About the program
The University of New England PA program is described in PAEA's published program data; full curriculum details, faculty, and admissions cycle specifics are maintained on the program's own website.
From the program's mission statement: "The mission of the University of New England Physician Assistant Program is to prepare PAs who will provide compassionate, evidence-based, person-centered health care through interprofessional teams to people of all communities."
Emphasis on treating older adults and patients in rural and underserved areas; Anatomy lab with prosected cadavers; Interprofessional Geriatric Education Program (IGEP) - dedicated instruction on death and dying, virtual reality simulations of disabling conditions; Simulation labs with high fidelity simulators, mannequins, and standardized patients; Clinical rotation sites are mostly in New England, with a focus on Maine; Peer mentorship program
Matriculant data
Actual stats for students who enrolled in the most recently reported cohort, sourced from PAEA's published program data.
Admission policies
Out-of-state applicants are accepted. International applicants: yes. DACA status applicants are considered. Distance learning is not offered. Part-time enrollment is not available. Veteran support programs are available; consult the program directly for details.
Prerequisite coursework
Recency: 10 Years · up to 2 outstanding at application
Program overview
This 24-month program at the University of New England in Maine awards a Master of Science in Physician Assistant Studies and holds Continued accreditation from ARC-PA, with the next cohort beginning in May 2027. The program's mission centers on preparing PAs to deliver compassionate, evidence-based, person-centered care through interprofessional teams across all communities, with a particular emphasis on older adults and patients in rural and underserved areas - a focus that shapes much of the curriculum and clinical experience.
The academic model blends case-based, systems-based, and team-based learning with early clinical exposure, reflecting a hybrid instructional approach. Standout features include an anatomy lab using prosected cadavers, high-fidelity simulation labs with standardized patients, and the Interprofessional Geriatric Education Program, which incorporates dedicated instruction on death and dying alongside virtual reality simulations of disabling conditions. These elements make the program a strong fit for applicants genuinely interested in geriatric and rural medicine. Clinical rotations are placed primarily in New England, with a concentration in Maine, so applicants should be prepared to train and potentially live in that region. A peer mentorship program rounds out the student support structure.
Admission is rolling on a first-come, first-served basis with an application deadline of November 1, 2026, which means early submission is a practical advantage. The incoming class holds approximately 50 students. Matriculants average a 3.61 overall GPA and a 3.53 science GPA, against a minimum threshold of 3.00 for both, suggesting the program is accessible to solid but not necessarily elite academic performers. The patient care floor is 500 hours, which is relatively modest compared to many programs; paid experience is recommended but not required. Healthcare experience beyond direct patient care is also required. Prerequisite coursework must have been completed within the last ten years and includes general chemistry with lab, general biology with lab, human anatomy with lab, human physiology with lab, microbiology with lab, and statistics. Applicants may enter with up to two prerequisites still outstanding.
Three letters of recommendation are required, and interviews are conducted in a traditional format with no onsite requirement. Out-of-state and international applicants are both eligible, and there is no part-time or distance learning option. Total tuition runs $112,140 with a $1,000 seat deposit; there are no separate tuition rates for in-state versus out-of-state students.
An applicant should assess fit here primarily by asking whether they are motivated to work with aging populations and in underserved or rural New England settings, since that mission thread runs through both the curriculum design and the likely clinical placement geography.