Programs handbooks

Medical Assisting: Academic overview

Learning outcomes

Medical Assisting One-Year Certificate outcomes

Curriculum

A total of 46 credit hours of Medical Assisting program coursework is required. The certificate requirements can be found on the PCC Catalog Medical Assisting One-Year Certificate page. Information regarding each course can be found on the PCC Catalog Medical Assisting Courses page.

Registration (term by term)

The Medical Assisting program is a three-term cohort model and courses need to be completed in sequence. Although it is a closed cohort, students will be responsible for registering for all required courses when registration opens. Registration must be completed prior to the first day of classes each term. Students who have not registered may not attend classes and will be asked to leave (see Enrollment Services’ Attendance Policy). The faculty/advisors are available for program counseling on an appointment basis prior to registration each term.

Coursework schedule

Class, laboratory, and clinical schedules will be published and distributed to students at the beginning of each term. A list of required textbooks will also be distributed.

First term
  • MA 112 Seminar I – 2 credits
  • MA 117 Medical Office Administrative Lecture – 4 credits
  • MA 118 Medical Office Administrative Lab – 2 credits
  • MA 114 Intro to Clinical Procedures – 1 credit
  • MA 120 Intro to Clinical Phlebotomy – 1 credit
  • MP 113 BLS / CPR for Healthcare Professional – 1 credit
  • *MP 135 Pharmacology – 3 credits (online)
Second term
  • MA 122 Seminar II – 2 credits
  • MA 123 Medical Office Clinical Lecture – 4 credits
  • MA 124 Medical Office Clinical Lab – 2 credits
  • MA 130 Intro to Clinical Phlebotomy – 1 credit
  • *MP 140 Law and Ethics – 3 credits (online)
Third term – classes will meet face to face five times during the term
  • MA 131 Intro to Medical Science – 3 credits (online)
  • MA 132 Seminar III – 2 credits (online)
  • MA 270 Clinical Practicum – 6 credits (clinic and in class)

*Courses can be taken prior to program or out of sequence.

Technical standards

Review the Medical Assisting essential functions and occupational risks webpage for a list of essential functions of the standard medical assistant role. These also serve as the technical standards (requirements) of students applying to the Medical Assisting program.

Grading

See the College policies: conduct, professional standards, and ethics section for the Portland Community College academic standards and refer to PCC’s Grading Guidelines. In the Medical Assisting program, students must maintain a minimum level of performance (no lower than a “C” grade) in each of the required courses (Biology, Medical Assisting, or Medical Professions) in order to continue to progress through the MA program and be eligible for the one-year Certificate in Medical Assisting.

The grading scale used for each class in the MA program will be contained in each course syllabus. Students will be expected to maintain the minimum level of performance as described above regardless of the type of grading definition used. The basis for the letter grade is the composite score of projects, papers, quizzes, lab modules, clinical objective completion, and/or tests for each course. See the Assignments section and Exams section which have a bearing on grade. In making a grade determination, instructors will take into consideration student performance in the course in terms of attendance, attitude, participation, and other evidence of student achievement. Students are expected to maintain a “C” grade (or Pass) for each course in the program. In making such a determination, instructors will take into consideration the importance of the learning experience to a related job entry level skill, knowledge, or attitude.

Assignments

Students are expected to turn in course assignments at the specified due date. Late assignments will be accepted on a case by case basis. The student is responsible for obtaining materials handed out during class.

Required competencies

The Medical Assisting Education Review Board (MAERB) specifies students must pass all psychomotor and affective competencies within each course in order to pass the class. This means students must demonstrate competency within the psychomotor and affective domains of the MAERB core curriculum. If students do not show competence for one or more of the psychomotor and affective competencies, they are unable to pass the course that the competencies are associated with. See the Competencies for graduation section for more information.

Performance evaluations

Term by term performance evaluations will be provided to students to determine whether they can move forward in the program. Classroom behavioral assessments and self-evaluations are conducted to provide students with feedback on the following essential skills: attendance, attitude, communication, critical thinking, collaboration, and participation. Students undergo an academic review process to determine if they will progress to the next term.

Exams

The exam requirements are applicable only to those courses with an MA prefix. If students do not submit the midterm or final exam by the deadline, their score will be a zero. There are no make-up options for missing the midterm or final exam deadline. The instructor will provide students with a copy of the midterm or final exam for reference; however, students will not be allowed to make up a missed exam due to absence or tardiness.

If students are ill or there is some other urgent matter that causes them to miss an exam, they must notify the instructor prior to the class in order to make other arrangements for testing. No make-up exams will be given for absences that are not communicated in advance. In order to receive a passing grade for the course, students must obtain a 70% or higher on the comprehensive final examination. No early final exams will be permitted unless there is an emergency or unusual situation and the instructor can accommodate the student. Such decisions are made on a case-by-case basis.

Using a #2 pencil only, students must correctly fill in the name section (last name, first). The test must have the student name printed on it and returned with the answer sheet to the instructor. Students will be allowed to review the corrected test in class. Test grade will not be recorded until the test is returned to the instructor during that class period. Students are not permitted to keep tests or copy them. Copying any of the tests or quizzes is a violation of PCC’s Academic Integrity Policy and this action can prompt a program dismissal review process. See Due process for violations.

Competencies for graduation

A core aspect of the MA program’s curriculum is the integration of Medical Assisting Education Review Board (MAERB) competencies. These competencies outline the essential skills and knowledge a medical assistant must possess to excel in their career.

MAERB competencies are important as they ensure our program meets national standards for medical assisting education, preparing students for the certification exam, and real-world practice. They also cover a wide range of clinical, administrative, and communication skills, ensuring you are well-rounded and versatile. In addition, they emphasize safe practices and procedures, protecting both students and their future patients.

MAERB competencies impact the program in a multitude of ways such as:

  • Curriculum design: coursework and hands-on training are directly aligned with these competencies,
  • Assessment: students are evaluated on their ability to demonstrate proficiency in each competency throughout the program, and
  • Preparation for certification: by mastering these competencies, students are well-prepared to pass the national certification exam and enter the workforce with confidence.

MAERB educational competencies fall under three categories:

  • Cognitive competencies: these involve knowledge and understanding of medical concepts, such as anatomy, physiology, medical terminology, and pharmacology.
  • Psychomotor competencies: these are the hands-on skills needed to master, like taking vital signs, administering injections, and performing EKGs.
  • Affective competencies: these encompass interpersonal skills, professional behavior, and ethical decision-making.

For a list of all MAERB educational competencies see: Educational Competencies for Medical Assistants.

Learning support

Course instructors are available for conferences concerning assignments, tests, course content, etc. Formal meetings may be scheduled during each term to assess student progress. Stay connected and meet regularly with one of the program advisors listed in the program Contacts  section. Refer to the PCC Advising webpage for more information.

Professionally trained counselors are also available to assist students. Help is available for matters such as learning difficulties, study skills, development, and exploration, as well as for family, personal, and social problems. Counselors are a good source of information about the college and its programs, community resources, etc. The Counseling Office at the Cascade Campus is located in the Student Services Building (SSB) 150 and can be reached at 971-722-5271.

Remediation options

The PCC Medical Assisting program is committed to supporting student success. If a student encounters academic difficulties, the following remediation options may be available:

  • Unsatisfactory academic performance levels
    • Extensions, “Incomplete” grade, and/or second attempt for final exams.
  • Unsatisfactory clinical affiliation performance
    • Retraining and/or placement at a separate clinical site.
  • Unsatisfactory behavioral skills assessments
    • Additional training, support, and/or meetings.
  • Unethical or unprofessional conduct
    • Additional training, support, and/or meetings.
  • Unsafe behavior in clinical lab or in clinical practicum
    • Additional skills training and/or time outside of lab class.
  • Violations of the Student Code of Conduct
    • Additional support, check-ins, and/or resources.

Please note that remediation options are not guaranteed and are determined on a case-by-case basis. The goal of remediation is to provide support and resources to help students overcome challenges and successfully complete the program. However, if a student is unable to meet program standards after remediation attempts, a program dismissal review process could be initiated. See Due process for violations.

Withdrawal and re-entry

Students should confer with the MA faculty and/or program director before completing program withdrawal (see Enrollment Services’ process). If students are having difficulties and considering dropping from the program, faculty or the program director may have solutions to help students remain in the program.

Students may formally withdraw from a class by using the “My Courses” tab on their MyPCC account. Students are encouraged to speak with someone in Financial Aid (if using federal student aid) to understand the impact of withdrawing from a class may have on the student’s aid.

Adding/dropping courses

Discussion with the faculty advisor should take place prior to the time the student initiates add/drop procedures. This applies to general education courses as well as the MA program courses. Failure to do so may result in inadequate hours or types of courses necessary for degree requirements.

Re-entry and readmission procedures

Students who have left the program and wish to rejoin must reapply to the program. Readmission is assessed on a case-by-case basis and depends on factors including program capacity and student admission criteria.

Completed courses with an MA prefix are valid for only one catalog year. Students who leave the program and return may be required to retake MA prefix courses. The program is a cohort model and courses need to be completed in sequence. Students who are approved to rejoin the program may need to demonstrate clinical psychomotor skills prior to re-admittance.

Students dismissed from the program who failed to meet the minimum level of performance are not eligible for re-admission into the program until they meet additional coursework requirements that will be determined on a case-by-case basis. Students who fail to successfully complete a class or classes with a “C” or higher may need to complete the entire nine-month sequence of classes.

Academic resources

The following are commonly used links that are helpful for the academic journey.

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Standards and procedures