Physician Assistant Program

About Us

Concord University is developing a Physician Assistant (PA) Program that plans to matriculate its first cohort of 24 students in August 2025. The program will provide 115 credits over 28 months (7 semesters) and is being designed to prepare students for entry into practice as a PA. Consistent with the University’s mission, the program will focus on training students to meet the healthcare needs of rural and underserved populations and to be committed to community service. The program will train students to work in a variety of healthcare settings, with an emphasis on rural primary care, public health, and leadership. All PA courses will be offered on Concord’s main campus.

The program will offer two elective tracks that consists of a two-hour elective course in each didactic semester, starting in the second semester. Students choose during their first semester which elective track they would like to pursue. You can find more information on the specific courses in each elective track in the section on Curriculum. The two elective tracks are:

  1. Medical Missions and Population Health
  2. Substance Use Disorders

*See Accreditation

Mission Statement

The mission of the Concord University Physician Assistant Program is to train physician assistants who provide exceptional patient-centered care as part of a collaborative team and who are committed to promoting health and wellness through preventative care and patient education, improving access to healthcare through service to rural and underserved populations, and becoming leaders in their practices and communities.


The vision of the Concord University Physician Assistant Program is to graduate Physician Assistants who become leaders in the profession, consistently serve rural and underserved populations and are committed to community service.

Goal 1 – To recruit applicants from diverse backgrounds with strong academic performance.

Indicators of Success in Meeting Goal

  1. Cohorts will contain >15% of students from diverse* backgrounds
    • Data will be published once available for class of 2027
  2. Cohorts will have an average incoming GPA >3.4 and incoming science GPA >3.2
    • Data will be published once available for class of 2027

*Diverse backgrounds, specifically underrepresented minorities in medicine (Black/African American, Native American, Latino), economically disadvantaged (Pell Grant recipients), history of military service, first-generation college students

Goal 2 – To foster a team approach to patient-centered care through interprofessional education.

Indicator of Success in Meeting Goal

  1. Students complete the curricular components that include application of interprofessional education.
    • Data will be published once available for class of 2027

Goal 3 – To provide a curriculum and learning environment that enables student success in completing the program, attaining the program competencies necessary for entry-level PA practice, and passing the PANCE.

Indicators of Success in Meeting Goal

  1. The program will have an attrition rate <5% due to academic deficiencies.
    • Data will be published once available for class of 2027
  2. All students will successfully pass the summative examination.
    • Data will be published once available for class of 2027
  3. The program will have a 1st-time PANCE pass rate at or above national average.
    • Data will be published once available for class of 2027

Goal 4 – To provide opportunities for community service that will promote a lifelong commitment to community service, improving access to care for rural and underserved populations, and promoting patient education as a means to improving health.

Indicator of Success in Meeting Goal

  1. Students meet community service requirements that serve underserved populations and include patient education.
    • Data will be published once available for class of 2027

Knowledge for Practice. Demonstrate knowledge about established and evolving biomedical and clinical sciences and the application of this knowledge to patient care.

  1. Demonstrate investigative and critical thinking in clinical situations.
  2. Identify and interpret current, peer-reviewed, and evidence-based sources of medical information.
  3. Apply principles of epidemiology to identify health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for individuals and populations.
  4. Recognize normal and abnormal health states.
  5. Discern among acute, chronic, and emergent disease states.
  6. Apply principles of clinical sciences to diagnose disease and utilize therapeutic decision-making, clinical problem-solving, and other evidence-based practice skills.
  7. Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care.

Interpersonal and Communication Skills. Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families and health professionals.

  1. Communicate effectively with patients, families, and the public across a broad range of socioeconomic and cultural backgrounds, adapting communication skills to effectively elicit and provide information according to the context of the interaction.
  2. Establish meaningful, therapeutic relationships with patients and families to ensure that patient’s values and preferences are addressed and that needs and goals are met to deliver culturally competent, person-centered care.
  3. Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interaction.
  4. Document patient information in the medical record that is comprehensive, accurate, timely, and meets all professional expectations for clinical, legal, quality, and financial purposes.
  5. Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies.
  6. Demonstrate sensitivity, honesty, and compassion in all conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics.

Patient Care. Provide person-centered care that includes patient- and setting-specific assessment, evaluation, and management, along with providing healthcare that is evidence-based, supports patient safety, and advances health equity.

  1. Gather essential and accurate information about patients and their condition through history-taking, physical examination, and the use of laboratory data, imaging, and other tests.
  2. Order and interpret diagnostic and screening studies based on clinical data, evidence-based guidelines, and patient values.
  3. Synthesize essential information from previous records, history, physical exam, and initial diagnostic evaluations to propose a scientifically supported differential diagnosis.
  4. Develop and implement evidence-based management plans for patients across the lifespan in a variety of settings.
  5. Identify social determinants of health and integrate this information to provide patient-centered care.
  6. Perform commonly utilized clinical procedures with proper technique and attention to patient safety.
  7. Provide effective, equitable, understandable, and respectful quality care that is responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs.
  8. Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making.
  9. Provide healthcare services to patients, families, and communities aimed at preventing health problems or maintaining health.
  10. Refer patients, as appropriate, to ensure continuity of care between healthcare providers and settings.

Interprofessional Collaboration. Engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care.

  1. Work with other health professionals to provide collaborative, patient-centered care while maintaining a climate of mutual respect, dignity, diversity, ethical integrity, and trust.
  2. Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and address the health care needs of the patients and populations served.
  3. Collaborate with other professionals to integrate clinical care and public health interventions. (ICS3)
    Utilize the full scope of knowledge, skills, and abilities of available health professionals to provide care that is safe, timely, efficient, effective, and equitable. (IC4)

Practice-Based Learning and Quality Improvement. Evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning.

  1. Exhibit self-awareness to identify strengths, address deficiencies, and recognize limits in one’s knowledge, skills, attitudes and behaviors.
  2. Perform learning activities that address gaps in knowledge, skills, attitudes and behaviors.
  3. Systematically analyze practice using quality improvement methods and performance data, and implement changes with the goal of practice improvement, patient safety, and provision of cost-effective healthcare.
  4. Continually analyze and implement new guidelines, standards, products, or services that have been demonstrated to improve outcomes.

Professionalism and Personal Development. Commit to practicing medicine in ethically and legally appropriate ways and exhibit professional maturity and accountability for delivering safe and quality care to patients and populations.

  1. Practice medicine with compassion, integrity, and respect for others.
  2. Demonstrate sensitivity and responsiveness to patient needs that supersedes self-interest.
  3. Demonstrate respect for patient’s privacy and autonomy.
  4. Demonstrate accountability to patients of all backgrounds, society and the profession.
  5. Demonstrate cultural humility and responsiveness to a diverse population.
  6. Demonstrate a commitment to ethical principles pertaining to provision or withholding care, confidentiality, informed consent, and business practices.
  7. Adhere to standards of care, and to laws, policies, and regulations governing the delivery of care in the United States.
  8. Identify biases and implement strategies to prevent their impact on patient care.
  9. Demonstrate a commitment to personal wellness, self-care, and healthy coping mechanisms to respond to stress that supports the provision of quality patient care.
  10. Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients.
  11. Demonstrate self-confidence that puts patients, families, and members of the health care team at ease.

Once students demonstrate program competencies and are ready to enter clinical practice, they can be entrusted with the following professional activities.

Entrustable Professional Activities (EPA)

  1. Interview a patient to gather essential information and perform a technically proficient physical examination.
  2. Prioritize a differential diagnosis.
  3. Order and interpret diagnostic and screening tests.
  4. Locate, critically evaluate, integrate, and appropriately apply scientific evidence to patient care.
  5. Develop and implement patient management plans.
  6. Perform clinical and technical procedures as indicated.
  7. Document and orally present a clinical encounter.
  8. Collaborate as a member of an interprofessional team.
  9. Provide transfer of care in a variety of settings.
  10. Identify patients requiring a higher level of care and initiate appropriate evaluation and management.
  11. Contribute to a culture of safety and quality.
  12. Incorporate principles of cultural competence across the healthcare continuum.

Concord University has applied for Accreditation – Provisional from the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Concord University anticipates matriculating its first class in August 2025, pending achieving Accreditation – Provision status at the March 2025 ARC-PA meeting. Accreditation – Provisional is an accreditation status granted when the plans and resource allocation, if fully implemented as planned, of a proposed program that has not yet enrolled students appear to demonstrate the program’s ability to meet the ARC-PA Standards or when a program holding accreditation-provisional status appears to demonstrate continued progress in complying with the Standards as it prepares for the graduation of the first class (cohort) of students.

In the event that Accreditation-Provisional status is not granted by the ARC-PA, Concord University Physician Assistant Program will not matriculate its first class in August 2025 as planned. Any deposit paid by an applicant will be refunded in full. The University will not be responsible for refunding application fees or expenses incurred by applicants during the application and/or interview process (e.g., CASPA fees, travel to/from campus, etc.).

The Concord University PA Program has two pathways for entry: Traditional and Fast Track. The traditional pathway is for students who hold at least a bachelor’s degree. The fast track pathway is for Concord University students who have completed the program requirements. Students accepted into the fast track pathway can earn a bachelor’s degree in their discipline after the first year of the PA Program and a master’s degree upon completion of the PA program.

Learn more about the admission criteria for each pathway below.

Please note: The program does not grant advanced placement. All students who matriculate into Concord University’s PA program must complete all program requirements.

Applicant Evaluation Process

Acceptance into any PA program is a highly competitive process. Concord University will select up to 24 applicants to matriculate into each cohort. Meeting our admission requirements for either pathway does not guarantee acceptance.

Applicants with Foreign Education or English as a Second Language

Applicants who have completed coursework and/or have obtained a degree from an educational institution outside of the United States are required to have their educational credentials evaluated by any National Association of Credential Evaluation Services (NACES) accredited services such as World Education Services (WES) or Education Credential Evaluators (ECE). Evaluation reports should be sent directly from the credentialing service to the CU PA Program. No advanced placement and exemption from application requirements will be granted to international medical graduates.

All applicants for whom English is a second language must submit a copy of the Test of English as a Foreign Language (TOEFL) with a minimum score of 85 for the internet based test (iBT).

Post-Acceptance Requirements

Traditional applicants offered a seat in the program are required to pay a $1000 non-refundable deposit within two weeks of notification of acceptance to secure their seat in the class. Fast track applicants offered a seat in the program are required to pay a $500 non-refundable deposit within two weeks of notification of acceptance to secure their seat in the class.

Traditional applicants offered a seat after June 1 are required to pay a $1000 deposit within 5 working days of notification of acceptance in order to hold their seat. Offers made after July 1 require the $1000 deposit to be made within three days of notification. Fast track applicants offered a seat after June 1 are required to pay a $500 deposit within 5 working days of notification of acceptance in order to hold their seat. Offers made after July 1 require the $500 deposit to be made within three days of notification. The acceptance letter will give the specific due date for the deposit. Failure to pay the deposit by the due date will result in forfeiting their seat. All deposit money will be applied toward the cost of tuition for the first semester of the program.

Once accepted into the program and the deposit made, students must submit the following documentation prior to matriculation into the program. Acceptance letters will detail the required documentation and specify the due dates for submitting documentation. See the Student Handbook for additional information.

  1. Technical Standards Form
  2. Proof of Health Insurance
  3. Immunizations and tuberculosis screening
  4. Health Information Release Form
  5. Drug screen
  6. Certified Background Check
  7. Transcripts (for coursework completed since application)

The estimated total cost of tuition and fees for the 7-semester program are listed below. Tuition and fees are based on the 2025-2026 academic year.

Program Costs
Tuition / Semester Fees / 1st Semester Fees / 2nd – 7th Semesters Total / Program (7 Semesters)
WV Resident $11,000 $2,000 $900 $84,400
Non-WV Resident $17,000 $2,000 $900 $126,400
Estimate of Program Required Expenses –
Not Covered in Tuition or Fees
Textbooks* $1,500
Scrubs/Lab coats $200
Diagnostic equipment $500
Professional Memberships (AAPA & WVAPA) $85
Conference Expenses – Clinical Year $800
Graduation Fee $50
TOTAL $3,285

*Cost for books not available on the online database. 


Tuition and fee refunds will be made according to Concord University’s Policy for Tuition and Fee Refunds found on the Student Accounts Office page of the University’s website.

Course Number and Title Credit Hours
Didactic Curriculum
Semester 1 – Fall 1
PA500 – PA Professional Issues 1
PA501 – Introduction to Interprofessional Practice 1
PA502 – Clinically-Oriented Human Anatomy 4
PA503 – Pathophysiology for Medical Professionals 5 5
PA504 – Clinical Pharmacology 2
PA505 – History and Physical Examination Skills 2
PA505L – History and Physical Examination Skills Lab 1
Total Credit Hours Semester 1 16
Semester 2 – Spring 1
PA506 – Patient Care and Clinical Reasoning I 1
PA506L – Patient Care and Clinical Reasoning I Lab 1
PA509 – Clinical Medicine I 4
PA512 – Psychiatry and Behavioral Medicine 2
PA513 – Pharmacotherapy I 2
PA516 – Clinical Skills and Diagnostics I 1
PA516L – Clinical Skills and Diagnostics I Lab 1
PA519 – Research Methods and Epidemiology 1
PA520 – Health Promotion and Disease Prevention 2
Elective I** 2
Total Credit Hours Semester 2 17
Semester 3 – Summer 1
PA507 – Patient Care and Clinical Reasoning II 1
PA507L – Patient Care and Clinical Reasoning II Lab 1
PA510 – Clinical Medicine II 4
PA514 – Pharmacotherapy II 2
PA517 – Clinical Skills and Diagnostic II 1
PA517L – Clinical Skills and Diagnostics II Lab 1
PA524 – Women’s Health 2
PA525 – Healthcare Systems and the Business of Medicine 1
PA526 – Social and Cultural Considerations in Medical Practice 1
Elective II** 2
Total Credit Hours Semester 3 16
Semester 4 – Spring 2
PA508 – Patient Care and Clinical Reasoning III 1
PA508L – Patient Care and Clinical Reasoning III Lab 1
PA511 – Clinical Medicine 4
PA515 – Pharmacotherapy III 2
PA518 – Clinical Skills and Diagnostics III 1
PA518L – Clinical Skills and Diagnostics III Lab 1
PA527 – Emergency and Hospital Medicine 3
PA528 – Surgery 1
Elective III** 2
PA-540 – Preclinical Assessment 1
Total Credit Hours Semester 4 17
Clinical Year Curriculum
Semester 5 – Spring 2
PA-601 – Transition to Professional PA Practice I 1
Semester 6 – Summer 2
PA-602 – Transition to Professional PA Practice II 1
Semester 7 – Fall 3
PA-603 – Transition to Professional PA Practice III 1
PA-630 – Summative Assessment 1
Each clinical rotation is 5-weeks in length and will be varied in sequence for each student. Students are not required to provide or solicit clinical sites or preceptors. After each rotation, students return to campus for an end of rotation examination and for didactic instruction in PA-600, PA-601, and PA-602, in respective semesters.
PA-610 – Family Medicine Rotation 5
PA-611 – Emergency Medicine Rotation 5
PA-612 – Internal Medicine Rotation 5
PA-613 – Surgery Rotation 5
PA-614 – Pediatric Medicine Rotation 5
PA-615 – Women’s Health Rotation 5
PA-616 – Psychiatry and Behavioral Medicine Rotation 5
PA-617 – Elective I Rotation 5
PA-618 – Elective II Rotation 5
Total Credit Hours for PA Program 115

Elective Tracks and Courses

Medical Missions and Population Health
Foundations of Global Health Initiatives Offered Spring – semester 2
Medical Response to Disaster and Crisis Offered Summer – semester 3
Managing Health with Limited Resources Offered Fall – semester 4
Substance Use Disorders
Foundations of Addiction Medicine Offered Spring – semester 2
Addiction and Co-Occurring Conditions Offered Summer – semester 3
Complexities of Substance Use Recovery Offered Fall – semester 4

*During the first semester of the program, students will choose an elective track. Once the elective track has been selected, students will complete all courses in that track

The Master of Physician Assistant Studies program at Concord University is a rigorous program that has distinct requirements and places exceptional demands on students. To be successful in the program and in the practice of medicine, it is essential for individuals to possess the knowledge, skills, and competencies required to function in a variety of clinical settings.

Candidates for admission and students in the program must possess aptitude, ability and skills in the following categories:


Physician Assistant (PA) students must possess sufficient sensory (visual, auditory, tactile, and olfactory) abilities to accurately perceive information provided in the educational setting. This includes written and audiovisual materials, images, and laboratory and physical examination findings. Students must be able to accurately observe (using visual, auditory, tactile, and olfactory senses) a patient’s medical condition, at a reasonable distance and close up, noting verbal and nonverbal patient communication, with and without using medical instruments. This includes, but is not limited to, obtaining a history, performing a physical examination, and assessing radiographs, electrocardiograms, sonograms, monitors, and other graphic images.


PA students must be able to communicate clearly, in a way that demonstrates sensitivity to patients, their families, and members of the healthcare team. The student must have the ability to receive and process auditory information and speak and write clearly through both written and electronic media and be proficient in English. The student must be able to accurately describe changes in the patient’s demeanor, status, or posture, document a legible and comprehensive patient evaluation, and present the evaluation orally in a focused manner to other healthcare professionals. Students must be able to adjust their communication style and content to the situation and to the patient’s functional, educational, or mental status.

Cognitive Function

PA students must be able to comprehend and recall large amounts of complex information and synthesize data to solve clinical problems. Students must be able to learn through a variety of modalities and demonstrate skills in clinical reasoning, critical thinking, and problem solving. Students must identify findings from patient history, physical exam, and laboratory data and be able to analyze, organize, assimilate, and synthesize the information to make diagnostic and therapeutic decisions, incorporating information from the medical literature. Students must have the ability to manage several tasks or problems simultaneously. Students must be able to identify limitations in their own knowledge, skills, and abilities, and seek assistance when appropriate.

Motor Function

PA students must have sufficient motor function to directly perform inspection, auscultation, percussion, palpation, and other diagnostic maneuvers to elicit physical signs and recognize normal versus abnormal findings. Students must be able to provide general patient care and emergency treatment in accordance with currently acceptable medical practices. Students must have the ability to utilize gross and fine motor palpation, touch, vibratory sensation, and temperature sensation in evaluating various body parts. Students must be able to perform basic diagnostic, therapeutic and emergent procedures (e.g., venipuncture, airway management, placement of intravenous catheters, administration of intravenous medicines, maternity care, advanced cardiac life support, suturing and knot tying, pap smear and endocervical culture, arthrocentesis, application of pressure to control bleeding, etc.). A student must have sufficient physical stamina to undergo the rigorous course of didactic and clinical study. This includes long periods of sitting, standing, and moving which are required for classroom, laboratory, and clinical experiences.

Behavioral, Emotional, and Social Attributes

PA students must demonstrate the five components of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills. Students must possess emotional stability for full utilization of his/her intellectual abilities and the exercise of good judgment. The student must be able to relate to patients, staff, and colleagues with honesty, integrity, empathy, and dedication, and in compliance with ethical and moral principles and state and federal laws governing the medical profession. The student must have sufficient interpersonal skills to control and express emotions judiciously and professionally and be able to work collaboratively and effectively as a small group member as well as a healthcare team member. The student must be able to demonstrate flexibility in the face of uncertainties inherent in the training process and the practice of medicine, tolerate taxing workloads, and function effectively under mentally and emotionally stressful situations. The student must be able to give and accept constructive criticism and appropriately respond through modification of her/his behavior. Students must be able to identify personal biases and recognize multiple points of view, integrating them appropriately into clinical decision-making.

    • Upon graduation of the first cohort, the annual National Commission on Certification of Physician Assistants (NCCPA) Physician Assistant National Certifying Exam (PANCE) Exam Performance Summary Report provided by the NCCPA will be published.
  • Attrition
    • Once the program enrolls students, annual attrition information will be provided.

Our Faculty and Staff

Hill, Carl
Hill, Carl
Assistant Professor of PA Studies & Director of Didactic Education
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Pack, Jennifer
Pack, Jennifer
Assistant Professor of Health Sciences / Director of Physician Assistant Studies
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Semonco, Julia
Semonco, Julia
Assistant Professor of PA Studies & Director of Clinical Education
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Walker, Amy
Walker, Amy
PA Admissions Coordinator
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Yost, Mark Allen
Yost, Mark Allen
PA Program Medical Director
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