INTERSERVICE PHYSICIAN ASSISTANT PROGRAM (IPAP)
The Accreditation Review Commission on Education for the Physician Assistant
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Accreditation-Continued status to the Interservice Physician Assistant Program sponsored by the U.S. Army Medical Department Center and School, U.S. Army Health Readiness Center of Excellence. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.
Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be September 2025. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.
To provide the uniformed services with highly competent, compassionate physician assistants who model integrity, strive for leadership excellence, and are committed to lifelong learning
To be recognized as the world-class leader in physician assistant education
To provide leadership and education of the highest quality and greatest value to our students, thereby instilling a lifelong desire for growth and learning
To immerse faculty and students in an environment that fosters a sense of academic and professional excellence
To educate the future leaders of military medicine to become the most dynamic and highest quality physician assistants possible
To demonstrate personal integrity and ethical conduct
Expectations are attributes, characteristics or behaviors that are not explicitly part of the profession`s core of knowledge and technical skills but are nevertheless required for success in this program and in the PA profession. All of the following are very important, but you are especially reminded to read and fully understand #7 – Professionalism.
COMMITMENT TO LEARNING: The ability to self-correct, and self-direct: to identify needs and sources of learning; and to continually seek new knowledge and understanding.
INTERPERSONAL SKILLS: The ability to interact effectively with patients, families, colleagues, other health care professionals, and the community and to deal effectively with cultural and ethnic diversity issues. The ability to show respect to classmates, faculty, patients, and colleagues.
COMMUNICATION SKILLS: The ability to communicate effectively (i.e., speaking, body language, reading, writing, listening) for varied audiences and purposes.
EFFECTIVE USE OF TIME & RESOURCES: The ability to obtain the maximum benefit from a minimum investment of time and resources.
USE OF CONSTRUCTIVE FEEDBACK: The ability to identify sources of and seek out feedback and to effectively use and provide feedback for improving personal interaction.
PROBLEM SOLVING: The ability to recognize and define problems. Analyze data, develop and implement solutions, and evaluate outcomes.
PROFESSIONALISM: The ability to exhibit appropriate professional conduct and to represent the profession effectively. Treat people as they should be treated.
RESPONSIBILITY: The ability to fulfill commitments and to be accountable for actions and outcomes. Do what is right, legally and morally.
CRITICAL THINKING: The ability to question logically; to identify, generate, and evaluate elements of logical argument; to recognize and differentiate facts, illusions, assumptions, and hidden assumptions; and to distinguish the relevant from the irrelevant.
STRESS MANAGEMENT: The ability to identify sources of stress and to develop effective coping behaviors.
All students must understand the significance of the above and how academic success is predicated on mastery of understanding and application throughout this program and career as a PA.
History of the Physician Assistant
The profession of "Physician Assistants" has only been recognized since 1966. The lack of medical doctors in both the military and civilian health care systems led to the development of the Physician Assistant. In a 1961 article in the Journal of the American Medical Association, Hudson first broached the subject of the "extern." This "extern" would be responsible for most of the technical procedures and some of the medical responsibilities of the medical doctor under whom they would work.
Dr. Eugene Stead, chairman of the Department of Medicine at the Duke University Medical Center in Durham, North Carolina in 1965, developed the first Physician Assistant program. Using four ex-Navy corpsmen, the two-year Physician Assistant program began. The curriculum was based on the fast-tracking of a doctor`s program developed during World War II. In this program the first nine months were spent on sciences and clinical skills. The next 13 months were spent doing clerkships in a variety of hospital clinics. The final two months were spent with their preceptor learning their professional skills. The Public Health Service at Staten Island Hospital developed one early program. The merchant marines began a nine-month training program for purser mates (the people in the merchant marines responsible for overseeing ships` documentation and customs declarations, as well as medical care) in 1966. At the University of Washington, Dr. Richard Smith designed a program called MEDEX (Medicine Extension) to train former military medics to service areas of Washington State that were lacking in medical personnel. This program required three months of concentrated study and 12 months of preceptorship with University medical doctors.
Today, most programs are 27 months in length with the first 12-16 months spent in the classroom. The subjects studied include anatomy and physiology, pathology, diagnosis, treatment, disease processes, communication and patient assessment.
History of the Military Physician Assistant
The military Physician Assistant program was first developed by the United States Air Force in 1971 under the direction of the Air Force Surgeon General, Lieutenant General Alonzo Towner at Sheppard Air Force Base School of Heath Care Sciences in Texas and was modeled after the program developed by Dr. Eugene Stead at Duke University. The first enrollees in the program were senior enlisted medics. There was one year of didactic training followed by one year of on-the-job training; a four-year payback period was incurred. By 1978, the Air Force had 275 commissioned officers who were Physician Assistants. The United States Army began its Physician Assistant Program in 1971. The school that Army PA students attended was the Medical Field Services School PA program at Fort Sam Houston, Texas. The Navy began their Physician Assistant program in 1971 as a trial program and by 1973 the Navy and George Washington University developed a partnership to train Physician Assistants. In 1972 the Navy and the Air Force began training Physician Assistants at Sheppard Air Force Base in Texas. The United States Coast Guard did not institute their own PA program, but began sending enlisted corpsmen to complete the Duke University PA Program in 1971.
History of the Interservice Physician Assistant Program
In 1996, the military services combined their various Physician Assistant programs to form the Interservice Physician Assistant Program (IPAP), located at the Army Medical Department Center and school (AMEDDC&S), Fort Sam Houston, Texas.
The IPAP mission is to provide the uniformed services with highly competent, compassionate Physician Assistants who model integrity, strive for leadership excellence, and are committed to lifelong learning. Our graduates are commissioned into the officer corps of their respective service and take their place beside other military health care professionals in providing medical services to active duty military personnel, their dependents, and retirees.
In 1996, the IPAP at the AMEDDC&S reached an agreement with UNMC that the latter would provide faculty and administrative support for the IPAP. The IPAP graduate earns a Master of Physician Assistant Studies (MPAS) degree from the affiliated university.
On behalf of the Commander and staff of the AMEDD C&S, Fort Sam Houston, Texas, we welcome you to the IPAP. As you will learn, we are responsible for the education of outstanding Physician Assistants for the uniformed services of the United States Department of Defense and Department of Homeland Security. Our main campus is located on Historic Fort Sam Houston, Texas, in the heart of beautiful San Antonio, Texas. Here all IPAP students complete their 16-month didactic phase of training. Phase 1 consists of basic medical science courses intended to develop a student`s knowledge of critical medical concepts (see Phase 1 curriculum). After completing this portion of the curriculum, students continue with their medical clerkships at one of 22 medical Phase 2 sites across the country. These Phase 2 sites are located at military installations with medical facilities adequate to support the base rotations required to be a successful Physician Assistant (see Phase 2 curriculum). Our Phase 2 Site Clinical Coordinators are responsible for the administrative support and ensuring that clinical preceptors provide appropriate clinical training. This training allows IPAP students to obtain the skills necessary for becoming a physician assistant in the uniformed services. If you have further questions or concerns after viewing this portal, you may contact us at: 210-221-8004
IPAP Strengths & Success
Leverage strengths and talents from all military services across the Department of Defense (DOD) and Department of Homeland Security (DHS).
Outstanding faculty and staff representing the Army, Navy, Air Force and Coast Guard who are dedicated and committed to providing a top quality PA educational experience to all students.
Tremendous institutional support from Graduate School, Academy of Health Sciences, AMEDDC&S and at 22 dedicated Tri-Service MTF clinical training sites.
Get paid to learn, and pay absolutely no tuition or student fees, while enjoying no-cost laptop and book use during your pre-clinical phase.
Your place of duty will be IPAP. You will continue to receive all military benefits (such as healthcare, dental, legal, and credit for military retirement) during the entire 29-month program.
Graduates, PA Consultants, the AHS Dean, Medical Commanders, and the Interservice Training Advisory Board all agree –the IPAP is an outstanding program which supplies the military with top-notch Officer-Clinicians who provide superior healthcare 24/7 around the world.
IPAP graduates have excellent opportunities for career growth and continuing education.
Provide a quality curriculum by teaching basic sciences and a conceptual framework in the applied sciences to enable students to assimilate information and develop problem solving skills. Prepare students for primary care practice with an emphasis on the evaluation and treatment of mental and physical disorders.
Prepare students for their uniformed services role as primary care providers in peacetime and in conflict.
Prepare students to successfully complete requirements for certification as physician assistants.
Prepare students to contribute to the physician assistant profession in clinical practice, research, teaching, service, and community activity.
Provide a professional and educational foundation which graduates will use to develop a personal professional development plan while in the military, or as a civilian.
Develop and support academic and clinical faculty as role models, educators, clinicians, and scholars.
Support academic faculty members in their contributions to the PA profession.
Support the development of IPAP graduates as clinicians, leaders, and scholars.
Develop the future officers within the Uniformed Services.
Prepare graduates to provide medical care to patients from diverse populations.
Graduates of the IPAP will possess the knowledge and skills to accomplish the following minimum critical functions in the family practice setting:
Given a patient with any disease, disorder, or injury: Accurately assess and record a comprehensive history to include a chief complaint, history of present illness, past medical history, past surgical history, family history, social history, and an appropriate review of systems for any contributing symptoms to the chief complaint.
Given a patient with any disease, disorder, or injury: Perform both a comprehensive and problem oriented physical examination, recording both positive and negative findings appropriately, organize written notes in a standard and legible format for presentation to the supervising physician.
Given a history and the results of a physical examination: State the most probable diagnoses and describe the pathophysiologic process associated with each diagnosis.
Order, interpret, and report appropriate laboratory and radiographic findings that are necessary to present to the supervising physician for possible therapy.
Identify pertinent data obtained from the patient and the examination and incorporate into a problem focused plan.
Plan and implement appropriate primary care treatment plans and medical education, such as applicable life style changes, within the time, equipment and supply limitations of the medical facility to which assigned. Discuss and instruct patient on a treatment plan.
Given the results of a history, a physical examination, and appropriate laboratory and radiographic findings, for a wide variety of disease processes and injuries, determine which clinical cases may require further medical or surgical specialty consultation for diagnosis and/or treatment.
Formulate treatment plans that are relevant to the patient in resolution of his/her medical problem.
Perform patient education and counseling for patient compliance, family planning, wellness, and health maintenance.
Given environmental conditions or clinical cases: Identify clinical or social situations which may have public health significance and ultimately recommend and implement preventive measures.
Given a medical or surgical emergency: Perform an appropriate initial evaluation to stabilize and manage the patient until transferred to the care of a physician.
Apply clinical knowledge obtained in behavioral concepts related to health care in interpersonal relationships with patients.
Given raw medical data (including history and physical examination), communicate this information both orally and in writing to another health care provider, in a clear, concise, and well organized manner.
Demonstrate personal conduct, behavior and the professional qualities required of an officer and a health care professional. Continually evaluate one`s own performance as a physician assistant.
Become involved in the professional organizations that represent physician assistants on the local, state, and national level.
Participate in an interdisciplinary, collaborative approach in providing high quality, efficient and effective healthcare to our beneficiaries.
All Students will be evaluated on these program-defined learning outcomes (1-16)
How do we know we are meeting our goals?
Preceptor Feedback – The IPAP Phase 2 Clinical Coordinator and Phase 2 Committee conduct ongoing Phase 2 site visits and evaluation to ensure a high quality clinical experience and standards are met. The vast majority of clinical preceptors participating in IPAP clinical education continue to provide significant praise regarding the high level of clinical phase level of preparedness – reflecting well on the pre-clinical phase and reemphasizing that program goals are indeed being met. This is captured in the annual site visit reports as well in the Phase 2 student tracking database (MyEvals).
Graduate Feedback – IPAP Alumni continue to praise the program faculty & staff for setting them up well for clinical success. Feedback is received via face-to-face informal discussions with IPAP graduates during BOLC and Captain’s Career Course, as well as via Graduate Surveys.
Service PA Consultant Feedback – Each Service Branch has a PA Consultant, who among other duties is a leader in the PA community and advisor to the Service Surgeon General. The Army, Navy, Air Force, and Coast Guard PA Consultants have expressed their continued support of the IPAP and are satisfied that their Service PAs have been well-educated and prepared for clinical success. This feedback has been received via face-to-face discussions, email correspondence, and via PA Consultant Surveys.
Institutional/Stakeholder Feedback – The Academy of Health Sciences Dean has been most impressed with the sustained superior performance of IPAP, as noted in face-to-face discussions with the IPAP Program Director, Graduate School Dean, and via email traffic with above and IPAP faculty & staff. Additionally, the Interservice Training Advisory Board Service Voting Members have expressed their gratitude and congratulations for a job very well done at the ITAB meetings and via email traffic with the IPAP Program Director.
PANCE Performance – IPAP Graduates have a long history of performing very well on the national certification exam (NCCPA PANCE). Please see our 5-year pass rate on other page.
PA Program Ranking – The U.S. News & World Report 2015 issue on Graduate Schools listed IPAP as the #11 ranked PA program in the United States. For perspective, there are 196 accredited PA programs in the United States. The DOD and DHS benefit by having the largest PA program and also one that has earned a top-tier ranking.
Job Placement – Our students are fully employed by the Department of Defense or Department of Homeland Security throughout their 29-month educational journey at IPAP, and enjoy guaranteed PA positions within the same organizations upon successful program completion and NCCPA PANCE certification.
Leadership Positions – In addition to serving the healthcare needs of the greatest patient community (Active, Reserves, Guard, Retired, Veterans, and their family members), our graduates also have truly outstanding leadership opportunities around the world. Some examples are as follows:
Carrier Strike Group PA
Deputy Commander for Clinical Operations
Clinic Officer in Charge
Public Health Commanders
Brigade Commander @ MTF
Surgeon General Consultant
Research & Development
White House Medical Unit
Dept. Head, MTF
Director, Surgical Fellowship
Director, Emergency Medicine Fellowship
Director, PA constituent organizations
Physician Assistant Education Technical Standards
This program is dedicated to the education of students who strive to become competent and caring providers of primary health care services under the supervision of a licensed physician. The student must be able to achieve certain technical standards of knowledge and skill in order to successfully complete the Program. The technical standards stated in this document apply to satisfactory performance in all academic and clinical course work, as well as fulfillment of "non-academic" essential functions of the curriculum involving physical, cognitive, and behavior factors that are essential to a professional clinical practitioner.
Students must have adequate abilities and skills in the following five areas: 1) Observation; 2) Communication; 3) Sensory and Motor Function; 4) Conceptual, Integrative and Quantitative Ability; and, 5) Behavioral and Social Attributes.
Observation: The student must be able to observe demonstrations and conduct experiments in the basic sciences. A student must be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the sense of vision and other sensory modalities. A student must be able to integrate all information visually and through the other senses.
Communication: A student must be able to communicate effectively, sensitively, and rapidly in English with patients and members of the health care team. A student must be able to elicit information from patients, perceive nonverbal communications, and describe changes in mood, activity and posture. Communication includes not only speech, but writing, reading, interpreting tables, figures, graphs and computer literacy.
Sensory and Motor Function: The student must have sufficient sensory and motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. The student will be required to coordinate both gross and fine muscular movements, equilibrium, and functional use of the senses of hearing, touch and vision. More specifically, the student must be able to exercise such fine motor skills as to adequately perform laboratory tests, including but not limited to, wet mount, urinalysis and gram stain. The student must exercise such level of dexterity, sensation and visual acuity as to accurately complete such processes as administering intravenous medication, making fine measurements of angles and size, measuring blood pressure, respiration and pulse, performing physical examinations, and performing therapeutic procedures such as suturing and casting. The student must be able to hear sufficiently to accurately differentiate percussive notes and auscultatory findings, including but not limited to, heart, lung, and abdominal sounds, as well as discern normal and abnormal findings using instruments such as tuning forks, stethoscopes, sphygmomanometers, and Doppler devices. A student must be able to transport him or herself in a manner which provides timely response in both general and emergency care situations. Moving patients and engaging in some procedures such as CPR will require a necessary level of strength.
Intellectual, Conceptual, Integrative and Quantitative Abilities: A student must have the intellect necessary to quickly analyze and resolve problems. These intellectual abilities include numerical recognition, measurement, calculations, reasoning, analysis judgment and synthesis. The student must be able to identify significant findings from the patient`s history, the physical examination and laboratory data, provide a reasoned explanation for likely diagnoses, and choose appropriate medications and therapy. The ability to incorporate new information from many sources in formulating diagnoses and plans is essential. Good judgment in patient assessment, diagnostic and therapeutic planning is primary. When appropriate, students must be able to identify and communicate the limits of their knowledge to others.
Behavioral and Social Attributes: A student must possess the emotional health required for full use of his or her intellectual abilities, the exercise of good judgment and the prompt completion of all responsibilities attendant to the diagnosis and care of patients. The development of mature, sensitive effective and professional relationships with patients and members of the health care team is essential. Students must be able to tolerate physically taxing workloads and to function effectively under stress. They must be able to adapt to changing environments, to display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, interpersonal skills, interest and motivation are all personal qualities that are desired in a health professional and assessed during the admissions and education processes.
Based on Army, Navy, Air Force, & Coast Guard Service requirements, NCCPA Blueprint, PA Competencies, and ARC-PA Standards. Curriculum development and life cycle maintenance per Interservice Training Review Organization rules of engagement, and approved by the Health Care - Interservice Training Advisory Board. IPAP curriculum thoroughly also reviewed by university affiliate. All students have full access to course requirements via University of Nebraska Medical Center Blackboard learning management system.
IPAP Phase 1 Curriculum (Didactic):
Phase 1 didactics last approximately 16 months. During this time, students are exposed to the basic medical sciences and progress into clinical medicine courses that help them understand critical medical concepts and application of those concepts in patient scenarios. These include:
IPAP Curriculum Class Fall 2014
ANATOMY & PHYSIOLOGY I
MEDICAL LAW & ETHICS
RESEARCH & Master Seminar
ANATOMY & PHYSIOLOGY II
MILITARY PUBLIC HEALTH & DENTAL
PATIENT EVALUATION I
CLINICAL CORRELATIONS I
PATIENT EVALUATION II
HEMATOLOGY & ONCOLOGY
CLINICAL CORRELATIONS II
OBSTETRICS & GYNECOLOGY
PA PROFESSIONAL ISSUES
OTOLARYNGOLOGY & OPHTHALMOLOGY
Students are required to compose master`s theses prior to graduation. Students will be mentored by IPAP Faculty on their individual thesis topic. Mentors will also be available when the students prepare their theses for presentation at Phase 2. The purpose of this activity is for each student to identify a research question that he or she can further develop by investigating current and relevant literature. By using evidence-based medicine, students will be able to apply and share what they learned. This assignment serves to improve students` written and verbal communication skills. Presentation of theses to a panel of experts at Phase 2 will also serve to further verbal communication skills as well as to augment skills in critical thinking.
A = 90-100, B = 80-89, C = 75-79, Fail = Less than 75
IPAP Phase 2 Curriculums (Clinical Clerkship):
Phase 2 training lasts approximately 13 months (including hospital orientation and mandatory facility training). During that time, students rotate through a variety of clinics in order to gain clinical knowledge and experience. These include (but are not limited to):
Psychiatry (Behavioral Health)
1. Master Paper (Phase 1 Grade)
2. Professional Topic Presentation
3. Medical Topic Presentation
4. Master Oral Presentation
5. Professional Attributes 6.OBJECTIVE STANDARDIZED CLINICAL EXAM
*GOAL OF AT LEAST 180
ER Hours (evening/weekend)
minimun of 160 hours
minimum of 1200
MASTER`S PAPER and PRESENTATION REQUIREMENTS:
During Phase 2, with the assistance of assigned mentors, students will further refine their theses in preparation for oral presentation as noted above.
Phase 2 Sites & Web-link
FL Keesler AFB
MS Langley AFB
VA Nellis AFB
NV Offutt AFB
NE Travis AFB, CA
*Note= Coast Guard PA students train at Air Force sites.*
Fort Benning, GA
Fort Belvoir, VA
Fort Bliss, TX
Fort Bragg, NC
Fort Campbell, KY
Fort Carson, CO
Fort Hood, TX
Fort Knox, KY
Fort Leonard Wood, MO
Fort Polk, LA
Fort Riley, KS
Fort Sill, OK
Fort Stewart, GA
Tripler Army Medical Center, Honolulu, HI
United States Military Academy-West Point, NY
Navy Surface Warfare Medical Institute San Diego, CA
Phase 2 Evaluations
Student evaluations are based on the PA competencies (http://www.arc-pa.org/documents/CompetenciesFINAL.pdf)
Students earn a clinical grade by the preceptor at the end of each rotation using the database in www.MyEvaluations.com*. The clinical grade equates to 75% of the final rotation grade (passing grade is a minimum of 75%).
Students will take an end-of-rotation examination through "UNMC Blackboard" in each of the following rotations: Surgery, Dermatology, OB/GYN, Orthopedics, Psychiatry, Internal Medicine, ENT, Pediatrics, Ophthalmology, Emergency Medicine and Family Practice. Examination equates to 25% of the final rotation grade (passing grade is a minimum of 75%).
MPAS 712- Directed Study:
The MPAS 712 course includes evaluations in written and oral skills. These evaluations address students` Master`s thesis paper (grade from Phase 1), three oral presentations, professional attributes and objective standardized clinical exam (OSCE).
Students are required to log their patient encounters (= 1200) and performed procedures is not a requirement (the goal is at least 180) on www.MyEvaluations.com*. Students are also required to perform and log their evening/weekend shifts in the ER (= 160 hours).
Is it stressful in Phase 2?
Yes. Students will experience stress during their training but they should never be suffering from stress. Stress awareness, prevention and management are the key throughout any military career and life in general. Students are encouraged to take care of themselves and each other. They are to be aware of the warning signs and risk factors and seek help from local medical treatment facility (MTF), a chaplain, a supervisor and each other as needed. Here are links for additional information:
Military One Source
NEWS INTERSERVICE PHYSICIAN ASSISTANT PROGRAM Performance
National Commission on Certification of Physician Assistants (NCCPA)-Physician Assistant National Certification Exam (PANCE) Performance Report (Past 6-years)
Do you have what it takes?
“We are looking for applicants who possess a genuine passion to help others, are committed to excellence, have maturity, integrity, intellectual curiosity, and a strong desire for lifelong learning. If you fit the bill, then you have a wonderful opportunity to join the PA profession. Complete your prerequisite coursework, submit your application through your respective Service, get selected, and join us here at the world’s largest & best PA program!” –CDR Perry, IPAP Director
Only Military applicants are accepted
Meet security clearance requirements
Under age 42 by commissioning
Student activity fees – none
Off duty employment not authorized while at IPAP
Advance placement - none. Once selected, all students will complete the entire 29 month program
Loaner laptops, medical equipment, and textbooks provided during phase 1
All applicants must have completed the following:
A minimum of 60 semester hours, with emphasis in science course work
Basic Life Support (with current card)
Service unique applicant package
See provided links for service specific information and application specifics
INTERSERVICE PHYSICIAN ASSISTANT PROGRAM UNIFORMED SERVICES
*CAC cardholder must request KX2 website access
Other Navy Sites
82 Faculty members, across both our Phase 1 and Phase 2 curriculum, with a diverse educational makeup including:
*University of Nebraska Medical Center Blackboard
*Harvard Health Publications
Internet Journal of Academic Pas
JAAPA (Journal of the American Academy of Physician Assistants)
Military Medicine Manuscript Submission
*Must be enrolled or have a registered user account
Frequently asked Questions
How can I learn more about the Physician Assistant profession?
Please take an opportunity to learn more about PAs and the PA profession at the following link: http://www.aapa.org/
What is a Physician Assistant?
Please read this brochure published by the AAPA: http://aapa.org/images/stories/IssueBriefs/Professional%20Issues/Physician-PA%20Team%20-%202010.pdf
What is a PA`s scope of practice?
Please read this brochure published by the AAPA: https://aapa.org/workarea/downloadasset.aspx?id=583
IPAP Specific Links Fort Sam Houston http://www.samhouston.army.mil/ Army Medical Department Center & School (AMEDD C&S) http://www.cs.amedd.army.mil/ San Antonio, TX http://www.city-data.com/city/San-Antonio-Texas.html Weather/Plan Ahead http://www.weather.com/weather/today/Fort+Sam+Houston+TX+78234 Academic Links AMEDD Stimson Library (includes STAT! Ref, Ovid, LexiComp) http://www.cs.amedd.army.mil/stimlib/default.aspx Auscultation Assistant (UCLA) http://www.wilkes.med.ucla.edu/intro.html * eMedicine http://emedicine.medscape.com/ * Center for Disease Control and Prevention http://www.cdc.gov/ Clinical Otolaryngology OnLine (COOL) http://www.entnet.org/EducationAndResearch/COOL.cfm * Lab Tests Online http://www.labtestsonline.org/ * Mnemonics http://www.medicalmnemonics.com/ * Medshare Radiology Cases (Harvard) http://brighamrad.harvard.edu/education/online/tcd/tcd.html * National Cancer Institute http://www.cancer.gov/ * National Commission on Certification of Physician Assistants http://www.nccpa.net/ * Stat Ref https://medlinet.amedd.army.mil/ Student Academy of the American Academy of Physician Assistants http://saaapa.aapa.org/student-academy/ * WebPath (University of Utah) http://library.med.utah.edu/WebPath/webpath.html#MENU * Wheeless` Textbook of Orthopaedics http://www.wheelessonline.com/ * Test Preparation Content Blueprint for NCCPA PANCE/PANRE http://www.nccpa.net/ExamsContentBlueprint.aspx * Free PANCE test prep Review http://www.testprepreview.com/pance_practice.htm * PA Board Review http://www.paboardreview.com/ * Physician Assistants American Academy of Physician Assistants http://www.aapa.org National Commission on Certification of Physician Assistants http://www.nccpa.net Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) http://www.arc-pa.org/ * Best Jobs in America (CNN/Money) – PAs #2 http://money.cnn.com/magazines/moneymag/bestjobs/2009/snapshots/2.htm * Bureau of Labor Statistics Regarding PAs http://www.bls.gov/oco/ocos081.htm Coast Guard Association of PAs http://cgapa.com/ FDA http://www.fda.gov/ForHealthProfessionals/default.htm Federation of State Medical Boards http://www.fsmb.org/ * Navy Association of PAs http://www.napasite.net/ Physician Assistant Education Association http://www.paeaonline.org/ * Physician Assistant Competencies http://www.arc-pa.org/documents/CompetenciesFINAL.pdf * Physician Assistant History Center http://www.pahx.org/ * Student Academy of AAPA http://saaapa.aapa.org Society of Air Force PAs http://www.safpa.org/ Society of Army PAs https://www.sapa.org United States Army Public Health Command http://phc.amedd.army.mil/Pages/default.aspx US Army Recruiting Command, Army PA http://www.usarec.army.mil/armypa/ U.S. News and World Report Best Careers in 2011 http://money.usnews.com/money/careers/articles/2010/12/06/best-careers-2011-physician-assistant * U.S. News and World Report Physician Assistant School Rankings https://www.sapa.org * Research Links CITI (Collaborative Institutional Learning Initiative) https://www.citiprogram.org/Default.asp? * PubMed http://www.ncbi.nlm.nih.gov/sites/myncbi/ * TATRC – Telemedicine and Advanced Technology Research Center http://www.tatrc.org/ * University of Nebraska Medical Center Student Research Portal http://www.unmc.edu/students/studentresearch.htm * University of Nebraska Medical Center Library http://www.unmc.edu/library/ * US Army Institute of Surgical Research https://www.usaisr.amedd.army.mil USAMRIID – Unites States Army Medical Research Institute of Infectious Disease http://www.usamriid.army.mil/ USARIEM – United States Army Institute of Environmental Medicine http://www.usariem.army.mil/
Last modified: 9/18/2019 7:50:00 AM