• Applicants may apply with a maximum of two (2) prerequisite courses outstanding. In this case, applicants must indicate the courses that are either in progress or planned in the appropriate section of the CASPA application. Applications that do not list all nine prerequisite courses (either as completed, in progress, or planned) will not be reviewed.
• The deadline for completing all prerequisite courses is the end of the fall academic term prior to expected matriculation to the PA program.
• The applicant having, at the time of initial application, prerequisite coursework either in progress or planned for completion no later than the end of the fall academic term prior to expected matriculation, may only be offered provisional acceptance. Full acceptance to the program will be offered after documentation by official transcript of successful completion of all in-progress or planned prerequisite coursework has been received by the Physician Assistant Program. Failure to provide official documentation by the deadline provided at the offer of provisional acceptance will result in the revocation of the provisional acceptance.
• Prerequisite coursework not completed by the end of the academic term as indicated will disqualify applicants from further consideration for admission.
• Courses, including labs, may be completed online provided that they are offered through a regionally accredited US institution or English-speaking Canadian institution and the applicant receives college credit and letter grades for the courses.
• All prerequisite courses must be completed with a grade of B- or higher in order to be accepted, with the exception of medical terminology for which "Pass" or "Credit" will also be accepted.
• Prerequisite coursework may also be satisfied by Advanced Placement (AP) or International Baccalaureate (IB) credit or College Level Equivalency Program (CLEP) examination achievement. Information is available here. If your transcript does not specify the content area and specific AP or IB credit, you must upload the score report in the documents section of the CASPA application.
• All prerequisite coursework must be completed within 10 years of matriculation, but applicants are very strongly encouraged to complete Human Anatomy and Physiology within 3-5 years of application.
• All prerequisite courses required for admission must be completed at a regionally accredited United States institution or English-speaking Canadian institution without exception.

Prerequisite Coursework Required:

• Psychology: One course; general, introduction to, developmental, or abnormal accepted.
• Human Anatomy and Physiology: Regardless of the number of courses/credits, the requirement is the complete study of the anatomy and physiology of all the major human bodily systems. Typically, this requires either two semester-long or three quarter-long courses with laboratory components to accomplish. Alternatively, Human Anatomy with lab and Human Physiology (with or without lab) will satisfy the requirement.
  • Exercise Physiology does not satisfy this requirement.
  • It is strongly recommended that anatomy and physiology coursework be completed within three to five years of application.
• Biology: Two courses with labs; acceptable options include the 100 level introductory sequence commonly titled general biology 1 and 2, introduction to biology 1 and 2, principles of biology 1 and 2, biological principles 1 and 2, etc.; cell, molecular, evolutionary, organismal, or developmental biology.  Genetics and microbiology are not acceptable as they are separate requirements.
• Microbiology: One course, preferably with lab; general, introduction to, or medical accepted.
  
  • Individual courses in bacteriology, virology, mycology, or parasitology do not satisfy this requirement.
• Genetics:  One course; general, human, or medical accepted.
• Chemistry:  One course with lab; general, organic or biochemistry accepted.
• Medical Terminology: This must be a course dedicated to medical terminology. A course containing medical terminology as only one component/unit/module of the course curriculum will not satisfy this requirement.

• Abnormal psychology
• Biochemistry
• Critical thinking
• Death and dying
• Developmental psychology
• Embryology
• Ethics/ Ethics in Medicine (Health Care) and Methodology
• Foreign languages
• Introduction to Pharmacology
• Logic
• Nutrition
• Organic Chemistry
• Pathophysiology
• Advanced Anatomy
• Public Speaking/Speech
• Research Design
• Sociology
• Statistics

• Athletic Trainer (Certified or Student)
• Cardiovascular Perfusionist
• Medical Caregiver
• Certified Nursing Assistant (CNA)
• Dental Hygienist/Assistant
• Dietician
• ED Technician
• EMT/Paramedic
• Exercise Physiologist
• Foreign Medical Graduate-Physician
• Home Health Care Aide
• Medical Assistant
• Medical Corpsman
• Mental Health Technician
• Medical Research with Patient Contact
• Medical Scribe
• Midwife
• Nurse
• Orderly-Patient Transport
• Orthopedics Technician
• Patient Care Technician (PCT)
• Phlebotomist
• Physical Therapist
• Physical Therapist Assistant/Aide
• Radiologic Technologist
• Respiratory Therapist
• Surgical Technician/OR Technician
• Ultrasound Technician
• Veterinary Technician

This is not an exhaustive list of patient contact experiences. If you have questions about a role or position not listed, please contact the Drexel PA Program at paadmissions@drexel.edu

Please note that administrative work performed in a health care setting will not satisfy the required 500 hours of direct patient contact, but should be recorded under the "Health Care Experience" section of the CASPA application. This would include positions such as medical receptionist, unit clerk, etc. The position of pharmacy technician is not considered direct patient contact.

Progression to the Clinical Year:

Students must:

• Successfully complete all didactic phase courses.
• Demonstrate professional conduct.

Graduation Requirements for the Physician Assistant Program:

To graduate students must:

• Successfully complete all required courses, rotations and practicum.
• Demonstrate professional conduct.
• Students may not earn a grade less than a "B"; in each course in the curriculum.
• Maintain at least a 3.0 cumulative grade point average.
• Meet all financial obligations to the university.
• Achieve a passing grade on the End of Curriculum Examination and the Objective Standardized Clinical Examination.

Commitment:

The program is intensely challenging, both intellectually and physically; it requires stamina as well as personal and financial sacrifice on the part of the students. The program demands a high degree of integrity, self-sufficiency, motivation, self-discipline, and highly developed study skills.

Clinical Skills:

Among the most important of all practitioner skills is the ability to effectively gather cogent information from patients, primarily through medical history taking and physical examination. Physical examination skills are taught early in the curriculum in laboratory sections where students learn those examination skills first by practicing on each other as partners prior to attempting examinations on actual patients. Students have long appreciated the advantages of reducing potential anxiety with practicing these new, psychomotor skills under close supervision of experienced, professional instructors, and the ability to both give and receive immediate feedback from the student-partner team afforded by this controlled, private, and "safe" practice setting.

Scheduling:

During the didactic (primarily classroom) phase of the curriculum, most classes will be scheduled during the daytime hours; however, it may be necessary to schedule some classes during evening hours. All students are required to attend all classes as scheduled and to subordinate any personal commitments (i.e., employment or family responsibilities) to the training schedule.

In the clinical phase of training, students will be learning in diverse clinical settings with varying daily and weekly schedules that may involve daytime, evening, or weekend hours. Students must give priority commitment to assigned schedules at clinical sites.

Classroom Instruction:

Training begins with four quarters of didactic education, which integrates patient interaction beginning with the first quarter.

Among the most important of all practitioner skills is the ability to effectively gather cogent information from patients, primarily through medical history taking and physical examination. Physical examination skills are taught early in the curriculum in laboratory sections where students learn those examination skills first by practicing on each other as partners prior to attempting examinations on actual patients.

Students have long appreciated the advantages of reducing "student-actual patient anxiety," practicing these new, psychomotor skills under close supervision of experienced, professional instructors, and the ability to both give and receive immediate feedback from the student-partner team afforded by this controlled, private, and "safe" practice setting.

Clinical Training:

The clinical training phase consists of eight (8), five-credit, five-week clinical rotations in medicine, surgery, women's health, pediatrics, emergency medicine, family medicine, and behavioral medicine, as well as a flex core rotation, assigned in varying order in locations across the United States. The final portion of the clinical training phase curriculum consists of one (1), 10-credit, quarter-long, primary care practicum.

These sites are located in a variety of locations, from rural to urban areas and private clinical practices to large hospital settings. Students may expect to gain exposures in each of these settings in order to obtain the best clinical medicine experience and training.

Training sites during the clinical year are provided by the program and are located throughout Pennsylvania and the United States. Students are welcome to identify and assist in the development of up to two clinical rotation sites and/or one 10-week primary care practicum site. (These sites must have PA Program approval.)

Students are required to relocate during the clinical phase and are responsible for all associated financial costs, including transportation and living expenses.

Upon graduation, students are expected to meet the program competencies [PDF Download].

Maintenance of Matriculation

1. Once matriculated, a student is required to register each academic quarter to be a degree candidate, unless the student has requested and received a formal leave-of-absence under university policy. An informal leave-of-absence arrangement is not acceptable and will not be granted nor honored retroactively.
2. Any matriculated student, not on an official leave-of-absence who does not register for an academic quarter will be subject to termination of student status and may be administratively withdrawn and dismissed from the University.
3. Reinstatement to matriculated status for a student who is administratively withdrawn will require a petition to and action by the Director of the PA Program.
1. The petitioning student will be treated as a new applicant requesting admission.
2. The petitioning student will be required to file a new application and pay another application fee.

Program Progress

All students are expected to complete the program within nine (9) consecutive quarters;

The student will have a maximum of five (5) academic years, including any leave(s)-of-absence, from the time of matriculation to complete the program. Any student unable to complete the program within the five-year limit will not be retained in the program.

The student is to maintain normal progress as follows:

1. Each didactic and clinical-phase course must be passed with at least the minimally acceptable grade, as well as satisfactorily completing all the required graded and non-graded course components.
2. Maintain the required minimum term and cumulative GPA of 3.0.
3. Each student, as a candidate for an academic degree, must complete the distributional requisites within the academic disciplines prescribed by the College of Nursing and Health Professions for that academic degree.
4. A student may not progress to the next curricular training phase (didactic, clinical rotations, and clinical practica) until all temporary grades are converted to permanent, final, course letter grades.
5. A student may not undertake the clinical rotation phase of the curriculum until all didactic courses have been successfully completed.

Each student must successfully complete all eight of the clinical rotations before proceeding to the clinical practicum phase course. Some exceptions may be made by the Director for Clinical Education and the Program Director.

1. Satisfactory completion of all clinical practicum phase courses, including all graded and non-graded components, is necessary before a student can be certified as completing PA training.
2. Each student must satisfactorily complete the graduation requirements established by the Drexel University PA Program before the faculty will certify that student for completion of training. (See the section “Graduation Requirements” elsewhere in this handbook).

Satisfactory Academic Progress
Students are expected to meet certain standards to remain eligible to continue receiving financial aid. Satisfactory Academic Progress (SAP) is one such standard that the Department of Education requires Drexel to oversee. The SAP policy requires that students maintain a certain minimum cumulative GPA as well as earn a certain percentage of attempted course credits.

Students must also contact Financial Aid after Drop/Add/Withdrawal from a course.

Financial Obligations
Students who do not satisfy financial obligations to the University and have been placed on financial hold are not entitled to a final and official course grade by the instructor. Official course grades are submitted by faculty through Drexel’s Banner academic information management system.

Lack of Normal Progression
Failure to maintain normal progress in the Program curriculum may result in:

1. Graduation delays due to repetition of courses, rotations, clinical practical, leaves-of-absence, or scheduling conflicts resulting in other than normal academic progress,
2. Assessment of additional tuition charges in accordance with the policies of Drexel University and the College of Nursing and Health Professions,
3. Leave(s) of absence (LOA)
4. Dismissal from the program.

The Culture and Community of Drexel University provides resources that foster awareness, education, and knowledge to ensure that every member of the community feels empowered to remain true to themselves and pursue every opportunity to succeed and thrive. Drexel University maintains its commitment to shaping a united University dedicated to building a better word for us all through the transformative power of education.

The Office of Spiritual and Religious Life, the Student Center for Culture and Community, and the Office of Campus Engagement collaborate with students and campus or community chaplains to cultivate a culture of mutual respect for the variety of faith traditions on campus. 

All clinical training sites are provided by DUPAP. A student is not required to provide personal clinical training sites; occasionally, the student expresses interest in training sites that have not previously been used by the DUPAP.

1. The Program will entertain the student’s interest in new clinical sites but assumes no obligation to use student-identified sites.
2. The student should appreciate the complexity of evaluating a site for ensuring a quality health care training experience.
3. For Clinical Rotation and Practicum Sites:
1. Students in good academic standing generally may be given the opportunity to develop a maximum of two (2) clinical sites.
2. The proposed rotation sites must meet the program’s guidelines that will be reviewed with students during the clinical rotation’s orientation.
3. The process for a student developing a clinical rotation site is described in the Clinical Year Student Manual.
4. The Clinical Coordinators and the Director of Clinical Education will evaluate sites submitted for consideration, and students will be notified of the final decision during the spring semester or whenever feasible.
5. Based upon a student’s academic performance and professional development, the Clinical Coordinators, Director of Clinical Education, and Program Director retain the right to reassign students to other clinical rotation sites.

Once a student is registered in a course, it is their responsibility to attend the course, drop the course, or withdraw from the course. Dropping and withdrawing are distinct actions that affect student course enrollment status. In either case, a form from the Registrar’s Office, with signatures, is required to change course enrollment status. There are billing, financial aid, and academic record ramifications for changes to student enrollment status in any course; students must attend to the proper procedure when dropping or withdrawing from a course. Additionally, as per PA Program policies and procedures, if a student drops or withdraws from a course in the Program within a given term, they are able to continue their remaining courses in that term. However, at the conclusion of that term, the student must take a leave of absence (LOA) until that outstanding course is offered again. Students may not progress until all courses that are offered in a given term are completed successfully. Students must also refer to the Office of Graduate Studies Adding/Dropping/Withdrawal policy and contact their faculty advisor and academic advisor. More information is also located within the University’s Academic Policies.

Interruption of Normal Progression
Due to change in personal status, the Program recognizes that there may be circumstances other than academic that require a full-time student to alter his or her course of study.

1. A student, in good academic standing, who experiences an interruption in the full-time plan of study, may have the option to request a Leave of Absence (LOA).
2. The program, at its discretion, may accommodate such a student’s change of status in the didactic portion of the curriculum.
3. The student must complete the required documentation to request an LOA and submit this document to the Program Director.
4. If an LOA is approved by the Program Director, the student will return to the program as a full-time student at the end of the LOA.

Per program policy, the returning student must demonstrate current competency in selected coursework that may include courses taken prior to the LOA.

If the LOA is due to academic failure (earning a grade of less than “B”), the student will experience one of three options:

1. Dismissal by the Program
2. Voluntary resignation from the program
3. Request a LOA, successfully (with a grade of “B” or higher) repeat the course when it is offered again, and continue as a full-time student in the subsequent academic quarter (after completing the failed course)

Per Program policy, the returning student must demonstrate current competency in selected coursework that may include courses taken prior to the LOA. A student who experiences academic (course) failure must participate in the following, including, but not limited to:

1. A student permitted to alter academic status will meet regularly with their academic advisor.
2. Diagnostic, student-related skills testing and counseling.
3. Individual tutoring at the student’s expense. The University has a tutoring service available to all students.
4. Coordination of counseling or academic assistance by the student’s academic advisor will be arranged.
5. Additional meetings may be held with the DUPAP Director or designee.
6. A student whose normal progress is altered for any reason will be required to demonstrate current competency as noted above.
7. Following the didactic portion of the curriculum, all students will proceed as full-time students. The clinical curriculum is a full-time experience and must be viewed by all students in that context.

As part of the program’s commitment to academic excellence and student success, the Drexel University Physician Assistant Program has established a structured Early Intervention and Remediation Policy to support students’ continued academic success. This policy is designed to ensure timely, consistent, and supportive responses to academic challenges, while also fostering personal and professional development. It applies to all written and practical examinations during the didactic phase, excluding final written examinations unless otherwise noted by the course director.

*Practical Examinations: For students who earn less than 80% on practical examinations, they will meet with their lab instructor to review missed/incorrectly performed skills and will be retested on those remediated skills with their lab instructor within seven business days. As a reminder, practical examinations are must pass course components.

*Oral Examinations: If student does not earn a 71.5 on their oral exam, they meet with the course director who will provide them with feedback on their performance, and the student will be required to perform a repeat oral exam with the topic area chosen by the course director. This must be completed within seven business days. As a reminder, oral examinations are must pass course components.

Performance Thresholds and Required Actions

1. Written Exam Score ≥ 75%
No formal faculty action is required. Students are encouraged to maintain the study strategies and academic habits that contribute to their success.

2. Written Exam Score Between 71.5% – 74.9%
This score range indicates the need for additional academic support. The following steps are initiated:

The student will receive an email from their faculty advisor to initiate continued discussion about academic support and resources. The student should expect to receive this email within three business days of receiving their assessment score. The student and faculty will then establish a mutually beneficial time to meet to discuss academic progress, study habits, time management, and available support resources. This meeting should occur within seven business days of receiving communication from their faculty advisor and before a subsequent assessment in the course. This meeting is intended to offer encouragement and connect the student with strategies and resources that support success.

The student will also be referred to their Academic Advisor within the College of Nursing and Health Professions (CNHP) to facilitate continued discussions and access to university-wide academic support services, which may include referrals to tutoring, counseling services, or study skills workshops.

At the discretion of the student’s faculty advisor, follow-up meetings may be scheduled as needed to evaluate progress and adjust support strategies.

3. Written Exam Score < 71.5%
This score reflects a significant academic concern, prompting a more structured response:

The student will receive an email from the course director to begin the remediation process. The student should expect to receive this email within three business days of receiving their assessment score. The student and faculty will then establish a mutually beneficial time to meet to review missed content, clarify difficult concepts, and receive targeted guidance. This meeting should occur within five business days of receiving communication from the course director. The student will also be referred to their Academic Advisor within the College of Nursing and Health Professions (CNHP) for additional support. This includes facilitating continued discussions and access to university-wide academic support services, which may include referrals to tutoring, counseling services, or study skills workshops.

During the remediation process, the student is also encouraged, though not required, to meet with their faculty advisor to receive additional support, guidance, and mentorship.

Exam Retake Option

The student may request to retake the failed exam (excluding final exams). A maximum of two written exam retakes is permitted during the didactic phase. See Examination Retake Policy for further detail.

If the student chooses not to retake the exam or exceeds the retake limit, a remediation activity will be assigned by the course director to assess competency of the missed content; this will be assigned during the student’s meeting with the course director At the discretion of the course director, the student will be assigned one of the activities outlined below and the student will be required to complete and submit this assignment within seven business days. Satisfactory completion of the remediation assignment is at the discretion of the course director.

Remediation Activities (per Course Director)

• Problem-based learning assignments focusing on areas of weakness.
• Written responses to selected examination items with reference citations.
• Supplemental examinations/quizzes or presentations.
• Skill checks (see Practical Examination Information).
• Electronic media presentation with completion report.

(note: if eligible, student can retake examination, see above)

Remediation efforts and outcomes are documented in the student's academic file.

The Program recognizes the absolute necessity for the highest standards of professionalism during training as a future health care provider. The faculty will continually evaluate the student in professionalism with the same emphasis and vigor as is devoted to academic and clinical performance.

Professionalism includes not only academic excellence and superior clinical performance, but also the demonstrated abilities to work productively with and relate effectively to peers, program staff, faculty, preceptors, and the other members of the health care team. Sensitivity to patient and community needs, as well as courtesy, respect, a positive attitude, punctuality, consistent attendance during all phases of the training experience are integral aspects of professionalism. The abilities to graciously accept and effectively profit from constructive criticism, assume personal responsibility for one’s own actions, meet stated and implied requirements and expectations, willingly take, and follow through upon directions to completion, and exhibit flexibility and the spirit of cooperation during unexpected or adverse conditions are essential to becoming a true professional.

Every student must obey local, state, and federal laws and statutes and comply with the spirit and mandates espoused in the Code of Conduct of Drexel University as well as the policies of the University, the College of Nursing and Health Professions, and the Program.

Unprofessional conduct is unacceptable and warrants appropriate corrective or disciplinary action by the University, the College of Nursing and Health Professions, and the Program that may include dismissal from the University and the Program (Refer to the Academic Performance and Progress section of this handbook)

The goal of the DUPAP is to prepare the student to become a competent, caring PA, possessing the skills for lifelong learning necessary to incorporate new knowledge and methods into medical practices required to adapt to the changing professional environment.

There are specific technical standards that are prerequisite for admission, progression, and graduation from the DUPAP.

Every PA student must be able to perform independently, with or without reasonable accommodation, a diversity of skills related to effective performance as a professional student and health care practitioner in training. A detailed description of those essential functions and technical standards required of each PA student are in Appendix C of this handbook. Each student must be fully cognizant of the essential functions and standards; questions or concerns about the essential functions and standards should be discussed with the designated faculty advisor. Any student incapable of meeting these functions and technical standards is counseled to seek an alternative career path.

The Drexel University Department of Public Safety works diligently to foster and maintain a safe environment for students, faculty, staff, visitors, and neighbors. The department’s holistic and community-oriented approach to safety includes foot, bike, and vehicle patrols, a state-of-the-art dispatch center 24/7, walking escort services, DREXELALERT text messages to relay timely information, the Drexel Guardian app, and other safety technologies, and robust community engagement. To report a crime, one can either call 911 or 215-895-2222 which will connect to the dispatch center (TTY: 445-221-5436). The Drexel Guardian app can also be used for reporting. For more information about these public safety resources, policing and security, communications and operations, crime reports, or to submit a report or request, please see the Drexel University Office of Public Safety website.

All students must complete online core courses/modules through BioRAFT. These modules include Clinical Bloodborne Pathogens, Emergency Response, Fire and Life Safety, Clinical Hazard Communication, Clinical Sharps and Needle Safety, Clinical Personal Protection Equipment, Respiratory Protection, Clinical Infection, Prevention and Control, Compressed Gas Safety, and Mercury Safety.

Students access this online training via https://drexel.bioraft.com and can contact EHS at safehealth@drexel.edu for any questions about the online platform.

These guidelines are to be followed when a student has been exposed to an occupational hazard in the didactic/clinical/practicum setting.

1. A significant exposure is defined as:
1. A needle stick or cut caused by a needle or sharp that was actually or potentially contaminated with blood or body fluids.
2. A mucous membrane (i.e., splash to the eye or mouth) exposure to blood or body fluids; or
3. A cutaneous exposure involving large amounts of blood or prolonged contact with blood - especially when the exposed skin was chapped abraded or affected with dermatitis.
2. Once the student incurs an exposure:
1. The student should immediately notify the site supervisor (for the clinical year) and their Didactic/Clinical/Practicum Faculty or preceptor of the incident.
2. The student and instructor should follow the healthcare agency’s “Blood borne Pathogen Exposure Control Guidelines” (this includes washing the area of exposure, informing patient, obtaining consents for blood draw of the source patient, etc.).
3. Didactic students will complete the Report of Student Injury Form in collaboration with their designated DUPAP faculty member (e.g., course director or faculty member present at the time of the incident/injury) within twenty-four hours of the incident/injury.
4. For Clinical/Practicum students, report immediately to the facility’s Occupational Health Department, if opened, or Emergency Department, if not, for evaluation of exposure. The goal is to have prompt evaluation if you are started on HIV post-exposure prophylaxis.
5. The student must present their health insurance card for applicable billing charges.
6. All follow-up care should occur with the student’s primary care provider (PCP). It is recommended that the student request a copy of the initial treatment plan and source point results to share with the student’s primary care provider (PCP).
3. The Report of Student Injury Form must be completed and submitted to the CNHP Deans Operations within twenty-four hours of the incident
1. Didactic year- a student’s faculty advisor or the faculty member present at the time of the incident with guide the student through the submission process.
2. Clinical/practicum- per site guidelines. The Clinical Coordinator will submit a copy of the incident report to the Vice Dean of Strategic Operations and Academic Services.

1. Faculty and students must provide services with respect for human dignity and the uniqueness of the client, unrestricted by considerations of social or economic status, personal attributes or the nature of health problems.
2. Students with a communicable disease may not pose a health risk to other students in an academic setting; however, the CDC guidelines must be followed in the clinical/practicum setting. Students and faculty must follow the rules of confidentiality related to communicable diseases.
3. If an accidental exposure occurs, faculty and students should follow the Clinical/Practicum Exposure guidelines.
4. An incident report should be completed and submitted per clinical/practicum site guidelines. The student and clinical/practicum instructor should submit documentation of the injury or illness to the clinical coordinator.

In compliance with Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and applicable federal and state laws, Drexel University ensures people with disabilities will have an equal opportunity to participate in its programs and activities. Members and guests of the Drexel community who have a disability need to register with the Office of Disability Resources (ODR), if requesting auxiliary aids, accommodations, and services to participate in Drexel University’s programs.

Students who believe that they may need academic adjustments while in the PA Program are encouraged to contact the Office of Disability Resources. Students with disabilities requesting accommodations and services at Drexel University need to present a current accommodation verification letter (AVL) to the office before accommodations can be made. AVLs are issued by Disability Resources (DR). For additional information, contact the Office of Disability Resources at disability@drexel.edu, 3441 Chestnut Street, Philadelphia, PA 19104. 215-895-1401 (V) or 215-895-2299 (TTY), or Disability Resources.

Drexel University is committed to providing a working and learning environment free from sexual harassment, and it is the policy of the University that sexual harassment in any form is unacceptable behavior and will not be tolerated. See Drexel University’s policy on sexual harassment: Sexual Harassment and Sexual Misconduct Policy | Human Resources | Drexel University.

If a student experiences an instance of prohibited sexual misconduct, discrimination, harassment or retaliation, please contact the Office of Civil Rights Compliance (formally Title IX); reports can be made here.

The rigorous, full-time nature of the Physician Assistant program, encompassing academic coursework, clinical rotations, and mandatory program events, requires students' full academic and professional focus. Therefore, outside employment during enrollment is strongly discouraged. Program schedules will not be adjusted to accommodate work obligations. This policy ensures compliance with accreditation standards, safeguards patient safety, and maintains the integrity of the learning environment.

Students must not be required to work for the program in any capacity, whether paid or unpaid.

1. Substitution for Faculty: Students may not teach courses, lead labs without faculty supervision, or assume the primary responsibility for instruction. Faculty members are responsible for all aspects of instruction.
2. Substitution for Clinical Staff: Students may not function as or replace clinical staff, including but not limited to medical assistants, nurses, or other healthcare professionals. Clinical rotations are for learning purposes, not staffing solutions.
3. Substitution for Administrative Staff: Students may not perform administrative duties that are the responsibility of paid staff, such as record keeping, scheduling, or office management.
4. Independent Practice: Students may not practice medicine independently. All patient care activities must be performed under the direct supervision of a licensed healthcare professional.

1. The SPRC consists of appointed program faculty members charged with the regular, periodic, systematic review of student academic, clinical, and professional performance and behavior to make appropriate recommendations relevant for the resolution of any identified student issues to the Director. Confidentiality is maintained during any and all procedures.
2. The SPRC will perform a review of each student at the midpoint and end of each academic term, or at other times as necessary, to identify patterns that may be potentially harmful to the student’s professional development or academic progress.
3. The SPRC will document student difficulties from review of course grades, communication from faculty or staff, and reports from other pertinent sources. Some typical difficulties may include:
1. Academic failures
2. Attendance and punctuality issues
3. Academic dishonesty issues (i.e. cheating, plagiarism, etc.)
4. Inappropriate interpersonal actions with faculty, staff, fellow students, or others
5. Student unresponsiveness to faculty requests to meet for the purpose of clarifying and resolving areas of concern
6. Inappropriate interpersonal actions with clinical preceptors, clinical site administrators, and patients during clinical phases of training
7. Violations of laws or DUPAP, CNHP, or University policies and regulations
4. The SPRC will evaluate identified student situations, and, in accordance with the established policies of the DUPAP, CNHP, and Drexel University and the availability of university-based support services, generate recommendations to the Program Director appropriate to the resolution of the student’s situation. Although recommendations are specifically constructed for each student’s situation, some examples include but are not limited to:
1. Dismissal
2. Leave of Absence (Refer to the Interruption of Normal Progress section elsewhere in this handbook)
3. Suspension
4. Probation
5. Warnings
6. Mandatory or voluntary utilization of support services (i.e. tutoring, counseling, study-skills evaluation, etc.)
7. Referral to the office of Assistant Dean for Diversity and Student Affairs violations of student code of conduct or other University-wide policies.

The University/College is to fulfill its promise to students to provide high quality academic, useful, and ethically based professional preparation in a specific field of study/practice.

Furthermore, the University/College aims to support students in having a “good experience” at Drexel University. It is important that the University/College have in place a Student Complaint/Grievance/Appeal Process. See University Grade Appeals Process

Students are formally notified of an academic dismissal in writing by letter and email. If you had an extenuating or mitigating circumstance that may affect the decision of dismissal, please provide a detailed explanation of the circumstances in your formal appeal.

Appeal Process

1. A student has until Monday of the first week of the next academic term in which they are scheduled to be enrolled (class or co-op) to submit a formal appeal letter to the department chair and copying CNHPStudentAppeals@drexel.edu. The letter should include the program name and why the student is appealing.
2. The decision of this first-level appeal is made by the Department Chair.
3. If the student is not satisfied with the decision of the Department Chair, the student may escalate the appeal by sending a formal appeal* letter to the College of Nursing and Health Professions (CNHP) Student Services Department at CNHPStudentAppeals@drexel.edu to exercise due diligence.
4. The appeal is reviewed by CNHP senior leadership.
5. The decision of the college is considered final for undergraduate students, and there are no further avenues for appeal. Graduate students can appeal the final decision to the Graduate College.

If a student does not appeal their Academic Dismissal by Monday of the first week of the next academic term in which they are scheduled to be enrolled (class or co-op), at that point, the student will be considered Permanently Dismissed.

A student with a rotation written examination score <71.4 may have the opportunity to re-take their rotation-specific End of Rotation (EOR) exam within two weeks of reviewing their initial examination performance with their clinical coordinator. The examination will be identical in length, format, and content covered, with new questions. Regardless of the passing score, the final EOR exam score will be recorded as 71.5. The highest final course grade for a rotation in which a re-test has been administered and passed is “B,” regardless of the final calculated grade. A student’s eligibility for remediation re-test examinations under this policy is limited to two rotations during the entire rotation-phase of the curriculum.

Students may fail a maximum of two (2) EORs, including re-takes. A student has two (2) challenges, i.e. re-take exams allowed during the clinical year, and receiving a score of less than 71.5 on a 3rd could result in dismissal from the program due to poor academic performance.

Any student who fails a rotation will be required to repeat the rotation course after completing their remaining core rotations but before Primary Care Practicum (PCP). A student must successfully complete all core rotations prior to starting Primary Care Practicum.

Should a student fail two rotation courses, they will be removed from the current rotation cycle. The student will be required to take a one-credit, five-week remediation course, which will include the student’s critical assessment of his/her strengths and weaknesses, and a detailed plan for improving performance. After successful completion of this course, the student will return to the rotation cycle to complete any remaining, untaken rotations. Subsequent additional failures of rotation courses during the remainder of the student’s rotation phase could result in dismissal from the program.

Should a student fail the same rotation twice, the student will be considered for dismissal from the program.

The Physician Assistant Program does not grant advanced standing for coursework similar to that contained in its curriculum when completed at other educational institutions.