Interservice Physician Assistant Program (IPAP)

Interservice Physician Assistant Program

Fort Sam Houston, Texas

This Section For Active Duty Military Students Only

In 1996 the University of Nebraska entered into an agreement with the Armed Force’s newly created Interservice Physician Assistant Program (IPAP) to provide administrative and faculty support services for the primary care physician assistant program operated by the U.S. Armed Forces.  Students enrolled in the IPAP receive academic credit from the University of Nebraska for course work completed as part of the IPAP.

Beginning in January 2011, students in the IPAP will complete 16 months of didactic course work at the Army’s Academy of Health Sciences, located at Fort Sam Houston, Texas.  This will be followed by 13 months of supervised clinical clerkships at military or affiliated medical facilities.

Faculty — The faculty of the IPAP are military or civilian personnel who qualify for volunteer faculty appointments in the Division of Physician Assistant Education, School of Allied Health Professions.

Admission Requirements — Students admitted to the IPAP are selected by the military selection board of their respective service.  The IPAP students are then matriculated at the University of Nebraska provided they have previously earned 60 semester hours of transferable college credit.

Degree Requirements — Students enrolling from 1996 through 2002 in the Interservice PA Program received a Bachelor of Science degree from the University of Nebraska upon completion of the prescribed IPAP course work.  Effective January 2003, IPAP students receive a Bachelor of Science degree upon completing Phase I of their training, and receive a Master of Physician Assistant Studies degree upon completing their PA training.

Mission, Vision, & Guiding Principles

Mission Statement

To provide the uniformed services with highly competent, compassionate physician assistants who model integrity, strive for leadership excellence, and are committed to lifelong learning.

Vision Statement

To be recognized as the world-class leader in physician assistant education

Guiding Principles

• To provide leadership and education of the highest quality and greatest value to our students, thereby instilling a lifelong desire for growth and learning 
• To immerse faculty and students in an environment that fosters a sense of academic and professional excellence
• To educate the future leaders of military medicine to become the most dynamic and highest-quality physician assistants possible
• To demonstrate personal integrity and ethical conduct

IPAP Accreditation

At its September 2025 meeting, the Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) placed the Interservice Physician Assistant Program sponsored by U.S. Army Medical Center of Excellence on Accreditation-Probation status until its next review in October 2027. 

Probation accreditation is a temporary accreditation status initially of not less than two years. However, that period may be extended by the ARC-PA for up to an additional two years if the ARC-PA finds that the program is making substantial progress toward meeting all applicable standards but requires additional time to come into full compliance. Probation accreditation status is granted, at the sole discretion of the ARC-PA, when a program holding an accreditation status of Accreditation - Provisional or Accreditation - Continued does not, in the judgment of the ARC-PA, meet the Standards or when the capability of the program to provide an acceptable educational experience for its students is threatened. 

Once placed on probation, a program that fails to comply with accreditation requirements in a timely manner, as specified by the ARC-PA, may be scheduled for a focused site visit and is subject to having its accreditation withdrawn. 

Specific questions regarding the Program and its plans should be directed to the Program Director and/or the appropriate institutional official(s). 

The program’s accreditation history can be viewed on the ARC-PA website.

ARC-PA Student Graduation Rates

These tables reflect different cohort definitions and reporting methodologies; therefore, rates are not directly comparable.

Program-Defined Graduation and Attrition Rates (Longitudinal Outcomes)

Includes students who complete the program after deceleration or remain in training at the time of reporting.

Comments:

*Program Defined Attrition = % of students from original cohort that permanently left the program. The figures for 23-3 may change as 8 students from that cohort remain in training. The figures for 23-2 may change as one student remains in training. The figures for 23-1 may change, as one of the original students is still in training.

**Program Defined Graduation rate = # of students from the original cohort that complete the program (includes students moving into a different cohort but still finishing the program). 2023-1 may change as one student remains in training. 2023-3 had 53 out of the original 66 students graduate in Jan 2026. There are currently 8 students from that group still in training which may change the Program Defined Graduation Rate as those students matriculate. 23-3 completed training 30 Jan 2026, 23-2 3 Oct 2025, 23-1 6 Jun 2025.

*Attrition rate calculation: Number of students who attritted from cohort (decelerated + withdrawals + dismissals) divided by the (entering class size + number joining class cohort).

**Graduation rate calculation: Number of cohort graduates divided by the (entering class size + number joining class cohort).

ARC-PA Cohort Graduation and Attrition Rates (Cohort Snapshot at Expected Completion)

Reflects outcomes based on cohort status at the expected time of program completion.

Comments:

Class 2023-1 completed the program June 2025, Class 2023-2 October 2025, and Class 2023-3 January 2026.

*Attrition rate calculation: Number of students who attritted from cohort (decelerated + withdrawals + dismissals) divided by the (entering class size + number joining class cohort).

**Graduation rate calculation: Number of cohort graduates divided by the (entering class size + number joining class cohort).

Do you have what it takes?

“We are looking for applicants who possess a genuine passion to help others, are committed to excellence, have maturity, integrity, intellectual curiosity, and a strong desire for lifelong learning. If you fit the bill, then you have a wonderful opportunity to join the PA profession. Complete your prerequisite coursework, submit your application through your respective Service, get selected, and join us here at the world’s largest & best PA program!” –CDR Perry, Former IPAP Director

Prospective Students

• Only Military applicants are accepted
• Army and Air Force applicants that hold professional credentials (68W's, 68C's, 4A's, etc) must have completed all CEU's required for upcoming re-certification period prior to course arrival.
• Meet security clearance requirements
• Under age 42 by commissioning
• Meet medical standards for commissioning into the military services after both phase 1 and 2 (see DODI 6130.03)
• Tuition– none
• Student activity fees – none
• Off duty employment not authorized while at IPAP
• Advance placement - none. Once selected, all students will complete the entire 29 month program
• Loaner laptops, medical equipment, and textbooks provided during phase 1
• All applicants must have completed the following:  
  • A minimum of 60 semester hours, with emphasis in science course work
  • SAT
  • Basic Life Support (with current card)
  • Service unique applicant package
• Link to IPAP curriculum: IPAP Curriculum
• Link to Individual Student Assessment Plan (ISAP): Individual Student Assessment Plan (ISAP)

Service Links

See provided links for service specific information and application specifics:

• ARMY
• NAVY
  • NAVY Phase II
  • NAVY Clinical Care
• AIR FORCE
• COAST GUARD

Physician Assistant Education Technical Standards

This program is dedicated to the education of students who strive to become competent and caring providers of primary health care services under the supervision of a licensed physician. The student must be able to achieve certain technical standards of knowledge and skill in order to successfully complete the Program. The technical standards stated in this document apply to satisfactory performance in all academic and clinical course work, as well as fulfillment of "non-academic" essential functions of the curriculum involving physical, cognitive, and behavior factors that are essential to a professional clinical practitioner. Students must have adequate abilities and skills in the following five areas: 1) Observation; 2) Communication; 3) Sensory and Motor Function; 4) Conceptual, Integrative and Quantitative Ability; and, 5) Behavioral and Social Attributes.

Observation

The student must be able to observe demonstrations and conduct experiments in the basic sciences. A student must be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the sense of vision and other sensory modalities. A student must be able to integrate all information visually and through the other senses.

Communication

A student must be able to communicate effectively, sensitively, and rapidly in English with patients and members of the health care team. A student must be able to elicit information from patients, perceive nonverbal communications, and describe changes in mood, activity and posture. Communication includes not only speech, but writing, reading, interpreting tables, figures, graphs and computer literacy.

Sensory and Motor Function

The student must have sufficient sensory and motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. The student will be required to coordinate both gross and fine muscular movements, equilibrium, and functional use of the senses of hearing, touch and vision. More specifically, the student must be able to exercise such fine motor skills as to adequately perform laboratory tests, including but not limited to, wet mount, urinalysis and gram stain. The student must exercise such level of dexterity, sensation and visual acuity as to accurately complete such processes as administering intravenous medication, making fine measurements of angles and size, measuring blood pressure, respiration and pulse, performing physical examinations, and performing therapeutic procedures such as suturing and casting. The student must be able to hear sufficiently to accurately differentiate percussive notes and auscultatory findings, including but not limited to, heart, lung, and abdominal sounds, as well as discern normal and abnormal findings using instruments such as tuning forks, stethoscopes, sphygmomanometers, and Doppler devices. A student must be able to transport him or herself in a manner which provides timely response in both general and emergency care situations. Moving patients and engaging in some procedures such as CPR will require a necessary level of strength.

Intellectual, Conceptual, Integrative and Quantitative Abilities

A student must have the intellect necessary to quickly analyze and resolve problems. These intellectual abilities include numerical recognition, measurement, calculations, reasoning, analysis judgment and synthesis. The student must be able to identify significant findings from the patient's history, the physical examination and laboratory data, provide a reasoned explanation for likely diagnoses, and choose appropriate medications and therapy. The ability to incorporate new information from many sources in formulating diagnoses and plans is essential. Good judgment in patient assessment, diagnostic and therapeutic planning is primary. When appropriate, students must be able to identify and communicate the limits of their knowledge to others.

Behavioral and Social Attributes

A student must possess the emotional health required for full use of his or her intellectual abilities, the exercise of good judgment and the prompt completion of all responsibilities attendant to the diagnosis and care of patients. The development of mature, sensitive effective and professional relationships with patients and members of the health care team is essential. Students must be able to tolerate physically taxing workloads and to function effectively under stress. They must be able to adapt to changing environments, to display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, interpersonal skills, interest and motivation are all personal qualities that are desired in a health professional and assessed during the admissions and education processes.

IPAP Goals with Measurable Standards

1. Deliver a curriculum that provides current, evidence-based medical education.
   1. Measure 1: ≥90% Agree or Strongly agree to Phase 2 student survey question: “Did Phase 1 (Didactic) adequately prepare you for Phase 2 (Clinical)?”
      • Data collection is ongoing/results pending. (Source: Phase 2 Student Survey)
2. Provide a comprehensive educational experience that prepares graduates to serve as competent clinical practitioners.
   1. Measure 1: First time PANCE pass rate at or above the national average.
      • Current Year (2025): 82%
      • Five Year Running Average 2020-2025: 92.17% (Source: PANCE Score Report)
   2. Measure 2: Overall PANCE pass rate at or above the national average.
      • Current Year (2025): 93.6%
      • Five Year Running Average 2020-2025: 99.81% (Source: PANCE Score Report)
3. Produce PAs who are prepared for success in a military career.
   1. Measure 1: The promotion rate of IPAP graduates, at first promotion opportunity post-graduation, is commensurate with military peers.
      • Most recent year with complete data (2024): Army 99% Navy: 100% Air Force: 100% Coast Guard: 99%
      • Five Year Running Average (2019-2024): Army: 99% Navy: 100% Air Force: 100% Coast Guard: 99% (Source: Service Specialty Consultants) 
   2. Measure 2: ≥90% of graduates are successfully employed within 6 months of graduation.
      • Five Year Running Average (2019-2024): Army: 98% Navy: 100% Air Force: 100% Coast Guard: 96% (Source: Service Specialty Consultants)

IPAP Competencies

PC-1 Interpersonal Skills

Demonstrate effective and empathetic communication with patients, their families or caregivers, and other members of the healthcare team with consideration for the social determinants of health.

PC-2 Clinical and Technical Skills

Demonstrate the ability to obtain an accurate patient history, perform a comprehensive physical examination, and select and interpret appropriate diagnostic studies essential to provide quality patient care.

PC-3 Medical Knowledge

Apply comprehensive knowledge of biologic and clinical sciences to provide acute, chronic, urgent, and emergent, patient-centered care to include women’s health, prenatal care, and care across the life span (infants, children, adolescents, adult, and the elderly).

PC-4a Clinical Reasoning and Problem-Solving Abilities

Demonstrate application of basic science principles, clinical and technical skills, and evidence-based clinical judgement to develop and justify an appropriate differential diagnosis.

PC-4b Clinical Reasoning and Problem-Solving Abilities

Synthesize a comprehensive, patient-centered management plan for the promotion of wellness and disease prevention.

PC-4c Clinical Reasoning and Problem-Solving Abilities

Demonstrate medical professional written and communication skills as evidenced by the production and presentation of oral and written projects.

PC-5 Professional Behavior

Adhere to ethical standards and demonstrate professional conduct and accountability in patient interactions and teamwork.

Didactic, Phase I

Semester 1 (4 Months)

Semester 2 (4 Months)

 Semester 3 (4 Months)

Semester 4 (4 Months)

Clinical Rotations, Phase II

Semester 5 (13 Months)

History of the Physician Assistant

The profession of "Physician Assistants" has only been recognized since 1966. The lack of medical doctors in both the military and civilian health care systems led to the development of the Physician Assistant. In a 1961 article in the Journal of the American Medical Association, Hudson first broached the subject of the "extern." This "extern" would be responsible for most of the technical procedures and some of the medical responsibilities of the medical doctor under whom they would work.

Dr. Eugene Stead, chairman of the Department of Medicine at the Duke University Medical Center in Durham, North Carolina in 1965, developed the first Physician Assistant program. Using four ex-Navy corpsmen, the two-year Physician Assistant program began. The curriculum was based on the fast-tracking of a doctor's program developed during World War II. In this program the first nine months were spent on sciences and clinical skills. The next 13 months were spent doing clerkships in a variety of hospital clinics. The final two months were spent with their preceptor learning their professional skills. The Public Health Service at Staten Island Hospital developed one early program. The merchant marines began a nine-month training program for purser mates (the people in the merchant marines responsible for overseeing ships' documentation and customs declarations, as well as medical care) in 1966. At the University of Washington, Dr. Richard Smith designed a program called MEDEX (Medicine Extension) to train former military medics to service areas of Washington State that were lacking in medical personnel. This program required three months of concentrated study and 12 months of preceptorship with University medical doctors.

Today, most programs are 27 months in length, with the first 12-16 months spent in the classroom. The subjects studied include anatomy and physiology, pathology, diagnosis, treatment, disease processes, communication, and patient assessment.

History of the Military Physician Assistant

The military Physician Assistant program was first developed by the United States Air Force in 1971 under the direction of the Air Force Surgeon General, Lieutenant General Alonzo Towner at Sheppard Air Force Base School of Heath Care Sciences in Texas and was modeled after the program developed by Dr. Eugene Stead at Duke University. The first enrollees in the program were senior enlisted medics. There was one year of didactic training followed by one year of on-the-job training; a four-year payback period was incurred. By 1978, the Air Force had 275 commissioned officers who were Physician Assistants. The United States Army began its Physician Assistant Program in 1971. The school that Army PA students attended was the Medical Field Services School PA program at Fort Sam Houston, Texas. The Navy began their Physician Assistant program in 1971 as a trial program and by 1973 the Navy and George Washington University developed a partnership to train Physician Assistants. In 1972 the Navy and the Air Force began training Physician Assistants at Sheppard Air Force Base in Texas. The United States Coast Guard did not institute their own PA program, but began accepting PAs from the civilian sector in 1974.

History of the Interservice Physician Assistant Program

In 1996, the military services combined their various Physician Assistant programs to form the Interservice Physician Assistant Program (IPAP), located at the Army Medical Department Center and school (AMEDDC&S), Fort Sam Houston, Texas.

The IPAP mission is to provide the uniformed services with highly competent, compassionate Physician Assistants who model integrity, strive for leadership excellence, and are committed to lifelong learning. Our graduates are commissioned into the officer corps of their respective service and take their place beside other military health care professionals in providing medical services to active duty military personnel, their dependents, and retirees.

In 1996, the IPAP at the AMEDDC&S reached an agreement with UNMC that the latter would provide faculty and administrative support for the IPAP. The IPAP graduate earns a Master of Physician Assistant Studies (MPAS) degree from the affiliated university.

On behalf of the Commander and staff of the AMEDD C&S, Fort Sam Houston, Texas, we welcome you to the IPAP. As you will learn, we are responsible for the education of outstanding Physician Assistants for the uniformed services of the United States Department of Defense and Department of Homeland Security. Our main campus is located on Historic Fort Sam Houston, Texas, in the heart of beautiful San Antonio, Texas. Here all IPAP students complete their 16-month didactic phase of training. Phase 1 consists of basic medical science courses intended to develop a student's knowledge of critical medical concepts (see Phase 1 curriculum). After completing this portion of the curriculum, students continue with their medical clerkships at one of 22 medical Phase 2 sites across the country. These Phase 2 sites are located at military installations with medical facilities adequate to support the base rotations required to be a successful Physician Assistant (see Phase 2 curriculum). Our Phase 2 Site Clinical Coordinators are responsible for the administrative support and ensuring that clinical preceptors provide appropriate clinical training. This training allows IPAP students to obtain the skills necessary for becoming a physician assistant in the uniformed services. If you have further questions or concerns after viewing this portal, you may contact us at: 210-221-8004

Frequently Asked Questions

How can I learn more about the Physician Assistant profession?

Please take an opportunity to learn more about PAs and the PA profession at the following link:

American Academy of Physician Associates

What is a Physician Assistant?

• AAPA What is a PA?
• AAPA Infographic

What is a PA's scope of practice?

• AAPA PA Scope of Practice

How do I become a military PA / what is needed in my branch of service application packet?

• Prospective Student Information
• UNMC IPAP Website

ARC-PA Student Graduation Rates

These tables reflect different cohort definitions and reporting methodologies; therefore, rates are not directly comparable.

Program-Defined Graduation and Attrition Rates (Longitudinal Outcomes)

Includes students who complete the program after deceleration or remain in training at the time of reporting.

Comments:

*Program Defined Attrition = % of students from original cohort that permanently left the program. The figures for 23-3 may change as 8 students from that cohort remain in training. The figures for 23-2 may change as one student remains in training. The figures for 23-1 may change, as one of the original students is still in training.

**Program Defined Graduation rate = # of students from the original cohort that complete the program (includes students moving into a different cohort but still finishing the program). 2023-1 may change as one student remains in training. 2023-3 had 53 out of the original 66 students graduate in Jan 2026. There are currently 8 students from that group still in training which may change the Program Defined Graduation Rate as those students matriculate. 23-3 completed training 30 Jan 2026, 23-2 3 Oct 2025, 23-1 6 Jun 2025.

*Attrition rate calculation: Number of students who attritted from cohort (decelerated + withdrawals + dismissals) divided by the (entering class size + number joining class cohort).

**Graduation rate calculation: Number of cohort graduates divided by the (entering class size + number joining class cohort).

ARC-PA Cohort Graduation and Attrition Rates (Cohort Snapshot at Expected Completion)

Reflects outcomes based on cohort status at the expected time of program completion.

Comments:

Class 2023-1 completed the program June 2025, Class 2023-2 October 2025, and Class 2023-3 January 2026.

*Attrition rate calculation: Number of students who attritted from cohort (decelerated + withdrawals + dismissals) divided by the (entering class size + number joining class cohort).

**Graduation rate calculation: Number of cohort graduates divided by the (entering class size + number joining class cohort).

PANCE Exam Performance Summary (Last 5 Years)

Full Report Available: For a complete version of the NCCPA PANCE Exam Performance Summary Report, including definitions and additional details, please click here to view the full PDF report.

The table below reflects the NCCPA report structure and includes both first-time and all test takers. National averages are provided for comparison.

Notes:

All Takers include both first-time and repeat test takers. First-time takers represent candidates taking PANCE for the first time. Ultimate pass rate reflects the percentage of candidates who passed the examination regardless of the number of attempts.

National pass rates are provided by NCCPA for comparison and reflect aggregate performance for the corresponding graduation year.

IPAP Specific Links

• Fort Sam Houston
• US Army Medical Center of Excellence (MEDCoE)
• City of San Antonio, TX
• U.S. News and World Report Physician Assistant School Rankings

Academic Links

• AMEDD Stimson Library (includes STAT! Ref, Ovid, LexiComp)
• Association of Academic Radiology (Cases)
• Auscultation Assistant
• eMedicine
• Center for Disease Control and Prevention
• Clinical Otolaryngology OnLine
• Mnemonics
• National Cancer Institute
• National Commission on Certification of Physician Assistants
• Stat Ref
• Student Academy of the American Academy of Physician Assistants
• WebPath (University of Utah)
• Wheeless' Textbook of Orthopaedics

Test Preparation

• Content Blueprint for NCCPA PANCE/PANRE
• Exam Master for PANCE/PANRE Preparation, free access for military through the Naval Medical Center, San Diego
• Free PANCE test prep Review

Physician Assistants

• American Academy of Physician Assistants
• Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
• Bureau of Labor Statistics Regarding PAs
• FDA
• Federation of State Medical Boards
• National Commission on Certification of Physician Assistants
• Physician Assistant Education Association
• Physician Assistant Competencies
• Physician Assistant History Center
• Student Academy of AAPA
• United States Army Public Health Command

Military Physician Assistant Organizations

• Army - Society of Army PAs
• Navy - Navy Association of PAs
• Air Force - Society of Air Force PAs
• Coast Guard - Coast Guard Association of PAs

Physician Assistant Application Requirements:

• US Army Recruiting Command, Army PA
• US Navy Medicine, Navy PA

Research Links

• CITI (Collaborative Institutional Learning Initiative)
• PubMed
• TATRC – Telemedicine and Advanced Technology Research Center
• University of Nebraska Medical Center Student Research Portal
• University of Nebraska Medical Center Library
• USAISR - United States Army Institute of Surgical Research
• USAMRIID – United States Army Medical Research Institute of Infectious Diseases
• USARIEM – United States Army Institute of Environmental Medicine