/Institutions/MGH-Institute-of-Health-Professions/json/Current/PA-Program-Manual-local.json

/Institutions/MGH-Institute-of-Health-Professions/json/Current/PA-Program-Manual.json

PA Program Manual > Part I: Program Overview > 4. Requirements for Participation in Program > 4.1. Technical Standards

4.1. Technical Standards

The technical standards and essential functions for the MGH IHP PA Program have been established to ensure that candidates can demonstrate academic mastery, competence when performing clinical skills, and the ability to gather and communicate clinical information effectively. Technical standards include those physical, cognitive, and behavioral abilities that are required for satisfactory participation in and completion of all aspects of the PA program curriculum. The qualified student must possess and continuously maintain during their participation in the program the technical standards and essential functions defined by the program. These standards have been informed by expert guidance and resources from authoritative organizations representing the PA profession, including the National Commission on Accreditation of Physician Assistants (NCCPA), the Accreditation Review Commission for Education of the Physician Assistant (ARC-PA), the Physician Assistant Education Association (PAEA), and the American Academy of Physician Associates (AAPA).

The MGH IHP PA program is committed to creating an accessible, inclusive, and respectful learning environment for all students. This includes a learning environment that does not discriminate based on age, race, sex, disability, national origin, religion, or socioeconomic status. With commitment to these values and in accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, the program offers support to those individuals who may require a disability accommodation. If a candidate states that they are unable to meet the technical standards and essential functions due to a diagnosed disability, they should contact the Office of Student Affairs and Services (OSAS) for assistance through its accessibility resources team. The MGH Institute of Health Professions will determine whether the candidate can meet the technical standards and essential functions with reasonable accommodation. The assessment process includes consideration of whether the accommodations requested would jeopardize patient safety or the educational process of the student or institution, including all didactic and clinical coursework and learning experiences that are required to complete the program.

Candidates must be able to independently meet the following technical standards and essential functions:

Observation

• The ability to observe for demonstration, visual presentations, lectures, laboratory, and team-based learning activities.
• The ability to observe others (e.g., instructors, peers, patients) accurately and completely, both at a distance and closely.
• Functional vision, hearing, and touch (or the functional equivalent) to be able to integrate, analyze, and synthesize data in a consistent and accurate manner and to perceive pain, pressure, temperature, position, vibration, equilibrium, and movement.
• The ability to comprehend, 3-dimensional relationships and spatial relationships of structures.

Communication

• The ability to independently communicate with and observe others (e.g., instructors, peers, patients) in order to receive and elicit information, perceive non-verbal communication, and describes changes in mood, activity, and posture.
• The ability to communicate effectively and with compassion with others, including but not limited to patients and their families, through speech, reading, and writing.
• The ability to communicate in a oral and written forms in English with the healthcare team in a manner that is effective, efficient, ethical, and respectful.

Motor

• The sufficient motor function to elicit information from others (e.g., instructors, peers, and patients) during educational and clinical interactions. This includes eliciting information from patients through palpation, auscultation, percussion, and other diagnostic techniques.
• The ability to interpret basic laboratory tests, perform procedures (e.g., phlebotomy, intravenous cannulation, rectal and pelvic examination, casting and splinting, ultrasound, etc.), and assess diagnostic or prognostic studies (e.g., radiographs, electrocardiograms, etc.).
• The ability to execute mote movements reasonably required to deliver general and emergent care to patients, which may require the coordination of both gross and fine muscular movement, equilibrium, and functional uses of touch, vision, and hearing. Examples of emergency care are cardiopulmonary resuscitation, application of pressure to control bleeding, administration of injectable medication, accessing and opening an obstructed airway, suturing of wounds, and performance of simple obstetrical maneuvers.  
• The ability to navigate different healthcare environments and effectively move between educational, patient care, and community settings.
• The sufficient physical stamina sufficient to complete a rigorous course of preclinical and clinical study, which may include long periods of sitting, standing, or moving.

Intellectual

• Demonstrate conceptual, integrative, and quantitative abilities to perform effective problem solving, critical thinking, clinical reasoning, and decision making.
• The ability to integrate and assimilate large volumes of information from different sources and educational experiences in a timely fashion.
• The ability to receive and process constructive feedback then utilize it to improve their performance and/or conform their behavior to expectations for conduct or professional standards.  

Social and Behavioral

• The ability to use one’s intellectual ability, exercise good judgment, and accept responsibility for learning, and promptly compete all responsibilities required by their curriculum and the appropriate diagnosis and care for patients.
• Demonstrate the physical and emotional stamina and resilience to tolerate taxing workloads and function in a competent and professional manner under highly stressful situation, adapt to changing environments, display flexibility, and manage the uncertainly inherent in the care of patients and the healthcare system.
• They ability to maintain mature, sensitive, and effective professional relationships with instructors, program staff, peers, patients and their families, and other members of the healthcare and educational community.
• The ability to demonstrate understanding of and function within both the legal and ethical aspects and standards of medical practice, which includes the highest ethical and moral behavior.