Rocky Vista University – MPAS Program Information

Master of Physician Assistant Studies

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Message from the Program Director
MPAS Curriculum
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A learner-centric PA program that inspires comprehensive, compassionate care.

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Learn About Program Goals & Outcomes

Why future Physician Assistants choose RVU

Bolstered by a welcoming comradery and a laid-back culture at our Colorado campus, our competency-based curriculum prepares students for a confident and successful career as Physician Assistants.

MPAS Admissions

Financial Aid Scholarships

27

Months

full time, in person, in Colorado

36

Students

total class size

122

Total Credit Hours

100%

2024 PANCE Pass Rate*

*Data as of 1/7/2025 by Dr. Jeff E. Hoyt, Manager Institutional Research & Reporting

8.1%

2024 Attrition Rate*

*Attrition rate calculation: Number of students who attritted from cohort divided by the entering class size. Data as of 3/31/2025 by Dr. Jeff E. Hoyt, Manager Institutional Research & Reporting

91.89%

2024 Graduation Rate**

**Graduation rate: Number of cohort graduates divided by the entering class size. Data as of 3/31/2025 by Dr. Jeff E. Hoyt, Manager Institutional Research & Reporting

Application Requirements

Applicants must meet the following minimum requirements prior to application. Any requirement below that is not completed prior to submitting the CASPA application will not be considered for review:

Citizenship: Be a U.S. citizen or permanent resident
Bachelor’s Degree: Applicants must have earned a bachelor’s degree from a regionally accredited college or university in the United States.
GPA: All applicants must have a minimum cumulative GPA of 3.0 on a 4.0 scale. Applicants with a CASPA verified Biology, Chemistry, Physics (BCP) GPA of 3.0 or higher are preferred
Healthcare Experience: Applicants are required to have a minimum of 1,000 hours of documented paid healthcare relevant experience. Paid internships are not accepted as paid healthcare relevant experience. The RVU PA Program does not determine for the applicant what is acceptable healthcare relevant experience and encourages applicants to appropriately describe, within the CASPA application, the type of experience they have accumulated and support why they feel it is healthcare relevant.
Physician Assistant Shadowing: Though shadowing PA professionals is not required, it is strongly recommended. Shadowing enhances the applicant’s exposure to physician assistants, giving them a deeper understanding of the PA profession.
Coursework: The Program does not require applicants to have completed specific prerequisite courses. However, the program strongly recommends the following coursework from a regionally accredited institution of higher education:
- Biology
- General Chemistry
- Organic Chemistry
- Biochemistry
- Physics
- Statistics
- Behavior/Social Science
- Additional coursework such as, Genetics, Human Anatomy, Physiology, Microbiology, Cellular Biology, Medical Terminology, Ethics, Humanities, and Communication
References: Three letters of reference must be submitted through CASPA before an application will be considered complete and reviewable by the RVU PA Program. It is the responsibility of the applicant to ensure all references have been received by CASPA and are not pending at the time of application submittal. The RVU PA Program does not specify who letters should be written by, rather references should be selected from individuals who are well acquainted with the applicant academically, professionally and/or personally over a period of time. References from family members are strongly discouraged. The program does not accept and will not consider any form of reference (email, phone call, letter, etc.) from individuals outside of the 3 official letters submitted through CASPA.
Advanced Placement and Transfers: The RVU PA Program does not take into consideration advanced placement credit for any courses and does not accept transfers from other Physician Assistant Programs.

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Estimated costs for our MPAS Degree Program at RVU

AY 24-25	PA Year 1	PA Year 2	PA Year 3
Program Tuition	$57,936	$34,734	$9,540
Mandatory Fees
Student Services Fees	N/A	N/A	N/A
Supplies (includes labs, diagnostic kit, pre-matriculation background check and drug screen)	$1,675	$663	N/A
Health Insurance*	$4,642	$5,101	$1,706
Estimated Total Program Cost	$64,253	$40,498	$11,246
			$115,997

*Matriculants are required to have health insurance – either provided through the University, or through their personal insurance.

This page represents an estimate tuition for the MPAS program.

Students are encouraged to complete a personal budget to determine potential need for financial aid. For estimated costs associated with accepting a financial aid package, refer to the Financial Aid Cost of Attendance

Ready to apply?

The Rocky Vista University PA Program is currently accepting applications for the 2025-26 academic year. Head to our MPAS Admissions page to for more specifics on the MPAS admissions process.

MPAS Admissions

Meet the people who can be by your side

At RVU we foster an emphasis on community that drives positive outcomes for our students, and the faculty and staff play a key role in that culture. Our doors—and inboxes—are always open.

MPAS Faculty & Staff Directory

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Message from the Program Director

Welcome to the Physician Assistant Program at Rocky Vista University’s beautiful Colorado campus! The PA program is housed within a dynamic institution whose mission, vision, and core values support quality healthcare education, innovation, and excellence.

I invite you to explore our website to learn more about our program and its unique curriculum. We offer a visionary curricular design that provides a student-centric approach to learning through its variety of teaching strategies, frequent formative feedback, and an assessment for learning model. Expectations of learners are clearly outlined in advance, and student progression toward achieving competence is supported by highly experienced faculty and staff.

You are about to embark upon both a rewarding and challenging journey. You will have the honor and responsibility to serve and care for others with compassion and as a collaborative member of a primary care team. We look forward to supporting your development along the path to joining one of the fastest growing professions in the country and are pleased you chose the RVU PA Program.

Cathy Ruff, MS, PA-C
Chair and Program Director
Physician Assistant Program

MPAS Program Curriculum

The MPAS curriculum is adapted from a competency-based system that focuses on graduate outcomes following core clinical tasks grounded in patient safety. Clinical tasks are known as Entrustable Professional Activities (EPAs), and each is associated with certain professional competencies – the knowledge, skills, and behaviors necessary to complete each task. Competencies are completed in a sequence that supports the progression from novice to competent physician assistant, and clinical teaching emphasizes learning through experience and application, not just knowledge acquisition.

The program is a total of 122 credit hours and is divided into two phases. For two semesters of the Didactic Phase, learners progress from foundational concepts to clinically oriented content. The Clinical Phase is five semesters dedicated to clinical training that advances students to the level of “competent” for all core EPAs. This is accomplished during supervised clinical practice experiences (SCPEs) and through delivery of advanced clinical topics.

Upon successful completion of the program, the student will be prepared to enter the physician assistant profession, be eligible to obtain national certification, be eligible to gain state licensure and provide clinically competent and compassionate care as part of a collaborative patient-centered team.

Entrustable Professional Activities
Clinical tasks all graduates are expected to perform, regardless of discipline.

EPA 1	Gather a History and Perform a PE
EPA 2	Prioritize a Differential Diagnosis Following a Clinical Encounter
EPA 3	Recommend and Interpret Common Diagnostic and Screening Tests
EPA 4	Develop and Implement Patient Orders and Management Plans
EPA 5	Document Clinical Encounters in the Patient Record
EPA 6	Provide an Oral Presentation of a Clinical Encounter
EPA 7	Formulate Clinical Questions and Retrieve Evidence to Advance Patient Care
EPA 8	Give or Receive a Patient Handover to Transition Care Responsibility
EPA 9	Collaborate as a Member of an Interprofessional Team
EPA 10	Recognize a Patient Requiring Urgent or Emergent Care and Initiate Evaluation and Management
EPA 11	Obtain Informed Consent for Tests and/or Procedures
EPA 12	Perform General Procedures
EPA 13	Identify System Failures and Contribute to a Culture of Safety and Improvement

RVU PA Program’s Integrated Clinical Competencies for the PA^© Patient Care (PC)
Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.

PC 1	Perform basic medical procedures required for patient care with assistance or direct supervision.
PC 2	Gather essential and accurate information about patients and their conditions through history taking, physical examination and review of the medical record.
PC – 2 Sub-competencies:	PC- 2.1 Demonstrate the ability to gather essential and accurate information about the patient and his/her condition through history-taking. PC- 2.2 Demonstrate the ability to gather essential and accurate information about the patient and his/her condition through physical examination PC- 2.3 Demonstrate the ability to gather essential and accurate information about the patient and his/her condition through a review of the medical record.
PC 3	Develop an appropriate patient assessment including diagnosis, differential diagnosis, and medical decision-making.
PC 4	Organize and prioritize responsibilities to provide care that is safe, effective, and efficient.
PC 5	Select, justify, and interpret clinical tests and imaging.
PC 6	Develop and carry out patient management plans.
PC 7	Counsel and educate patients and their families.
PC 8	Provide appropriate referral of patients including ensuring continuity of care.
PC 9	Provide preventive health care services to patients, families, and communities.

Medical Knowledge or “Knowledge for Practice” (MK)
Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care.

MK 1	Demonstrate an investigatory and analytic approach to clinical situations.
MK 2	Apply principles of basic science to patient care.
MK 3	Apply principles of clinical science to patient care.
MK 4	Apply principles of epidemiology to patients and populations.
MK 5	Apply cultural and behavioral principles to patient care.

Practice-Based Learning & Improvement (PBL)
Demonstrate the ability to investigate and 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.

PBL 1	Identify strengths, deficiencies and limits in one’s knowledge, skills, and attitudes.
PBL 2	Set learning and improvement goals.
PBL 3	Identify and perform learning activities that address one’s learning and improvement goals.
PBL 4	Systematically analyze practice using quality improvement methods and identify solutions with the goal of practice improvement.
PBL 5	Incorporate feedback into daily practice.
PBL 6	Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems.
PBL 7	Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes.

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

ICS 1	Communicate effectively with patients, families, and the public, from various socioeconomic and cultural backgrounds.
ICS 2	Communicate effectively with health care professionals as part of a health care team.
ICS 3	Maintain clear, accurate, timely and legible medical records.
ICS 4	Demonstrate sensitivity, honesty, and compassion in difficult conversations.
ICS 5	Demonstrate appropriate responses to human emotions.

Professionalism (PRO)
Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles.

PRO 1	Demonstrate behaviors that convey compassion, respect, integrity, and empathy for others.
PRO 2	Demonstrate responsiveness to patient needs that supersedes self-interest.
PRO 3	Demonstrate respect for patient privacy.
PRO 4	Demonstrate respect for patient autonomy.
PRO 5	Demonstrate accountability to patients, society, and the profession.
PRO 6	Demonstrate sensitivity and openness to a diverse patient population.
PRO 7	Demonstrate a commitment to ethical principles.
PRO 8	Provide constructive feedback and evaluation.
PRO 9	Demonstrate basic professional responsibility.

Systems-Based Practice (SBP)
Demonstrate an awareness of, and responsiveness to, the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care.

SBP 1	Work effectively in various health care delivery settings and systems to coordinate patient care.
SBP 2	Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care.
SBP 3	Advocate for quality patient care and optimal patient care systems.
SBP 4	Participate in identifying system errors and implementing potential systems solutions.

Interprofessional Collaboration (IPC)
Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient and population centered care.

IPC 1	Collaborate with other health professionals to promote a climate of mutual respect, and trust.
IPC 2	Recognize the roles of various members of the interprofessional healthcare team and the scope of their practice.
IPC 3	Participate effectively in different team roles to provide population-based and patient-centered care.

Personal & Professional Development (PPD)
Demonstrate the qualities required to sustain lifelong personal and professional growth.

PPD 1	Demonstrate self-awareness and ability to maintain personal well-being.
PPD 2	Manage conflict between personal and professional responsibilities.
PPD 3	Practice flexibility and maturity in adjusting to change.
PPD 4	Demonstrates trustworthiness in providing patient care that ensures colleagues feel secure.
PPD 5	Demonstrates self confidence that puts patients, families, and members of the health care team at ease.
PPD 6	Recognize and utilize resources in dealing with the ambiguity of clinical care.

This two-semester course introduces the fundamental principles of interprofessional education including roles, responsibilities, and contributions of individual team members, communication skills that ensure smooth transition of care to other team members, and the impact of teams on population health and quality of care. Learners will interact with students from the Physician Assistant and Doctor of Osteopathic Medicine programs, in addition to other health professions students from neighboring institutions. (EPAs 8 and 9)

This two-semester course introduces the fundamental principles of normal physical, social, and psychological development and function across the lifespan. (EPAs 1, 3, 4, 5, 6)

This two-semester course introduces the fundamental principles of biochemistry, cell biology, microbiology, genetics, physiology, and pharmacology in order to understand the pathophysiology of illness and disease and the rationale for therapeutic intervention.

This two-semester course introduces the fundamental principles of human anatomy, allowing the learner to correlate structure, function, and the clinical assessment of pathology.

This three-semester course introduces the learner to issues related to professional practice by exploring both micro and macro approaches to healthcare and its delivery. The first two semesters focus on the role of the PA and the PA profession, communication skills, cultural competency, biomedical ethics, informed consent and provider wellness. The third semester course, held during the clinical phase of the curriculum, addresses issues related to professional practice, specifically in preparation for the workforce (mock interview sessions, CV review, contract negotiation, and the process of applying for licensure, and privileges). (EPAs 11 and 13)

This two-semester course introduces the learner to clinical medicine topics and includes presenting signs and symptoms, pathophysiology, appropriate diagnostic techniques, and management options, including prevention. (EPAs 3, 4, and 10)

This two-semester core course introduces the learner to principles of evidence-based medicine, including reviewing and evaluating the medical literature, formulating research questions, and designing a capstone project. (EPAs 6 and 7)

This two-semester course introduces the fundamental principles of clinical practice including history-taking, performing physical examinations, ordering and interpreting diagnostic and screening tests, documentation using the SOAP format, communicating concise oral presentation of clinical encounters, and performing basic procedures. (EPAs 1, 3, 5, 6, and 12)

This two-semester course introduces the fundamental principles of clinical reasoning and decision making through developing clinical hypothesis and differential diagnosis. Students will utilize a problem-based approach to examine and solve clinical cases presented as patient scenarios.. (EPAs 2, 4, 7, and 10)

This core course serves as orientation to supervised clinical practice experience (SCPEs). The learner will gain an understanding of the expectations associated with participating in clinical experiences. This includes a review of the EPAs, types of clinical presentations, skills and procedures learners will likely participate in, the clinical assessment rubrics and assessment schedule, and portfolio requirements. Additionally, workshops to learn the clinical tracking (patient logging) system, aseptic technique, and advanced cardiac life support (ACLS) will be held. Learners will complete requirements to enter supervised clinical practice (HIPAA, Blood Borne Pathogens), if not already completed.

This four-semester course is primarily delivered via a case-based format and integrates advanced level content in focused history taking, focused physical examination, development of diagnostic reasoning, pharmacotherapeutics and therapeutic/diagnostic procedures. Learners will also revisit didactic topics such as evidence-based practice, effective patient communication, ethical decision making, and professionalism. These courses signal the formal transition to practice, incorporating topics such as the business of medicine, access of resources for patients, systems-based practice, and advanced training (e.g. MAT training). (EPAs 1, 2, 3, 4, 6, 10, 11, 13)

The learner will participate in supervised clinical practice experiences (SCPEs) across a variety of settings including outpatient, in-patient, emergency department, and operating room. The learner will be exposed to patients across the lifespan and provide preventive, emergent, acute, and chronic care to diverse populations requiring a wide range of healthcare. Learners will be required to complete clinical rotation experiences in the following disciplines or settings: Family Medicine, Internal Medicine, Pediatrics, General Surgery, Emergency Department, Behavioral Health and Women’s Health.

Learners will work under the supervision of a Program-determined preceptor or their designee(s). The learner should prioritize gaining knowledge about evaluation and management of common conditions encountered within each clinical setting or discipline. The instructional knowledge objectives should guide the learner’s preparation for the End of Rotation (EOR) examinations. While not all diseases or conditions will be seen during clinical rotations, learners are responsible for studying each area outlined in the objectives, and in preparation for the EOR examinations. The instructional skills and attitude objectives should guide the learner regarding expected level of participation and professional conduct. (EPAs 1-13)

Note: The PA Program will acquire and coordinate all required and elective clinical rotation sites and preceptors for learners. Learners are not required to obtain their own sites or preceptors and should not solicit any sites or preceptors. Learners may, however, suggest sites or preceptors to the PA Program. The Program, at its sole discretion, will review and evaluate learner-suggested sites and preceptors for educational suitability before approving them for use as clinical sites. All clinical sites and preceptors must meet Program expectations and policies.

This course is a four-week, self-directed period during which learners will collect and analyze data for their independent research project. Upon completion of the course the learner will have finalized data collection, completed data analysis, and prepared a short communication paper. All research protocols must receive program and, if appropriate, Institutional Review Board (IRB) approval prior to implementation.

The course is a pre-requisite for PAS 5272. (EPA 7)

The learner will demonstrate readiness for entry to the profession through mastery of the competencies for the newly graduated physician assistant (the competencies within all thirteen EPAs). Demonstration activities include presentation of the required research project and completion of the program’s summative assessments. A 3-day PANCE preparatory course is included at the end of the course. (EPAs 1-13)

Program approved didactic or clinical course work primarily used for remediation purposes.

Please refer to PAS 5132/33 and 5233 within the didactic drop-down section for a description of this course.

Program FAQs

The PA program faculty and staff do not provide individual transcript, prerequisite or application advising. However, the Office of Admissions can offer general advising and inquiries can be directed to [email protected]. We ask that you do not email the PA Program faculty (including the Program Director) with any questions/concerns related to your individual application. We also highly recommend attending a general information session, which are held from April through August.

Yes

While we understand many students will have participated in clinical encounters during a healthcare training program, the level of responsibility for students is different than that of a paid employee. Paid employees are typically required to provide care to patients that students are not expected to provide. Therefore, experiences gained during training programs, including paid internship programs, do not count toward the required 1000 hours of paid healthcare-relevant experience.

Defining healthcare-relevant experience will be left to the applicant to describe as part of the application process. The program does not identify specific experiences.

The Program is committed to supporting students in achieving academic success and maintaining low levels of attrition. The Program uses several data points throughout the curriculum to identify learners at risk for academic struggle and places these learners with a student success coach. The Success Coach may be assigned as early as the first semester of training, and/or at points during the clinical phase of instruction, as needed.

Once an applicant has completed and submitted the CASPA application, CASPA will verify that the information provided is accurate. The verification process and forwarding of the application to the RVU PA Program from January 1 to September 1. Applicants are encouraged to consider deadlines carefully and start the application process early. Please refer to the CASPA website for additional information https://caspa.liaisoncas.com/applicant-ux/#/login

The program is seven semesters (27 months).

No. The RVU PA program is currently offered only at the Parker, CO location.

Although there is no “required” prerequisite coursework, the program considers those courses listed under “Requirements and Prerequisites” as a foundation to physician assistant training. As such, the listed coursework is strongly recommended, but not a requirement for the program.

Interviews are currently held virtually, via Zoom, and consist of 2 individual interviews and 1 group interview. Applicants will have the opportunity to speak with current RVU PA students. Interview dates will be included with an invitation for an interview. Applications are reviewed in order of receipt and interview slots will be offered until filled.

The program partners with the Central Application Service for Physician Assistants (CASPA). The CASPA application cycle opens in late April each year, and applicants to the RVU PA Program can begin the application process once CASPA has opened. CASPA will forward to the RVU PA program only those applications that have been successfully verified.

Orientation to the program is held during the last week of August. Classes begin shortly after Orientation.

An arrest will not preclude a candidate from being considered. Applicants convicted of any criminal offense, regardless of its designation, involving a crime of moral turpitude or a crime against a child or elder, are subject to further review by the Admissions Committee prior to consideration for matriculation. Please refer to the Admissions section of this website for information about background checks and drug screens.

Explore helpful program information

Rocky Vista University Professional Licensure Disclosure Statement

Physician Assistant Studies

The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the Rocky Vista University Physician Assistant Program sponsored by Rocky Vista University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.

Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be March 2033. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.

The program’s accreditation history can be viewed on the ARC-PA website at https://www.arc-pa.org/accreditation-history-rocky-vista-university/.

At this time, RVU has determined that the PA program curriculum and accreditation status meet the requirements for graduates to take the Physician Assistant National Certifying Examination (PANCE), which is required to obtain a license in every U.S. state. Passing the PANCE exam is also required to obtain a PA certification from the National Commission on Certification of Physician Assistants (NCCPA). Successful completion of the PANCE exam is required for licensure in each U.S. state, and most U.S. states also require NCCPA certification to become a licensed PA.

For more information regarding certification, go to the National Commission on Certification of Physician Assistants (NCCPA) at: https://www.nccpa.net. For individual state licensure requirements, refer to the American Academy of Physician Assistants at: https://www.aapa.org/.

PA Professional Licensure Disclosure Statement (PDF)

Revision 04.05.2023

The Physician Assistant (PA) profession was created to improve and expand healthcare with some of the earliest programs underway in the early-to-mid 1960s. PAs are health care professionals licensed to practice medicine in collaboration with and the supervision of a physician. Within the physician/PA relationship, PAs exercise autonomy in medical decision making and provide a broad range of diagnostic and therapeutic services. Today, there are more than 131,000 Physician Assistants practicing in a wide variety of medical and surgical specialty care settings across the United States. The concept is expanding rapidly and providers with similar roles can be found in many international settings.

In the United States, PAs are educated and trained in intensive education programs accredited by the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). They are trained in the medical model and work closely with physicians, augmenting and complementing the physician role. Education consists of classroom and laboratory instruction in the basic medical and behavioral sciences (such as anatomy, pharmacology, pathophysiology, clinical medicine, and physical diagnosis), followed by clinical rotations in internal medicine, family medicine, surgery, pediatrics, obstetrics and gynecology, emergency medicine, and behavioral health.

Upon graduation, PAs take a national certification examination developed by the National Commission on Certification of Physician Assistants (NCCPA) in conjunction with the National Board of Medical Examiners. Graduation from an accredited physician assistant program and passage of the national certifying exam are required for state licensure.

This program is offered at the Colorado campus.

Rocky Vista University Master of Physician Assistant Studies (PA) Technical Standards Required for Admission, Matriculation, and Progression

Introduction

Rocky Vista University (RVU) maintains a strong institutional commitment to equal educational opportunities for qualified applicants and students with disabilities. We collaborate with students to develop innovative ways to ensure accessibility and strive to create a respectful, accountable culture through our confidential and specialized disability support. Technical standards are required to engage in the program fully. Students’ competency related to learning objectives throughout and pertaining to their level of education will be addressed by the individual program. These technical standards are not intended to deter any candidate for whom reasonable accommodation will allow the fulfillment of the complete curriculum. RVU encourages students with disabilities to disclose and seek accommodations.

Seeking Americans with Disabilities Act (ADA) Accommodations

Prospective and enrolled students seeking accommodations engage in an interactive and confidential process with a Disability Officer to determine reasonable accommodations to ensure equal access. This process is informed by RVU’s commitment to inclusive excellence and the knowledge that students with varied types of disability can become successful healthcare professionals. Students are encouraged to submit requests for reasonable accommodations as early as possible, given the time required to process those requests. Accommodations may not be applied retroactively and may not fundamentally alter the nature and objectives of the program. Additionally, accommodations are generally not provided while requests are being reviewed/processed. Therefore, early disclosure is strongly encouraged for those requesting disability-related adjustments or modifications.

If you are an applicant, accepted student, or enrolled student with a disability who may require accommodations, we encourage you to contact the Office of Disability Services via [email protected]. Additional information regarding disability resources at RVU is available on our website.

Fulfilling Technical Standards

RVU approaches technical standards and accommodations on a non-discriminatory basis that is consistent with our values of equity and inclusion. This approach is also in accordance with legal requirements as outlined in the Americans with Disabilities Act of 1990, the Americans with Disabilities Act, as amended, and the Rehabilitation Act of 1973, as amended. To matriculate and remain in an RVU educational program, the specific program’s technical standards (delineated below) must be met with or without reasonable accommodations (i.e., students who have and students who do not have accommodations must meet all applicable technical standards). Students must be able to participate in all required activities necessary to meet the educational objectives of each course and of the collective program. While enrolled at RVU, fulfilling the technical standards does not guarantee that an applicant, student, or graduate will be able to fulfill the technical requirements of any specific residency program, employment, future training programs, or other pursued opportunities.

PA Technical Standards

Immunizations

Students must satisfy all immunization requirements at the time of admission and throughout their time at RVU. Failure to do so will prevent matriculation or, in the case of an enrolled student, lead to dismissal. For specific information, please see “Health Records/Immunizations” in the Student Educational Records section of this Handbook.

Observation

Students must be able to obtain, gather, and synthesize information in didactic and clinical settings. This includes but is not limited to, lectures, lecture supplemental materials, labs, physical exams, interviews, and raw diagnostic representations of physiologic data (e.g., radiology images, echocardiograms, ECGs, lab results, and microscopic images).

Communication

Students must be able to communicate with others to elicit information, detect mood and activity changes, and establish a therapeutic relationship. Students must exhibit interpersonal skills to communicate with others accurately. Students must be able to clearly, accurately, and sensitively record information obtained through communication. Students must demonstrate effective communication, participation, and collaboration with all healthcare and educational team members across various communication mediums (e.g., in-person, Zoom, written). English is the primary language of the RVU PA program curriculum, and students are expected to have a level of proficiency that eliminates language as an access barrier.

Motor

Due to the clinical nature of the RVU PA program, all students must be able to coordinate gross and fine muscular movements, balance, and equilibrium. They must also be able to complete a comprehensive physical examination, perform diagnostic maneuvers, provide general care to patients, and provide/direct emergency treatments.

Intellectual, Conceptual, Integrative, and Quantitative Abilities

Students must possess conceptual, integrative, and quantitative abilities, including measurement, calculation, reasoning, analysis, and synthesis. Problem-solving, the critical skill necessitated by all RVU programs, requires these intellectual abilities. In addition, students must be able to observe and comprehend three-dimensional relationships and understand the spatial relationship of structures. Students must be present, engage, and participate in all required activities necessary to achieve the activity objectives and outcomes. Students must be capable of extended periods of intense concentration and attention.

Behavior and Social Abilities

Students must have the emotional health required for full use of their intellectual abilities, the exercise of good insight and judgment, and the prompt completion of all responsibilities attendant to the demands of the educational program. Students must have the capacity to develop mature, sensitive, and effective relationships with members of the internal and external RVU community (e.g., peers, faculty, staff, patients, and healthcare professionals). Students must be able to function as part of a healthcare team and participate in a multi-disciplinary environment. Students must be able to accept constructive feedback, demonstrate accountability, and take responsibility for improving personal performance and team interactions. Students must be able to tolerate physically and mentally taxing workloads and to function effectively under stress. Students must adapt to changing environments, display flexibility and professionalism, and function and perform in the face of uncertainties inherent in the clinical nature of the RVU PA program.

Ethical and Legal Responsibilities

Students must maintain, demonstrate, and display high ethical and moral behaviors commensurate with being productive, compassionate, and professional members of society in all interactions (e.g., faculty, staff, peers, patients, and the public). Students are expected to have the cognitive ability to understand the legal and ethical aspects of the PA profession. They must recognize the limitations of their skills, authority, and authorization within the practice context.

Attend a General Information Session

The RVU PA Program hosts virtual general information sessions for those who are interested in attending the program. Sessions are scheduled between April and August of each application cycle. Attendance at these sessions is not required for admission.

If you are interested in signing up for a virtual general information session, please email [email protected]. Please include your name, date of the session you would like to attend, and the email address you would like to receive the link to participate.

Upcoming General Information Sessions:

April 22nd at 12pm (MST)
May 14^th at 12pm (MST)
June 17^th at 12pm (MST)
July 10^th at 12pm (MST)
August 19^th at 12pm (MST)

Hear from real RVU students in the PA Program

Master of Physician Assistant Studies (MPAS)
Class of 2025

Where is your hometown?
Centennial, CO

Undergraduate Studies
B.A in Psychology

Tell us a bit about yourself.
I was born and raised in Centennial, CO. I went to Chapman University in California for my undergraduate and studied abroad for 6 months in Salamanca, Spain. After graduating, I worked at Children’s Hospital Colorado as a scribe in their Orthopedics and Emergency Departments. I then spent some time as a research assistant on several Huntington’s Disease clinical trials. My most recent experience before PA school was working as a Medical Assistant in addiction medicine in Salt Lake.

What initially brought you to RVU? Why did you decide to pursue this degree?
I really liked all of the staff during the interview processes! The idea of competency based learning was also something that really intrigued me (and now being in it, I think it’s fantastic!). The program being open to feedback from students was also very appealing. It is also close to where I grew up, so I still have friends and family out here, which has been nice!

In terms of wanting to pursue PA – I always had an interest in healthcare, but wasn’t really sure which path to take. I started working in various healthcare roles, and in doing so, was able to work with a wide variety of providers/other healthcare workers. I loved seeing how the team came together. I truly enjoyed each specialty I worked in, and realized that I couldn’t see myself in a single specialty for the rest of my life, and decided that PA would be the best fit for me. I am so glad that I made that decision and that I decided to come to RVU because it has been an incredible experience thus far, and am so excited to see what the rest of PA school has in store!

What do you enjoy doing when not at RVU?
I have quite a few hobbies! Some of my favorite things to do outside of school include: wildlife photography (fun fact I did accidentally have a very large portrait of a parrot behind me during my zoom interview), salsa/bachata dancing, exploring Colorado, cooking, skiing, singing/playing piano. I have found it so important to keep up with these during school (even if it’s for short durations) in order to de-stress.

What is an interesting or little known fact about you.
An interesting fact is that I have been to 41 countries! I fell in love with traveling when I was younger and that love has never gone away. I love learning about new places and cultures. One of my bucket list items is to be able to visit every country once before I die (though I’ll have to hit pause for a bit during school).

What is the best piece of advice you have been given by a professor or a student while at RVU?
Lean on/get to know your classmates! In the PA program in particular, we have a fairly small cohort. The only ones who truly get what you’re going through are your classmates. Plus, it’s so great to see what everyone brings to the table! Everyone has different personal and clinical experience backgrounds, and it can be so helpful to bounce ideas off of each other!

What are your medical interests?
Currently, I am very interested in going into either addiction medicine or emergency medicine! (although the ability to change specialties as a PA is nice because there are so many good options out there!). For addiction in particular, I saw how many of these patients fell through the cracks of the healthcare system, and would really love to help bridge that gap in care! Everyone deserves to have compassionate, comprehensive care, and I can’t wait to be that provider for my patients in the future.

What is a favorite memory you have from being at RVU?
It’s still toward the beginning of the semester but so far just spending time with classmates both on and off campus has been a blast! Our cohort is truly amazing, and I feel very lucky to be a part of it!

What advice do you have for prospective students?
Think of your WHY and write it down somewhere. Keep that WHY. The application process is long and stressful and didactic is … well … long(ish) and stressful. It can be so easy to lose sight of why you’re doing this when you are stressed, but keep going! You’re doing this for a reason and it’s all worth it in the end!

Master of Physician Assistant Studies (MPAS)
Class of 2023

Where is your hometown?
Potomac, MD

Undergraduate studies:
General Biology

Tell us a bit about yourself.
Hi! I’m Grace, currently a PA student in the class of 2023. I knew I wanted to study medicine after loving my anatomy class in high school. I studied biology at the University of Maryland, College Park. I then worked as a medical assistant in plastic surgery, where I decided to apply to PA school. I moved out to Colorado in 2021 to start this program. I’m also an avid reader and lover of cats.

What initially brought you to RVU? Why did you decide to pursue this degree?
I initially was interested in RVU due to the competency based model curriculum and because we spend a little more time in rotations compared to other programs. After speaking with faculty during the interview, I felt certain that this was a program where I would feel supported. I decided to pursue this degree after working with many different types of health professionals. I loved the collaborative nature of being a PA in addition to having the autonomy of seeing my own patients and the lateral mobility within the profession

What do you enjoy doing when not at RVU?
I love reading, spending time with my friends, family, and my cats. While I wouldn’t classify myself as an avid hiker, I do enjoy an elevated leisurely walk.

What is the best piece of advice you have been given by a professor or a student while at RVU?
No pun intended, but give yourself grace. PA school is extremely challenging and finding ways to study and manage your time takes a minute!

What are your medical interests?
OBGYN, fertility

What is a favorite memory you have from being at RVU?
My favorite memory from RVU is spending time with all of my classmates. Whether it was studying in the library before an exam, hanging out at a brewery, or even our camping trip, this program was an incredible experience because I was lucky enough to go through it with the most supportive, wonderful humans.

What advice do you have for prospective students?
PA school has been the hardest thing I have ever done. It’s important to find ways to take care of yourself even when you feel inundated with all the work you have to do. Set time every day to do something that makes you happy!

Master of Physician Assistant Studies (MPAS)
Class of 2024

Where is your hometown?
Honolulu, HI

Undergraduate Studies:
Health Science

What clubs and activities are you currently involved with?
Tutoring

Tell us a bit about yourself.
I was born and raised in Honolulu, HI and dreamed of becoming a singer as a little girl. As I performed more, I was slowly introduced to healthcare as I sang at different hospitals and fundraisers. I did an internship at a hospital in high school out of curiosity, and there I developed a love and admiration for medicine. I went to Chapman University in Orange, CA for college where I continued to intern at a local hospital. I became EMT certified my senior of college. After I graduated, I worked as an MA in a cardiology practice and scribed in a level one trauma center. I also acted as assistant director of department operations for a hospital volunteer program. Fun fact: I had never been to CO before starting RVU’s PA program!

What initially brought you to RVU? Why did you decide to pursue this degree?
I was drawn to RVU’s location, small class size, and competency-based curriculum that allows us to learn at our own pace and focus on our individual strengths and weaknesses. Above all, I felt like RVU’s faculty was warm and welcoming during my interview, and now that I’m in my second year, I can say every one of my professors genuinely care about our success. Also, I chose to become a PA because I wanted the autonomy to make decisions for my patients as a clinician while maintaining the ability to switch specialties and locales with greater ease than I would as a physician, as this fits better with my life goals.

What do you enjoy doing when not at RVU?
Recently I’ve been exploring all the beautiful hikes and views Colorado has to offer with my classmates! I also enjoy going to concerts, reading and spending too much money exploring different coffee shops.

What is an interesting or little known fact about you.
I studied abroad during my entire junior year of high school in Zaragoza, Spain!

What is the best piece of advice you have been given by a professor or a student while at RVU?
Find one thing in your life that you will not compromise during PA school. Given the program’s intense nature, it’s easy to get caught up in your studies and put everything else in your life on hold. Because of this, it’s even more so important to keep something in your life that is truly joyful and relaxing during this time to avoid burnout, whether it be spending a certain amount of time with family, walking your dogs every day, or reading a book. This way, your educational journey is sustainable!

What are your medical interests?
Cardiology, emergency medicine, women’s health

What is a favorite memory you have from being at RVU?
I have so many! Recently, I’ve been doing a rotation in Colorado Springs along with 7 other classmates who’ve also been assigned to rotations around the area. Every week, we’ve been meeting up at different places in the Springs to simultaneously catch up and explore the area. I love that even though we’re all now on our own journeys doing different rotations, we can still chat like no time has passed!

What advice do you have for prospective students?
If you know this is what you want to do, don’t give up! The background and experiences of the students at RVU’s PA program are diverse and no one’s journey to get here was the same, so don’t compare yourself to anyone. Keep on doing you and building your own life experiences.

Master of Physician Assistant Studies (MPAS)
Class of 2023

Where is your hometown?
Colorado Springs, CO

Undergraduate Studies:
Sports Medicine

Tell us a bit about yourself.
I have spent the majority of my life in Colorado as I grew up in Colorado Springs before heading up to Fort Collins for college where I received my Bachelor of Science in Health and Exercise Science with a concentration in Sports Medicine while also completing a minor in Biomedical Sciences. Once graduating, I eventually found myself working at a Skilled Nursing Facility under a number of different titles such as Admissions coordinator, Rehab Tech, and Case Manager Assistant. Feeling burnt out and bummed out from being rejected from PA programs during multiple cycles I decided to step back and try something new, so I worked at Oskar Blues Brewery as a brewer for 1 year. While the lifestyle of working at a brewery was a lot of fun, my passion was still in the healthcare community so I chose to apply again and was lucky enough to get accepted into this program.

What initially brought you to RVU? Why did you decide to pursue this degree?
I loved the location of RVU first and foremost and the thought of being able to stay local while pursuing this degree along with their emphasis on clinical education made this a good fit for me. I chose to be a PA because I knew I wanted to make an impact in the healthcare world and being a PA seemed to offer me the perfect opportunity to spend the most amount of time with patients and have the autonomy to diagnose and treat them, while also offering a healthy balance of work-life relationships.

What do you enjoy doing when not at RVU?
When not in school I like to be outdoors as much as possible. Some of my favorite activities include hiking, fly fishing, mountain biking, climbing, and snowboarding. I built a frame in the bed of my truck for camping and I enjoy going on trips and living out of my truck in remote areas. I also recently became a Costco member so I enjoy putzing around Costco.

What is an interesting or little known fact about you.
I am 1/312 Native American and have an actual Cherokee Card to prove it.

What is the best piece of advice you have been given by a professor or a student while at RVU?
Anybody can learn medicine, but not everybody can learn to be a good provider.

What are your medical interests?
Orthopedics, rural medicine, and emergency medicine.

What is a favorite memory you have from being at RVU?
Anytime we were able to hang out with our class outside of school related activities were some of my favorite memories as it was a great way for us to all decompress and take a step back from the hectic schedule of school. I was lucky enough to take a few people on their first ever trip to a Chili’s and that was very special.

What advice do you have for prospective students?
The advice I have for prospective students for PA school, is that there is no such thing as what a “perfect” prospective student looks like on paper. Don’t get discouraged if you don’t get in to your dream school or in your first application cycle, just use it as a way to continue to build and learn new skills that will make you that much more of a competitive applicant on the next cycle or with the next program. Everyone comes from all different walks of life and can bring a unique skill to the program, so find your unique quality and build off of it.

Master of Physician Assistant Studies (MPAS)
Class of 2025

Where is your hometown?
Fort Collins, CO

Undergraduate Studies:
Business Administration

Graduate Studies:
Juris Doctorate, University of Colorado School of Law

Tell us a bit about yourself.
I had hoped to work in healthcare since I was a little kid. However, life took me in a different direction, and I ended up going to law school and becoming an attorney. I was fortunate to have a truly fulfilling legal career that spanned 15 years. But, it was never quite the right fit for me and I found myself continually wishing I had gone into medicine instead. When COVID hit, I took time away from work to be around for my kids, and this gave me a great opportunity to take a few classes and explore whether a transition to the PA profession would be doable. Obviously I decided it was, because here I am! I am married to a super supportive guy, and we have three amazing kids who are pre-teens/teenagers.

What initially brought you to RVU? Why did you decide to pursue this degree?
My family has lived just up the street in the Tech Center for many years. Because we are deeply rooted in this community, leaving the area was not an option. I was so pleased that RVU is located nearby, and also offered so many of the elements I found important. In particular, the extended clinical period was key, as I definitely learn best by doing. The small class size was also very appealing. The faculty here really impressed me during my interview (and continue to … everyone here is so great and truly cares about your success.

What do you enjoy doing when not at RVU?
I spend a ton of time in the mountains with my family. Most winter weekends, I can be found trying (unsuccessfully) to keep up with my kids on the ski slopes. I also love travelling, trying new restaurants, and hiking/playing with my yellow lab, Gus.

What is the best piece of advice you have been given by a professor or a student while at RVU?
To pick a couple non-negotiable items that you make sure to keep in your life while attending PA school. School can take up every last minute if you let it, and it is important to continue doing things that make you happy. For me, that means prioritizing family time and also getting to bed at a reasonable time every night (cause I’m worthless without sleep).

What are your medical interests?
I love working with kids, so definitely interested in something in peds. But, keeping my options open at this point!

What advice do you have for prospective students?
If you’re a non-traditional student like myself, and considering going after a dream, just take the first step and see where it leads you.

Master of Physician Assistant Studies (MPAS)
Class of 2024

Where is your hometown?
Aurora, CO

Undergraduate Studies:
Integrative Physiology, University of Colorado Boulder

Tell us a bit about yourself.
I have lived in Colorado for my whole life! I grew up in Southeast Aurora and completed my undergraduate degree at the University of Colorado Boulder. While in college, I worked as an undergraduate research assistant in the Sleep and Chronobiology Lab on campus, and I was an active member of my sorority. After college, I obtained my CNA certification and later became a medical assistant at a neurosurgery practice in Denver. I worked there for about 3 years, and it is here where I was exposed to the versatility and scope of a PA! I was able to observe many surgeries and be involved in the care of patients both pre-op and post-op. It is at this time where my interest in surgery grew and I knew that I wanted to become a surgical PA!

What initially brought you to RVU? Why did you decide to pursue this degree?
I was originally drawn to RVU due to the shorter didactic phase paired with a longer period of clinical rotations! I am a very hands-on learner, so I knew that this would be the program for me. Due to a longer clinical portion of the program, we are able to complete 12 different rotations, which provides for a lot of exposure into all specialties so that we can become well-rounded and competent PAs. I also liked the small class size. It is nice to have a small class so that there is more one on one time with professors as well as a group of people that become your close friends. Additionally, the cadaver lab was available 24 hours a day and was a great resource for learning anatomy, especially because I want to go into surgery.

I decided to pursue this degree because I realized that the possibilities of being a PA are endless! I also think that PAs have a unique opportunity to truly form strong relationships with their patients and have the ability to communicate and make patients feel heard.

What do you enjoy doing when not at RVU?
When I’m not at RVU, I enjoy spending time with my family and friends. I have a lot of family and friends in the Denver area, so most of my weekends include catching up with them. I also enjoy live music and will never say no to a concert at Red Rocks! Traveling is my favorite thing to do, and I like to do it any chance I get. RVU has a lot of clinical sites out of state, so I have been able to travel to different areas, even during the program.

What is an interesting or little known fact about you.
I studied abroad my junior year of college in Rome, Berlin, and London!

What is the best piece of advice you have been given by a professor or a student while at RVU?
The best advice I have ever gotten is to trust the process! While in PA school, it can feel really overwhelming due to the fast nature of the program. Although it feels like learning everything in such a short amount of time will not be possible, it is important to take things one step at a time and to realize that didactic is your first exposure to material and the foundation that you will create for clinical rotations. Once in rotations, your knowledge will be solidified, and you will be able to put all of that learning into action! RVU does a great job of preparing students for clinical rotations, end of rotation exams, and the PANCE. As long as you trust the process, work hard, and take as much as you can from each learning opportunity you are given, you will be successful!

What are your medical interests?
Surgery, Women’s Health, Pediatrics

What is a favorite memory you have from being at RVU?
My favorite memories are those that involve getting together with my classmates on holidays. Last year, we were able to organize a Halloween party, Friendsgiving, and a Christmas party! Because of the small class size, it is easy to get close with classmates and form a relationship with them outside of class. We also try to do events with the other classes. Most recently, we had an event in Denver with the classes of 2023, 2024, and 2025, which was a great opportunity to meet everyone and provide advice and support!

What advice do you have for prospective students?
My greatest advice would be to support each other! We are all in this together. Because of the competency based program, everyone is not their own path to success which eliminates the competitive environment and allows for a more supportive and productive relationship with classmates. The didactic phase can be really difficult, so I think it is important to lean on those who understand the experience you are going through firsthand. Also, never hesitate to ask for help! The faculty and tutors in the upper class are all very willing to meet with you and help in any way they can, so take advantage of it!

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Additional Information

The following highlights the demographics of each cohort that has matriculated into our program:

Class Profile	2021	2022	2023	2024	2025	2026
Total students	36	36	36	36	36	36
Female	29	26	25	30	25	23
Male	7	10	11	5	11	13
In-state	18	24	20	17	16	21
Out of state	18	27	16	19	20	15
Average age	25 (range 21-34)	24 (range 22-35)	25 (range 22-40)	25 (range 21-34)	24 (range 21-42)	27 (range 21-44)
Average cumulative GPA	3.46	3.5	3.64	3.5	3.54	3.45
Average BCP GPA	3.32	3.44	3.35	3.29	3.41	3.29

PANCE Performance

Data Certified as of 1/9/2025 by Dr. Jeff E. Hoyt, Manager Institutional Research & Reporting

Graduated Classes
Class of 2023	Class of 2024	Class of 2025
Maximum entering class size (as approved by ARC-PA)	36	36	36
Entering class size	36	36	36
Graduates	33	#	#
* Attrition rate	8.3%	#	#
**Graduation rate	91.67%	#	#

*Attrition rate calculation: Number of students who attritted from cohort divided by the entering class size.

**Graduation rate: Number of cohort graduates divided by the entering class size.

Due to the rigorous and lock step nature of the program’s curriculum, it is strongly recommended that PA students do not plan to work during their training.

The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the Rocky Vista University Physician Assistant Program sponsored by Rocky Vista University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.

Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be March 2033. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.

The program’s accreditation history can be viewed on the ARC-PA website at https://www.arc-pa.org/accreditation-history-rocky-vista-university/

Professional Licensure Disclosure Statement

Professional Licensure Disclosure Statement

Contact the Office of Admissions

Colorado Campus

8401 S. Chambers Road
Englewood, CO 80112
303-373-2008

For faster response, please direct inquiries to: [email protected]

*Attrition rate calculation: Number of students who attritted from cohort divided by the entering class size.
**Graduation rate: Number of cohort graduates divided by the entering class size.

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