Physician Assistant BS/M Bachelor of Science Degree
A physician assistant degree that provides diagnostic and therapeutic patient care by eliciting medical histories, conducting physical examinations, diagnosing illnesses, determining treatment, providing medical advice, and much more.
Overview for Physician Assistant BS/MS
RIT's physician assistant program is a five-year, dual degree program where you'll earn both your bachelor's and your master's degrees.
Top five practice areas for RIT physician assistants include 1) surgical subspecialty, 2) emergency medicine, 3) internal medicine–general, 4) hospital medicine, and 5) general surgery.
88% five-year, first-time exam taker pass rate on the Physician Assistant National Certifying Examination® (PANCE).
Mandatory medical rotations in pediatrics, internal medicine, women's health, emergency medicine, surgery, orthopedics, behavioral health, and family medicine, and two elective rotations in an area of your choosing.
Recent physician assistant graduates are employed by Comprehensive & Interventional Pain Management LLP, Danbury Hospital, Harborview Medical Center, Mayo Clinic, Rochester Regional Health, St. Peter's Health Partners, SUNY Upstate Medical University, Unity Hospital, and University of Rochester Medical Center, to name a few.
Accelerated Bachelor’s/Master’s Available: Earn both your bachelor’s and your master’s in less time and with a cost savings, giving you a competitive advantage in your field.
RIT’s physician assistant program prepares you to elicit medical histories, conduct physical examinations, order laboratory and radiological testing, diagnose common illnesses, determine treatment, provide medical advice, counsel and educate patients, promote wellness and disease prevention, assist in surgery, and perform casting and suturing.
Physician assistant duties vary depending on the state and specialty in which they practice. In most states, including New York, physician assistants may prescribe medication. Examples of specialties include (but are not limited to): internal medicine, family medicine, emergency medicine, geriatrics, pediatrics, women’s health, behavioral health, general surgery, orthopedics, neurosurgery, and neonatology. Clinical rotations (internships) during students’ last year provide the opportunity to explore these varied disciplines.
Obtaining the skills and knowledge to practice as a physician assistant is a complex process. A carefully planned course of study has been developed to offer a balance of didactic and clinical knowledge. A significant component of the educational process is the socialization of the student to the character, performance, and role of a provider of medical care. The evaluation of the student’s adaptation to this role depends on the experienced judgment of individual faculty members. It is important to recognize that these subjective judgments may transcend or be independent of traditional paper and pencil tests and other similar objective measures of academic performance. Physician assistant education involves instruction from practicing clinicians with unpredictable schedules.
Many opportunities, in the form of evaluations, are provided for the measurement of progress by both faculty and student. In addition to a fully staffed Academic Support Center, individual instruction and tutoring may be provided in certain instances. Every effort is made to provide a complete learning environment. Even though a variety of experiences, learning situations, and tools are provided by the Program, the single greatest factor, motivation, is essentially up to the student.
Mission
RIT's physician assistant program provides a foundation of science and liberal arts; and prepares students to provide compassionate, patient-centered healthcare. The program is committed to developing the ethical values, medical knowledge, professionalism, and interpersonal communication skills essential for inter-professional, team-based, clinical practice.
Program Goals
1. COMPETENT: Ensure students develop the fundamental medical knowledge, skills and clinical reasoning to deliver high quality, evidence-based, patient-centered care.
2. COMPASSIONATE: Develop clinicians skilled in patient and inter-professional communication who practice with compassion, professionalism and integrity.
3. INCLUSIVE: Foster a culture of diversity, equity, and inclusion within the faculty, staff and students to deliver quality care to all patients.
5. MINDFUL: Mentor and support students’ holistic well-being and professional growth.
6. ENGAGED: Promote opportunities for student engagement in community service and outreach.
For more information view our Program Goals and Measures for Success.
Program Learning Outcomes
Medical Knowledge: Graduates will demonstrate core medical knowledge of established and evolving biomedical and clinical sciences and apply this knowledge to patient care.
Interpersonal and Communication Skills: Graduates will demonstrate interpersonal and communication skills that result in effective information exchange with patients, families, physicians, and other members of the healthcare team.
Patient Care: Graduates will provide effective, safe, high-quality, and equitable patient care in diverse settings and across the life span.
Professionalism: Graduates will practice with integrity, ethical and legal responsibility, and sensitivity to diverse patient populations.
Practice-based Learning and Improvement: Graduates will critically analyze their practice experiences with Evidence-Based Medicine (EBM) and quality assurance processes to improve patient care.
Systems-based Practice: Graduates will demonstrate awareness of and responsiveness to healthcare systems while keeping the patient at the center of cost-effective, safe care.
Learning outcomes adapted from the Competencies for the Physician Assistant Profession, written by the AAPA, ARC-PA, PAEA, and NCCPA, 2012.
Philosophy: The educational philosophy of the physician assistant program is to provide all students with the necessary liberal arts and basic science foundation necessary to build solid medical knowledge and humanistic skills by which to ultimately provide high-quality patient care to future patients. The faculty views the responsibilities of role modeling and mentoring as critical to the success of assimilating students to the realities and responsibilities of medicine today. The educational philosophy incorporates the attitudes of respect for individual patients into critical decision-making through the assimilation of appropriate interpersonal skills, compassion, and respect and reverence for the position of physician assistant.
RIT's Five-Year Physician Assistant Program: Bachelor's + Master's
The physician assistant major is offered as a BS/MS degree program, which enables students to earn both a bachelor’s degree and a master’s degree in five years. The curriculum is divided into a pre-professional phase (years 1 and 2), which includes course work in the basic sciences, mathematics, general education, and liberal arts; and a professional phase, (years 3, 4, and 5), which features didactic medical education and culminates in clinical rotations in which students apply their medical knowledge in a series of rotations through various disciplines of medicine.
Technical Standards
Students in the physician assistant program must possess certain capabilities and skills, with or without reasonable accommodation. These include the intellectual ability to learn, integrate, analyze, and synthesize data. They must have a functional use, with or without accommodation, of the senses of vision, hearing, and equilibrium. Learn more about the technical standards required of a successful physician assistant major.
Graduate Competencies
The physician assistant program has outlined functions and tasks for performing a range of skills you are expected to master as a graduate of the program. Learn more about graduate competencies required of a successful physician assistant major.
Program Progression
Students are matriculated into one of the first three years, upon their acceptance into the physician assistant major. Students must complete academic requirements to progress on to the next academic year. Students must meet all program academic requirements and standards to advance from the pre-professional phase to the professional phase of the program. Once matriculated into the pre-professional phase, students are permitted to take a limited number of courses at another institution during the summer, pending program approval. It is important, however, that students take core science courses at RIT to ensure a consistent educational experience. Students are not permitted to skip class years (i.e. first to third year) once matriculated in the major.
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Apply for Fall 2025
First-year students can apply for Early Decision II by Jan. 1 to get an admissions and financial aid assessment by mid-January.
Careers and Clinical Rotations
Typical Job Titles
| Orthopedic Physician Assistant | Family Practice Physician Assistant | Hospitalist Physician Assistant |
| Neuromedicine ICU Physician Assistant | Cardiology Physician Assistant |
Graduates work primarily in the Health Care industry.
Clinical Rotations
Clinical rotations include a five-week experience in various disciplines of medicine, providing students with the opportunity to apply the basic principles of medicine to hospital-based and ambulatory patient care settings. Students are assigned to a primary preceptor (physician/physician assistant) and are exposed to a wide variety of acute and chronic medical problems. The emphasis is on data gathering, physical examination, differential diagnosis, patient management, maintenance of medical records, performance of diagnostic and therapeutic procedures, and the provision of patient education and counseling. Mandatory rotations are in the fields of internal medicine, family medicine, orthopedics, emergency medicine, women's health, pediatrics, general surgery, and behavioral health. Students also select two elective rotations, which enables them to customize their experience according to their medical area of interest.
The clinical rotations represent the integration and combination of the didactic and clinical phases of the physician assistant program. A great deal of planning has gone into creating a learning environment that will allow the student to obtain the high-level skills required for practice as a physician assistant. The affiliates (hospitals and office-practices) are busy places offering a variety of services. It is the responsibility of the student to explore and learn as much as possible during this very important year. You will be assigned a preceptor for each rotation by the program. This will generally be a physician, physician assistant program, or nurse practitioner who is responsible for your actions and educational experience. In general, the student is expected to participate in each and every aspect of the department or office where assigned.
The physician assistant program is fortunate to have the support of the local and neighboring medical communities for providing clinical sites offering a wide array of clinical experiences. Program faculty provides rotation assignments for all students. The program cannot assure the student assignment to a clinical affiliate within the immediate Rochester area or other desired area. Several of these sites are located some distance from the RIT main campus. The physician assistant program makes every attempt to assist the student in finding suitable housing. However, ultimately the responsibility for housing, travel, and food are the student's responsibility.
Featured Work and Profiles
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Curriculum for 2024-2025 for Physician Assistant BS/MS
Current Students: See Curriculum Requirements
Physician Assistant, BS/MS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year (Pre-professional) | ||
| BIOL-101 | General Biology I (General Education) This course serves as an introduction to cellular, molecular, and evolutionary biology. Topics will include: a study of the basic principles of modern cellular biology, including cell structure and function; the chemical basis and functions of life, including enzyme systems and gene expression; and the origin of life and evolutionary patterns of organism development on Earth. Lecture 3 (Fall, Summer). |
3 |
| BIOL-102 | General Biology II (General Education) This course serves as an introduction to animal and plant anatomy and physiology, in addition to the fundamentals of ecology. Topics will include: animal development; animal body systems; plant development; unique plant systems; Earth's terrestrial and aquatic environments; population and community ecology; animal behavior; and conservation biology. Lecture 3 (Spring, Summer). |
3 |
| BIOL-103 | General Biology I Lab (General Education) This course provides laboratory work to complement the lecture material of General Biology I. The experiments are designed to illustrate concepts of basic cellular and molecular biology, develop laboratory skills and techniques for microscopy, and improve ability to make, record and interpret observations. (Co-requisites: BIOL-101 or equivalent course.) Lab 3 (Fall, Summer). |
1 |
| BIOL-104 | General Biology II Lab (General Education) This course provides laboratory work to complement the material of General Biology II. The experiments are designed to illustrate concepts of animal and plant anatomy and physiology, develop laboratory skills and techniques for experimenting with live organisms, and improve ability to make, record, and interpret observations. (Co-requisites: BIOL-102 or equivalent course.) Lab 3 (Spring, Summer). |
1 |
| CHMG-141 | General & Analytical Chemistry I (General Education – Natural Science Inquiry Perspective) This is a general chemistry course for students in the life and physical sciences. College chemistry is presented as a science based on empirical evidence that is placed into the context of conceptual, visual, and mathematical models. Students will learn the concepts, symbolism, and fundamental tools of chemistry necessary to carry on a discourse in the language of chemistry. Emphasis will be placed on the relationship between atomic structure, chemical bonds, and the transformation of these bonds through chemical reactions. The fundamentals of organic chemistry are introduced throughout the course to emphasize the connection between chemistry and the other sciences. Lecture 3 (Fall, Spring, Summer). |
3 |
| CHMG-142 | General & Analytical Chemistry II (General Education – Scientific Principles Perspective) The course covers the thermodynamics and kinetics of chemical reactions. The relationship between energy and entropy change as the driving force of chemical processes is emphasized through the study of aqueous solutions. Specifically, the course takes a quantitative look at: 1) solubility equilibrium, 2) acid-base equilibrium, 3) oxidation-reduction reactions and 4) chemical kinetics. (Prerequisites: CHMG-141 or CHMG-131 or equivalent course.) Lecture 3 (Fall, Spring, Summer). |
3 |
| CHMG-145 | General & Analytical Chemistry I Lab (General Education – Natural Science Inquiry Perspective) The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-141 lecture material. The course emphasizes laboratory techniques and data analysis skills. Topics include: gravimetric, volumetric, thermal, titration and spectrophotometric analyses, and the use of these techniques to analyze chemical reactions. (Corequisite: CHMG-141 or CHMG-131 or equivalent course.) Lab 3 (Fall, Spring, Summer). |
1 |
| CHMG-146 | General & Analytical Chemistry II Lab (General Education – Scientific Principles Perspective) The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-142 lecture material. The course emphasizes the use of experiments as a tool for chemical analysis and the reporting of results in formal lab reports. Topics include the quantitative analysis of a multicomponent mixture using complexation and double endpoint titration, pH measurement, buffers and pH indicators, the kinetic study of a redox reaction, and the electrochemical analysis of oxidation reduction reactions. (Prerequisites: CHMG-131 or CHMG-141 or equivalent course.
Corequisites: CHMG-142 or equivalent course.) Lab 3 (Fall, Spring, Summer). |
1 |
| MATH-161 | Applied Calculus (General Education – Mathematical Perspective A) This course is an introduction to the study of differential and integral calculus, including the study of functions and graphs, limits, continuity, the derivative, derivative formulas, applications of derivatives, the definite integral, the fundamental theorem of calculus, basic techniques of integral approximation, exponential and logarithmic functions, basic techniques of integration, an introduction to differential equations, and geometric series. Applications in business, management sciences, and life sciences will be included with an emphasis on manipulative skills. (Prerequisite: C- or better in MATH-101, MATH-111, MATH-131, NMTH-260, NMTH-272 or NMTH-275 or Math Placement Exam score greater than or equal to 45.) Lecture 4 (Fall, Spring). |
4 |
| YOPS-10 | RIT 365: RIT Connections RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education – First-Year Writing |
3 | |
General Education – Elective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – Artistic Perspective |
3 | |
General Education – Global Perspective |
3 | |
| Second Year (Pre-professional) | ||
| CHMB-240 | Biochemistry for Health Sciences (General Education) This course will focus on the application of biochemical knowledge to the field of medicine. Students will learn the basic functions of water, carbohydrates, lipids, proteins, and nucleic acids in humans, then explore implications of this knowledge in nutrition and metabolism and its relationship to health and disease. (Prerequisites: CHMG-142 or equivalent course.) Lecture 3 (Fall). |
3 |
| MEDS-250 | Human Anatomy and Physiology I (General Education) This course is an integrated approach to the structure and function of the nervous, endocrine, integumentary, muscular and skeletal systems. Laboratory exercises include histological examination, actual and simulated anatomical dissections, and physiology experiments with human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS or NUTRSC-BS students.) Lab 3, Lecture 3 (Fall). |
4 |
| MEDS-251 | Human Anatomy and Physiology II (General Education) This course is an integrated approach to the structure and function of the gastrointestinal, cardiovascular, immunological, respiratory, excretory, and reproductive systems with an emphasis on the maintenance of homeostasis. Laboratory exercises include histological examinations, anatomical dissections and physiological experiments using human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS or NUTRSC-BS students.) Lab 3, Lecture 3 (Spring). |
4 |
| MEDS-417 | Clinical Microbiology Clinical microbiology is a detailed study of the bacteria, viruses, fungi, and parasites relevant to human infectious diseases, including their historical significance and impact on society. This course will also focus on giving the student an appreciation and clear understanding of emerging/re-emerging infectious disease agents particularly those infectious disease agents commonly encountered in a hospital setting. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Spring). |
3 |
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective B) This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
Open Elective |
3 | |
General Education – Social Perspective |
3 | |
General Education – Immersions 1,2,3 |
9 | |
| Third Year (Professional) | ||
| PHYA-401 | History & Physical Diagnosis I This is the first in a two-course sequence which introduces and develops the clinical psychosocial skills and anatomic/physiologic science involved in interviewing and examining patients. This course includes practical medical terminology, attitude development and values clarification strategies to aid students in adopting a humanistic approach, interviewing techniques used during patient interaction, comprehensive database development, demonstrated techniques for complete physical examination of all body systems and explanation/implementation of the Problem-Oriented Medical Record (POMR). The course involves weekly patient contact. (This course is restricted PHYA-BS students with at least 3rd year standing.) Lecture 6 (Fall). |
4 |
| PHYA-402 | History & Physical Diagnosis II This second of a two-course sequence introduces and develops the clinical psychosocial and anatomic/physiologic science involved in examining patients. The course includes performing and writing complete, accurate medical histories and physical examinations with small group instruction. Weekly patient contact. (Prerequisites: PHYA-401 or equivalent course.) Lecture 6 (Spring). |
4 |
| PHYA-405 | Pathophysiology I This introductory course in the Pathophysiology of Disease course sequence will present the physician assistant student with normal and abnormal function of cells in general, illustrating how these cellular abnormalities affect function of specific organ systems. The respiratory, renal, and cardiovascular organ systems will be highlighted and mechanisms of neoplasia will be introduced. The endocrine, and gastrointestinal organ systems will be highlighted. (This course is restricted PHYA-BS students with at least 3rd year standing.) Lecture 2 (Fall). |
2 |
| PHYA-406 | Pathophysiology II This second course is the second in a two-part sequence that introduces the physician assistant student to the normal and abnormal cellular and physiologic processes that underlie many human diseases. Hematologic, pulmonary, immune, and neurologic systems will be covered during this semester. Understanding of how these abnormalities affect clinical laboratory data will also be acquired. (This course is restricted PHYA-BS students with at least 3rd year standing.) Lecture 2 (Spring). |
2 |
| PHYA-415 | Pharmacology I This introductory course in the Clinical Pharmacology course sequence presents the physician assistant student with the necessary foundation of knowledge to safely and effectively prescribe medication for common and/or important disorders. The course will begin with a study of the mechanics of pharmacology: pharmacodynamics and pharmacokinetics. Following this introduction, an organ systems approach, paralleling the systems presented in Clinical Medicine I, is utilized to study medications relevant to gastrointestinal disease. (This course is restricted PHYA-BS students with at least 3rd year standing.) Lecture 1 (Fall). |
1 |
| PHYA-416 | Pharmacology II This is the second course in the Clinical Pharmacology course sequence that presents the physician assistant student with the necessary foundation of knowledge to safely and effectively prescribe medication for common and/or important disorders. Course content will complement material presented simultaneously in the Clinical Medicine II course including key concepts of pharmacodynamics and pharmacokinetics. These will be utilized to study medications relevant to treat human diseases. (Prerequisites: PHYA-415 or equivalent course.) Lecture 2 (Spring). |
2 |
| PHYA-419 | Advanced Gross Anatomy This is a course designed as a laboratory-intensive overview of normal structure in prosected (dissections performed ahead of time by staff) examples of cadaver anatomy. Special emphases will be placed on the anatomical correlates associated with upper/lower extremity, neck, and back muscle groups/joints/bones, peripheral nerve plexuses (including spinal and cranial nerves), major arterial/venous pathways, and body viscera in areas of the head/neck, thorax, abdomen, and pelvis. Where appropriate, evidence of pathologies will be discussed at the cadaver side. Additionally, students will participate in clinical case presentations that correspond to the particular dissection subject at-hand throughout the term. (This course is restricted PHYA-BS students with at least 3rd year standing.) Lec/Lab 2 (Fall). |
2 |
| PHYA-420 | PA Seminar This course provides physician assistant students with an introduction to the PA profession. The course encompasses historical origins and early educational models. The course covers various professional entities; licensure, certification, accreditation, professional organizations, and medical ethics. (This course is restricted PHYA-BS students with at least 3rd year standing.) Lecture 1 (Fall). |
1 |
| PHYA-422 | Clinical Medicine I This is the first of the Clinical Medicine sequence of courses. The student will be presented with the necessary foundation of knowledge to begin to understand the patient’s condition within a clinical context. An organ systems approach is utilized in this course to study diseases of the skin, ears, oral cavity, ophthalmology, upper respiratory tract, endocrine system, and gastrointestinal tract. Principles of preventive medicine will be woven throughout the curriculum. An introduction to disorders involving the cardiovascular system will complete the semester. (This course is restricted PHYA-BS students with at least 3rd year standing.) Lecture 10 (Fall). |
5 |
| PHYA-423 | Clinical Medicine II This is the second in the sequence of Clinical Medicine courses. The course will present the physician assistant student with the necessary knowledge to understand the patient within a clinical context. A body systems approach is utilized in this course to study diseases of the cardiovascular, selected endocrine topics, renal, men's health, heme/oncology, pulmonary, and nervous systems. Principles of preventive medicine will be woven throughout the curriculum. (Prerequisites: PHYA-422 or equivalent course.) Lecture 10 (Spring). |
5 |
| PHYA-430 | Clinical Genetics This course provides students with an introduction to medical genetics and relevant diseases, syndromes, and clinical disorders. Course focuses on major disorders as subgroups and provides relevant overviews of associated diseases and syndromes within each subgroup. Course also confronts current needs and comprehensive nature of genetic counseling, detailing various patient populations in which this is critical. (This course is restricted PHYA-BS students with at least 3rd year standing.) Lecture 2 (Spring). |
2 |
| Fourth Year (Professional) | ||
| PHYA-409 | Clinical Lab Medicine This course will investigate the appropriate use and interpretation of commonly utilized laboratory tests. Students will be asked to predict results that would be expected to occur in the setting of various diseases. In addition, a significant component of this course will be to introduce the student to the principles of electrocardiogram (EKG) interpretation. By the end of the course, students should be able to interpret both normal 12 lead EKGs as well as commonly encountered abnormal EKGs, with an emphasis on ischemia and infarction. (This course is restricted PHYA-BS students with at least 3rd year standing.) Lec/Lab 1 (Spring). |
1 |
| PHYA-417 | Pharmacology III This is the final course in the Clinical Pharmacology course sequence that presents the physician assistant student with the necessary foundation of knowledge to safely and effectively prescribe medication for common and/or important disorders. Course content will complement material presented simultaneously in the Clinical Medicine III course including key concepts of pharmacodynamics and pharmacokinetics. These will be utilized to study medications relevant to treat diseases with a focus on the pediatric and geriatric populations. (Prerequisites: PHYA-416 or equivalent course.) Lecture 2 (Fall). |
2 |
| PHYA-421 | Diagnostic Imaging This course introduces the PA student to the most clinically relevant diagnostic imaging modalities, emphasizing the risks and benefits of different modalities, as well as the appropriate indications for obtaining a variety of radiographic studies. The student will be exposed to the most common plain radiographic diagnoses likely to be encountered in clinical practice as well as important life threatening diagnoses. At the conclusion of this course, the student will have foundational skills and competency to interpret plain radiographs demonstrating these important diagnoses. (This course is restricted to students in PHYA-BS with at least 4th year standing.) Lecture 2 (Fall). |
2 |
| PHYA-424 | Clinical Medicine III This is the final course in the Clinical Medicine sequence of courses and is designed to complete the introduction to human disease. The format will be primarily a population-based approach to presenting disease. The unique diseases and developmental issues encountered in pediatrics, geriatrics, and women’s health will be addressed. An introduction to the important medical issues relevant to caring for surgical patients will be presented. Psychiatric illness, geriatrics, musculoskeletal and rheumatology will be presented. Special topics of trauma, burns, and emergency medicine will complete the course. The principles of preventive medicine will continue to be integrated throughout the curriculum. (Prerequisites: PHYA-423 or equivalent course.) Lecture 10 (Fall). |
5 |
| PHYA-440 | Society and Behavioral Medicine This course is the introduction to professionalism, professional behaviors for the PA, and behavior science for the PA student. We will explore stereotypes and providers’ inappropriate (or lack of) knowledge and how this might influence access to care. The focus is non-somatic medical skills and knowledge needed to become a clinician who manages these issues with insight into human behavior. Topics will include issues related to age, socioeconomic status, cultural, racial, religious, ethnic and family diversity etc. We will seek out and develop tools to recognize facets (including risk factors for and signs/symptoms) of the above issues and of abuse issues. Setting this foundation in basic psychopathology and its relationship to understanding human illness is core to the PA student’s developing professionalism. (This course is restricted to students in PHYA-BS with at least 4th year standing.) Lecture 3 (Fall). |
3 |
| PHYA-510 | Hospital Practice The student will begin working with hospitalized patients prior to their clinical year of rotations in small group lead instruction. This course engages the student in the critical thinking process used in the daily care and management of a patient. Student-generated patient cases (from hospital work) will be utilized to work through the critical thinking process that is employed in the day-to-day management of a patient. Enhancement of the development of differential diagnosis, assessment and the treatment plans will be emphasized. Order writing, daily progress notes and clinical procedures for each case will be thoroughly explored. (This course is restricted to students in PHYA-BS with at least 4th year standing.) Lecture 6 (Fall). |
4 |
| PHYA-520 | Clinical Integration This course builds upon the foundation developed during the professional didactic phase of the physician assistant program. Drawing upon this foundation, students will analyze simple and complex case-based patient scenarios. Working individually and in groups, and using computer-assisted patient simulators when possible, the students will be asked to gather data from physical examination, and EKG and laboratory data. Based on the data gathered, the student will recommend further diagnostic evaluations, suggest appropriate treatment, and develop follow-up plans based on the scenario presented. The development of thorough and relevant differential diagnoses for each case study will be an integral part of this process. The case studies will be drawn from a broad variety of clinical disciplines. In addition, students will be required to work in small groups to develop their own "teaching case" and will lead the remainder of the class through a learning exercise based on the case they have created. (This course is restricted to students in PHYA-BS with at least 4th year standing.) Lecture 8 (Spring). |
4 |
| PHYA-530 | Clinical Research Methods (WI-PR) This course provides students with an overview of clinical epidemiological concepts from which infectious and non-infectious diseases manifest in acute and chronic settings. This course will also build on the knowledge of statistics and provide students with an introduction to research methodology and design. The course design will enable the PA student to read and interpret medical literature and evaluate the findings. The course will introduce different research methods and outcomes assessment of Evidence-Based Medicine (EBM). The course will require the physician assistant student to create a formal written graduate research proposal, which will culminate with a graduate project in the fifth year of the PA Program. Projects may be in the form of: clinical practice essay, PA curriculum development, medically-related community service project, in-depth medical case review, meta-analysis of specific disease/syndrome, or original medical research (This course is restricted to students in PHYA-BS with at least 4th year standing or those students with graduate standing in PHYA-MS.) Lecture 2 (Spring). |
2 |
| PHYA-550 | Procedural Clinical Skills This course provides the PA student with the requisite skills for professional courses and internships. Emphasis is on developing competence in basic skills in conjunction with patient care. Current hepatitis B immunization status highly recommended. (This course is restricted to students in PHYA-BS with at least 4th year standing.) Lecture 4 (Spring). |
3 |
| PHYA-560 | Healthcare Policy & Law This course will provide an overview of health care law, principles and ethics as it relates to the health care provider. Lecture topics will cover an introduction to law, criminal aspects of health care, patient consent issues, legal reporting obligations, contracts and antitrust, information management and health care records, HIPAA regulations, legal risk to the health care provider, patient safety and quality assurance, The Affordable Health Care Act, end of life issues, job negotiations and malpractice insurance issues. (This course is restricted to students in PHYA-BS with at least 4th year standing.) Lecture 2 (Spring). |
2 |
| PHYA-710 | Graduate Project I (WI-PR) This is the first of a two-course sequence which will provide the physician assistant student with opportunities to prepare a formal graduate capstone project/paper. Projects may be in the form of: clinical practice essay, PA curriculum development, medically-related community service project, in-depth medical case review, meta-analysis of specific disease / syndrome, or original medical research. This capstone project/paper will build on clinical training and enable students to build skills for life-long learning as problem solvers and critical evaluators of medical and scientific literature. (This course is restricted to students in PHYA-BS with at least 4th year standing or those students with graduate standing in PHYA-MS.) Ind Study 2 (Summer). |
2 |
| PHYA-750 | Pediatrics This mandatory rotation in the field of pediatric medicine provides hands-on clinical exposure and experiences. This builds on solid basic medical knowledge and competencies acquired in the didactic, pre-clinical coursework. (This class is restricted to students in PHYA-BS with at least 4th year standing or PHYAST-BS or those students with graduate standing in PHYA-MS.) Clinical 15 (Fall, Spring, Summer). |
4 |
| PHYA-751 | Internal Medicine This mandatory rotation in the field of general medicine provides hands-on clinical exposure and experiences. This builds on solid basic medical knowledge and competencies acquired in the didactic, pre-clinical coursework. (This class is restricted to students in PHYA-BS with at least 4th year standing or those students with graduate standing in PHYA-MS.) Clinical 15 (Fall, Spring, Summer). |
4 |
| PHYA-752 | Women's Health This mandatory rotation in the field of obstetrics and gynecologic medicine provides hands-on clinical exposure and experiences. This builds on solid basic medical knowledge and competencies acquired in the didactic, pre-clinical coursework. (This class is restricted to students in PHYA-BS with at least 4th year standing or those students with graduate standing in PHYA-MS.) Clinical 15 (Fall, Spring, Summer). |
4 |
| PHYA-761 | Professional Practice I This is the first in a sequence of courses designed for the physician assistant student in the clinical setting. The course will cover discipline specific areas including a pulmonary workshop and lectures on topics such as working with a pharmaceutical company, professionalism, and rehabilitative medicine. The course will also include an ongoing Evidence-Based Medicine (EBM) series and physician assistant national certification exam board review. (This class is restricted to students in PHYA-BS with at least 4th year standing or PHYAST-BS or those students with graduate standing in PHYA-MS.) Lecture 3 (Summer). |
2 |
Open Electives |
6 | |
| Fifth Year (Professional) | ||
| PHYA-720 | Graduate Project II This course will provide the physician assistant student with continued preparation of a formal graduate project for the PA Program. Projects may be in the form of: clinical practice essay, PA curriculum development, medically-related community service project, in-depth medical case review, meta-analysis of specific disease/syndrome, or original medical research. This course will culminate with the completion of the capstone project/paper which is founded in clinical experience and enables students to build skills for life-long learning as problem solvers and critical evaluators of medical and scientific literature. (This course is restricted to students in PHYA-BS with at least 4th year standing or those students with graduate standing in PHYA-MS.) Ind Study 2 (Fall). |
2 |
| PHYA-753 | Emergency Medicine This mandatory rotation in the field of emergency medicine provides hands-on clinical exposure and experiences. This builds on solid basic medical knowledge and competencies acquired in the didactic, pre-clinical coursework. (This class is restricted to students in PHYA-BS with at least 4th year standing or PHYAST-BS or those students with graduate standing in PHYA-MS.) Clinical 15 (Fall, Spring, Summer). |
4 |
| PHYA-754 | Surgery This mandatory rotation in the field of surgery provides hands-on clinical exposure and experiences. This builds on solid basic medical knowledge and competencies acquired in the didactic, pre-clinical coursework. (This class is restricted to students in PHYA-BS with at least 4th year standing or PHYAST-BS or those students with graduate standing in PHYA-MS.) Clinical 15 (Fall, Spring, Summer). |
4 |
| PHYA-755 | Orthopedics This mandatory rotation in the field of orthopedic medicine provides hands-on clinical exposure and experiences. This builds on solid basic medical knowledge and competencies acquired in the didactic, pre-clinical coursework. (This class is restricted to students in PHYA-BS with at least 4th year standing or PHYAST-BS or those students with graduate standing in PHYA-MS.) Clinical 15 (Fall, Spring, Summer). |
4 |
| PHYA-757 | Behavioral Health This mandatory rotation in the field of psychiatric medicine provides hands-on clinical exposure and experiences. This builds on solid basic medical knowledge and competencies acquired in the didactic, pre-clinical coursework. (Matriculation into the fifth year of the PA Program) (This class is restricted to students in PHYA-BS with at least 4th year standing or those students with graduate standing in PHYA-MS.) Clinical 15 (Fall, Spring, Summer). |
4 |
| PHYA-758 | Family Medicine This mandatory rotation in the field of family medicine provides hands-on clinical exposure and experiences. This builds on solid basic medical knowledge and competencies acquired in the didactic, pre-clinical coursework. (This class is restricted to students in PHYA-BS with at least 4th year standing or those students with graduate standing in PHYA-MS.) Clinical 15 (Fall, Spring, Summer). |
4 |
| PHYA-759 | Elective Rotation This mandatory rotation in an elective field of medicine provides additional hands-on clinical exposure and experiences. This builds on solid basic medical knowledge and competencies acquired in the didactic, pre-clinical coursework. (This class is restricted to students in PHYA-BS with at least 4th year standing or those students with graduate standing in PHYA-MS.) Clinical 15 (Fall, Spring, Summer). |
8 |
| PHYA-762 | Professional Practice II This is the second in a sequence of courses designed for the physician assistant student in the clinical setting. The course will cover discipline specific areas including complementary medicine lectures and professionalism. The course will also include an ongoing Evidence-Based Medicine (EBM) series and physician assistant national certification exam board review. (Prerequisites: PHYA-761 or equivalent course.) Lecture 3 (Fall). |
2 |
| PHYA-763 | Professional Practice III This is the last in a sequence of courses designed for the physician assistant student in the clinical setting. The course will cover discipline specific areas including lectures regarding PA workforce issues, coding and billing, social service work and a resume writing workshop. The course will also include an ongoing Evidence-Based Medicine (EBM) series and physician assistant national certification exam board review. (Prerequisites: PHYA-762 or equivalent course.) Lecture 3 (Spring). |
2 |
| Total Semester Credit Hours | 181 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) Refers to a writing intensive course within the major.
* Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
Admissions and Financial Aid
The physician assistant program is a highly competitive. The number of openings for all students is limited by accreditation standards.
In addition to the university’s general admission procedures, the physician assistant major requires the completion of a supplemental data packet, application, and a personal admission interview (by invitation). The program requires a personal interview prior to admission. Interviews are by invitation only. Not all applicants are extended an invitation and not all applicants who are invited to interview are accepted into the program. The interview performance is viewed as one of the most important aspects of your application to the program. Careful attention is given to ranking and interviewing first-year and transfer applicants in comparison to their peers. In addition, the program strongly encourages applicants to have participated in some degree of patient care experience and/or shadowing of physician assistants.
There are approximately 30-36 students enrolled in each class year of the program. Therefore, the number of openings for all students is limited and competitive. All prospective applicants must have a minimum cumulative GPA of 3.0 (on a 4.0 scale) to qualify for admission and must maintain a minimum GPA of 3.0 once enrolled in the program.
It also is important to note that the minimum grade point average for acceptance into the physician assistant major is 3.0 (on the basis of a 4.0 maximum) for both high school and transfer students. In order to graduate from the major, a GPA of 3.0 or better must be maintained.
Health Care Experience
While health care experience is not an absolute requirement for admission, the program faculty highly suggest that candidates volunteer in hospitals, nursing homes, hospice and/or health care facilities, as applicable. In addition, shadowing health care professionals (PAs, MDs) in clinical arenas is highly suggested as a means of observing the role of PAs and other members of the health care team in providing care to patients.
Transfer Admission
Qualified transfer students are accepted into the major, on a space available basis. Prior health care experience and/or shadowing are strongly recommended. Transcript evaluations and rendering of transfer credit are addressed at the time of admission only. Anatomy and physiology courses must be taken within the last five years prior to matriculation to be eligible for transfer. All pre-professional course work must be completed to continue on, or to be considered for entry, into the professional phase of the major. Please contact the Office of Undergraduate Admissions for information on transfer requirements.
Advanced Placement
In the pre-professional phase, advanced placement (AP) credit for general education courses is evaluated and approved by the academic advisors. AP credit for calculus, statistics, and university electives is awarded, as applicable, within the major. AP credit is not accepted for biology and chemistry as course substitutions. Advanced placement or credit for experiential learning is not awarded for courses in the professional phase of the major.
Physician Assistant Student Employment and Co-Curricular Activities
Many PA students work during the first two years of the program. Most of these students find that balancing academics, co-curricular activities, and working 8-10 hours/week is possible. Nonetheless, attention must always remain focused on the academic expectations of the PA program, which require students to maintain a minimum term and cumulative GPA of 3.0 (BS/MS degree) throughout the program. Given the rigorous program of study, students in the professional phase of the program are strongly advised meet with their academic advisor to discuss their participation in outside employment and co-curricular activities. Students in the professional phase, including clinical rotations, must ensure that employment and/or co-curricular activities do not interfere with academic preparation, performance, clinical responsibilities, and scheduling as per clinical affiliates and program requirements. Outside commitments that are not managed effectively can dramatically affect successful progression within the program and on clinical rotations. Given the rapidly changing environment in day-to-day clinical activities and responsibilities, patient cases and/or clinical responsibilities must be given paramount priority.
Service Work
PA students participating in clinical service work are responsible for ensuring that those with whom they come into contact understand their role as PA students. At no time should PA students, participating in clinical service work, represent themselves, take the responsibility of, or the place, of qualified staff. The exception is when the student is under the guidance and direction of their instructor/preceptor for that given rotation block in which students’ status must be disclosed. PA students are never to serve as substitutions for regular staff and/or health professionals.
Summary of Costs
- RIT tuition and student fees
- Refund policy for RIT tuition and student fees
- Additional physician assistant program costs and fees
Financial Aid and Scholarships
100% of all incoming first-year and transfer students receive aid.
RIT’s personalized and comprehensive financial aid program includes scholarships, grants, loans, and campus employment programs. When all these are put to work, your actual cost may be much lower than the published estimated cost of attendance.
Learn more about financial aid and scholarships
Financial Aid Changes During the Program
Financial aid will change over the course of the Physician Assistant BS/MS program. When you are enrolled as an undergraduate student, you will be billed undergraduate tuition and fee rates, and receive undergraduate financial aid. Once you advance to graduate status, your tuition, fees, and financial aid switch to graduate tuition and aid and your undergraduate financial aid will no longer apply.
Learn more about this change
Accreditation
Physician Assistant Accreditation Update
The RIT physician assistant program had an accreditation site visit in June 2019 and the Accreditation Review Commission on Education for Physician Assistants (ARC-PA) met in late September 2019. The following is the official ARC-PA announcement regarding RIT’s accreditation status:
The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the Rochester Institute of Technology Physician Assistant Program sponsored by Rochester Institute of Technology. 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 September 2027. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.
The program’s accreditation history can be viewed on the ARC-PA website.
Facilities
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![3 students using a stethoscope on a dummy patient and a monitor with data readouts]()
Simulation LabThe Simulation Laboratory consists of three parts a patient room that contains a simulation mannequin, a control room where operation of the mannequin occurs, and a debriefing room where faculty interact with students after simulated medical scenarios end.
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![Patients sitting on medical tables in a mock exam room receiving examinations]()
Physician Assistant LabArranged as a central classroom with mock examination stations positioned around the perimeter, the Physician Assistant Lab provides opportunities for lecture and break-out stations that support clinical skill training for physician assistant majors.
Resources
Physician Assistant Organizations
- American Academy of Physician Assistants
- New York State Society of Physician Assistants
- The Rochester Regional Physician Assistant Association
- National Commission on Certification of Physician Assistants
Wallace Library Resources
- Up-to-date Online Database
- Physician Assistant InfoGuide
- Other Medical/Health Databases
- Wallace Library Catalog and Free Services
- Rash, Rashes, and The Art of Skin Diagnosis: A Self-Paced Dermatology Tutorial, a self-paced online dermatology tutorial, introduces medical students to dermatology concepts and key terms. With a focus on how to accurately diagnose a rash, this series of Web pages also integrates morphology training with the standard dermatology curriculum diagnoses.
- Access Med
- The Medical Letters
Related News
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November 4, 2024
![a professor works with students at the digital anatomy board.]()
Digital anatomy table gives RIT’s physician assistant BS/MS program a high-tech teaching tool
A digital anatomy table programmed with dynamic medical simulations is changing how RIT physician assistant students learn about the human body. Three-dimensional simulations modeled on real cadavers allow students to understand how the body functions as a system and deteriorates from disease.
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October 7, 2024
![a young student with midlength dark curly hair is shown in profile on the right side of the image. To the left an orange hollow box surrounds text stating her name, Juliana Lutzer, and her college, College of Health Sciences and Technology.]()
Clinical experience gives RIT physician assistant student a new perspective
Lutzer chose a career as a physician assistant for the high level of patient interaction, variety, and flexibility. She likes knowing that she can practice medicine in different specialty areas throughout her career.
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May 3, 2024
![a family stands in a livingroom all wearing R I T shirts.]()
Two graduates bring new meaning to legacy family
Two RIT students graduating next week continue their family legacies while pioneering unique paths in their fields.
Contact
- Janice Shirley
- Director of Physician Assistant Program
- Physician Assistant Program
- College of Health Sciences and Technology
- 585‑475‑7404
- jmsscl@rit.edu