Academic & Grading Policies for SCPEs

The following grading scale will be used by the Lipscomb University School of Physician

Assistant Studies for all assignments and courses:

Grading Scale

• A = 90 to 100%

• B = 80 to < 90%

• C = 70 to < 80%

• F = < 70%

SCPE grades are based on preceptor evaluations, end-of-rotation exams (EOR) or Grand Rounds Presentations for Elective SCPEs, and completion of professionalism assessment. The EOR exam/Elective Grand Rounds Presentation and SCPE Final Preceptor Evaluation of Student are designed to be conjunctive assessments required for passing the SCPE. Both evaluation methods must exceed the minimum passing score requirements as defined in the corresponding SCPE syllabus to pass the rotation and progress. Failure of either of the conjunctive assessments will result in remediation and reassessment of one or both components, which may result in a delay in graduation.

Assessment in the clinical year curriculum evaluates both the academic knowledge and practical skills necessary for clinical practice. A Supervised Clinical Practice Experience (SCPE) includes two key components: Core Assessments and Clinical Competency Evaluations. 

• Core Assessments consist of End-of-Rotation (EOR) exams for mandatory SCPEs or a Grand Rounds Presentation for elective SCPEs, testing students' knowledge and critical thinking.

• Clinical Competency Evaluations, completed by preceptors, assess students' performance in real-world clinical settings.

Students must meet the minimum passing standard for both of the conjunctive assessments to successfully complete each SCPE and progress in the program. This dual approach ensures a thorough evaluation of both theoretical understanding and practical ability.

In specific circumstances, a Supervised Clinical Practice Experience-Focused (SCPE-F) may be assigned as part of a remediation process. The SCPE-F will not be subject to the same criteria as a standard SCPE and will only include one of the key components to be used as a reassessment tool. 

Remediation of a Conjunctive Assessment Failure

Failure of one or both conjunctive assessments triggers a structured process of remediation and reassessment. This process is targeted to address identified areas of deficiency and is tailored to the specific assessment(s) that were not successfully completed. Following remediation, students must undergo reassessment to demonstrate their readiness to meet the required standards. 

Core Assessments

Failure of the EOR Exam:

Failure of the EOR Exam will result in remediation and reassessment. The student will be required to undergo a focused remediation assignment, followed by a retake of the EOR Exam. If the student successfully navigates the reassessment, their score can be improved to a maximum calculated grade of 70%. Failure of the re-examination will result in a failure of the SCPE, subsequently requiring the student to complete a ninth (9th) SCPE. This may result in a delay in graduation.

Three (3) total EOR exam failures (regardless of within a single SCPE or across multiple SCPEs) will require a ninth (9th) remedial SCPE of the program’s choosing. This may result in a delay in graduation. 

Four (4) total EOR exam failures will automatically result in dismissal from the program.

Failure of the Grand Rounds Presentation:

Failure of the Grand Rounds Presentation will result in remediation and reassessment. The student will be required to undergo a focused remediation assignment, followed by a repeat presentation to a faculty member. If the student successfully navigates the reassessment, their score can be improved to a maximum calculated grade of 70%. Failure of the repeat presentation will result in a failure of the SCPE, subsequently requiring the student to complete a ninth (9th) SCPE. This may result in a delay in graduation.

Clinical Competency Evaluation:

Failure of the Preceptor Evaluation:

Failure of the SCPE Final Preceptor Evaluation of Student will result in remediation and reassessment. The student will be required to undergo a  SCPE-F with an associated Preceptor Evaluation of Student. Failure of a second Preceptor Evaluation of Student will result in a failure of the SCPE,  subsequently requiring the student to complete a ninth (9th) SCPE. This may result in a delay in graduation.

Furthermore, students who receive a score of “unsatisfactory” for any learning outcome will require focused remediation and reassessment for each critical score.

Remediation of a SCPE Failure

Failure of a SCPE:

Overt failure of a SCPE will require remediation and reassessment. The student will be required to undergo a remedial ninth (9th) SCPE, including a reassessment of the applicable Core Assessment and Clinical Competency Evaluation. This may result in a delay in graduation. 

Two (2) total SCPE failures will automatically result in dismissal from the program.

SCPE Academic Violations:

In cases of SCPE Academic Violations, students will be required to complete a ninth (9th) SCPE as part of their remediation plan. This additional SCPE is a prescriptive experience tailored to address the specific areas of deficiency identified during the student's clinical training and is necessary to meet program standards. It is important to note that this may result in a delay in graduation, as the additional time required for remediation and reassessment could extend the clinical year timeline.

In these situations, the Progression and Accountability Council (PAC), in collaboration with the Director of Clinical Education, will develop an academic action plan as outlined in the Academic Standards section of the handbook.

The clinical year curriculum assessments are based on the principles of competency-based medical education (CBME), which focus on demonstrating specific knowledge, skills, and professional behaviors rather than following a fixed timeline. Therefore, an overt failure of a SCPE does not automatically mean failure of the course, and similarly, failing three EOR exams does not necessarily result in course failure.

Since a SCPE represents an isolated clinical experience within the broader course framework, students may need more than one SCPE to address specific remediation needs and meet competency expectations. Accordingly, students requiring a ninth (9th) SCPE will be graded as follows:

• If a student fails three EOR exams, the course associated with the third EOR failure will receive an In-Progress (IP) designation with the registrar. The IP designation requires the student to complete an additional ninth (9th) SCPE to fulfill course requirements. Successful completion of this remedial SCPE, including all related assessments, is necessary to resolve the IP status. Upon completion, the student will be assigned the appropriate grade for the course.

• In the event of an overt failure of the SCPE, the course associated with the failed SCPE will receive an IP designation with the registrar. The student must complete a ninth (9th) SCPE to meet course requirements. Successfully completing this remedial SCPE and all associated assessments is required to resolve the IP status, after which the appropriate course grade will be assigned. 

This approach maintains academic standards and allows students to achieve competency and progress in the program despite the challenges posed by the SCPE Academic Violations.

Failure of Any Component of the Ninth (9th) SCPE

If a student fails any component of a ninth (9th) SCPE, established procedures and standards will be applied to address each unique situation and circumstance. Ninth (9th) SCPEs are held to the same standards as primary SCPEs in terms of remediation requirements, ensuring that students are expected to meet all competencies and standards established for primary SCPEs.

However, it is essential to note that components of a ninth (9th) SCPE are also subject to the adverse academic actions outlined in the Academic Standards section of the student handbook. This means that any failure in a component of the ninth (9th) SCPE will be managed according to these established guidelines.

Should a student fail any component of the ninth (9th) SCPE, the Progression and Accountability Council (PAC), in collaboration with the Director of Clinical Education, will review the case and determine the appropriate course of action.

Failing a component of the ninth (9th) SCPE may impact a student’s academic progress and may result in dismissal. 

Professionalism, in general, calls for strict adherence to professional standards and ethical behaviors that may or may not be related directly to the actual practice of medicine. Often, professionalism invokes a commitment to the administrative and regulatory functions of a practicing healthcare provider. These tasks serve as a reflection of a student's dedication to the professional calling as a PA. As such, the program endeavors to assess the professionalism of each student through compliance with prescribed regulatory standards.  

Students will be assessed on four (4) categories of compliance as an index for professionalism.  Each of the four (4) categories will compose 1.25% of the student’s total SCPE grade.

• Attendance: Attendance is mandatory on SCPEs. Please refer to the SCPE Attendance Policy for details related to the clinical year. Noncompliance with the SCPE attendance policy will result in the loss of professionalism points and possible referral to the PAC. Repeated noncompliance with the SCPE attendance policy will result in a referral to the PAC, which may include punitive action.

• Hours Logging: PA students are required to log hours worked each day in the clinical management system. Students should log a minimum of 180 hours per SCPE.  However, the focus of the rotation will remain on the achievement of competency as indicated by exceeding threshold scoring on preceptor evaluations and EOR testing.

• Patient Encounter Logging: PA students are required to log all patient encounters in the clinical management system. Such logging allows the program to ensure that you are being exposed to the types of patient encounters and populations necessary to meet the learning outcomes for each rotation. Additionally, the student should log all procedures completed to allow the program to monitor exposure to procedural patient care. 

• Submission of Evaluations: Students are required to submit three (3) evaluations per SCPE as follows:

  • Site Safety Survey: Each student will be required to complete a safety evaluation of each site within the first 72 hours of their schedule. Students should immediately document any safety concerns at their SCPE site.

  • SCPE Mid-Rotation Self Assessment: Each student will be required to complete a self-evaluation at the mid-point of each SCPE. This evaluation must be reviewed with the preceptor as an opportunity to identify weaknesses early and plan course corrections before the end of the SCPE. This evaluation is due by the end of week three (3) of the rotation.

  • Student Evaluation of Site & Preceptor: Each student will be required to complete an evaluation of the assigned preceptor/site. These evaluations are expected to be done in a constructive manner to allow the program to assess the preceptor and site adequately.  This evaluation is due during the last week of the SCPE prior to returning for EOR activities.