Physician Assistant Degree

Master of Science in Physician Assistant Studies - Arizona

The Department of Physician Assistant Studies at A.T. Still University teaches the art and science of medicine steeped in the osteopathic tradition of body-mind-spirit care for the whole person. Students grow into their profession in a learner-centered environment through face-to-face instruction, didactic clinical experiences, year-long clinical procedures and history and physical exam laboratories, regular SPE (Standardized Patient Experience) using standardized patient actors, and small group application learning lab all before their year of supervised clinical experiences working in clinics and hospitals.

Through a partnership with the National Association of Community Health Centers (NACHC), we are training whole-person-care, community centered practitioners through year-long clinical experience at a CHC for a selected portion of the class. Our graduates strive to provide culturally and spiritually competent primary care where and to whom healing is needed the most at one of our partner Community Health Centers across the country.

Prospective students who build relationships with CHCs prior to applying may qualify for advance consideration as an applicant through our Hometown Scholars program.

The residential, entry-level physician assistant master’s program in Mesa, Arizona, prepares students to serve their community as primary care providers through on-campus and clinical training throughout the 26-month program. The ultimate focus of ATSU PA education is to serve the underserved communities with competent, compassionate care.

Who We Are

The PA program aims to produce providers who will enter primary care and needed specialties as listed below:

Family medicine
General internal medicine
General pediatrics
Women’s health
Behavioral health/psychiatry

We particularly encourage graduates to work in communities and areas where they can serve the underserved. To assist in achieving this end, we have partnered with NACHC to integrate student clinical experiences in areas of need. Students who wish to attend the ATSU PA Program should be willing to relocate to any of our community partner locations for their clinical experiences. The program does not provide international clinical experiences.

Didactic Curriculum:

Average week for the Class of 2021:

An average week consists of: classroom lecture, interactive learning, laboratories and skills, Application Learning Lab (ALL), and Didactic Clinical Experiences (DCE). While a majority of the time is spent in lecture, the students engage in interactive activities such as: small group break out sessions, game-based learning, polling, and student led presentations.

Physician Assistant Fact Sheet (pdf)

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Mission, Vision, and Goals +

Mission

The A.T. Still University Department of Physician Assistant Studies provides a learning-centered education that develops exemplary physician assistants who deliver whole person healthcare with an emphasis on underserved populations. The program is deeply committed to fulfilling this mission.

Vision

The A.T. Still University Department of Physician Assistant Studies will be the nation’s leading provider of competent physician assistants who will serve populations in need by providing care to the body, mind and spirit.

Goals

Program Goal	Measures of Success	Progress since implementation of goals
1. Recruit and matriculate a culturally diverse class of students.	Program will complete six or more recruitment presentations with partner undergraduate institutions at HBCUs, HSIs, Tribal Colleges or Community Colleges annually. Matriculate 3 or more Hometown Scholars, P2P Scholars and Still Scholars annually. Matriculate 15% or higher, students who meet the definition of economically disadvantaged annually. Matriculate 20% or higher, students who are first generation college, annually. Matriculate 20% or higher, students who are from isolated rural, small or large towns annually. Matriculate 20% or higher, students who are considered Historically Underrepresented Groups (HUGs).	The program has completed 8 recruitment visits in 2020-2021, 10 recruitment visits in 2021-2022, and 19 recruitment visits in 2022-2023 to HBCUs, HSIs, Tribal Colleges or Community Colleges. The Class of 2022 matriculated 3 HTS. The Class of 2023 matriculated 6 HTS. The Class of 2024 matriculated 5 HTS and 1 P2P Scholar. 13% of students matriculated meet the definition of economically disadvantaged in the Class of 2022, 16% in the Class of 2023 and 28% in the Class of 2024. 29% of students matriculated are first generation in the Class of 2022, 30% in the Class of 2023 and 32% in the Class of 2024. 36% of students matriculated are from a rural area in the Class of 2022, 26% for the Class of 2023 and 28% for the Class of 2024. 23% of students matriculated were HUG students in the Class of 2022, 19% in the Class of 2023 and 37% for the Class of 2024.
2. Promote and provide opportunities for service to the underserved through early clinical experiences in the didactic year.	Students to complete two or more Didactic Clinical Experiences (DCEs) in underserved areas* in each of the following courses: CMP I, CMP II, and CMP III *Underserved includes rural or Medically Underserved Areas/Communities or providing care to persons with a lack of resources such as students at Title I schools, persons experiencing homelessness, the uninsured and the underinsured.	100% of students in CO2023 and CO2024 completed two or more underserved DCEs in CMP I, II, and III Underserved DCE options include: Mission of Mercy Title I school physicals Integrated behavioral health/MAT Dental clinic Wesley Community Health Center Falls prevention
3. Promote and provide opportunities for service to the underserved through clinical rotations.	All students will complete at least one rotation in an underserved location.	100% of CO2022 and 100% of CO2023 completed at least one rotation in an underserved rotation. 70% of CO2022 and 67% of CO2023 completed all rotations in an underserved rotation.
4. Produce graduates who experience teamwork through Interprofessional Education (IPE) experiences.	Students to complete at least three IPE experiences	100% of students in Class of 2023 and 100% of Class of 2024 completed at least three IPE experiences which include the following: PT/OT clinic (PT/OT/PA) Mass Casualty Simulation (SOMA/PA) Communication Drills (Dental/PA) Dental Block training (Dental/PA) Mission of Mercy (Dental/SOMA/PA) Falls Prevention (OT/RN/PA)
5. Promote whole person healthcare by including elements of mind, body and spirit across the curriculum.	Students to successfully complete a full year of Body, Mind, Spirit courses with readings and reflective journaling Students to successfully complete Community Needs Assessment, Social Determinants of Health, and Preventive Health Assignments. Students to successfully complete four reflective writing assignments throughout the clinical year (Topic areas: Patient Advocacy, Healthcare Barriers, Cost-effective Care, a Difficult Patient Situation, MAT/SUD care, and the Student’s Personal Growth in the Program)	100% of Class of 2022 & 2023 successfully completed a full year of Body, Mind, Spirit courses and participated in reflective readings and journaling. 100% of Class of 2023 & 2024 successfully completed Preventive Health and Social Determinants of Health assignments -100% of Class of 2023 successfully completed the Community Needs Assessment. 100% of Class of 2022 successfully completed the four reflective writing assignments.
6. Facilitate a learning-centered environment that provides access to a variety of diverse, innovative educational tools.	Students will have access to five or more educational tools throughout the program to enhance their educational experience.	The Class of 2023 and 2024 had the following educational tools integrated into the program curriculum: Osmosis Mentimeter Kahoot Rosh Review OnlineMedEd Doc.com Application Learning Lab EHRGo Situation Rooms The Class of 2023 and 2024 had the following educational tools available for reference: UpToDate VisualDx PubMed StatRef ExamMaster AccessMedicine

Accreditation +
- A.T. Still University is accredited by the Higher Learning Commission
  
  230 S. LaSalle Street, Suite 7-500,
  Chicago, IL 60604
  
  Phone: 800.621.7440 | Fax: 312.263.7462
  Email: info@hlcommission.org
  
  hlcommission.org
  
  The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Accreditation-Continued status to the Physician Assistant Program sponsored by A.T. Still University Arizona School of Health Sciences.
  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 March 2024. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.
  The program’s accreditation history can be viewed on the ARC-PA website at http://www.arc-pa.org/wp-content/uploads/2021/07/Accreditation-History-A.T.-Still-AZ-School-of-Health-Sciences-26.pdf.

What is a PA? +
- Per the American Academy of Physician Assistants (AAPA), a PA is a nationally certified and state-licensed medical professional. PAs practice medicine on healthcare teams with physicians and other providers. They practice and prescribe medication in all 50 states, the District of Columbia, the majority of the U.S. territories and the uniformed services.
  PAs can:
  - Take a medical history
  - Conduct physical exams
  - Diagnose and treat illnesses
  - Order and interpret tests
  - Develop treatment plans
  - Counsel on preventive care
  - Assist in surgery
  - Write prescriptions
  - Make rounds in hospitals and nursing homes
  PAs’ specific duties depend on:
  - The setting in which they work
  - Their level of experience
  - Their specialty
  - State laws

Profession+
- History of the profession (per the American Academy of Physician Assistants)
  The PA profession was created to improve and expand healthcare.
  In the mid-1960s, physicians and educators recognized there was a shortage of primary care physicians.
  To help remedy this, Eugene A. Stead Jr., MD, of the Duke University Medical Center, put together the first class of PAs in 1965. He selected four Navy Hospital Corpsmen who had received considerable medical training during their military service. Stead based the curriculum of the PA program on his knowledge of the fast-track training of doctors during World War II.
  The first PA class graduated from the Duke University PA program on Oct. 6, 1967.
  The PA concept was lauded early on and gained federal acceptance and backing as early as the 1970s as a creative solution to physician shortages. The medical community helped support the new profession and spurred the setting of accreditation standards, establishment of a national certification process and standardized examination, and development of continuing medical education requirements.
  Areas of Medicine for PAs
  Physician assistants (PAs) are found in all areas of medicine. They practice in family medicine, internal medicine, emergency medicine, pediatrics, obstetrics and gynecology, surgery and surgical specialties including orthopedics, psychiatry as well as many other areas. Many PAs work in settings such as education, government, administration and research.
  Employment Opportunities
  The most common areas of medicine (per the AAPA) include:
  - Primary Care 21%
  - Surgical Subspecialties 29%
  - Internal Medicine Subspecialties 12%
  - Emergency Medicine 10%
  Employment opportunities for PAs are abundant. Many students are offered employment by preceptors on clinical rotations.
  Earnings Potential
  There are many resources easily available. Examples include:
  Median annual salary (per the AAPA): $111,000.
  Salary varies based on experience, education, geographical location and other factors.

Students and Alumni+
- Profile of the Current Cohort
  Class of 2024 admissions data
  - Class size: 70
  - Number of applicants interviewed: 300
  - Number of CASPA Applications: 1,996
  - Average cumulative GPA: 3.58
  - Average science GPA: 3.55
  - Average age: 25
  Student Services
  Student Life is dedicated to enhancing life outside the classroom at A.T. Still University by providing intentional programming, leadership development, and co-curricular support. Through engagement in one of over one hundred student organizations; university-organized volunteer/service opportunities; and informal interactions with fellow students, faculty, and staff the office of Student Life helps to facilitate a work/life balance of ATSU students outside the classroom.
  An example of an ATSU student organization is the J. Louis Kettel Society. The Kettel Society is the Physician Assistant program official student organization that represents all PA students at ATSU. The society provides a social and student governing platform for PA students. For more information about how to get involved with the Society or other registered student groups please contact studentlife@atsu.edu.
  
  The office also helps prepare ATSU students for the next phase of their career through career and professional development services. From hosting annual recruitment fairs, workshops to hone interviewing skills, and reviewing critical employment documents, Student Life helps bridge the experiences gained at ATSU with our students’ next professional experience.

Pipeline to Practice (P2P) Scholars+
- Pipeline to Practice scholars are individuals who have been endorsed by one of our partner institutions nationally. To be considered as a P2P Scholar, the individual must obtain written endorsement from their institution and have the Faculty Advisor at the institution submit the letter Gina Hirrill-Torres at ghirrilltorres@atsu.edu.
  
  The current list of partner institutions includes:
  Albany State University
  Arizona Western College
  Benedictine University
  Dillard University
  Fresno Pacific University
  Langston University
  Ponce University
  Saint Augustine University
  Truman State University

Still Scholars +
- At the end of the Sophomore Year, to be selected for the Still Scholars Program, an applicant must meet the following conditions:
  1. Students may enroll in any major, provided that application requirements are met by the time of application.
  2. Students must be in the process of finishing their sophomore year of their undergraduate education, or have a minimum of two years of full-time study left in their degree program.
  3. Completion of at least 45 credit hours prior to applying.
  4. Completion of at least 50% of the following prerequisite courses for PA school by the end of their sophomore year (AP credits or college credits received prior to high school graduation cannot be counted toward pre-requisites):
    1. Human Anatomy with lab (recommended that course be completed within 5 years of application date), minimum 4 semester credits/6 quarter credits.
    2. Human Physiology with lab (recommended that course be completed within 5 years of application date), minimum 4 semester credits/6 quarter credits.
      1. OR Combined Anatomy & Physiology course, must have two or more semesters (each with lab) totaling 8 semester credits/12 quarter credits.
    3. Microbiology (with or without lab; recommended that course be completed within 5 years of application date) minimum 3 credits/4 quarter credits.
    4. Biochemistry (with or without lab; recommended that course be completed within 5 years of application date), minimum 3 semester credits/4 quarter credits.
    5. General chemistry (with or without lab; recommended that course be completed within 5 years of application date), minimum 4 semester credits/6 quarter credits.
    6. Psychology, minimum 3 semester credits/4 quarter credits
    7. College Statistics (i.e. intro course, business stats, psych stats), minimum 3 semester credits/4 quarter credits
    8. English composition minimum 6 semester credits/8 quarter credits OR English composition minimum 3 semester credits/4 quarter credits AND English elective, minimum 3 semester credits/4 quarter credits
    9. Medical Terminology, minimum 1 semester/1 quarter credits (certificate does not count must be on transcript from college/university)
  5. Suitable academic achievement demonstrated by the following:
    Science GPA of at least 3.40, including all occurrences of repeated courses;
    b. Cumulative GPA of at least 3.40, including all occurrences of repeated courses;
    c. Have a minimum grade of a B in all prerequisite courses;
    d. to Maintain status as a full-time student at Saint Augustine University/North Carolina Central University.
  1. Demonstrate substantial involvement in volunteer work or community service activities which exhibit a strong commitment to helping others/empathy and leadership.
  2. Shadow a physician assistant or work in some aspect of the medical field (paid or volunteer), and have a minimum of 250 hours of clinical experiences by the time of their application.
  3. Maintain good disciplinary standing at the Saint Augustine University/North Carolina Central University as certified by the Advisor and an official university academic transcript.
  4. Apply to the Still Scholars Program by August 1 after their sophomore year, submitting all required application components (application, essays, exclusive agreement form, transcripts, and three letters of recommendation).
  5. If invited, applicant will interview at ATSU-ASHS MSPAS program via zoom and be selected by the Admissions Committee for participation in the Still Scholars Program.
  During the Junior Year:
  1. Active participation in and fulfillment of all ATSU-ASHS MSPAS Still Scholars Program Canvas course requirements.
  2. Attend monthly Still Scholars meetings via zoom.
  1. Satisfactory Progress during Still Scholars Program.To continue in good standing in the Still Scholars Program, an applicant must meet the following conditions:
  1. Continue satisfactory academic progress in undergraduate coursework as demonstrated by:
    Minimum Cumulative GPA of at least 3.40, including all occurrences of repeated courses;
    b. Minimum Science GPA of at least 3.40, including all occurrences of repeated courses;
    c. Remain a full-time student at the North Carolina Central University;
    d. Completion of or in the process of completing any remaining prerequisite courses (listed in C.4);
    e. Meeting specific undergraduate course equivalencies for graduation, as determined by the Advisor.
  2. Participation in community service activities consistent with the goal of entering the PA profession. Specific community service activities that a candidate may elect include:
    Service and volunteer activities which exhibit a strong commitment to helping others/empathy and leadership, especially those that benefit underserved communities;
    b. Engaging with some aspect of the PA field;
    c. Being an active member of the North Carolina Central University health professions club;
    d. Being involved in academic enrichment opportunities, undergraduate research programs, or other PA career preparation programs.
  3. Participate in at least 1000 hours of clinical experiences, including shadowing, employment, or volunteer work where interaction with and direct observation of a physician assistant (unrelated to applicant) interacting with patients occurs. Shadowing at least one physician assistant is highly encouraged, and shadowing primary care physician assistants is also desired.
  4. Have personal integrity and sound moral character by maintaining a good disciplinary standing. This includes the avoidance of serious sanctions, criminal/civil charges, maintaining acceptable interpersonal relations with faculty and peers, showing maturity and judgment, and exercising personal responsibility in meeting commitments.
  As soon as CASPA opens in late April, the final interview step requires the following:
  1. On track for successful completion of all Still Scholars Program requirements as noted above by the time of matriculation.
  2. Completion of the CASPA (centralized application service for PAs) by July 1 after completion of the junior year, and completion of secondary ATSU-ASHS MSPAS application by August 1 after completion of the junior year.
  3. Provide ATSU-ASHS with a minimum of two (2) letters of recommendation, including one letter each from: The Saint Augustine University/North Carolina Central University Health Professions Advisor or science faculty member of a course the applicant took;
  4. Meet all admission requirements and fulfill all technical standards for ATSU-ASHS MSPAS.
  5. Participate in the ATSU-ASHS MSPAS MMI interview day usually in September or October of the senior year.
  Still Scholars Evaluation Form (pdf)
  Still Scholars Application (pdf)

Hometown Scholars+
- Hometown Scholars are individuals who live in and work or volunteer with a community health center. To be considered as a Hometown Scholar, the individual must obtain written endorsement from their CHC and submit the letter through the Hometown Scholar program. For more information, please visit https://www.atsu.edu/hometown-scholars

Didactic and Clinical Year Overview+
- Didactic Year Overview
  Classroom lectures and labs are conducted on the Mesa campus. Lectures are generally in large group format, often with case studies, interactive quizzing, and projects to encourage participation and collaboration with peers and faculty.
  Labs are generally in smaller group format, in which students practice history and physical exam, along with hands on skills and procedures with faculty supervision.
  Standardized patients are utilized to give “real world” scenarios and exposure in the testing environment to best prepare students for clinical rotations.
  Students gain practical experience to prepare for clinical rotations by going into the community to see patients during their didactic year. Students build confidence by working closely with preceptors and patients. Examples of these didactic year clinical experiences include the following:
  - Crossroads
  - Emerson Elementary School physicals
  - Mission of Mercy
  - Special Olympics athlete physicals
  - Karate medical team
  - Sant’e Rehab
  - Family Medicine
  - Medical Examiner
  - Ears Nose Throat (ENT)
  - Dental Clinic
  - Various health fairs
  Clinical Year Overview
  All students complete eight 6-week supervised clinical practice experiences. Students are assigned to complete these experiences at sites throughout the state of Arizona or at one of our community health center partners located in various parts of the country. Clinical Practice Experience areas include:
  - Family Medicine
  - Internal Medicine
  - Pediatrics
  - Emergency Medicine
  - Women’s Health
  - General Surgery
  - Behavioral Health
  - Elective
  Community Health Centers (CHC) for Clinical Experiences
  Community Health Centers are the nation’s largest safety net providers of healthcare for the underserved. Select students are assigned to complete their rotations at one of our community health center partners. By being embedded in these areas for clinical rotations, it is hoped that students will choose to practice in a community of need.
  Our current CHC partners include the following:
  - Advance Community Health Raleigh, NC
  - OIC Rocky Mount, NC
  - Rural Health Group Roanoke Rapids, NC
  - Teche Action Clinic, Franklin, LA
  - Albany Area Primary Health Care, Albany, GA
  - Family Healthcare Network, Visalia, CA
  - Camarena Health, Madera, CA
  - Community Healthcare Center of Wichita Falls Wichita Falls, TX
  - Sun Life Family Health Center, Casa Grande, AZ
  - Canyonlands Page, Globe, and Safford, AZ
  - Cabbarus Rowan Community Health Centers, Concord, NC
  - Ampla Health Tuba City, CA
  - Golden Valley Merced, CA
  A.T. Still University’s Physician Assistant Program is an entry level, 26 month course of study that leads to a Master of Science degree upon successful completion. The first 14 months of the program consist of courses that develop a strong academic foundation for clinical practice. Faculty and staff work closely with students, helping them develop professional attributes and clinical problem-solving skills necessary for efficient and optimal patient care.
  During the clinical component of the program, students attend clinical rotations in several disciplines of medicine. Students are supervised by clinical preceptors and continue to advance their clinical knowledge by working directly with patients and various health care professionals.
  Graduation from ATSU-ASHS PA program also requires the development of a capstone paper/project in collaboration with the faculty. The paper/project is designed for students to demonstrate their skills in critical analysis and a capacity for independent, logical thinking.
  After graduation, students take the national certification exam, Physician Assistant National Certifying Exam (PANCE).

NCCPA Pass Rates +
- The current pass rate for the class of 2022 is 92 percent.
  5-year NCCPA Pass Rates (pdf)

Attrition

ARC-PA Student Attrition +

	Class of 2020	Class of 2021	Class of 2022
Maximum entering Class size (as approved by ARC-PA)	70	70	73
Entering class size	70	70	70
Graduates	66	69	73
*Attrition rate	5.7%	1.4%	1.4%
**Graduation rate	94.3%	98.6%	104%
For the Class of 2022, the maximum entering class size in July of 2020 was 70. One student withdrew during the didactic year. Prior to July 2021, ATSU ASHS asked ARC-PA to accept four students from a University that lost accreditation so the students could complete their clinical year and graduate on time. This request was for 73 maximum class size (69 students who originally started with ATSU + 4 students added before the clinical year). Therefore, only one student left the program and all other students, plus the students from the other University graduated from the ATSU-ASHS program.

*Attrition rate calculation: Number of students who attritted from cohort divided by the entering class size.

**Graduation rate: Number of cohort graduates divided by the entering class size.

Physician Assistant Faculty

Dean +
- - Ann Lee Burch, PT, MPH, EdD
    
    Dr. Ann Lee Burch is the dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Burch received her doctor of education from Columbia University, Teachers College in 2005. She received her masters of public health from Columbia University, Mailman School of Public Health in 2002 and her masters of physical therapy from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University. Her BA is in psychology from the University of Rochester.
    
    Prior to her appointment as dean, Dr. Burch served as vice dean for ATSU-ASHS. She served as the chair of the Physical Therapy Department from 2008-January 2012. Prior to ATSU, Dr. Burch was the director of physical therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.
    
    Dr. Burch’s area of scholarly interest and application of that interest is in knowledge, attitudes, and self-efficacy of health care providers and healthcare professional students towards underrepresented patient/client groups.
    
    Dr. Burch is the author of a Guide to Physical Therapy (Vault Publishers) which was written to increase information access about physical therapy to both high school graduates and re-entry adults. She was a co-investigator on an NIH grant at the University of Puerto Rico exploring the feasibility of an exercise program for breast cancer survivors living in San Juan. Dr. Burch has lived in Symi, Greece, Taipei, Taiwan, Ahmdebad, India and San Juan, Puerto Rico, and is committed to research, teaching and service that further the understanding of the impact of socioeconomic and cultural variables on health.
    
    She was a member of the class of 2014 cohort of Women in Educational Leadership at Harvard Graduate School of Education. In 2017 she was the co-PI on a Centers for Disease Control, Association for Prevention and Teaching grant exploring a population health case study format for teaching and communicating the impact of social determinants of health on health disparities. She was recently appointed a peer reviewer for the Higher Learning Commission.

Vice Dean +
- - Marlene Salas-Provance, PhD, MHA, CCC-SLP
    
    Dr. Salas-Provance, is professor and vice dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Salas-Provance received her doctorate in speech science from the University of Illinois Urbana-Champaign. She received her masters of health administration from the University of Missouri School of Medicine-Columbia. She holds both a bachelors and masters in Speech Pathology from New Mexico State University.
    
    Prior to her appointment as vice dean, Dr. Salas-Provance served as associate dean of academic and student affairs for the School of Health Professions at the University of Texas Medical Branch Galveston. She served as assistant dean and chair in the College of Education, Department of Special Education and Communication Disorders at New Mexico State University in Las Cruces, New Mexico and department chair in the Department of Communication Sciences and Disorders at the University of Montevallo (AL). She held faculty positions at Fontbonne College and St. Louis University, in St. Louis, MO.
    
    She has made extensive professional contributions to the American, Speech, Language & Hearing Association (ASHA), serving on the Speech-Language Pathology Advisory Council, member of the Financial Planning Board, and the Multicultural Issues Board. She served as coordinator of ASHA’s Special Interest Group (SIG) 14, Communication Disorders and Sciences in Culturally and Linguistically Diverse populations and was a founding member and coordinator of SIG 17, Global Issues in Communication Sciences and Disorders. She is an ASHA Fellow and received ASHA’s highest awards for “Special Recognition in Multicultural Affairs” and “Outstanding Contributions in International Achievement.”
    
    Dr.Salas-Provance has served as a clinical educator throughout her academic career, especially related to children with cleft lip and palate. She is a member of an international medical team with Rotaplast International and has traveled worldwide for over 15 years to provide clinical services to children with cleft palate. She implemented a program for graduate students in speech pathology to provide clinical services in Spanish to children with cleft palate in Lima, Peru. In addition to Lima, Peru she has provided clinical services in China, Bangladesh, Philippines, El Salvador, Dominican Republic, Guatemala and Venezuela.
    
    Dr. Salas-Provance is coauthor of the textbook Culturally Responsive Practices in Speech-Language and Hearing Science (Plural Publishing, 2019) which meets the needs for training students in healthcare professions regarding practice with individuals from culturally and linguistically diverse populations. Her research is focused on attitudes towards disability by diverse populations and addressing the use of language interpreters during healthcare and educational encounters.
    
    Over the past ten years she has lectured extensively to international audiences, both in English and Spanish, including as invited speaker for the Congreso Internacional en Trastornos de la Comunicacion at Escuela de Fonoaudiologia (Speech Language Pathology / Audiology) de la Universidad de Talca, Chile and for the Department of Otolaryngology, Hospital Nacional Arzobispo Loayza, Lima, Peru, Endoscopic Evaluation of Velopharyngeal Dysfunction. She was invited keynote speaker for the First International Congress in Speech-Language Pathology and Orthodontics in the area of cleft lip and palate in Lima, Peru.
    
    Dr. Salas-Provance was selected for the American Council on Education (ACE) Women’s Leadership Program and attended the National Women’s Leadership Forum in Washington DC (2017) for advancing female executives in higher education.

Chair and Program Director +
- - Michelle DiBaise, DHSc, PA-C, DFAAPA
    
    Michelle DiBaise, DHSc, PA-C, DFAAPA, graduated in 1990 from the University of Nebraska Medical Center’s PA program. Dr. DiBaise has practiced in pulmonology, orthopedic surgery and for ten years, dermatology in Nebraska. She is currently a full-time professor and the program chair for ATSU’s PA Program.
    
    Dr. DiBaise has served on the American Academy of Physician Assistant board of directors, the Student Academy of the AAPA as both a student and as graduate advisor; vice president of the PA Foundation; and serves on the editorial board for the Journal of Dermatology PAs. In addition, she has served as president of the Arizona State Association of PAs (ASAPA) in addition to serving as president for Nebraska, Iowa and the Society of Dermatology PAs.

Administration and Faculty +
- - Bruce Badaglialacqua, DO
    Medical Director
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  - Ray Pavlick, PhD
    Professor, Director of Didactic Education
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  - Kimberly DeVore, MS, PA-C
    Director of Clinical Education/Assistant Professor
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  - Annette Bettridge, EdD, PA-C, FNP
    Assistant Professor
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  - Brittney Hulsey DMSc, MSPAS, MS, PA-C
    Assistant Professor
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  - Thomas Hartman, DMSc, PA-C
    Assistant Professor
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  - Angie Kiselyk, EdD, PA-C
    Assistant Professor
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  - Linda S. MacConnell, DMSc, MAEd, MPAS, PA-C
    Associate Professor
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  - Tessa Tibben, DHSc, PA-C
    Assistant Professor
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  - Lorie Weber, MS, PA-C
    Assistant Professor
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  - Ami Mikhail, MMS, PA-C
    Assistant Professor/Clinical Coordinator
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  - Amy Wing, MMS, PA-C
    Assistant Professor, Clinical Coordinator
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  - Sabrina Finklea-Strickland,
    MSN, FNP-BC, PHN, FCN
    Assistant Professor

Staff +
- - Rashida Grayson
    Program Manager
    
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  - Cindy Becerra
    Manager of Clinical Education
    
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  - Janell Somers
    Clinical Student Liaison Coordinator
    
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  - Bobbi Catton
    Curriculum Coordinator
    
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  - Nick Cross
    Coordinator- PA Assessments
    
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  - Jesse Thompson, NREMT
    Education Support & Materials Manager
    
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  - Gina Hirrill-Torres
    Curriculum Coordinator
    
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  - Ezoria Aisuan, MAHS
    Rural Track Project Manager