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As a program in NYS, we are not permitted to have a forward facing website until accredited. We have a letter for prospective students that details much of our program and addresses most of the information provided on the website. Is this sufficient or does the letter to the prospective students need to have every standard met that is required for the website? We have a student handbook that addresses the standards, would sending a link to that be sufficient?

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For SCPEs, I know that each CLO needs to be assessed individually on the preceptor evaluation, but does each IOs (pertaining to each CLO) also need to be assessed individually?

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If we want to have a table on unit grades within a didactic course and EOR grades within a clinical course, can that go on the course grades table, or would that need to be on an “extra data table”? Thank you

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Clarification regarding sufficient sites and preceptors. If a students fails a SCPE and the program is not able to secure the failed SCPE in a timeline that aligns with program end date. Is this a violation of the standard? The program has sufficient sites and preceptors for the number of students and required SCPEs.

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Do instructional faculty require published job descriptions?

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In order to determine our sufficiency, in addition to the FTEs that we have, are we able to add the entirety of our adjunct faculty at FTE .1 or .2 and the total is an FTE 1?

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For the data tables in the mSSR…can we have multiple different tables related to the respective tab? Or would that count as an “extra” data table? For example, if we do a few different tables for PANCE, can the PANCE tab have a few different quantitative tables for different aspects? Thank you

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Hi! I am hoping to clarify the number of “extra data tables” permitted in the mSSR. Are three extra tables permitted per question in the SSR or only three in addition to the templates provided across the entire SSR? Thank you!

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If a program includes specific enrichment skills during required SCPEs that fall outside the technical skill LOs, what is the expectation for evaluation? Do these enrichment skills require formal assessment by the preceptor, or is it sufficient for students to log the skills and have the preceptor verify the logs?

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Could you please clarify the level of detail required for reporting program graduation and attrition rates on our website compared with the information required in the C1.01 template?

Initially, it appeared that the C1.01 template aligned directly with the reporting expectations for the program website. However, it now appears that the information required to be made available to currently enrolled and prospective students may be a simplified version of the reporting required in the C1.01 accreditation template.

Additionally, the instructions associated with the graduation rate template posted on the ARC-PA website appear to use the terms “graduation rate template” and “attrition rate template” interchangeably. Could you please clarify whether these refer to the same reporting requirement/template and confirm the level of detail that should be publicly reported on the program website?

Thank you for your guidance.

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For the syllabi upload in the portal, our rotation course names/numbers are based on dates, not specific course. Ex: PA213 is from August-September but could be any rotation (IM, FM, etc). In the portal, do you want us to upload every syllabus to every course since a student could be following any syllabus at that time or only one and ensure that each syllabus is represented in the courses.

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Can I please get clarification on exactly what the SCPE affiliation agreements needs to state in regards to PA students or PA programs. Our's currently state the affiliation is between the institution and site. PA students are listed under the ACLS requirement only. We have a preceptor agreement that does specifically state PA students and is required before every rotation. Would that satisfy A1.01?

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If we have an elective where you students go to medical specialties, primarily consult services (where there are not typically procedures),is it acceptable to not have an LO on technical skills as the long as the other SCPE rotations cover the breadth of technical skills the program requires to demonstrate competency? This rotation does assign specialty-specific IOs in other domains.

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Hello, we are refining our policy for A3.05, Regarding b, we are including this statement and want to ensure that this is not considered as providing medical advice to students:

Needle Stick / Cut: Wash the affected area immediately with soap and water for at least 15 minutes.

Splash to Eyes / Mucous Membranes: Flush thoroughly with water or saline for at least 15 minutes at an eyewash station or clean sink.

Thank you!

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Can an individual be employed by more than one program at the same time, as it pertains to standard-required minimums for each program's FTE?

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Could ARC-PA clarify the current interpretation of B1.03 and B4.01a regarding electives and specialty-specific learning outcomes?

I understand B1.03 now explicitly requires course learning outcomes and instructional objectives for each didactic and clinical course, including elective rotations. (cont. in comments below...)

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For a Medical Knowledge Learning outcome, is it reasonable to have it assessed by both an EOR and preceptor eval of student?  Knowing that the EOR encompasses the PAEA topic list, do you still need to provide a topic list to the preceptor in which they would need to assess knowledge on each topic?  This would be the LO: "Demonstrate medical knowledge of conditions managed on the Internal Medicine topic list (we have a link to PAEA).

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It is reasonable to have a learning outcome apply to two domains? For example: "Use clinical reasoning to formulate a differential diagnoses list in the Internal Medicine inpatient setting" fits both medical knowledge and clinical reasoning.

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On the other pad, it was stated that strengths went away with the six standards, but that program should still know what their strength data points are, which sounds like they really haven’t gone away. Can you please elaborate on this expectation. For an annual self assessment should programs clearly be identifying strengths along with areas in need of improvement? Thank you!

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Can you please state the expectation for programs annual self assessment process. On an annual basis, are programs essentially expected to do a complete SSR internally (no submission to the ARC), looking back 3 years with triangulation of 3 or more data points? Looking to see if it’s ever appropriate for programs just to look back at the prior year and only do three year studies periodically. Thank you

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Mental health is umbrellaed under behavioral health under the cdc definition. When preceptors evaluate the student, do they need to assess behavioral and mental separately? Or is behavioral health sufficient?

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I wanted to confirm the family med rotation no longer needs defined ages and evaluation of a “family med patient” id appropriate

Internal med will have “of and adult patient” and “of an elderly patient”

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We have two questions regarding the cost of enrollment and what should be reported in the ARC-PA Portal versus published on the program website. 1. The cost of enrollment reported in the ARC-PA Portal should match the cost of enrollment currently published on the program website, correct? 2. Which cost of enrollment should be published on the program website: the cost applicable to students currently enrolled in the didactic year, the cost applicable to students currently enrolled in the clinical year, or the anticipated cost for the incoming class that has not yet matriculated?

To date, we have published the cost of enrollment applicable to students currently in the didactic year. We would appreciate clarification regarding whether this remains the appropriate approach. Thank you.

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Our Summative Skills exam is part of one of our final courses.  There are LOs/IOs for the course, does there also need to be LOs/IOs for the summative skills exam in addition to the course LOs/IOs?

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Do the elective SCPEs require a topic list? Also, we will have LOs/IOs for the electives, but our plan was to have a grand rounds presentation for each elective. Will this satisfy the medical knowledge component or will they also need an EOR for the electives?

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For how long must the program maintain documentation of the summative assessment for each student in files? Is the documentation required to be the rubrics or examination results for each component?

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A preceptor is dual board certified in internal medicine and pediatrics. His clinic sees patients of all age ranges. Assuming a student can meet the learning outcomes from the internal medicine syllabus and from the pediatrics syllabus, can this site/preceptor be used for both internal medicine and pediatrics courses. The student would be assigned for pediatrics OR internal medicine for a specific rotation. We would not be trying to meet objectives for one student and both courses during the same time period.

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For the required data sets in C1.02, does that include the tabs in the speadsheet as meeting the requirements as well as other data tables the program has created?

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Our site visit isn't until 2027, but I am starting to build the schedule now. Can the time for the "MEETING WITH KEY SENIOR INSTITUTIONAL OFFICIALS" and "MEETING WITH ADMINISTRATIVE SUPPORT STAFF" be switched such that the administrative support staff would be 9-9:45 and the senior official would be 9:45-10:45 or does the schedule need to follow the template exactly?

Thank you!

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Our Women’s Health SCPE is structured as a rounded OB/GYN experience. Up to five students are assigned to the Women’s Health SCPE during each 5-week rotation block. Rather than completing the entire rotation at one clinical site, each student rotates through approximately 6–11 different clinical locations, typically spending 2–5 shifts at each site. Students are not at all sites simultaneously, and generally no more than one student is present at a particular site at a time. (cont. in comments below)

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When filling out the B3 Clinical site excel doc, what do you recommend classifying residents under? Since they are not yet board certified, do they fall under the "other" designation, or should we place them with the physicians? Thank you

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In the 6th standards continuing accreditation application in B3.01a, it says check here to confirm that the SCPE sites tab in the portal contains the most current clinical placement information for the current clinical cohort and to then append the B3 clinical sites template (which you would assume ARC-PA wants also completed for the current clinical cohort). (cont in comment box...)

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Our program is in provisional status. We are reviewing our data. If it is determined that a change in credit load for individual courses needs to made, does the E1.09 form need to be submitted if the total credit hours does not change?

Example Total Program Credits is 9. One course goes from 6 credits to 5, and another from 3 credits to 4. The net is still 9, so no change in the total.

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Our program collects documentation of hepatitis A and B vaccinations, hepatitis B surface antibody titers, MMR and varicella vaccination series or titers, Tdap or Td boosters, TST or TB-Gold screening, and Influenza vaccines. Are any of these documents considered "health records" that PA Program faculty and staff should be prohibited from accessing, or may they all be reviewed by the clinical team to verify students’ ongoing compliance with clinical site requirements? It is our understanding that TB risk assessments may not be viewed by faculty or staff, as they could potentially contain other health information that extends beyond screening/immunizations.

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If a program has submitted its application for Accreditation-Provisional and has a 1.0 FTE staff member who has been in the position for at least nine months at the time of the site visit, may that individual be replaced after the site visit but before the Commission meeting?

Specifically, if the institution determines that the staff member must be replaced for legitimate performance-related reasons, may it appoint another qualified employee already employed by the institution (in a different department but the same kind of work) to the position? Or must the original staff member remain in the position until after the start of the first cohort to satisfy the accreditation timeline requirements?

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Is a Nursing Home considered an inpatient experience? Students visit the patient in her "home", evaluate for UTIs, followup on conditions etc.

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When evaluating technical skills during the summative assessment, is there an expected grading scale or level of documentation for determining whether a student has met the competency? Would a yes/no item be sufficient, or should the rubric include specific performance criteria to support that determination?

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Can history and physical be together in one learning outcome/assessment item? Ex. Is "Perform a focused history and physical on a patient presenting to the emergency department" acceptable as a learning outcome and an assessment item on a preceptor evaluation tool?

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How does ARC-PA define: three years of full-time higher education experience? In the past it has been Academic Director-Clinical Director. (Academic Coordinator-Clinical Coordinator) There is no reference in the glossary, focused questions or body of evidence section. Three years could be interpreted as Principal Faculty or Faculty Instructor at a graduate level. Is there a clarification or does the Program determine the higher education position that qualifies?

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In completing the B4.03 template, we have different rubrics for different OSCE cases. For example, clinical reasoning might be associated with item #16 on one rubric and item # 19 on another. How do I reflect this on the template? Should I breakdown the items per case rubric? Thanks for your guidance.

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The program lists a preceptor of record for each site who is vetted by the program and holds licenses and certifications in line with ARC-PA standards. Does this person always have to complete the student evaluation, or can the evaluation be completed by another provider at that site?

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Our PA program has a longstanding mandatory-attendance policy that is stated repeatedly in our handbook and applies to required didactic activities (and SCPEs, but this question is didactic-specific). Institutional compliance officials have now directed the program that attendance cannot be required or enforced. Does ARC-PA consider attendance to be entirely within the discretion of the sponsoring institution or program? Specifically, if our published program handbook continues to require attendance but the program is prohibited from enforcing that policy, would this create a compliance concern under A3.01? What documentation/action would ARC expect when an institutional directive conflicts with existing program policy?

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If a student has previously demonstrated competency in a technical skill learning outcome during an earlier SCPE, may that learning outcome be considered satisfied when the skill is not encountered during a subsequent SCPE? (question cont. in comments below...)

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When writing the narrative, do you wish the data tables used for analysis to be listed and what specifically was analyzed from each and even triangulated? Thanks.

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Email from ARC states: include, at a minimum, tuition, fees, books, equipment, housing for the duration of the program, clinical rotation travel and housing, transportation, and other required expenses. Looking for clarification about housing. Are you looking for an estimate of housing for the entire time in the PA program over an about an additional housing requests that may be required for travel in the clinical year?

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There have been several posts about offering hybrid delivery and on-ground delivery in the same program. We have confusion or differing opinions regarding equivalency in student evaluation methods, since B4.02ab states that they must be equivalent. For example, if on-ground students are evaluated on skills in intervals during the term, and hybrid students are evaluated all in 1 week using the same rubrics, would this be equivalent? (question cont. in comments below...)

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Hello,

Regarding technical skills for SCPEs. We are trying to determine who should sign off on technical skills. For example, during their cardio (elective rotation), we decided that the technical skill is applying/attaching the ECG leads correctly to the patient's skin. Could this be signed off by the technician and/or nurse overseeing this, or must it be the preceptor? Additionally, one of our technical skills for a different SCPE is a peripheral IV insertion - is this something that could be signed off by an RN or must it be the preceptor? Thanks for your help.

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Is it possible in the future to have a document that clearly shows what has changed when changes are made, rather than comparing the questions, essential evidence and of note sections for the standards and substandards?

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If we want to add a hybrid option to our program, would that be allowed under our existing accreditation (e.g., 10 of our 80-person cohort will be hybrid)? Or would that be a substantive enough change that we would need to apply for a "satellite" hybrid campus? Alternatively, if we wanted to transition our entire program to hybrid, would that need to undergo ARC-PA approval? Or would we just need justify the reason for our change as a part of our self-study and ongoing analysis (similar to if we were changing to a PBL or TBL pedagogy)? I do realize that if the curricular changes caused increased tuition or program length we would have to fill out corresponding program change forms

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On the clin site eval tab on the C1.01 template, the words "Average score for FM SCPE sites" are written in row 5 in the Family Medicine section. Can you tell me whether this is an example of the type of data a program may use (i.e., an average of several questions on a site evaluation survey), or whether it is directions from ARC to average all of the data points from the various sites noted in the next few rows? (Question cont. in comments...)

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For APRNs, if they have a board certification in say Family Medicine, would this still work in a Women's Health SCPE as Family Medicine APRNs are trained and able to deliver female gynecologic and prenatal care within their scope of practice. The same could be for an APRN with a certification in Acute care who works in an ICU or Emergency room. As long as their certification scope of practice allows them to work in a particular setting, would that be acceptable even if it is not a certification in that particular setting?

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We are collecting Telehealth SCPE experience data via patient logging since this seems to be more concrete than estimating time. But I see the compliance manual essential evidence and B3 clinical site template interpret this standard as only relating to time, not percent of patient encounters. Is there flexibility here or perhaps an opportunity for the ARC to consider percent of patient encounters OR time, whichever the program deems most accurate?

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Our program has tuition/fees increases per cohort (one cohort per year; 24-month program). On our website, we post the direct and indirect estimated costs for each class/cohort for transparency. Which cohort would you recommend that we enter in the portal--there is only one field for each item? The didactic cohort, clinical cohort, or prospective student for the next incoming cohort: tuition/fees and other expenses? All three cohorts will be a little different. I was unable to find this information in the portal manual or in the portal FAQs. Thank you in advance!

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If a student does not have the opportunity to meet a technical skill LO on one SCPE, but they are expected to meet it on a subsequent SCPE (e.g., IM injections on a Family Medicine SCPE but they student will be attending a Pediatrics SCPE in the future), does the Commission consider it acceptable and "timely" that this deficiency is addressed on a subsequent SCPE?

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Will ARC-PA be emailing Program Directors a correction to or rescind the email sent on 7/30/2026 at 7:59 ET? Based on my PD colleague's feedback it appears all PDs received this and it was only intended for those who had not yet changed their approach to program costs to clearly be total COA including clinical rotation travel. We're all feeling the need to do something by August 7th to adhere to this mandate in the email "To come into compliance with Standard A3.11f, please update both your Program Portal and your program’s public website to accurately reflect the total cost of enrollment/attendance no later than Friday, August 7, 2026." However, nothing appears to be required for our programs because this statement doesn't accurately reflect our program(s): "Based on our review, your program’s reported “other costs” appear to be understated and may not fully account for these required components."

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When submitting for a cohort increase, an error was made in reporting the benchmark for sufficient administrative staff as well as the total FTE. When responding is it sufficient to admit the error and clarify or is further documentation needed?

Second question, if the FTE was submitted was incorrect, is a letter from the institution and/or HR needed to clarify the correct FTE.

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Update to Compliance Manual 6/2026 Standard B3.02

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Update to Compliance Manual 6/2026 Standard B3.02

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I am trying to figure out what was updated in the essential evidence for B3.02. Can you indicate what was changed? I don't see the change. Thanks

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Update to Compliance Manual 6/2026 Standard A1.01

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Update to Compliance Manual 6/2026 Standard A1.01

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I am trying to figure out what was updated in the essential evidence for A1.01. Can you indicate what was changed? I don't see the change. Thanks

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Specific to "outline of topics to be covered that align with learning outcomes and instructional objectives". Are you wanting just a list of topics or is this asking for a table that shows alignment with topics, LO's and IO's? Currently we have a topic list (just topics, like a blueprint) and then our IO's and LO's which do align but they are separate and we are not showing this alignment on the syllabus per say.

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Does each elective need its own version of the final preceptor evaluation of the student?

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The workload calculator was provided at the ARC-PA conference. Are programs with applications due Oct/Nov 2026 expected to use this? Or is the template provided as a useful tool to use going forward?

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We would appreciate clarification regarding the interpretation of the following statement included in our recent response letter:

"The program is not to exceed the maximum entering class size number(s) for any reason during its next and subsequent admission cycles without prior approval from the ARC-PA for a class increase."

(question continues in the comments...)

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Hello,

Two questions related to continuing validation site visit preparation.

1. Is the "ARC-PA Site Visit Rationale for Continuing Validation Site Visit Sessions" document, dated 10/2021, still current? It refers to the Self-Study Report as "Appendix 14," which reflects the 5th Edition application structure. I want to confirm whether it remains accurate for programs preparing under the 6th Edition Standards, or whether a revised version is forthcoming.

2. The Rationale states that ten days to two weeks before a site visit, the designated senior institutional official(s) will be reminded of the upcoming visit by the ARC-PA. Two clarifications on that:

a. How is the "designated senior institutional official" determined? Is it the Sponsoring Institution CAO listed in the program's portal record, or a separate designation?

b. Is the official who receives that notification the individual expected to participate in the "Meeting with Key Senior Institutional Officials" session, or are those two roles independent?

Thank you.

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Our clinical syllabi include very specific IOs that are assessed by the preceptor evaluation and other assessment measures. Those IOs are listed in a table under the corresponding LO. At the top of the table, there is a statement that reads:

To meet the CLO, each IO must be met. Is this acceptable to the ARC-PA? Some of the LO include the word "and", but the IOs are specific enough to assess each component without the word "and". Do we need to do anything specific when completing the B3 portion of the 6th edition application to indicate that the very specific assessments are done with the IO and this statement is included? Thank you!

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Recent PAEA webinar highly suggested avoiding the use of "demonstrate" in LOs, IOs... competencies... In a review of our Program Defined Competencies, we see that we could edit a current statement of: "Demonstrate the ability to give and receive constructive feedback" to read "...to give and recieve constructive feedback." (i.e. cut 'demonstrate the ability'). We have a means to measure the giving and receiving the constructive feedback. My team wants to know if ARC-PA agrees with the PAEA webinar for best practices in writing these to avoid the verb "demonstrate".

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Does a telemedicine visit of a hospitalized patient count as an inpatient experience?

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Are ADA forms (which include diagnoses) considered health records? These forms are collected and kept by the Office of Student Affairs. So long as those individuals aren't instructional faculty in our program is that considered compliant?

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The Standard states that all instructional faculty must be evaluated for their effectiveness in thier assigned instruction areas. I have a couple of questions related to this please: (cont. in comments below...)

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Do free standing ERs meet the B3.04a requirement of an emergency department? We have determined they will allow our students to meet the course learning outcomes, but if they are independently owned we wonder if they meet the "emergency department" requirement of this standard.

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We are working on revising our clinical CLOs and would like some guidance on writing a technical skills CLO for our elective clinical courses. While we understand the need to develop strong measurable outcomes, when it comes to the elective syllabi, it is proving to be very challenging to write specific technical skill outcomes since there is much variability in the clinical setting. (We have one syllabus for each of our elective courses and then use rotation-specific syllabi addenda to outline the IOs, topic lists, etc.) (question cont below...)

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Our program accepts students from an undergraduate feeder program and traditional graduate applicants. Our self-study process includes analysis of these matriculants as 2 separate groups. For the C1.01 spreadsheet, is it acceptable to display our data as 2 tables, 1 for each population?

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If our program is in the process of implementing a new curriculum for incoming students, which involves an increase in program credits (which has been approved by ARC-PA), how should we enter information in the portal? In the Semester Hour Credits for Accredited Program in the program tab, should the credits be updated for the most recent incoming class? Also, for the tuition information in the Details tab, should the tuition reflect the increased tuition (based on the increased credits required) for the most recent incoming cohort?

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Can you provide an example of an acceptable mid-cycle change versus an unacceptable mid-cycle change (outside of obvious things like going from all local SCPE sites to all out of area SCPE sites). Thank you!

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We have a question about writing CLOs in course syllabi. For some of the CLOs, we write "as outlined in the topic list" as a guide to help with specificity. An example could be: Identify the mechanism of action of pharmacologic agents outlined in the topic list, rather than ending the sentence with just pharmacologic agents, which we felt might not be specific enough. If we do that, does ARC-PA expect that all pharmacologic agents in the Outline of Topics must be assessed? Thanks.

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In the glossary, under medical director, it mentions "the "of note" section in Standard A2.12 provides a full list of expected tasks." When looking at the Standard, I do not see an "of note" section. Are these tasks listed somewhere else.

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Can we transform the A2 PreceptLic excel file into a Google Sheet (Google's version of an excel file) for use in our submission/site visit? Also, can we use Google Drive to store these documents and then share this file/folders with visitors?

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Standard A2.16d permits up to 10% of SCPE instructional faculty to be "other clinicians who are vetted by the program as qualified." The focused questions references additional practices for qualifying and vetting these individuals. For clinicians who do not hold board certification, what specific criteria and documentation does ARC-PA consider sufficient to demonstrate that the program has appropriately qualified and vetted them for participation as SCPE instructional faculty? Additionally, are there recommended best practices regarding licensure, years of clinical experience, specialty expertise, preceptor training, and ongoing evaluation?

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We understand that each SCPE must contain at least 1 technical skill. Can that technical skill be used more than once? For example, if we use suturing for the mandatory ER rotation, can we also use suturing for an elective, such as Plastic Surgery?

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I understand that BP is considered a clinical skill because it is a vital sign, but if it is an orthostatic bp is that also still a clinical skill because you are using the sphygmomanometer to get more than just a vital sign now?

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In the 6th edition application, the C1.01 spreadsheet, Remediations tab:

Are "remediations" in this worksheet referencing overall course remediations or assessment remediations by course?

Thank you!

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Is there a minimum amount of faculty development funds that must be allocated to each PA faculty? If the standard policy for the academic unit is $1500 per faculty member, would ARC-PA see parity across faculty as sufficient for the level to be set there?

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Does this standard refer to all SCPE hours within the clinical year, or to all SCPE hours in one rotation?

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Under Standard A1.02c, the sponsoring institution is responsible for "ensuring effective leadership by the program director," mapped against the leadership competencies in Standard A2.09.

In our institution, tenured faculty—including a tenured Program Director—are exempt from standard annual institutional faculty evaluations. For a tenured PD, what does ARC-PA consider sufficient evidence of institutional supervision and leadership evaluation under the 6th Edition? Specifically, must the Department Chair or Dean conduct a separate, formal administrative leadership review independent of university tenure policies?

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Our institution operates under a union collective bargaining agreement that only allows for 9-month faculty contracts. Because our PA program runs continuously year-round, the institution routinely pays the Program Director an additional 3/9 summer salary to achieve a full 12-month compensation and operational schedule. This has been our consistent, long-standing institutional practice, though the base contract itself remains written as a 9-month appointment due to union rules.

To demonstrate full compliance with the 12-month employment requirement under Standard A2.06, what documentation is required? Will historical financial/payroll data verifying the recurring 3/9 summer payment suffice, or does ARC-PA require an official verification letter (e.g., from the Provost or HR) formally documenting that the 9-month contract plus the guaranteed 3/9 summer appointment constitutes continuous 12-month employment?

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Hello,

When naming our sites in the ARC-PA portal, do they need to match our clinical schedule exactly?

For instance, we have a health network location that houses several departments that host students (i.e. IM, WH, Surgery). In the portal, they are all listed under the physical location of the site, but in our schedule, they have distinct names for clarity.

Thank you!

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I have a question regarding LOs. We have a student who did not meet an LO in one rotation but met it in another. Does this LO need to be remediated if it was not met in the emergency medicine rotation where it was originally to be met, but was met in a surgical rotation instead? The LO was about performing an emergent physical exam on a pediatric patient and the student met it when accessing patients for emergent surgeries.

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How are programs expected to calculate staff workloads? Our program does not employ hourly staff; all employees are administrative (non-exempt) personnel. Their workloads fluctuate throughout the year, with some responsibilities occurring daily and others only once annually.

Are staff expected to track the amount of time it takes to complete each task? If so, how are Program Directors or leadership expected to verify the accuracy of the information provided?

This seems significantly more complex than evaluating faculty workload, where responsibilities and effort are often more easily quantified. Given the cyclical nature of administrative work, what methodologies or best practices are typically used to assess staff workload in a fair and meaningful way?

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Our program revised its Program Competencies in reponse to 6th edition. We conducted another audit of our competencies in response to a PAEA webinar last week that spoke to avoiding the word "demonstrate" but rather to use the actual action verb measures (Bloom's/Fink's taxonomies for LOs, IOs, competencies). (question cont. in comments below...)

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If a student does not meet an LO on a rotation, but met it in another rotation, can that LO be marked as met? The LO is "perform an emergent physical exam on a pediatric patient." The student was in an adult only ED for their emergency medicine rotation, but saw emergent pediatric cases in their surgery rotation where they met this LO.

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I am preparing evidence folders for our visit. The A3.20 requires job descriptions and current CVs for faculty records. A3.21 requires CV for each course director. The evidence instructions state the need for "faculty records of CVs and written job descriptions that include duties and responsibilities specific to each faculty member for principal faculty, the medical director, program director and course director. The standard does not call for course directors to have job descriptions. Is this expected?

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Someone may have already asked this, but would the ARC-PA consider aligning B3.05a-f to B4.03 (expand B4.03 to match B3.05a-f)? The justification is that programs creating program competencies can follow B3.05a-f that are aligned easily in the preceptor evaluations AND in their summative assessment, reducing the risk for error.

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Where can a developing program find the details for the mandatory Provisional Pathway Conference? Who specifically must attend? I don't see it on the website. Also, I see the template for the 6th ed application, but when does the program receive the actual application document from ARC-PA for a new provisional program?

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When verifying PA preceptor certification for Standard A2.16a, the NCCPA certification verification confirms current certification status, certification number, certification expiration date, and initial certification date. However, it does not include the "Most Recent Certification" date referenced in the A2 PreceptLic Excel template.

How should programs complete the "Most Recent Certification" field when the official NCCPA verification does not provide this information? Is it acceptable to leave this field blank or using N/A?

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When verifying physician board certification, is it acceptable to use the Certification Matters physician lookup (https://www.certificationmatters.org/find-my-doctor/) as the source for verification of physician preceptors' current or past board certification?

I noticed this website is referenced as an example in the A2 PrecptLic SAMPLE Excel file on the "Physician Preceptors" worksheet under the column titled "URL to verify certification – specific to this preceptor." I wanted to confirm that use of this website is acceptable for meeting the board certification verification requirement.

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For in-state APRNs, in addition to state licensure information, our state board of nursing's license verification website includes the APRN specialty (e.g., Family Nurse Practitioner, Psychiatric Mental Health Nurse Practitioner, Acute Care Nurse Practitioner, etc.) as well as the certification expiration date. Since this information is publicly available through the state board of nursing, would this be considered an acceptable source for verifying that APRN preceptors hold or have held the required board certification?

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Hello,

We have several locations where our faculty provide instruction in their facility. Our institution utilizes a Memorandum of Understanding for these locations as the terms are different than the terms outlined in a full Affiliation Agreement for a SCPE. Is this acceptable to ARC-PA? Also, would these MOU need to be included per this instruction in the 6th edition application, "Append any affiliation agreements for non-clinical sites as an attachment and name file appropriately (e.g., A1.01 U of America.docx)."

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Hello, When curriculum mapping my learning outcomes to my program competencies. Can I map the LOs to the broad domain such as Medical Knowledge (MK) or do I have to map out each component of Medical Knowledge such as MK1, MK2, etc.

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Would you be able to provide more context or clarification as to what ARC-PA is looking for in terms of providing instruction in "evaluating the limits of medical research." We have looked at the Compliance Manual, but we are still unsure what this Standard is asking exactly. Thanks!

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My institution is not wanting to specify by . 0.5 FTE administration and 0.5 FTE other in my contract. It was that way in my offer letter. The way it is worded below would that be sufficient for the A2.07 standard? 1. University agrees to employ Faculty Member on a full time 12 month basis with a primary appointment in University’s School of Medicine (“School/College”), in its Department of Medical Education.

6. Faculty Member’s total annual compensation shall be $  , which compensation shall be paid in equal monthly installments over the term of this Agreement, subject to applicable withholding for taxes. Such compensation shall be comprised as follows: a.           An annual salary of $   , payable in equal monthly installments. b.            An annual administrative stipend of $  for Faculty Member’s role as PA Program Director.

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A bit confused as standard B1.03 mentions course goals and course learning outcomes. I thought the learning outcomes were the goals of the course. For example, "upon completion of the elective clinical experience, the student will". Do we need separate goals from the learning outcomes.