Syllabi Compliance and 6th Edition Vol 1

Thank you for joining me once again! Over the past several months, we’ve discussed how the ARC-PA 6th Edition Standards are reshaping expectations for PA programs, from succession planning to continuous assessment and workload considerations. Today, I’m pleased to begin a new blog series focused on another area receiving significant attention under the updated Standards: that of syllabus compliance.

Many of you already know Dr. Tina Butler and Dr. Jennifer Eames from their previous blog series and outstanding consulting work with PA programs. In a recent webinar, Drs. Butler and Eames addressed one of the most commonly misunderstood (and surprisingly complex) topics programs now face: ensuring that course syllabi meet 6th Edition expectations. I’ll use this new blog series to share the valuable information they've provided, which is valuable to everyone on your compliance team, from new instructors to seasoned pros.

What is the purpose of a syllabus?

At first glance, syllabi may not seem like an accreditation concern that needs to move to the front of the line. Many programs have long-established templates, institutional policies, and faculty-developed materials already in place; however, as Drs. Butler and Eames emphasized that the 6th Edition Standards — and particularly the introduction of the ARC-PA program portals, which will allow your program’s syllabi to be reviewed at any time — have significantly shifted how syllabi must be considered.

• A syllabus is a contract between the program and the student. It’s an opportunity for the program to be as clear and transparent as possible, showing a student what the expectations are for that program, course, or module.

• Syllabi are considered “living evidence” of compliance. They provide information across multiple B-standards.

• 6th Edition Standards emphasize transparency and consistency. ARC-PA is dedicated to ensuring that we are clear and transparent with our students about what we expect of them and from them - and how to achieve those outcomes.

Under the 6th Edition Standards, ARC-PA reviewers may access syllabi directly through program portals rather than relying solely on selected documentation submitted during review cycles. This increased accessibility sharply changes expectations. Syllabi must consistently demonstrate alignment between what programs say they do, what students experience, and how learning outcomes are assessed.

This shift isn’t intended to create additional burden. In fact, Drs. Butler and Eames framed it as an opportunity. When syllabi clearly communicate expectations, assessment methods, and learning progression, they benefit multiple audiences simultaneously:

• Students gain transparency about course expectations.

• Faculty maintain consistency across instruction.

• Programs demonstrate ongoing compliance without last-minute document reconstruction.

In other words, strong syllabi support both education and accreditation readiness. And as you’ll see, the real key is “keeping it simple.” So let’s begin by looking at the Standard itself, which provides a checklist of the things that every syllabus must contain.

Standard B1.03

Here is Standard B1.03 from the 6th Edition Standards: For each didactic and clinical course (including required and elective rotations), the program defines and publishes for students the following detailed information in syllabi or an appendix to the syllabi:

a. course name
b. course description
c. faculty instructor of record
d. course goal(s)
e. course learning outcomes in measurable terms that guide student acquisition of required competencies
f. instructional objectives in measurable terms that can be assessed
g. outline of topics to be covered that align with learning outcomes and instructional objectives
h. detailed description of the student assessment(s) and evaluation(s)
i. plan for grading

Note that B1.03 (a) through (d) are low-hanging fruit. Compliance should be easy to accomplish and check off from the list!

Here’s a pro tip that will save you a lot of headaches and frustration when searching for documents: When saving a syllabus, name the document by the course name in the university catalog.

B1.03 (a) - Course Name.

Course name should be listed exactly as it appears in the University Catalog, including the course number, with no abbreviations or shorthand.

B1.03 (b) - Course Description

This is required to be word-for-word from the University Catalog. Most institutions require university-level committee review and approval before any change or modification. Therefore, don’t make the mistake of “editing” or rewriting the course description if you don’t like it. We have seen ARC-PA spot-check this factor and demand to know why descriptions vary - so resist the urge to tweak!

B1.03 (c) - Faculty of Record

Initial provisional program visits are the only time it is permissible to list “to be determined.” Otherwise, you must list the faculty person of record on the syllabus.

Don’t list all of your faculty on every syllabus. We have seen some programs try this “shortcut,” to cover their bases, but it’s confusing for students and won’t be compliant. Even if all faculty teach during the course, they should be listed as additional or lab instructors, lecturers, etc. A student should know precisely who is responsible for that particular course, meaning the primary person they should reach out to.

B1.03 (d) - Course Goal

This can be a general description of what is to be gained from course completion. It does not have to be specifically measurable, like outcomes and objectives.

Example: “The goal of this course is to provide a better understanding of the concepts of physical examination and how to perform various physical examinations as a physician assistant.”

And that takes care of the first four substandards!

In our next blog…

I’m sure you noticed that substandards B1.03 (e) through (i) are more complex and substantive. These are often the substandards where programs get into trouble with their syllabi. Substandards (e) and (f), which separate the learning outcomes from the instructional objectives, are meant to ensure that expectations from the students are very clear, but defining the differences and ensuring that your language meets the requirements of the Standard can be challenging. Therefore, in next week’s blog, we’ll go in-depth with these more complex substandards, with the excellent instruction and advice of our consultants.

I look forward to seeing you then!