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C1.01 for program on probation required to answer the 5th edition form.  

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C1.01 for program on probation required to answer the 5th edition form.  

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The directions for our program's version of C1.01 do not require benchmarks and rationales. The directions simply state: "Provide a narrative overview describing the program's established, formal, continuous self-assessment process utilized throughout the academic year and in all phases of the program (C1.101a - g). The process described should be consistent with the 1) data sources and timing of data collection and analysis, 2) narrative addressing the program's process of data collection and analysis provided in each of the Appendices 14B and 14H." Even though the directions do not request benchmarks and rationales, should they be included in the narrative for C1.01? The benchmarks and rationales will be in each Appendices.

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Is there a trigger point/threshold/benchmark on the ARC-PA side that would require a program to submit a report to explain student attrition, or does that analysis only live within the program's SSR process? Similar to the <85% PANCE score requires programs to submit a report to ARC-PA; does this exist for student attrition rates as well?

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Would the wording "Hospital shall retain ultimate administrative authority consistent with the established Hospital policies for all Faculty and Student activities which influence Hospital operations or the direct or indirect care of Hospital's patients" satisfy A1.01b?

Thank you.

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Regarding "immunization and screening results" that may be accessed and stored by the program, is this able to be their actual dates of completion of the immunization and titers or can this only be a form that is "met v not met". If the program does not have access to these specific results, how do the SCPE sites get the specific information they need?

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Do we need to have backup preceptors listed for rotation sites in cases where the main preceptor is unavailable? If so, we are already incredibly strapped for rotation sites and preceptors — what would you recommend if it is required and we do not have that capacity

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Is there any way to export everything on Padlet (perhaps into excel) so that we can use AI to help find answers to our questions? Currently we have to search for key words which could cause us to miss key answers. If there was a way to export everything (even if we have to do it on our end, periodically), it would allow AI to search questions/answers and find answers that didn't fit our specific word search.

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If a program needs to prove that students are meeting population LOs, would deidentified patient logs (by site) reflecting patient exposures be an appropriate data point (along with others, of course we know logs are somewhat subjective)? If so, so as not to overwhelm with data, what would be the most appreciated format for presentation?

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Besides student evaluations, what other measures can be used to determine if a clinical site is effective? Can you give some examples?

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We are utilizing melt rate and wanting to know if the ARC-PA has a documented definition? I have seen it described several ways in my reading online. If we use the definition is this accurate? Melt Rate= # of applicants that accepted and then dropped/Matriculated Students? Do you include those who said yes initially to an offer but then never paid their commitment deposit?

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Hello ARCPA! Our question is in regard to responses to Site Visits observations:

".... However, the institution did not demonstrate that it has sufficient sites/preceptors SPECIFIC to the program. (e.g. preceptor vetting (vetting forms), letter of intent (LOI), affiliation agreements (AA) verified for 76 slots...." In response to this observation our plan is to submit the 76 Vetting Forms, LOIs and AAs to show compliance. However, this alone would surpass the 250-page limit (AAs are 8-page documents) - is there a preferred approach to submit evidence of compliance without surpassing the limit of 250 pages in total?

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Is there a specific set of requirements that the orientation for new Clinical Preceptors and Instructional Faculty should include?

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If we have a preceptor primary in geriatric acute critical care who is willing to take a student for their Internal medicine rotation and documents that they can meet our IM SCPE LO's, would this be acceptable?

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This question pertains to Standard A3.03 and the documentation required to demonstrate that a clinical site is covered under an existing affiliation agreement.

I am seeking clarification regarding ARC-PA expectations for affiliation agreements with large health systems. (question cont. in the comments...)

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In the 5th Standards, I'm addressing this prompt in 14C: For how many students in the three most recent graduating classes as well as the classes currently enrolled has the program identified deficiencies in knowledge and skills during the didactic curriculum, such that the correction of these deficiencies (remediation) was necessary for the student to continue in the program (not including those who repeated a didactic course)? (question cont. in the comments below...)

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Our program has accreditation continued status and will be reviewed in October of 2027. We plan to request an increase in class size, and could not find any policies related to timing and accreditation review cycles. Are there any? Can we submit the request to increase class size anytime? Is the proposed increased class size start date six months past the request date or commission review date? How does the program know the timing of the commission review for a request to increase class size?

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Would vision or hearing screening in the pediatric setting be an appropriately categorized technical skill? Thank you

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In the recently published Guide to Clinical and Technical Skill Differentiation from ARC-PA, numerous examples of clinical and technical skills are provided. The guide indicates that these examples are not intended to be an all-inclusive list. Is the expectation that programs provide instruction and assessment for all of the clinical and technical skills included in the guide, while retaining the flexibility to add additional skills as appropriate? Or are the listed skills intended solely as examples to assist programs in determining which skills are relevant to their curricula and graduate competencies?

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For SCPE syllabi--matching LOs to Preceptor evaluation: As an example of one LO under Medical knowledge, There is a lead in statement for all the medical knowledge LOs that says:

The following medical knowledge learning outcomes support development of the foundational and applied knowledge necessary for evaluation and management of patients encountered in [rotation population] clinical practice. These objectives apply to preventive care, acute illness, chronic disease management, and emergent conditions as appropriate to the specialty. These outcomes align with NCCPA Blueprint task areas and PAEA End-of-Rotation topic lists when applicable. (question continues in comments below...)

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Is it correct that, under the Sixth Edition Standards, programs are no longer required to identify program strengths? It appears that programs now evaluate whether an area is effective and meeting benchmarks or whether it is an area needing improvement, but are not required to distinguish between an area that is simply meeting benchmarks and one that represents a particular strength.

Under the Fifth Edition Standards, we had separate criteria for determining whether an area met benchmarks and whether it qualified as a program strength. We wanted to verify whether the Sixth Edition Standards allow us to simplify this aspect of our self-assessment process.

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I was updating my clinical sites, and I do not see an area to indicate if the site has acute, chronic, emergent, or preventive care or the ages of the populations. Am I missing something or is that information not needed in the portal? Thanks

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I am confused about what is expected for the topic lists for SCPE syllabi. I have reviewed the other posts on this Padlet about topic lists and see one response "[the] level of detail may be similar to the PANCE blueprint." And another response "It's the broader topic under which the IOs fall." For example, the topic list for a SCPE elective in cardiology – would the list be "cardiomyopathy, conduction disorders, hypertention, hypotension, shock, etc.," (from PANCE blueprint medical content categories) or would it be more similar to the "Task Categories" (e.g., managing patients, patient education)? Would it be possible to provide an example of what is expected for topic lists?

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The example provided in cell A5 is “Average student evaluation of the FM preceptors.” Based on that, we assumed column A would list the name of each preceptor. However, we became a bit confused after reviewing the instruction in cell A10. Could you please clarify whether we should list all preceptors, rather than only those for whom issues may have been identified? thanks

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Is it acceptable for principal faculty who work remotely to participate in the site visit via videoconference, or does the ARC-PA prefer that they be physically present at the time of the site visit. Thank you.

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Does the technical skill identified in the IO for a rotation need to be performed by the student, or can it be observed? For elective rotations like Reproductive Endocrinology, our students are unlikely to be performing any of the procedures themselves.

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Would measuring fundal height and obtaining fetal heart tones count as technical skills or clinical skills?

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Our Clinical Medicine (CM) courses address the provision of medical care using a systems-based model and primarily focus on the adult patient population. While some instruction is provided on common pediatric conditions (e.g., otitis media), the majority of medical care related to the infant, child, and adolescent is delivered within the Special Populations course.

To ensure alignment with ARC-PA standards, do our instructional objectives (IOs) need to explicitly state “adult” within the Clinical Medicine syllabus?

For example:

Explain lifestyle modifications and how patients can improve blood pressure control
→ Should this be clarified as “adult patients” to more accurately reflect the intended population?

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Our program has several courses that have many units in them. The tab is referring to courses being evaluated. Where can we account for the units? Thanks!

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"Include a response rate (RR) percentage for any survey data" is in the instructions for Didactic Instr Eval and Course Eval tabs but are not in the Clinical Site and Preceptor Eval tabs. Is it ok if the response rate is not included in the clinical site and preceptor eval data? And is this because students do not all go to the same clinical site?

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Are there resources available for university administrators, to include conferences/workshops, to assist the sponsoring institution in understanding the standards to ensure compliance?

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When program change forms need to be completed, are there any example forms or a list of what will be required for each form somewhere on the website or in a policy manual or handbook? We want to make sure we are prepared to have everything ready when we begin a form online. Thank you!

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We are inquiring about using the EORE as an assessment for LOs in SCPEs for the medical knowledge domain. We have some LOs that are complex and the way we assess has the preceptor evaluation assessing one domain and the EORE assessing the other. (example: Communicate effectively with infant parents/caregivers regarding symptom management of RSV, with the preceptor eval stating "Communicate effectively with parents/caregivers regarding symptom management" and then the RSV portion being/is assessed by the EORE) Would this mean we need to pull the missed topics from the EORE to ensure that RSV was not a missed topic for each student? Or can we decide that if they meet the benchmark for passing the EORE that it can be assumed the knowledge of RSV was assessed and sufficient? Thank you

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Our program is revising the deceleration and reentry process for the next year, and would like to know if this wording reasonably demonstrates compliance with the Standard, and aligns with ARC-PA definitions of deceleration and reentry. (question cont. in comments below...)

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I have a question regarding the Personnel SAMPLE and needing some clarity on what the responsibility actually means for e) and f) .

For the "Assure remedial instruction availability" responsibility, what does this exactly mean? Is ARC-PA interested in knowing if the faculty member directly is involved with remediation or that they are aware and make available remediation? How does a program provide evidence that principal faculty "assure remedial instruction availability"? What documents should support this column.

Also, I would like clarification on academic counseling. . . does this mean academic advising as principal faculty often serve as advisors, or does this mean actual counseling as in tutoring? Thank you!

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C1.01 SSR Template Summative Tab Template

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C1.01 SSR Template Summative Tab Template

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On the ARC 6th edition application, summative template, it is asked that we submit a "Written Summative Average score." How is ARC defining "written"? Our program is interpreting this as a narrative or essay style exam versus a standardized exam (i.e. MCQ exam like the End of Curriculum). The 6th Edition Compliance manual does not include a "written evaluation" as part of the required components of the summative evaluation. Can you please advise?

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It has been identified in B3.05's essential evidence that certain types of rotations (specifically behavioral health) are not appropriate for technical skills. There are some elective SCPEs as well that clinical PAs perform complex medical decision making and clinical skills but never complete technical skills (for example clinic based GI or Rheumatology). For these types of rotations, can we use the same justification used in Behavioral Health to not have a defined technical skill?

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We have a list of technical skills for each medical and surgical subspecialty for our electives but are now conflicted about how to ask the preceptor to evaluate them. On our evaluation form, we have typically had blank spaces for the preceptor to add the specialty-specific technical skills outcomes that the student performed and to rate them accordingly. Is it okay to ask the preceptor to "select 3-4 from the following technical skills and rate the student" or is the student still required to complete every technical skill listed? While it is expected that they perform all skills on their required SCPEs, we are finding it challenging to require all specialized technical skills for each elective without allowing the preceptor to have some flexibility in choosing what is appropriate for their particular practice. Thank you for the ongoing clarifications with this Standard.

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Question regarding SCPE sites for request of increase in cohort size.

If a program is submitting for an increase of cohort size, does the program have to show they have secured all SCPE's for that increase at the time of the application, prior to the Commission meeting, or prior to the increased cohort matriculating?

Just trying to gather information for the timing of signed AA's for SCPE's with a request for increasing cohort size.

Thank you so much for your time in responding.

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For programs in development, do you still want us to submit a change form for each principal faculty member as they are hired into their new roles? These roles have never been filled before and are new, so the person isn't necessarily changing, but it is a "new appointment." Just wanted to clarify the intent here. If the intent is to capture those that change titles/positions/roles within the program, then that makes sense. I want to know if the initial appointment of anyone to the role also requires a change form.

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If the preceptor is not an employee of the hospital or health system, does the program need an additional affiliation agreement with the preceptor or private practice group? For example, the entire clinical experience takes place at a hospital, and the preceptor works exclusively in inpatient medicine, but the hospitalist group is contracted by the hospital. The glossary defines the affiliation agreement to be specific to the site: "Active Clinical Site: A clinical site with a current affiliation agreement that is available to accept students for clinical rotations."

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As we are reviewing this tab, we would like to have more clarity as to what summative evaluation is expected to be included? Is this tab for the End of Curriculum Summative Exam and its components? or do we need to include all the summative evaluations we have in place? Also, just to confirm, does row 6 refer to the average score for the component? Thank you

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Our program accounts for leaves of absence in its analysis of attrition. Where do we account for these leaves in the new SSR template?

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Our institution has recently segregated study space between the three schools (graduate, medical, and allied health) on campus. Would this cause concern with A1.04? I have reviewed the compliance manual as well as the glossary of terms and study space for students is not particularly called out. In addition, would it raise concerns with other standards like A1.08?

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Faculty Effectiveness.

Is it expected that every quantitative measure that falls below or above the benchmark has a corresponding comment in the qualitative section?

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We currently have a clin/tech skill listed in our Surgery SCPE as "participate in a surgical time out". This is meant to verify that all of our students are in an intra-operative environment. We are differntiating clinical and technical skills for 6th ed. compliance. We classify the surgical time out as a "technical" skill. Where does ARC-PA place it?

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I'm considering our intraoperative technical skills. We currently list "participate in a surgical time-out" as this ensures students are working in intraoperative environments. Is this consistent with a technical skill? Not every student will get to "perform first assist" in the OR these days (single orifice surgery, robotics, etc.) so we have avoided that one intentionally to ensure "every student every time" can be met.

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Is the sponsoring institution responsible for covering the cost of the DEA license?

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Could you please clarify the distinction between the information that should be entered in rows 4 and 5 (minimum passing grade) and the Benchmarks column? Our minimum passing grade for the didactic curriculum is a C. Thus, grades below a C are considered below benchmark. (question cont. in the comments below...)

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Hello,

Does administering the Montreal Cognitive Assessment count as a technical skill? Thank you!

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When updating SCPE syllabi for more clarity with the technical and clinical skills, is it okay to list specific skills that should be required as IOs and just to have the LO be something like "Demonstrate appropriate application of common outpatient technical and clinical skills under supervision."? With the LOs being the only section of the syllabus that MUST be assessed, do you recommend the skills be listed individually as LOs?

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For purposes of ARC-PA Standards B3.05, B3.06, and B3.07, how should programs define and document preceptors in clinical settings where a designated preceptor of record coordinates the rotation, serves as the primary contact with the program, carries the responsibility of the student, receives program communications, gathers feedback, and completes the final student evaluation, but students work with multiple licensed providers during the rotation? (question cont in comments...)

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Where can the " On Site Materials List" be found?

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In previous SSR narratives, it was common to cover every below-benchmark data point related to a course, instructor, Cs, remediations, etc. With the new SSR and the 1500 word restriction, what are some best practices programs can use to be thorough while still staying in the word count? For example - is it ok to not speak to certain data points that may represent a downward trend or negative theme when they don't have supporting negative indicators?

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We are working on clarifying that students need to achieve each IO on the preceptor evaluation. Because each IO is unique, the remediation will vary based on the IO. Listing a remediation process for every IO would be cumbersome. Is a general statement like this acceptable? "A rating of ‘Poor’ or ‘Unacceptable’ for any instructional objective (IO) on the preceptor evaluation will prompt remediation, which includes faculty review, discussion, and targeted reassessment of the specific IO." Thank you.

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Our program defined domains are

1. Medical Knowledge

2. Interpersonal and Communication Skills

3. Person-Centered Care

4. Professionalism and Ethics

5. Interprofessionalism

6. Practice-Based Learning and Improvement

7. Society and Population Health

If, for example, our Person-Centered Care competency definition is "Utilize clinical skills, technical skills, clinical reasoning, and problem solving ability to provide person-centered care."

Is it acceptable that our competency includes the "clinical skills, technical skills, clinical reasoning, and problem solving abilities" verbiage or do the domains explicitly need to include those words?

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A1.02c/A2.06 Succession FTE

My question is about Standard A2.06 and the meaning of "full-time higher education experience."

Our institution designates faculty who are employed by the university both academically and clinically as 1.0 FTE.

Can the requirement be satisfied by a combined appointment that totals full-time, for example:

1. 0.8 FTE academic plus 0.2 FTE clinical, or

2. 0.5 FTE academic plus 0.5 FTE clinical, or

3. 1.0 FTE academic only?

For each, does ARC-PA count the academic portion alone toward the requirement, or the combined academic-plus-clinical FTE?

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When creating a topic list for the course that align with learning outcomes and instructional objectives, how detailed should the list be? For example, can topics be listed similar to what is on the PANCE blueprint as long as they are covered?

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With the update in the 6th ed. allowing for physician preceptors who hold or have held board certification, is there still a requirement to document board certification expiration dates if the program accepts prior board certification in their vetting process? Meaning once existence of board certification is verified, is there a reason to continue checking this? We understand that licenses must be checked regularly due to the requirement for active, unrestricted and unemcumbered. Thanks

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If we have a credited remediation course required only for select students based on academic performance, do we need to approval from ARC-PA?

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While discussing remediations to include in the sheet on the template, we are trying to determine what remediations to include. Some of our courses have only exams while others include exams, quizzes, assignments, etc. Should we be providing just a total number of remediations across all assessment types per course or should we have multiple lines for an individual course detailing remediations for each individual assessment type and their own respective benchmarks? How should this also be be indicated in the template, for instance, if quizzes were not utilized as a primary assessment method for 1-2 years but then were added recently as a formal assessment type?

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As we continue to assess data related to PF effectiveness, we have data on faculty who have left the program. Is the best plan to use that data if it has been in the past three years? I realize it can be used to triangulate with attrition analysis as well.

Thank you.

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As many technical skills can overlap across multiple SCPEs, and considering that all technical skills may not be available at each individual clinical site within a particular discipline, would it be acceptable for a program to include as a course learning outcome in Family Medicine (as an example): Assist or perform a minimum of two (2) of the following technical skills/procedures in the Family Medicine clinical setting: urinalysis dip stick; rapid Streptococcal testing; point of care glucose; point of care Hgba1c; urine pregnancy test; rapid COVID test; rapid influenza test; intramuscular injection, vaccine administration. Not every single clinical site may do all of these procedures in their clinical setting - some patients may be sent to an external lab for such so am wondering if we can provide a list and require a specific # from a broad list, that would allow our students to capture the opportunity to participate in technical skills.

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I need some guidance on what is acceptable and what is not. I am currently working on our pulmonary syllabus and I am including the current verbiage (listed in red font below) of our pneumonia section (as an example of our current format across our clinical medicine courses).  We each have our disease processes similar to this format.

My questions are the following: (...cont below in the question...)

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Our program requires matriculating students to provide a "Fit for Duty" form, signed by an MD, DO, PA, or NP, to ensure they meet minimum technical standards of the PA program. We do not collect any medical records for this.

We do in-house urine drug screens, in which students consent to sharing prescription medication information to support any positive results, so we do not have to send them for confirmation. To ensure no bias in this process, students are assigned a sticker number by a staff member, and faculty can only view the number when reading the results. The numbers are matched after the fact to determine any positive results, and then we confirm whether the student has an active prescription. (question cont. in comments below...)

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For C1.01 spreadsheet for 6th edition, does the ARC-PA want the program to list all themes (positive and negative) that are above benchmark? The program uses the negative themes above benchmark to triangulate low quantitative data.

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While reviewing the requirements for the C1.01 SSR template, it states to highlight values below benchmark in red. The examples on the Didactic Intr Eval sheet shows instructor scores with RR in parentheses. However, what if a program has benchmarks for both the instructor rating and the response rate? Can we adjust the format of the table templates at all so that we are able to highlight if either (or both) the rating and response rates are below benchmark? Keeping them in the same cell would make this difficult to present clearly.

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Hello,

In the C1.01 spreadsheet for the 6th edition application, the instructions say to include all withdrawals. If a student withdraws from the cohort, do we list a W for every course that semester? Or is the spreadsheet asking for individual course withdrawals as the program withdrawal is being captured on attrition?

Thank you.

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Hello,

In the C1.01 spreadsheet for the 6th edition application, should only didactic courses be listed in the Course Grades tab or should we include SCPE courses also?

Thank you!

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What does ARC-PA consider as "timely"? For a program looking to remediate in a timely fashion during the clinical year (does not utilize call back days), is this by the next rotation, by the end of the semester? We are seeking guidance when remediating missed LOs. Thank you.

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Our program is adding an international elective underserved rotation for a small number of students and I'm looking for some additional guidance as to how to address this in this standard. Other than stating that the international rotation is only used as an underserved elective do we need to add additional detail about the selection process and/or details about the rotation itself.

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When considering safety measures for program facilities, does ARC look at things like if classrooms and faculty rooms lock or are you just looking for a plan? How secure should facilities be to protect staff, faculty, and students?

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Does the data from the staff survey specifically come from the admin support staff?(individuals providing administrative, secretarial or clerical help to the program) Should other staff, those that provide technical assistance or data analysis, be excluded from the survey? Thanks

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Clarification regarding responses to site visit observations.

I'm preparing a response to site visit observations. We were reviewed under the 5th edition standards. It seems at each conference we are hearing to respond to the observations under the 6th edition standards. However, the letter accompanying the observations and the response letter do not explicitly say 5th or 6th.

Should we respond referencing the 5th or to the 6th?

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I know that we have to ensure that all LOs are assessed and that students are given opportunities to demonstrate competence. IOs are there to support and demonstrate, in more detail, that the LO has been met by the student. In the clinical year, our SCPEs each have 5-6 LOs, with each LO having a minimum of 1 IO, but some have 3-4. Our end of rotation evaluations completed by preceptors are mapped to the IOs (which then map to the LO). If there is an LO with multiple IOs, does the student need to be assessed and marked "competent" for each individual IO in order to be considered "competent" in meeting the LO? Or could it be the average of all the IOs that track to a singe LO. For example, if there are 4 IOs that measure competence in meeting an LO, the average score of the 4 would need to be >70%. This would potentially alleviate some of the remediation work done by a student if an IO was marked "Not Observed" and thereby a 0 on the evaluation, as long as the other 3 are all 100% (average 75%). Thank you!

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When reviewing all supplemental materials for didactic and clinical year effectiveness, we havent seen end of year packrats and OSCEs listed. Are those considered less favorable for the SSR? PANCE is consistently listed but for didactic year we thought packrat would be a better indicator of effectiveness than PANCE given proximity. Is this because the language is “graduates” so it should be geared toward end of program evaluations like summative and PANCE? Thank you!

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When a program evaluates relationships among multiple data sets and looks for trends to identify areas needing improvement, is it acceptable to establish a programmatic definition of an ANI? For example, could a program define an ANI as occurring when two or more data sets fall below benchmark or when a consistent downward trend is identified?

(question cont. in comments below...)

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Is it acceptable to use the blooms verbs "explain" or "describe" in IOs, if students are going to be assessed mainly by MCQ? are these only acceptable if doing open-ended type questions like essay?

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We understand that a technical (procedural) skill must be included within each SCPE. We have also seen guidance suggesting that many technical skills are introduced or practiced during the didactic phase.

Our question is related to how best to incorporate technical skills within the didactic curriculum, particularly within Clinical Medicine/CCM system-based courses:

Should each CCM syllabus include an IO about a technical skill that students are expected to perform, or would it be acceptable for some objectives to focus on students "determining the step-by-step process" of a procedure? This way it could be assessed through a skills lab or MCQ assessment.

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Is it acceptable to utilize an online service to which students upload their University-required history and physical exam but to which PA program faculty and staff have no access. All we can access is a completion affirmation.

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On the C1.01 Application SSR Template for clinical site evaluations and instructional faculty (preceptors): If looking at the Family Med SCPE--are the qualitative data themes requested expected to be collated for all FM SCPE sites by type, reported for each individual site, or collated for all FM SCPE sites and just by individual site for those with issues identified? Thank you!

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For App B Admin Resource: In response to c1.01a under the 5th standard for a probation SSR, would the following be sufficient to address specifically admissions process and outcomes? 1. we collect data from the annual Faculty and Staff survey asking a.) if the admitted student align with the mission, and b.) if the matriculated students show acad success within the program by meeting all competencies and c. PANCE pass rate. (question cont. in comments below....)

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What is the definition of "strengths" other than what is in the GLOSSARY? For example, if a program defines strengths for qualititative (5% of comments) and quantitive data (4.5/5) and rationale for each captured in meeting minutes, What is the timeline expectation for these to be considered a strength? Is it 2 years, 3 years, 5 years AND where is this published in the ARC-PA instructional materials ?

Thank you for providing this clarification.

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Hello, our program allows for students to have a "float rotation" and elective rotations. We currently allow them to repeat -for instance an emergency medicine SCPE- even if they have already taken an emergency medicine SCPE. In that case, would we need additional and different IO/LOs that we are evaluating for that student in the elective or float rotation since they may have already completed IO/LO related to that SCPE previously. Thank you

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In submitting faculty evaluation data for the SSR related to faculty effectiveness, there will be a large number of forms. There are 50 courses in the curriculum, so there would be 50 course eval forms to submit.

Would the commission prefer this be submitted as a tabbed Excel file or dozens of individual documents?

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We recently revised our PA faculty workload tracking tool to align with our Faculty Handbook and faculty appointment letter structure. The revised model uses two workload categories: Teaching Credits and Admin Credits. Admin Credits include non-teaching responsibilities such as scholarship, service, assessment, advising, clinical practice, and accreditation-related work.

Institutional leadership has asked whether PA faculty workload can be defined differently from other university faculty. Specifically, one proposed model would define full-time, 12-month PA faculty workload as 36 total credits: 30 Teaching Credits and 6 Admin Credits. (question cont. in comments below...)

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Dual workload methodology question (follow-up)

Hello,

Following up on my earlier question about using a benchmark range (106% ±10%) for workload utilization, I would like to confirm whether faculty and staff workload calculation methodologies must use the same approach in the C1.02 SSR Workload tab. (question cont. in the comments below...)

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Is it acceptable to use a range for workload utilization, such as 106% ± 10% (95.4-116.6%)? If so, should the minimum benchmark column input be 95.4% or 106%? Also, if a range is acceptable, we would include a comment in the comment box under the workload table. Thank you!

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I would like to confirm that A1.07a is asking about program faculty, not principal faculty?

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If we use an outside organization for standardized patients, but they are only playing a role and not giving "instruction." Do we need to upload an affiliation agreement with them?

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This standard states that programs must have "established evaluation methods for all didactic and clinical components of the program" at the time of the site visit. Is it sufficient if each didactic year syllabus indicates what types of evaluations will be used in the course (written exam, practical exam, written assignments, etc.) and the preceptor evaluations for the clinical year have been created? Or is it expected that all evaluative instruments for each course are developed at the time of the site visit (every exam, quiz, rubric, etc.)?

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I read another post that said the LO of “perform a (insert SCPE site/setting) technical skill utilizing appropriate procedure” was too vague. What if we are having the preceptor evaluate the instructional objective that is utilized to meet that outcome? Our example is- instructional objective: Perform and demonstrate competence in geriatric-relevant procedural and technical skills, including:

26 a) Perform and interpret point-of-care urine testing in the clinical setting.

26 b) Perform orthostatic vital sign measurement using standardized technique. With the learning outcome: Perform geriatric-relevant technical skills in the clinical setting using appropriate technique.

ARC-PA Domain: (d) Technical skills

Is this still too vague? Thank you for the guidance!!!

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Hello! I am seeking clarification on remediating SCPE learning outcomes. If a student fails to meet the learning outcome as assessed by the preceptor evaluation, can case studies be an appropriate remediation strategy? Example LO: Demonstrate understanding of the diagnostic criteria for dysphagia. Thank you!

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Hello,

My question concerns how qualitative data should be presented in the self-study report tables.

May we report qualitative survey data using percentages rather than raw counts of comments?

Our methodology:

Response threshold: A question is analyzed only if at least 25% of the class submitted a comment (e.g., class of 40 → minimum of 10 commenters).

Theme inclusion threshold: A theme is included if it represents at least 20% of the comments received.

(question cont. in the comments...)

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Upon reviewing the language and separation of "and" across the B3 SCPE standards, we noticed that B3.06g does not have a separation in the focused questions or essential evidence for behavioral and mental... "Documentation of the program’s learning outcomes for behavioral and mental health care."

In contrast, WH does have a specific separation shown for OB and GYN, where a program would need specific outcomes for each of these patients. "What are the program’s learning outcomes for prenatal care? What are the program’s learning outcomes for gynecologic care?" (question cont. in the comments...)

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How would the program director or medical director attrition rate be calculated in the C1.02 FTE tab. For example, if there were three program directors in a calendar year,(2 left) is the attrition 2 / 3 = 67% or would it be 2 / 1 = 200%? (Based on the term and definition of attrition in the manual)

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We have a check off sheet in each student's file that includes all of the requirements for completion of the program. One of the check off boxes is for successfully completing all components of the summative evaluation within 4 months of graduation. These components include the EOC exam, a summative OSCE, technical skill assessment and a professional performance evaluation. I am not sure how to provide this evidence since each of these components is assessed differently and the data is in different locations. Would it be appropriate for us to make a spreadsheet with all of the students' names, the date of each assessment and the score for each assessment and include the whole spreadsheet in each student's file? We could also note on the spreadsheet if any remediations were needed and the outcomes. If this is not sufficient, we would appreciate any advice. Thank you.

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I have searched the Padlet for guidance on completing the Personnel Responsibilities Template. It seems we should be listing folks who provide significant contribution in those areas listed. It also seems this templates verifies program control instead of university control. Should preceptors be listed since they provide instruction and evaluate? We felt this would be too lengthy (400+preceptors) and was duplicative of information provided in the preceptor license/certification template. I also wanted to confirm we don't need to list that one non contracted guest lecturer who gives a one hour talk once a year. Thanks!

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Do the policies for harassment and mistreatment need to be separate? Does the word mistreatment need to be used, specifically, in the policy? If so, does a definition of mistreatment need to be given in the policy? Our University has a discrimination policy, which falls under the ARC definition of mistreatment, but the word mistreatment is not mentioned. While our policy covers discrimination, it does not mention the other bullets provided in the ARC definition (unfair tx, exploitation, etc). Do all those points need to be referenced in the policy?

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As part of our self-study process, we review our mission statement, goals, and competencies annually and as needed throughout each year. We are at a point where we want to update and modernize our competencies. The intent, meaning, and purpose of the original competencies will be maintained (we have created a crosswalk document during our process of revision). When is the appropriate time to make/publish these changes? Before a new application cycle? Before a new matriculating cohort? Anytime? Obviously with overlapping cohorts we feel that there is really no 'perfect time' but feel it is important in our self-study process to update and revise our current competencies.

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Our program is trying to map out vacation time for our SSR team around preparation for the site visit, and we are looking for guidance on when we need to be available. If our site visit is in June, is it reasonable for the team to take vacation time in March and April? When might we need to be available to provide additional information that ARC might request?

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Regarding isolated but concerning comments in faculty course and or instructor evaluations, our process is that the program director reviews these comments with the faculty, and further investigates as needed. This is documented in the faculty evaluation process. Our question is whether the isolated concerning comments need to be included in the qualitative section of the course evaluation tables in C1.01, or is it sufficient that they are documented as part of the faculty member's individual review? Our concern is protecting faculty members' confidentiality as they are working through course improvements. Also, according to our university policy states that faculty evaluations should be confidential.