Program- sponsored educational or clinical activities must complete the National Louis University Incident Report Form, available at:
https://cm.maxient.com/reportingform.php?NationalLouisUniv&layout_id=1
For assistance completing this form, contact dos@nl.edu. Use the Issues Resolution Form for general complaints or the Academic Appeals Form for academic concerns; see the Occupational Exposure, Injury, Illness, and Incident Reporting Policy (Appendix E) for the complete reporting procedure.
Health Screening and Immunization Compliance Verification Form
ARC-PA Standard A3.18. Record Classification: Confidential Student Educational/Compliance Record. Purpose: Verification of required immunization and health-screening compliance for participation in the NLU PA Program and Supervised Clinical Practice Experiences (SCPEs). This form is intended to document compliance with required immunization and health-screening requirements; it is not intended to serve as a comprehensive student medical record. Access is limited to authorized NLU PA Program and University personnel with a legitimate responsibility to verify compliance.
Section I. Student Identification
Student Name: _______________________________________________________
NLU Student ID Number: _______________________________________________________
Cohort/Graduation Year: _______________________________________________________
Date of Matriculation: _______________________________________________________
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