Mo. ° / °
Ariz. ° / °
Calif. ° / °
Request info Apply

Request Information

Admission to the Advanced Physician Assistant Studies program requires certification/licensure as a physician assistant. By checking this box, I certify I am professionally certified/licensed as a practicing physician assistant.
« Back

Help us reduce spam submissions.

Submit

Advanced Physician Assistant Degree Online

Advanced Physician Assistant Degree Online

Effective March 2020, the Advanced Physician Assistant (APA) program is no longer accepting new applicants.

Visit the Physician Assistant Studies Department page to learn more about our residential, entry-level Master of Science in Physician Assistant Studies program and our Doctor of Medical Science program.

A.T. Still University’s (ATSU) Advanced Physician Assistant (APA) program offers the most direct path to APA credentials. Practicing Physician Assistants can begin immediately to pursue a Master of Science in Advanced Physician Assistant Studies from ATSU’s Arizona School of Health Sciences (ASHS).

ATSU’s Master of Science in Advanced Physician Assistant Studies online is a post-professional program that offers concentrations in either Clinical Medicine or Education/Leadership, with flexibility for working professionals.

Current demand for Physician Assistants is at an all-time high. Graduates with a Physician Assistant degree take their place as esteemed healthcare leaders who serve a crucial role in meeting growing demand and solving community healthcare shortages. The Physician Assistant profession is rated number one by both PAs and the industry, according to List25.com’s list of Best Jobs in America 2012. Job mobility is even greater than that for an MD.

ATSU’s Advanced Physician Assistant Degree program has earned prestige for outstanding leadership and a prestigious curriculum that elevates Physician Assistants to the top tier of their profession.

Video camera icon Related Videos

  • Physician Assistant Studies, ATSU | Albert Simon, Program Chair
  • Arizona School of Health Sciences, ATSU | Ann Lee Burch, Dean
  • Athletic Training Program, ATSU | Dr. Craig Phelps, President
  • Diversity at A.T. Still University

  • 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

      Degree-granting authority for the Arizona School of Health Sciences has been given by the Arizona State Board for Private Postsecondary Education, 1400 West Washington Rd., Room 260, Phoenix, AZ 85007. Phone 602.542.5709.

  • Career Advancement+
    • Students in the elite post professional ATSU-ASHS Advanced Physician Assistant online degree are practicing physician assistants who want to advance their careers in many exciting areas of healthcare including:
           
      • Advanced Physician Assistant (APA)
        •  
      • Cardiology Physician Assistant
        •  
      • Cardiothoracic Surgery Physician Assistant
        •  
      • Cardiovascular Physician Assistant

       

           
      • Family Practice Physician Assistant
        •  
      • Neurosurgical Physician Assistant
        •  
      • Orthopedic Physician Assistant
        •  
      • Primary Care Practitioner at rural and/or retail “mini” clinics

       

  • Student Insights +

    • As a Master’s degree is now the entry level degree of students coming out of PA school, I felt it important to ‘stay current’. After doing research of programs recommended by the AAPA and assessing each program I felt that ATSU was the best fit for me in terms of tuition, time in the program and content.
      ~Rodney Hamby, APA graduate

      The best part of the program for me was being able to work at anytime of the day at any place. During my second year I had my first baby and it was very easy for me to still attend school, work full time and be a new mom! I did also enjoy learning how other Physician Assistants practice in different parts of the country.
      ~Lori Singer, APA graduate

      Being an advance practice degree program we were all practicing PA’s and everyone had such a varied background. For once… I had a “peer group” and very much looked forward to our daily interaction. I would definitely recommend ATSU for any PA that wants to complete a Master’s Program.
      ~Sandy Beeman, APA graduate

Advanced Physician Assistant Degree Faculty

The APA program faculty members comprise a supportive community of leaders in their respective fields. Our faculty provide students pursuing a physician assistant degree online with hands-on learning opportunities and real-world experience. They serve as mentors, advisers and researchers who are dedicated to furthering each student’s academic and career goals.

Our distinguished faculty use their experience as educators and PAs to provide practical information and close mentorship to students to guide them to success in the program.

  • Dean +
      • Annlee Burch, PT, MPH, EdD Annlee Burch, PT, MPH, EdD
        Annlee Burch, PT, MPH, EdD LinkedIn

        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 +
      • Annlee Burch, PT, MPH, EdD Annlee Burch, PT, MPH, EdD
        Grey LinkedIn logo

        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.  

  • Director and Chair +
      • Albert Simon, DHSc, MEd, PA-C<br/>Physician Assistant Albert Simon, DHSc, MEd, PA-C
        Physician Assistant
        Albert Simon, DHSc, MEd, PA-C<br/>Physician Assistant LinkedIn

        Dr. Simon is a PA graduate of the Alderson Broaddus PA program in West Virginia. Prior to ATSU, he served as chair of the St. Francis University PA Program in Pennsylvania. His clinical practice experience includes internal medicine and occupational medicine. In addition to administrative duties, he teaches in the History and Physical Examination sequence.

  • Administration and Faculty +
      • Linda Wheelis Linda Wheelis
        Manager
         Read Bio Linda Wheelis LinkedIn

  • Adjunct +
      • James Cawley, MPH, PA-C James Cawley, MPH, PA-C


        James Cawley, MPH, PA-C LinkedIn
      • spacer image for page layout Karen Crawford, M.Ed


        Karen Crawford, M.Ed LinkedIn
      • spacer image for page layout Elizabeth Lopez, DHEd, PA-C


        Elizabeth Lopez, DHEd, PA-C LinkedIn
      • spacer image for page layout Daniel McDermott, MS, PA-C


        Daniel McDermott, MS, PA-C LinkedIn
      • spacer image for page layout Brooke Menzie, MS, PA-C


        Brooke Menzie, MS, PA-C LinkedIn

Advanced Physician Assistant Degree Admissions

Effective March 2020, the Advanced Physician Assistant (APA) program is no longer accepting new applicants.

  • Requirements +

    • The Advanced Physician Assistant program requires all applicants to meet the following criteria:

         
      1. Graduation from an ARC – PA accredited PA program (or any of its antecedent organizations grandfathered into the profession prior to 1984).
        2.  
      2. Minimum overall GPA 2.50/4.0 scale and minimum PA program GPA 2.5/4.0 scale
        3.  
      3. Applicants must submit official transcripts from all schools where a degree was conferred. Send to: A.T. Still University Attn: Online Admissions 5845 E. Still Circle Suite, 213 Mesa, AZ 85206
        4.  
      4. An earned bachelor’s degree in Physician Assistant studies from a regionally accredited college or university, or an earned Associate or certificate in Physician Assistant studies to be eligible for the non-bachelor equivalency option. (Please contact an Enrollment Counselor at 877.469.2878 for more information about the non-bachelor PA equivalency option)
        5.  
      5. Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T. Still University. Written and spoken proficiency in the English language may be demonstrated by one of the following options:
             
        • Option 1 - English is your first language.
          •  
        • Option 2 - Graduated from a regionally accredited four year university or college in the United States (minimum BA or BS).
          •  
        • Option 3 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL).or the International English Testing Service (IELTS).

         

      Acceptable minimal scores for ASHS applications are:

           
      • Internet based total score = 80
        •  
      • Acceptable IELTS score are an overall band score of 6.5

      The TOEFL is administered by TOEFL/TSE Services, P.O. Box 6151, Princeton, NJ, 08541-6151, USA 609. 771.7100. Information is available at http://www.ets.org/toefl. A.T. Still University’s institutional code is 0339. Please be sure to include this information when you submit your application packet. TOEFL Educational Testing Services P.O. Box 6151 Princeton, NJ 08541-6151 609.771.7100

      Applicants must submit official transcripts to: A.T. Still University Attn: Online Admissions. 5845 E. Still Circle Suite, 213 Mesa, AZ 85206. Please send official electronic transcripts to onlineinquiry@atsu.edu.

      Technology Requirements

      All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.

      Foreign Credential Evaluation

      Applicants who have graduated from a foreign college or university must submit acceptable evidence of U.S. degree/course equivalency. All course work taken at the foreign institution must be evaluated for American institution equivalence by one of the following services:

           
      • World Education Services P.O. Box 5087 Bowling Green Station New York, NY 10274-5087 phone: 212. 966.6311 fax: 212.739.6139 info@wes.org www.wes.org
        •  
      • Educational Credential Evaluators, Inc. P.O. Box 514070 Milwaukee, WI 53203-3470 414.289.3400
        •  
      • American Assn. of Collegiate Registrars & Admissions Officers One Dupont Circle, NW, Suite 520 Washington, DC 20036-1135 202.293-9161 www.aacrao.org
        •  
      • Josef Silny & Associates, Inc. International Education Consultants 7101 SW 102 Avenue Miami, FL 33173 phone: 305.273.1616 fax: 305.273.1338 info@jsilny.com www.jsilny.com
        •  
      • ICD - International Consultants of Delaware (General) phone: 215.222.8454 www.icdeval.com

  • Tuition +

    • Review tuition and fees for the Advanced Physician Assistant Post Professional program. Please note tuition and fees are subject to change.

The Family and Culture


Three medical students wearing white lab coats smiling, posed for a picture. Female medical students wearing white lab coats, smiling while consulting with a patient. Students gathered around a woman lying underneath an x-ray machine. A young woman wearing a white lab coat, talking with a small boy holding a teddy bear. Image of Carmen embracing the culture and education of ATSU Advanced Physician Assistant degree. Close up image of a stethoscope lying on a clouded glass table. Director of Advanced Physician Assistant Program, Jim Burkett M.S., PA-C, DFAAPA Leslie embracing the ATSU family environment and culture. ATSU student working on a project embracing the ATSU culture.

 

Advanced Physician Assistant Curriculum Overview

Courses offered in the Clinical Medicine concentration of the Advanced Physician Assistant degree program are designed to broaden the clinical knowledge and skill level of practicing physician assistants. In addition to the didactic course work, which may be completed 100 percent online, the Clinical Medicine concentration requires 400 hours of direct patient care. The physician assistant degree student may complete this at their place of employment.

Classes are concentrated, with students dedicating 10-15 hours of work per week, and the Advanced Physician Assistant degree program begins every quarter. This concentrated focus challenges students to meet the rigors of the comprehensive curriculum.

The Education/Leadership concentration of the Advanced Physician Assistant degree is designed for the physician assistant who wishes to gain advanced training in the theory and practice of educating healthcare professionals.

First year: Clinical Medicine Concentration

  • Ethical Issues in PA Practice +
    • Credits: 4
      In this advanced intensive course, the student will review, analyze, and study the theories and themes of medical bioethics. Emphasis is on the role of the practicing physician assistant in the integration of practice with use of case study discussions.

  • PA Professional Practice Issues +
    • Credits: 4
      This course is a review, discussion, and analysis of the issues that face the practicing physician assistant. The student will learn about the future of the PA profession, including economic trends, reimbursement, nonclinical roles, and legal issues.

  • Evidence-Based Medicine & Clinical Research Design +
    • Credits: 4
      This course introduces students to the concepts of evidence-based medicine and medical research design, while stressing the examination of the best available evidence as a basis for clinical decision-making. The student learns to construct well-built clinical questions and to perform medical literature searches that yield evidence-based results. Methods for critically appraising the medical literature are emphasized throughout the course, as well as strategies for maintaining medical knowledge.

  • Medical Writing +
    • Credits: 4
      This course is designed to provide the practicing healthcare provider with knowledge and skills in medical writing such as articles for biomedical journals, case reports, reports of clinical studies, review articles, editorials, and book reviews. Topics include: the writing process, writing technique, common writing problems, choosing the right journal, and working with journal editors and reviewers.

  • Clinical Medicine I +
    • Credits: 4
      These are advanced clinical courses designed to augment and update existing clinical skills and knowledge of the physician assistant. Upon completing these courses, students will understand and be able to clinically apply advanced principles of evaluation, diagnosis, and management consistent with the physician assistant scope of practice. Evaluation of advanced case studies and discussions highlight this area of concentration.

  • Clinical Medicine II +
    • Credits: 4
      These are advanced clinical courses designed to augment and update existing clinical skills and knowledge of the physician assistant. Upon completing these courses, students will understand and be able to clinically apply advanced principles of evaluation, diagnosis, and management consistent with the physician assistant scope of practice. Evaluation of advanced case studies and discussions highlight this area of concentration.

  • Clinical Medicine III +
    • Credits: 4
      These are advanced clinical courses designed to augment and update existing clinical skills and knowledge of the physician assistant. Upon completing these courses, students will understand and be able to clinically apply advanced principles of evaluation, diagnosis, and management consistent with the physician assistant scope of practice. Evaluation of advanced case studies and discussions highlight this area of concentration.

  • Clinical Medicine IV +
    • Credits: 4
      These are advanced clinical courses designed to augment and update existing clinical skills and knowledge of the physician assistant. Upon completing these courses, students will understand and be able to clinically apply advanced principles of evaluation, diagnosis, and management consistent with the physician assistant scope of practice. Evaluation of advanced case studies and discussions highlight this area of concentration.

  • Clinical Practice I +
    • Credits: 2
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice II +
    • Credits: 2
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice III +
    • Credits: 2
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice IV +
    • Credits: 2
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

First year: Education and Leadership Concentration

  • Evidence-Based Medicine & Clinical Research Design +
    • Credits: 4
      This course introduces students to the concepts of evidence-based medicine and medical research design, while stressing the examination of the best available evidence as a basis for clinical decision-making. The student learns to construct well-built clinical questions and to perform medical literature searches that yield evidence-based results. Methods for critically appraising the medical literature are emphasized throughout the course, as well as strategies for maintaining medical knowledge.

  • Evidence-Based Medicine for Educators +
    • Credits: 1
      This course introduces students to the concepts and techniques of teaching evidence-based medicine and medical research design, while stressing the examination of the best available evidence as a basis for clinical decision-making. The student learns to construct well-built clinical questions and to perform medical literature searches that yield evidence-based results. Methods for critically appraising the medical literature are emphasized throughout the course, as well as, strategies for maintaining medical knowledge. In addition to completing the requirements for APA 506, this course will stress the teaching of EBM for clinical decision-making. The student will design teaching modules based on material in the APA 506 course.

  • Medical Writing +
    • Credits: 4
      This course is designed to provide the practicing healthcare provider with knowledge and skills in medical writing such as articles for biomedical journals, case reports, reports of clinical studies, review articles, editorials, and book reviews. Topics include: the writing process, writing technique, common writing problems, choosing the right journal, and working with journal editors and reviewers.

  • Medical Writing for Educators +
    • Credits: 1
      This course is designed to provide the practicing healthcare provider with knowledge and skills in medical writing such as articles for biomedical journals, case reports, reports of clinical studies, review articles, editorials, and book reviews. Topics include: the writing process, writing technique, common writing problems, choosing the right journal, and working with journal editors and reviewers. Students also investigate a chosen research topic through the development of a research proposal. In addition to completing the requirements for APA 507, the student will create and effective learning presentation based on the topic they researched and wrote about throughout the course.

  • Curriculum Development & Implementation +
    • Credits: 5
      Students explore topics such as: course goals and learning objectives, developing a syllabus, instructional design models, instructional delivery methods and evaluation tools. Other topics covered include: developing a course rationale, refining intended learning outcomes, forming and organizing units of a course, developing general teaching strategies, and planning course evaluations.

  • Leadership & Administrative Issues in Higher Education +
    • Credits: 5
      This course is designed to provide the student with an introduction to the organization and management of health professions programs and to assist the student with developing skills necessary to contribute to the successful administration of a program. Students explore a variety of current topics in higher education, specifically related to PA or other health professions education. Topics covered include: academic law, understanding organizational structure in higher education, faculty - administration, contracts, academic rank & tenure, and budget. Students analyze case studies covering the following: academic dishonesty, remediation, the problem student, and instructor/student relationships.

  • Educational Concepts +
    • Credits: 5
      This course is an introduction to educational concepts. Students gain an understanding of educational philosophy, major learning style theories and their application within educational practice. Students will identify their predominant learning and teaching styles and explore how to incorporate various strategies to improve teaching effectiveness. This course examines the use of instructional design models to create materials that focus on the needs of learners in the health professions. Topics covered include: adult learning theories, pedagogy versus Andragogy, cooperative learning, assessment and evaluation.

  • Assessment and Evaluation +
    • Credits: 5
      Student assessment and program evaluation are central to curriculum design. Student assessment seeks to determine how effectively students have learned content and skills. Program evaluation provides evidence of whether the instructional unit, program or course has been effective. This course will address these two topics. Students learn about educational assessment models and explore issues and trends in assessment and evaluation that may shape curriculum design. Other topics include testing & student assessment, program evaluation, and issues & trends in educational assessment and evaluation.

  • Current Topics in Education +
    • Credits: 5
      This course presents a broad exploration of contemporary issues influencing higher education with an emphasis on medical education. Expertise will be fostered by exploring selected issues and trends in medical education and education as a whole. The student, whether new to academia or a veteran health professions educator, will expand their knowledge of critical issues confronting health educators through the course content.

  • Technology in Education +
    • Credits: 5
      This course is designed to provide the student with an introduction to educational technology in the traditional and online education classroom. The course will also assist with developing skills in use and application of various educational technologies to meet instructional needs. Topics covered include: using technology in the classroom, investigation of educational administrative software, and online education.

Other Courses

  • Clinical Practice I +
    • Credits: 1
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice I +
    • Credits: 1
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice II +
    • Credits: 1
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice II +
    • Credits: 1
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice III +
    • Credits: 1
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice III +
    • Credits: 1
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice IV +
    • Credits: 1
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.

  • Clinical Practice IV +
    • Credits: 1
      Students must document 400 hours of patient and hours logs for the entire program. Students are responsible for arranging clinical locations. In many instances, this will be in the PA’s current practice setting.