Physician Assistant Program Resources and FAQs

A Disadvantaged Individual is an individual who has faced significant economic, social, or educational barriers. Criteria listed for this in CASPA based on the Department of Education definitions on disadvantaged status under Other Information >> Background Information will be considered and are as follows:

I graduated from a high school from which a low percentage of seniors receive a high school diploma.

I graduated from a high school at which many of the enrolled students are eligible for free or reduced-price lunches.

I am from a family that receives public assistance (e.g. Aid to Families with Dependent Children, food stamps, Medicaid, public housing) or I receive public assistance.

I am from a family that lives in an area that is designated as a Health Professional Shortage Area or a Medically Underserved Area.

I participated in an academic enrichment program funded in whole or in part by the Health Careers Opportunity Program.

I am a high-school drop-out who received AHS diploma or GED.

I am from a school district where 50% or less of graduates go to college or where college education is not encouraged.

I am the first generation in my family to attend college (neither my mother nor my father attended college).

English is not my primary language.

American Indian/Alaska Native individuals are those who have tribal affiliation or heritage with any of the indigenous peoples of North America. This designation recognizes the unique cultural, historical, and social experiences of these populations. If you consider yourself American Indian/Alaska Native please indicate so in the Race and Ethnicity section within the CASPA application.

Military service includes veteran, active duty, guard and/or reserves. If you have honorably served in the military please indicate so in the Military History section within the CASPA application. 

Rural Area Residence refers to individuals who have lived in areas defined as rural by federal or state guidelines. These areas are typically characterized by low population density and limited access to healthcare, education, and other essential services, highlighting the applicant’s potential commitment to serving underserved communities. If you consider yourself as a current or prior rural area resident, we recommend you highlight this under Environmental Factors in the CASPA application. 

A strong history of volunteer experience or community enrichment refers to individuals who have shown a dedicated commitment to serving their community through various activities. This can include volunteering for non-profit organizations, participating in community-building projects, or engaging in initiatives that enhance the well-being of their community. Specifically, this is defined as having a service record with a single organization for at least 40 hours or accumulating over 100 hours of service across multiple organizations.

A strong history of healthcare experiences is defined as having at least 100 hours in healthcare settings, either through paid or unpaid positions. 

Examples of direct patient care experiences include:

• Certified Nursing Assistant (CNA)
• Clinical research assistant (caring for patients directly)
• Dental
• Dietitian
• Emergency medical technician
• Medical assistant (back office hours only)
• Medical scribe
• Nurse (LPN, RN, MSN)
• Occupational therapist (or assistant)
• Optometry
• Paramedic
• Pharmacist
• Phlebotomist
• Physical therapist (or assistant)
• Podiatry
• Radiological technician
• Respiratory therapist
• Surgical technician
• Positions can be paid or unpaid.

We also value shadowing hours as healthcare experience. Shadowing is defined as interaction with the provider and patient throughout the encounter and participation in case discussions. Simply assisting with clinic functions or performing check-ins and/or take intake exams does not qualify as shadowing.

Healthcare experience does not include administrative roles in hospital or office settings; and those hours obtained as a lifeguard, aesthetician, in home care services, caregiving/taking, or in non-clinical research (i.e., laboratory setting only).

A minimum letter grade of C is required for all prerequisite courses. Grades of C- or lower are not accepted.

It is recommended that your letters of recommendation come from individuals who have had a significant impact on your development and can speak to your qualifications for a career in healthcare. Ideal recommenders include:

Healthcare Professionals: Supervisors or mentors from healthcare settings where you have worked or volunteered. These individuals can provide insight into your clinical skills, professionalism, and commitment to patient care.

Volunteer or Community Leaders: Supervisors or coordinators from volunteer or community service activities. These letters can highlight your dedication to community service, leadership skills, and ability to work with diverse populations.

Academic Mentors: Professors or academic advisors who can attest to your academic abilities, work ethic, and intellectual curiosity.

Letters from individuals who have observed you in impactful settings, particularly in healthcare and community service, provide a comprehensive view of your abilities and character. These experiences are crucial for demonstrating your preparedness for a career in healthcare and your commitment to serving others.

Yes, you can include letters from other sources, but ensure that they can provide meaningful insights into your qualifications and experiences relevant to a healthcare career. Prioritize letters that offer detailed and specific examples of your skills and attributes.

Yes. Student can explore both on-campus and off-campus options:

• On-Campus Housing
• Off-Campus Housing

Early application is recommended due to limited space. While on-campus housing is not guaranteed, a waiting list is available.

Visit the policies webpage (section 1.02k)

Medical equipment: Yes. The decision to require a particular kit was not based only on negotiated pricing, although the program was able to secure bulk pricing for students. The program also evaluated the quality, durability, and long-term usefulness of the equipment. Just as importantly, the program selected a vendor whose partnership aligns with our program's mission, including service, community engagement, and support for underserved communities.

Through the vendor's wellness initiative, the company supports medical missions and outreach efforts by donating diagnostic equipment to organizations serving communities with limited access to care. This includes support for both global and domestic outreach. The mission alignment is meaningful to the program, because the equipment purchase is connected to a broader effort to expand access to basic health assessment tools in communities that need them. 

There are also important educational reasons for requiring a standardized kit. Having students use the same core diagnostic equipment allows faculty to teach clinical skills consistently, troubleshoot equipment more effectively, and assess skills using common tools. Bundling these items helps ensure students have the appropriate equipment at the right point in the curriculum. 

The selected equipment also includes practical student benefits such as free shipping, bundled packaging, and lifetime warranties/free replacement parts on applicable equipment. The goal was to identify a kit that balances cost, quality, consistency, mission alignment, and long-term usefulness for PA school and future clinical practice. 

Scrubs: No. Students may wear alternative attire that complies with course and laboratory dress codes. However, if students elect to wear scrubs, they must wear approved U of A PA program scrubs.

Yes! Volunteering is encouraged as a way to live out the Program's mission and engage with the community. However, students must carefully balance their academic workload and clinical responsibilities. Always consult your advisor before committing to external activities.

Visit the student handbook for more information.

Yes. Each student is assigned a faculty advisory for one-on-one mentoring. The School of Health Professions also provides access to an Academic Success Coach, and peer mentoring is available through the U of A Thrive Center.

While there is no research requirement for graduation, all students complete a Capstone Project during the clinical phase. This culminating academic experience typically involves a literature review and quality improvement project, presented at the end of the program.

Assessments occur throughout all courses and include:

• Multiple-choice exams (MCQs)
• Written and practical exams
• Objective Structured Clinical Examination (OSCE) and Supervised Clinical Practice Experience (SCPE)
• Projects (individual/group)
• Skills assessments
• Oral presentations
• Self-assessment
• Preceptor evaluations

Key milestone exams include:

• End-of-Didactic OSCE and Summative Exam
• Formative PACKRAT (I and II)
• End-of-Curriculum OSCE
• MCQ readiness exam for clinical practice and PANCE

Yes. Student provide formal feedback via:

• Faculty and Course surveys
• Annual Administrative Program survey and various other student surveys

Assigned faculty advisors provide regular formal feedback and are also available for informal feedback. Self-assessment such as formative quizzes and a learning style inventory are integrated into the program. Reflective wellness programming is provided intentionally to support personal assessment and growth.

Students will complete eight clinical rotations, including one selective rotation. The selective rotations allows students to pursue areas of interest, depending on the availability of clinical sites and preceptors.

Clinical rotation assignments are made holistically, considering factors such as preceptor availability, specialty variety, geographic location, housing, cost, immunization requirements, and previous student/faculty evaluations.

Clinical rotations are immersive learning experiences. Students will apply clinical skills under the supervision of licensed preceptors, complete required patient encounters and procedures, and participate in orientation (including electronic health records training). Schedules are set by preceptors within program guidelines. End-of-Rotation Exams and patient logs are required. 

At this time, international rotations are not offered. The program focuses on addressing the healthcare needs of Arizona communities in alignment with its mission.