The Emory & Henry College MPAS Program is specifically formatted to educate students in advanced clinical sciences, enabling graduates to become successful and highly competent Physician Assistants. Because of the difficulty and volume of the information presented, PA programs are well known as some of the most challenging graduate level programs. As such, the below remediation policy was developed with recognition of the following:

  • Physician Assistants need to be self-directed career-long learners of the medical sciences.
  • A major portion of any Physician Assistant educational program involves independent studying.
  • Because of the pace of accelerated PA programs, little opportunity exists for in-class instructional review of previously presented material.
  • The educational process proceeds, week to week, building on previously presented and learned material.
  • Presentations and lectures in the program should be considered supplemental to assigned readings.
  • In order to be successful, students need to continually master presented material on a day-to-day, week-to-week, month-to-month, and/or module-to-module basis.

Throughout the program, evidence of information mastery is monitored via student performance on written, oral and practical evaluations. Students are encouraged to contact the relevant faculty or instructor at any time to improve their mastery of the material. Student progress is monitored and documented in a manner that promptly identifies deficiencies in knowledge or skills and establishes means for remediation as described herein.

In some cases, a different and course-specific remediation policy may be applied and, if so, this will be clearly noted in the course syllabus. Course Directors will be available to facilitate remediation when needed. If a Course Director is not available, the Department Chair/Program Director will assign the role to another faculty member.

Importantly, all student conduct/professionalism policies apply to remediation, including policies related to examinations. For remediations that involve papers, projects, or similar activities, and unless informed differently by the course director, students are expected to work on any remediation assignments alone, and without assistance from others. Failure to do so is considered a violation of student conduct/professionalism policies and subject to consequences up to and including dismissal.


Remediation is the re-teaching and re-learning of material for which the student has not achieved mastery. The goal of remediation is to identify, based on course instructional objectives and evidenced by poor performance on examination(s), areas of weaknesses of material, and, once identified, to assist the student in overcoming those weaknesses and develop mastery of the material. Course Directors may allow remediation with other assessment tools/methods at their discretion.


A passing grade for any evaluation/assignment is represented by achieving a grade of 73.0000% or greater. Any grade <73% constitutes failure of an evaluation/assignment and requires remediation for content only.

  • Unless otherwise noted in the course syllabi, a student will be allowed to remediate for grade change no more than four evaluations, including final examinations, in the first semester, three evaluations in the second semester, two evaluations in the third semester, and one evaluation in the fourth didactic semester.
    • If a student chooses to remediate an evaluation/examination for a grade change, the student must inform the course director within 24 hours of receiving their grade on the examination.
      • Students will not be permitted to remediate any evaluation/examination if the student does not inform the course director within the 24-hour timeline.
    • If permitted, students can improve one or more failed evaluation/examination grades by a maximum of 15 points or an examination grade of 73%, whichever comes first.
  • Importantly, to receive credit, all remediation assignments and retesting of examinations/evaluations must be completed and submitted by the Course Director’s chosen deadline.
    • Late remediation assignments, examinations/evaluations, regardless of how late, will not be accepted for credit and, as such, students will receive the original final grade on their examination/evaluation.
  • Quizzes cannot be remediated for grade change.
  • In the didactic phase, students must complete all remediation prior to the start of the next semester. Failing to complete remediation will result in a failing course grade and be subject to policies noted above regarding academic standing.
  • The Course Director, after meeting and discussing with the student, will decide on the remediation time-line during the specific semester. At the discretion of the Course Director, remediation(s) may be completed during the semester or during the semester break but must be completed prior to the start of the next semester.
  • Remediation for a failed examination involves a three-step process including:
    • Step 1: Identification of weakness area
      • Students will receive a summary of exam results via the ExamSoft system. The results will include details such as the topic, subtopic, course instructional objective, task area, and source.
    • Step 2: Development of remediation study plan based on the identified area(s) of weakness.
    • Step 3: If applicable, evidencing proficiency of failed material
      • Not all remediation will include post-remediation assessments. This will be detailed in course syllabi. If a post-remediation assessment does occur, students will be reassessed by the Course Director after completion of the remediation. The assessment activity may vary, at the discretion of the Course Director and depending on the nature of deficiency and degree of remediation necessary. The activity may include, but not be limited to:
        • Make-up written, oral, or practical examination
        • Written completion of selected course instructional objectives with reference citations
        • Written response to selected examination items with reference citations
        • Problem based learning exercise(s) focused on area(s) of weakness
        • Written self-reflection exercise(s)


SCPE course grades are comprised of End-of-Rotation Examinations (EOREs), logging of patient cases and clinical experience hours, professionalism, and preceptor evaluations. Remediation processes in the clinical phase mostly mirror the didactic phase policies and processes other than as noted below:

  • End of Rotation Examinations (EOREs)
    • EORE grades can be remediated as follows:
      • Students are permitted to remediate up to two End of Rotation Examinations (EOREs) as detailed in the Clinical Handbook.
      • Failed items must be remediated as noted in the Student Clinical Handbook. Students will be given a grade of incomplete in the applicable clinical rotation course until the items are successfully remediated.
      • Failed items on the last clinical rotation may result in delay of graduation.
  • Remediation of Clinical Student Preceptor Evaluation
    • The DCE reviews all mid-evaluations submitted by the Preceptor of the student (the Preceptor Evaluation of Student Performance). If any component is less than satisfactory the DCE will communicate directly with the preceptor and student independently. Then the DCE will make recommendation to the student for remediation and success strategies before the final evaluation is completed. Please note the mid-evaluation is formative and is not for a grade. The final evaluation is summative and for a grade.
  • Failed grade on clinical preceptor evaluation or failure to achieve a final rotation grade of at least 73%.
    • Students receiving <73% on the preceptor evaluation portion of the rotation grade or <73% on the rotation final grade will be considered to have not achieved mastery on that particular rotation and will receive a failing grade for the rotation
  • Patient Logging and Student Evaluation of SCPE and Preceptor
    • Students will not be allowed to remediate patient logging and SCPE evaluation deficiencies.
    • Students will need to log all patient encounters and complete all evaluations to advance to the next rotation.
  • SCPE Course Failure
    • When a student does not meet minimum requirements for a SCPE course they receive an “F”, and must repeat the SCPE course, resulting in a delay of graduation while automatically being placed on academic probation. If the student fails to meet minimum requirements for the repeat course, this is considered a 2nd course failure in the program which per policy results in automatic dismissal. Academic probation will not prohibit the student from progressing through the clinical phase but must be removed by the SPC prior to graduation. This is specific to the Clinical Phase only.
    • For students receiving a failing grade on a SCPE, students may be given the opportunity to remediate the rotation by completing a second rotation of the same type (e.g., Emergency Medicine).
    • The decision to permit remediation of a rotation depends in part on the reasons behind the failure; such decisions will be made by achieving consensus between the Department Chair/Program Director, Medical Director, and the Director of Clinical Education.
    • Students are permitted to remediate one individual SCPE.
      • See the information detailed above in the Academic Policies/Requirements for Promotion & Graduation and Policies and Procedures for Academic & Behavioral Probation, Deceleration & Dismissal sections of this webpage.
  • End-of-Program Summative Evaluation Failures
    • Students must achieve a score of 73% or greater on the summative MCQ exam and an 80% or greater on the combined score of the two OSCEs to pass the course. Failure to achieve a final grade of 80% or greater in the summative course will require remediation.