1005Motions

Motions for Consideration by Members during Consortium Meetings

Motions received at APAP by the September 22 deadline will be considered by members of APAP’s consortia in meetings scheduled for Thursday, November 3, from 12:30 to 2:30 p.m., during the APAP Education Forum. As part of the review process, motions may undergo changes or revisions. Motions in their final form will be posted for membership review prior to being introduced at the APAP Business Meeting on Saturday, 4:15 to 6:00 p.m.

All consortia will consider the following two motions, 2005-BOD1 and 2005-BOD2, submitted by the APAP Board of Directors. Besides considering the board motions, the following consortia will also consider motions submitted by their members: Eastern, Heartland, Southeastern, and Western. All consortia are free to discuss any APAP motions, although changes to the motions can only be made in the sponsoring consortium. All member programs are free to bring amendments to the business meeting in the usual way.

2005-BOD1: New Name, Logo, and Tagline for the Association

Whereas the Association of Physician Assistant Programs’ current name may not adequately identify the Association’s core educational function, and

Whereas the Association’s transition to independent management in July 2006 provides a unique opportunity to strengthen and rebrand the Association’s identity, and

Whereas a new identity package consisting of a new name, logo, tagline, and graphic identity is under development by a marketing and design firm retained by APAP, and

Whereas the new name, logo, tagline, and identity package will be communicated to all APAP members at least two weeks prior to the 2005 APAP Education Forum and will also be prominently displayed at the Forum,

Be it resolved that APAP adopt the aforementioned new name, logo, tagline, and graphic identity to be presented to the membership prior to the 2005 APAP Education Forum in November.

Submitted by the APAP Board of Directors

2005-BOD2: Competencies of the PA Profession

Whereas APAP has been an active participant with the NCCPA, ARC-PA, and AAPA in developing core competencies for the profession, and

Whereas the competencies will support programs and provide a framework for curricular review and self-study, and

Whereas the competencies further define the profession’s current and future role in providing patient care,

Be it resolved, that the Association join the NCCPA, ARC-PA, and AAPA in adopting the proposed competencies for the PA profession.

Submitted by the APAP Board of Directors

In addition to the two motions submitted by the board, the Eastern Consortium will review motions 2005-EC1, 2005-EC2, and 2005-EC3:

2005-EC1: APAP Support for Community College Physician Assistant Programs

It is moved that the APAP, through its board of directors, declares it’s complete and absolute support to existing community college programs and will not endorse or support any attempt by any collaborating organization, or program, or individual member, to terminate, recommend termination, or otherwise prevent these programs from participating in PA education.

Background and Rationale: Addressing health care disparities is part of the Association’s vision and mission, and as such must remain at the forefront of all actions taken by APAP. The continuing provision of multiple options for individuals seeking a PA education and entry into the PA profession is paramount to ensuring accessibility to a diverse pool of applicants. Community college physician assistant programs have proven to be an excellent cost-effective option for entry into the profession and are for some applicants the only feasible option. Furthermore, these programs have traditionally played a key role in producing PAs from diverse backgrounds. It is therefore crucial that community college programs continue to provide a PA education to those who chose to attend them.

Submitted by:

Luis Ramos, MS, PA-C
Anne Arundel Community College
Director, Fellowship of Community College Physician Assistant Programs
on behalf of the Fellowship of Community College PA Programs

2005-EC2: APAP Recognition of Special Interest Groups

Whereas there are special interest groups such as the Fellowship of Community College PA Programs that wish to have recognition within APAP, and

Whereas there exists no formal mechanism or procedure within the APAP bylaws or policies and procedures to recognize such groups,

We move that APAP consider the feasibility of developing a system of recognition for special interest groups within the association and consider what political, financial and staff support such groups would need to be successful and beneficial to the membership.

Submitted by:

Luis Ramos, MS, PA-C
Anne Arundel Community College
Director, Fellowship of Community College Physician Assistant Programs
on behalf of the Fellowship of Community College PA Programs

2005-EC3: Use of Consortium Meetings for Vetting Motions

Based on the recent changes to consortium business and the confusion concerning program voting versus consortium evaluation of motions I propose the following new motion:

The APAP board reconsider the use of the consortia to vet motions and other APAP business items, and develop another means to have topics adequately considered.

Rationale:

Consortium meetings have traditionally been conducted in a rather informal fashion with all in attendance having an equal voice in discussion.
The consortia have also in the past had the freedom to take on projects of interest to member programs, i.e., development of test item banks and other shared resources.
Using the consortium meetings to address APAP business leaves no time for the aforementioned projects.
Only the program director or his/her representative has a vote during business meetings.
All who attend consortium meetings have an equal opportunity to speak. This may cause some confusion as to how decisions are made within APAP.
With the organization as large as APAP has become, the interest of having adequate discussion time for APAP issues may be better served by developing a process more closely akin to AAPA House of Delegates reference committee hearings and or lengthening the business meeting.

Submitted by:

Michael A. Rackover, PA-C, MS
Program Director & Associate Professor
Physician Assistant Program
Philadelphia University

In addition to the two motions submitted by the board, the Heartland Consortium will review motion 2005-SEC1:

2005-SEC1: Criminal Background Checks

Whereas there is increasing pressure from physician assistant clinical affiliates to require criminal background checks and other screening of students (e.g. drug screen), and

Whereas there is a lack of a national uniform approach to this problem which considers liability issues, confidentiality and cost to students, and other important factors, and

Whereas it appears from discussions at APAP meetings and the PA faculty list serve that there is a need for guidance to PA Programs and general consensus on best practice,

Be it resolved, that the APAP Board convene an advisory group and work with stakeholders including the American Hospital Association, the Joint Commission on Accreditation of Healthcare Organizations, and member programs concerned with the criminal background check and related issues, to collect additional relevant information, explore implementation options, and develop guidelines for use by member schools.

Submitted by:

Anthony A. Miller, MEd, PA-C
Shenandoah University

P. Eugene Jones, PhD, PA-C
University of Texas Southwestern Medical Center

In addition to the two motions submitted by the board, the Southeastern Consortium will review motion 2005-SEC1:

2005-SEC1: Criminal Background Checks

Whereas there is increasing pressure from physician assistant clinical affiliates to require criminal background checks and other screening of students (e.g. drug screen), and

Whereas there is a lack of a national uniform approach to this problem which considers liability issues, confidentiality and cost to students, and other important factors, and

Whereas it appears from discussions at APAP meetings and the PA faculty list serve that there is a need for guidance to PA Programs and general consensus on best practice,

Submitted by:

Anthony A. Miller, MEd, PA-C
Shenandoah University

P. Eugene Jones, PhD, PA-C
University of Texas Southwestern Medical Center

In addition to the two motions submitted by the board, the Western Consortium will consider motion 2005-WC1:

2005-WC1: Recognition of PA Program Diversity

APAP recognizes that PA programs exist based on unique mission-driven and geographical needs in a variety of educational institutions.

APAP recognizes that all accredited PA programs must meet ARC-PA Standards, which may be achieved through a variety of educational models.

APAP recognizes the value of accredited, non-degree-granting programs in providing access to PA education for a diverse population.

In addition to meeting institutional missions, PA programs should hold values consistent with the Mission Statement of APAP.

Background and Rationale

APAP’s historical goal of educating PAs who will improve health care access is of vital importance in the current health care environment, which leaves significant numbers of Americans unserved or underserved. Many PA programs focus on this mission: to reach as many patients as possible regardless of such factors as ability to pay, geographically remote or inner city location, cultural or ethnic expectations, or any kind of disadvantage.
In order to produce graduates who will fulfill these goals, these mission-driven programs seek to enroll students from a diverse population including those facing educational or economic disadvantage; students who may or may not earn an academic degree upon completion of PA training. All accredited programs — whether they or their sponsoring institutions grant baccalaureate or master’s degrees to all, some or none of their students — have met the rigorous standards set by the ARC-PA. All graduates, irrespective of degrees held, must pass the same national certifying examination before beginning practice.
As the APAP membership continues to train these highly competent non-degree-holding PAs, APAP must formally recognize the importance of preserving the multiple degree/certificate options open to those who seek to enter PA practice and to address the disparities in health care delivery.
As an example of non-degree granting programs, please see the attached data for Community College PA program ethnicity.

Submitted by the Western Consortium

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APAP Update - October 2005