The mission of the Randolph-Macon College Physician Assistant Program is to address gaps in healthcare delivery and equity by producing highly-qualified, compassionate PAs, prepared through a blended biomedical science and liberal arts education, equipped to impact health system, provider, and patient needs.

think. feel. know. do. The Educational Philosophy of the RMC PA Program

PA student being fitted with a white coat on a flag
The Physicians Assistant program hosted their inaugural White Coat Ceremony in Blackwell Auditorium on Friday, February 17. This program was attended by family and friends. All of the Faculty and staff of the PA program took part in the ceremony.

The immersive RMC PA curriculum is uniquely designed to prepare today’s learners for tomorrow’s medical practice environment. Our experienced team of medical educators actively apply guidance from ARC-PAAAPAPAEA, and NCCPA, translating the evolving requirements of medical practice proficiency into four primary learning themes that define RMC PA’s 24-month learning experience: Think. Feel. Know. Do.

Each theme serves as a guidepost, signaling our commitment to holistically preparing each PA learner for current and evolving areas of practice, leadership, and community involvement. These practical descriptions of our central educational pillars provide prospective students, faculty, potential employers and accrediting bodies with clear and measurable performance qualities for each RMC PA graduate.


The modern medical provider must be a critical thinker, able to consistently apply evidence-informed, patient-centered clinical decisions across evolving medical information and diverse patient populations. The core of such readiness is established by immersing RMC learners within increasingly complex clinical problem solving activities and metacognitive practice – facilitated by experienced medical educators and clinicians.


Patient-centered medical practice requires cultural humility, empathy, curiosity about the burdens, fears, beliefs and expectations of others, alongside self-reflection and the practical skill to develop therapeutic connections with patients across the lifespan. In addition, medical trainees and providers are reporting increasing rates of near-burnout or burnout, which can be reduced via attention to self-care practice. We will support each RMC learner in developing patient engagement and self-care strategies that can be translated into sustainable, flexible approaches to clinical practice environments.


Safe and effective patient care requires the ongoing acquisition and application of biomedical, regulatory, and health system knowledge in order to address the current and emerging challenges faced by patients, their families, and the medical landscape. Through self-directed learning, synchronous and asynchronous learning environments, practical training sessions, and immersive clinical rotations, each RMC PA graduate will demonstrate mastery of core knowledge consistent with readiness for entry into clinical practice and ongoing knowledge acquisition. 


PAs are and have always been people who do: going above and beyond the minimum to support high-quality patient care, community engagement, health system effectiveness, and forward evolution of medical care models. The expanding role of the PA means that each RMC PA graduate will be equipped with a wide set of procedural skills, commensurate with projected employment environments. In addition, practical action within community service, leadership spaces, and within each opportunity for provision of equitable health care requires a developed self-awareness and skillset applicable to a variety of medical and professional situations.

Program Overview


  • CASPA Portal Application Window: April 27 – September 1, 2023
  • Class of 2025 Cohort Matriculates: January 2, 2024
  • Class of 2024 Begins Clinical Rotations: January 2, 2024


  • Cohort Size: 24 students
  • Program Duration: 24 months (12 months preclinical immersion, plus 7 six-week clinical rotations)
  • Credits: 124 total
  • Degree: Master of Science in PA Studies (MSPAS)

Core Competencies

The RMC PA Program adopted the PAEA core competencies as follows:

  • Patient-Centered Practice Knowledge
  • Society and Population Health
  • Health Literacy and Communication
  • Inter-professional Collaborative Practice and Leadership
  • Professional and Legal Aspects of Health Care
  • Health Care Finance and Systems  

*For more information, check out our Admissions section!

Tuition and Fees

Tuition and fees for all RMC programs of study are located on the College’s Business Office website, linked below. 

The Dean of Students Office publishes and regularly updates a Student Handbook, primarily for undergraduate students. However, this handbook references College policies and resources applicable to graduate PA students, and should be reviewed as directed by the PA Student Handbook. 

PA Student Handbook

The material in the PA Student Handbook below, on referenced webpages, and within institutional documents is periodically updated, therefore it is important for readers to attend to communications from the PA Program or the College regarding changes to policy or procedures. 

Program Goals and Outcomes

Outcome data will be published here as it becomes available. For each area below, the PA Program will analyze trends over time in order to monitor and inform specific areas in need of improvement.

Goal 1: Maintain overall PANCE pass rates at or above the national average each year.

  • Benchmark: PANCE pass rates at or above national average for each cohort via the NCCPA report for ALL-Time and FIRST-Time takers from RMC.
  • Outcomes: Data related to this goal will be published here via a table showing PANCE pass rates from the RMC NCCPA report for ALL-Time and FIRST-Time takers.  

Goal 2: Foster student and faculty engagement in leadership or advocacy roles. 

  • Benchmark: At least 50% of students and faculty will be engaged in institutional, professional or community efforts.
  • Outcomes: Data related to this goal will be published here via a table showing faculty and student involvement in leadership or advocacy roles, with high-level areas represented.

Goal 3: Students and Faculty will be trained in implicit bias reduction, diversity, and inclusion.

  • Benchmark: 100% of faculty and students will receive and successfully complete training for implicit bias reduction, diversity, and inclusion.
  • Outcomes: Data related to this goal will be published here via a table showing summarized training roster, faculty CV, and student record information. 

Goal 4: Development of a diverse student body of academically-qualified PA matriculants.

  • Benchmark: 20% of matriculants will align with at least one of the following categories: 1) From counties identified as a medically-underserved area (MUA)* or health professions shortage area (HPSA)*, 2) “first in their family to attend college,” or 3) self-identified race/ethnicity as other than White.
  • Outcomes: Data related to this goal will be published here via a table showing cohort-level composition of MUA matriculants / HPSA matriculants, “first in family” to attend college, and self-identifying as non-White.   

*Information regarding MUA and HPSA sites can be found at

PANCE Pass Rates for the PA Program

Data will be provided here, using the table provided by the NCCPA. Updates to this data will occur by April 1 of each year (following graduation of the first cohort).

Attrition Outcomes for the PA Program

Data will be provided here, using the table required by the ARC-PA. Updates to this data will occur by April 1 of each year (following graduation of the first cohort).

Class of 2024Class of 2025Class of 2026
Maximum entering class size (as approved by ARC-PA)TBDTBDTBD
Entering class size
*Attrition rate
**Graduation rate

*Attrition rate: 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.