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The mission of the ɫ����Ƶ College of Dental Medicine is to improve the health of Northern New England as well as rural and underserved areas while shaping the future of dentistry through excellence in education, discovery, and service.

The D.M.D. degree is awarded after successful completion of four (4) years of professional study in the College of Dental Medicine. The College seeks to matriculate compassionate students who demonstrate a commitment to patient-centered care, social responsibility, and professionalism. Students are treated as members of the profession and supported in a learner-centered environment grounded in trust, collegiality, and high ethical standards. The College is committed to providing a safe and effective environment in which students can learn; apply knowledge; develop skills and values; provide comprehensive, person-centered, evidence-based care; and develop to the level of an independent, competent oral health care provider. 

The first two (2) years of the curriculum focus on extensive hands-on dental simulation experience, beginning in the very first semester of the program, as well as integrated biomedical sciences and dental sciences content. Students work closely with faculty and peers to acquire foundational biomedical knowledge in the context of its clinical application. Critical thinking skills are emphasized as students learn how to access and evaluate information, including the latest scientific research, as well as how to use that information to provide evidence-based care to their patients. Interested students are also provided opportunities to conduct oral health research under the guidance of faculty mentors. What’s more, our program educates students on the business side of dentistry, including practice management concepts and leadership skills, and we emphasize the importance of self-assessment and lifelong learning to personal and professional growth. 

Students engage in clinical experiences across all four (4) years of the program, commencing during the first semester of the program primarily through peer-to-peer experiences. During the second year, students begin to provide limited patient care in the Oral Health Center on ɫ����Ƶ’s Portland campus, and they gradually progress to providing comprehensive patient care, which continues during the third year. Throughout their clinical experiences, students practice as associates in a group practice led by clinical faculty mentors and provide patient-centered care commensurate with their individual level of education and training. The fourth year of the program focuses on clinical practice both at the ɫ����Ƶ Oral Health Center and at community-based clinical sites across Northern New England (Maine, New Hampshire, Vermont, and Rhode Island) and beyond. Each fourth-year student is required to complete a ten (10)- to twelve (12)-week externship rotation at one (1) of these sites, which include Federally Qualified Health Centers, non-profit clinics, private practices, etc. 

Public health is an essential component of our curriculum, and our students frequently discuss issues related to access to care and health policy. Throughout the four (4)-year program, D.M.D. students participate in service-learning experiences, such as school-based programs aimed at preventing childhood caries; conducting oral assessments for individuals with developmental challenges; and delivering oral health education to older adults at long-term care facilities. These experiences are designed to prepare new graduates with the skills needed to address access to dental care for society’s most vulnerable and underserved populations. The College also provides opportunities for dental students to learn and work with students of other health professions at ɫ����Ƶ. Through these experiences, our students grow to appreciate the value of interprofessional communication and collaboration in delivering high-quality, comprehensive care to their patients. 

Ultimately, our graduates will be ethical, caring, competent oral health care providers who will improve the oral health, overall health, and quality of life of people in their communities.

The College of Dental Medicine is fully accredited by CODA, the Commission on Dental Accreditation.

*The purpose of the catalog is to provide a comprehensive list of required courses. The College of Dental Medicine can provide a degree map listing which courses should be taken in each stage of this timeline.

The D.M.D. curriculum is Pass/Fail. Students must earn a Pass for every course to earn the D.M.D. degree.

Academic Program Standards

Complete confidence in the honor and integrity of the health professions student and health care professional is essential. Such confidence depends entirely on the exemplary behavior of the individual health care provider in their relations with patients, faculty, and colleagues. Strict honesty as a personal way of life should be nurtured during the period of education for professional service. The dental student shall conduct all aspects of their life with honor and integrity. This includes accountability to oneself and to relationships with fellow students, future colleagues, faculty, and patients who come under the student’s care or contribute to their training and growth, as well as members of the general public. This applies to personal conduct that reflects on the student’s honesty and integrity in both academic and non-academic settings, whether or not involving a University-sponsored activity. Upon accepting admission to the University, each student subscribes to and pledges complete observance to the University Conduct Policies as outlined in the ɫ����ƵStudent Handbook program. A violation of these standards is an abuse of the trust placed in every student and could lead to suspension or dismissal.

Technical Standards

Abilities and Skills

Candidates for the Doctor of Dental Medicine program must have the intellectual, emotional, and physical abilities, with or without accommodations, to acquire the knowledge, technical, and clinical skills needed to successfully complete the curriculum in order to pursue a career in dentistry. The essential academic standards presented in this document are pre-requisite for matriculation, subsequent promotion from year to year, and ultimately graduation from the ɫ����ƵCollege of Dental Medicine. These standards pertain to all matriculated students. All required courses in the curriculum are necessary in order to develop essential skills required to become a competent Dentist.

Students, including students with disabilities, must have the capacity to manage their lives and anticipate their own needs. Students must be able to demonstrate the following abilities and skills with or without reasonable accommodation(s):

Observation

A student must be able to observe a patient accurately, at a distance and close up, interpreting non-verbal communications while performing dental operations or administering medications. A student must be able to perform dental examinations and treatments that require the use of sight and touch. A student must be able to see fine detail, focus at a variety of distances, and discern differences and variations in color, shape, and texture that are necessary to differentiate normal and abnormal soft and hard tissues. A student must be able to use tactile senses to diagnose directly by palpation and indirectly by sensations transmitted through instruments. A student must also possess the visual acuity to read charts, records, radiographs, small print, and handwritten notation.

Communication

A student must be able to: communicate effectively and sensitively with patients; convey and exchange information at a level allowing development of a health history; identify problems; explain alternative solutions; and give directions during treatment and post-treatment. A student must be able to communicate effectively and efficiently with all members of the healthcare team. A student must have sufficient facility with English to: retrieve information from texts and lectures and communicate concepts on written exams and patient charts; elicit patient backgrounds; describe patient changes in moods, activity, and posture; and coordinate patient care with all members of the health care team. A student must be able to communicate in lay language so that patients and their families can understand the patient’s conditions and, thereby, be more likely to comply with treatment and preventative regimes.

Motor, Strength, and Mobility

A student must possess sufficient motor functioning to execute movements essential to providing oral health care to patients. A student must possess the motor skills to perform palpation, auscultation, and other diagnostic maneuvers; basic laboratory tests; and diagnostic and restorative procedures. Such actions require coordination of gross and fine muscular movements, equilibrium, and functional uses of the senses of touch and vision. A student must be able to perform basic life support including CPR, to transfer and position patients with disabilities, to physically restrain themselves around the patient and chair in a sitting or standing position. A student must promote and support the ability of coworkers to perform prompt care. A student must be able to operate controls, use high-speed or low-speed dental handpieces for tooth preparation, and use hand instrumentation including scalpels for surgical procedures. A student must be able to maintain strength and posture and to reach and manipulate equipment to all positions in order to control the operating environment.

Sensory

A student must be able to acquire a predetermined level of required information through demonstrations and experiences in basic and dental science courses. Such information includes, but is not limited to, information conveyed through: a) physiologic and pharmacologic demonstrations, b) microscopic images of microorganisms and tissues in normal and pathologic states; and c) demonstration of techniques using dental models. A student must be able to acquire information from written documents, and to evaluate information presented as images from paper, films, slides, or video. A student must be able to benefit from electronic and other instrumentation that enhances visual, auditory, and somatic sensations needed for examination or treatment.

Cognitive

A student must be able to measure, calculate, reason, analyze, integrate, and synthesize. A student must be able to comprehend three (3)-dimensional relationships and understand the spatial relationships of structures. Problem solving requires all of these intellectual abilities. A student must be able to perform these problem-solving skills in a timely manner.

Behavioral and Social

A student must possess the emotional health required for full use of their intellectual skills, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients. A student must be able to endure physically-taxing workloads and to function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. Compassion, integrity, concern for others, interpersonal skills, interests, and motivations are all personal qualities that will be assessed during the admissions and educational processes. A student must be able to manage apprehensive patients with a range of moods and behaviors in a tactful, congenial, personal manner so as not to alienate or antagonize them. A student must be able to interrelate among colleagues, staff, and patients with honesty, integrity, respect, and nondiscrimination.

Disabilities

Graduates of the D.M.D. program must have the knowledge and skills to function in a broad variety of clinical, administrative, and leadership situations and to render a wide spectrum of patient care.

The ɫ����ƵCollege of Dental Medicine acknowledges and complies with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA) 1990, as amended, and requires minimum technical standards be present in students accepted into the Doctor of Dental Medicine program. The college will engage in an interactive process with applicants with disabilities, but the College reserves the right not to matriculate any applicant who cannot meet the technical standards set forth in this section, with reasonable accommodations.

Reasonable accommodation for persons with documented disabilities will be considered on an individual basis, but a student in the Doctor of Dental Medicine program must be able to perform in an independent manner. Every applicant is considered without regard to disability. Once accepted, students must complete all elements of the curriculum with or without reasonable accommodations. In the case of a documented disability, the College must be fully satisfied that the applicant can make progress throughout the curriculum.

Throughout the D.M.D. program, a student will be expected to maintain the technical standards and demonstrate them through their coursework, interaction with peers and faculty, and in their professional experiences. Students who fail to demonstrate the technical standards while in the program will be evaluated and appropriate action (e.g., remediation, counseling, or dismissal) will be taken. Because this expectation is separate from the academic achievement, simply maintaining a passing grade is not sufficient. Additionally, individuals who would constitute a direct threat to the health or safety of others are not considered suitable candidates for continued matriculation.

Applicants are not required to disclose the nature of their disability(ies), if any, to the Admissions Committee. However, any applicant with questions about these technical standards is strongly encouraged to discuss their specific issues(s) with the Student Access Center prior to the interview process. If appropriate, and only upon the request of the applicant, reasonable accommodations will be provided.

When a letter of acceptance to the D.M.D. program is emailed, a web link to the technical standards for completion of the curriculum will be included. Academic and technical standards are also included in the CDM Student Handbook, and students sign a document acknowledging receipt of the Student Handbook during first-year orientation. The provision of or request for an accommodation for a disability is always voluntary for the student. An applicant should be able to evaluate themselves for compliance with these technical standards. In the event that accommodation is requested, the student must submit documentation of disability with the proposed accommodation from a certified specialist to ɫ����Ƶ’s Student Access Center. A continuing student who develops a disability should request accommodations based on the limitations of the disability through the Student Access Center. Individuals unable to meet the technical standards for the D.M.D. program may be unable to progress and/or complete the D.M.D. program.

The College’s Admissions Committee will consider the applicant based on the criteria for admission of all applicants. An applicant who discloses a disability and requests accommodation in the admission process may be required to submit, in writing, the request for accommodation and pertinent supporting documentation. The pertinent information may include a history of accommodations granted previously in other education programs. Request for accommodation may be initiated with ɫ����Ƶ’s Student Access Center.

For more information on disabilities and accommodations, please contact the ɫ����Ƶ Student Access Center.

Students are governed by the policies published in the catalog year and with the cohort under which they entered. If a student needs to repeat their first year, they will be governed by the policies published under the catalog year, with their new cohort, rather than the policies published in the catalog year their original cohort entered. 

Academic and Professional Standards Committee

The College of Dental Medicine’s Academic and Professional Standards Committee (APSC) is charged with the development, distribution, and implementation of policies to aid in the evaluation of dental student academic, clinical, and professional development. The APSC is responsible for overall review of student progress and making decisions regarding promotion, potential disciplinary and corrective actions, and completion of graduation requirements for each student. The APSC will convene to evaluate student progress at the conclusion of each academic term, generally within fifteen (15) business days. Students who have not successfully maintained academic, clinical, ethical, technical, and/or professional standards will be invited to meet with the APSC to offer additional information for the committee to consider before it makes a decision regarding an appropriate course of action. The APSC shall follow guidelines in full accord with the rules of the ɫ����Ƶand the requirements of due process. The Dean of the ɫ����Ƶ CDM will appoint faculty and staff to the APSC and designate a chair of the committee.

The APSC may also be convened to address a student’s alleged violation(s) of an ethical and/or professional standard, University Conduct Code, or for other circumstances that the Dean (or designee) deems appropriate. The review of the matter by the committee will be afforded due consideration and process as governed by University policy.

Committee Procedures

A student under review by the APSC will be notified in writing of the reason and given the opportunity to meet with the committee at a specified date, time, and location. The student will inform the chair at least one (1) day before the meeting if they wish to be present at the APSC meeting. The student will be afforded at least fifteen (15) minutes, though time allotted may be increased at the discretion of the committee chair. The student may request that the committee consider other sources of information, such as witness testimony or other supporting documents. The student may ask a ɫ����Ƶ faculty representative to accompany them to the meeting. The faculty representative cannot address the APSC in any way during the student’s comments, though they may confer with the student. If available, a designee from Graduate and Student Affairs will be present at the meeting should the student need additional consultation. The student and faculty representative will not be present for deliberations; however, the Graduate and Student Affairs designee will participate in the deliberations. The APSC will have an opportunity to review the additional information, if presented, and will then make a final decision. The student will be notified of the decision in writing by the APSC Chair or Dean’s designee. Notification must be either sent by USPS mail or hand-delivered to the student.

Grading Policies

All courses within the curriculum are evaluated as Pass/Fail. Students should refer to the course syllabus for the grading policy specific to each course.

The grade designations on the transcript are:

• Pass (P): Student earned an overall grade of 69.50 and above and met all requirements stated in the course syllabus
• Fail (F): Student earned an overall grade of 69.49 or below or did not meet all requirements stated in the course syllabus
• Incomplete (I): Student has completed a majority of the work in a course but extenuating circumstances beyond the student’s control have resulted in the student being unable to finish all required work for issuance of a final grade. Examples of valid extenuating circumstances may include illness, family emergency, or other non-academic and urgent matters. University policy states that all grades of "I" will automatically convert to an "F" after four (4) to six (6) weeks, depending on the duration of the academic term in question.
• Pass (P) with notation “F grade remediated” beneath the course title: Student has completed a course remediation (see Course Remediation)

Letters of Commendation (LOC) are awarded to students achieving superior performance in a course, as determined by the Course Director and outlined in the course syllabus. A student will not be eligible for an LOC in a course they have to remediate or retake. LOCs are not noted on the official transcript.

If a course will permit a student to retake assessments and/or redo assignments while the course is in progress, the syllabus must outline the assessments retake and/or assignments redo criteria and plan.

Official grades are submitted to the Registrar’s Office by Course Directors, at which time the online student records system is updated. Official grade reports and unofficial transcripts will be available on the student records system throughout the academic year. Class rank is not reported on transcripts.

Students must earn a grade of "Pass" in all courses. Students who receive a "Fail" in a course will be reviewed by the APSC. The APSC, after consultation with the Course Director and review of the student’s overall performance in all other ɫ����Ƶ CDM courses (concurrent and previous), may decide on one of the following courses of action for the student:

• Remediate the course
• Repeat the course
• Repeat the academic year
• Dismissal from the program

Promotion

Promotion is defined as academic and professional progression from one (1) academic year to the next. The APSC will review student progress and make decisions regarding promotion of each student. Students may be ineligible for progression from one academic year to the next if any of the following apply:

• The student has a grade of "I" or "F" in a required course without an approved course remediation plan
• The student has a grade of "I" or "F" in the remediation of a previously failed course
• The student needs to repeat one (1) or more courses
• Failure to meet or maintain ethical and/or professional standards as outlined in the Code of Professional Conduct found in the Student Handbook
• Failure to meet or maintain technical standards
• Unpaid tuition and fees
• Failure to meet the Integrated National Board Dental Examination Policy found in the Student Handbook

An essential element of the academic program is professionalism. Professionalism will be emphasized throughout the curriculum and is a stand-alone element in determining academic advancement and achievement. Students may be ineligible for progression from one (1) academic year to the next if the student has unprofessional conduct violations.

The end-of-academic-year promotion process does not preclude the APSC from deciding on an adverse action (e.g., dismissal, repeat the year, etc.) as a result of a student review at any other APSC meeting (e.g., mid-year, etc.) if the student has failed to meet or maintain the academic, clinical, technical, ethical, and/or professional standards deemed appropriate by the APSC.

Course Remediation

Remediation is the process for addressing deficiencies in a student’s knowledge, skills, and/or professional behavior. The educational objectives that underlie remedial teaching and evaluation should be the same as the educational objectives that underlie regular courses in the curriculum. Students receiving an “F” grade in a course may be offered a formal course remediation plan developed by the Course Director and approved by the APSC. Alternatively, the Course Director may determine that a student is “not remediable.”

Decisions to allow a student to proceed with remediation of a failed course will be made by the APSC on an individual basis after considering all pertinent circumstances. The APSC will base its decision on the student’s overall performance in all other ɫ����Ƶ CDM courses (concurrent and previous) and other considerations after consultation with the student’s faculty advisor/Group Practice Leader, Course Director, Dean (or designee), clinical preceptor, and the student involved, as is appropriate.

Students who are offered the opportunity to remediate a course failure may have a modified academic or clinical schedule, which can lead to a delayed graduation and additional tuition and fees.

Upon the student’s successful completion of a course remediation, a “Pass” will be reported to the Registrar’s Office and become part of the official student transcript, along with the notation “F grade remediated.”

Students will be offered no more than one attempt to remediate a failed course. Failure to earn a passing grade on the course remediation will result in one of the following courses of action for the student:

• Repeat the course
• Repeat the academic year
• Dismissal from the program

The APSC will base its decision on the student’s overall performance in all other ɫ����Ƶ CDM courses (concurrent and previous) and other considerations. Grades earned during an attempted remediation of a course will be reviewed critically by the APSC.

Course Repeat

Decisions to allow a student to proceed with repeating a failed course will be made by the APSC on an individual basis after considering all pertinent circumstances. Courses in the CDM program are offered once per year, therefore, the student must wait until the next time the course is offered to repeat the course and will be responsible for all tuition and fees. The APSC will base its decision on the student’s overall performance in all other ɫ����Ƶ CDM courses (concurrent and previous) and other considerations after consultation with the student’s Faculty Advisor/Group Practice Leader, Course Director, Dean (or designee), Clinical Preceptor, and the student involved, as is appropriate.

Students who are offered the opportunity to repeat a failed course may have a modified academic or clinical schedule, which can lead to a delayed graduation and additional tuition and fees.

Upon completion of a repeated course, a new listing and assigned grade are placed on the student's transcript. The original course listing and grade remain on the student's transcript.

Students will be offered no more than one (1) attempt to repeat a failed course. Failure to earn a passing grade on the course repeat will result in one of the following courses of action for the student:

• Repeat the academic year
• Dismissal from the program

The APSC will base its decision on the student’s overall performance in all other ɫ����Ƶ CDM courses (concurrent and previous) and other considerations. Grades earned during an attempted repeat of a course will be reviewed critically by the APSC.

Academic Year Repeat

Students who are required to repeat an academic year must repeat all courses in their entirety. Failure of any course in a repeat year may result in dismissal from the program. A student may not repeat the same academic year more than once.

D.M.D. Program Duration

The D.M.D. program must be completed in a maximum of six (6) years total (one and a half (1.5) times the expected completion period). This is inclusive of Leaves of Absence and repeating an academic year.

Probation or Academic Suspension

Probation is a serious warning that a student’s academic performance or professional conduct must improve in order for the student to continue enrollment at the College of Dental Medicine.

Students may be placed on Probation or Academic Suspension for the following reasons:

• Inadequate academic progress as determined by the Academic and Professional Standards Committee. This includes, but is not limited to, receiving an "F" in any course.
• When required to repeat an academic year for academic reasons.
• Violating the Code of Professional Conduct as outlined in the Student Handbook.

Students on probation are expected to remove themselves from all elected officer responsibilities and leadership roles in co-curricular activities associated with the University and/or with professional associations. Students on probation must meet with a faculty member designated by the APSC at least once per month. It is the student’s responsibility to contact the faculty member to arrange these meetings.

The APSC will review all students on academic probation at each end-of-term APSC meeting to consider removal of probation status for those students that have successfully remediated a course failure or improved academic, clinical, or professional performance. Probation status for students found responsible for behavioral, ethical, and/or professional standard violations will be for a specified period of time (up to one (1) academic year per incident). In those cases, probation will expire at the specified date identified in the letter from the Dean (or designee) that specified probationary status.

Students on academic suspension are not registered as an active matriculate and should use this time to remediate the deficiency for which the academic suspension was levied.

Dismissal

The University may require withdrawal at any time it deems necessary to safeguard its standards of scholarship, conduct, and orderly operations. The Dean of the College of Dental Medicine (or designee), after due consideration and process, may dismiss a student at any time before graduation if circumstances of legal, moral, behavior, ethical, professional, health, or academic nature justify such an action. The APSC is charged with reviewing student academic, clinical, ethical, and professional performance. The APSC may decide to dismiss a student in order to satisfy its obligation to maintain student performance standards. A student may be considered for dismissal when, but not limited to, any one (1) or more of the following circumstances apply:

• Received a grade of “Fail” in one or more course(s)
• Received a grade of “Fail” in a remediated course, or for a failure to remediate a course
• Violating the Code of Professional Conduct as outlined in the Student Handbook
• Failure to meet or maintain Technical Standards as outlined in the Student Handbook
• Failure to meet the Integrated National Board Dental Examination Policy found in the Student Handbook
• Received a grade of “Fail” in any course during a repeat year

Graduation

To be eligible for graduation, a student must:

• Not be on academic suspension or probation
• Have earned a grade of “Pass” in all required coursework and have no outstanding grades of "I" or "F"
• Meet the Integrated National Board Dental Examination Policy found in the Student Handbook
• Have successfully completed all prescribed academic requirements, including:
  • All courses/modules (including clinical externship)
  • Final Student Progress Review meeting with Group Practice Leader
  • Have demonstrated competency for all ɫ����Ƶ CDM Competency Statements
  • Have completed the ɫ����Ƶ CDM Graduate Exit Survey
  • Completed and submitted a ɫ����Ƶ CDM D.M.D. Graduation Sign-Out Sheet
• Have demonstrated appropriate ethical, professional, and personal conduct, as defined in the ɫ����Ƶ Student Handbook and the College of Dental Medicine Academic Standards, thus making it appropriate to award the degree of Doctor of Dental Medicine
• March with their class in the graduation ceremony, unless the Dean (or designee) has granted an exception due to unique circumstances
• Have complied with all the legal and financial requirements of the University and College

Extended, Returning, or Repeating Fourth-Year Students

Students who are deficient in meeting expectations at the time of review for graduation will be categorized as follows:

• Extended Fourth-Year Students: Students who will complete all expectations by mid-August of the following academic year and are expected to graduate in August.
• Returning Fourth-Year Students: Students who will complete all expectations by mid-December of the following academic year and are expected to graduate in December.
• Repeating Fourth-Year Students: Students who will complete all expectations within one (1) year of the original graduation date and are expected to graduate in May of the following academic year.

Students with these designations will be responsible for applicable tuition and registration fees. It will be the student’s responsibility to complete the application to graduate. Please consult the ɫ����Ƶ Registrar’s website.

Student Appeal Process

Academic Progression Appeal

The APSC is responsible for the review of student academic progress. A student may submit a written appeal of an academic progression decision to the Dean of the College within seven (7) business days of the decision according to the guidelines in the University Student Handbook. Please refer to the ɫ����Ƶ Student Handbook for the detailed policy and process information; it is available online at http://www.une.edu/studentlife/handbook.

A written appeal of an academic progression decision must be delivered to the Dean in writing and must be based on: 1) new evidence that could not have been presented to the academic review officer or committee at the time of the original decision, or 2) procedural errors in the original review process that had a substantial impact on or otherwise prejudiced the original determination. The Dean (or designee) will make a determination whether grounds are present in the appeal to warrant a review. The appeal is not intended to afford a full rehearing of the case but to serve as a method of reviewing the written content and grounds for appealing as submitted by the student. The Dean (or designee) will inform the student of their decision in writing within fifteen (15) business days of receipt of the appeal.

If the Dean (or designee) deems that the appeal would be better addressed by a committee, an appropriate appeal committee will be convened and a review will be conducted. Unless deadlines have been extended by the Dean (or designee), the final findings and recommendations of the Appeal Review Committee will be forwarded to the Dean (or designee) no later than thirty (30) business days subsequent to the Committee's first meeting. The Dean (or designee) will make a decision and report it to all parties involved within ten (10) working days of receipt of the Committee’s findings and recommendations. The decision of the Dean (or designee) in response to the appeal is final. If an appeal is upheld by the Appeal Review Committee, the matter may be remanded to the APSC for re-opening of the review and reconsideration of the original finding and/or sanction(s).

Grade or Penalty Appeal (Excluding Academic Progression Appeal)

Assignment of Grades

The academic standards for successful completion of a course and assignment of a grade are established by the Course Director and guided by the ɫ����Ƶ CDM Academic Guidelines. The Course Director bears the responsibility of ensuring that written academic standards are outlined in the course syllabus that is provided to each student at the beginning of each course. The Course Director assigns final grades based upon these published academic standards.

Basis for Appeal

Every effort should be made to resolve a difference over a grade (e.g., grade within a course or a final course grade) or penalty (e.g., exclusion from a course, lab, or clinical experience) on an informal basis through a discussion between the student and the Course Director. It is up to the Course Director’s discretion whether or not to change the grade/penalty after discussion with the student and a review of the circumstances.

If the above informal procedure does not resolve a dispute concerning a grade to the student’s satisfaction, the student may submit a written appeal of the grade or penalty. This appeal mechanism is limited to possible errors in calculating or recording a grade/penalty and to allegations of mistakes or arbitrary or capricious grading. “Arbitrary or capricious” grading means (1) the assignment of a grade/penalty to a student on some basis other than performance in the course; (2) the assignment of a grade/penalty to a student by application of standards different from the standards that were applied to other students in that course; or (3) the assignment of a course grade/penalty based on a substantial and unreasonable departure from the written academic standards for that course.

The appeal mechanism is not intended for review of the instructor’s evaluation of the student’s academic performance. If a student feels the course was poorly designed, they received poor instruction, or students were graded too severely (provided that all the students in the class were graded in the same fashion), these concerns are more appropriately communicated on end-of-semester course evaluations. Furthermore, the appeal mechanism is not to be used to dispute the published academic standards for a course, which are the prerogative of the Course Director under which the course is administered.

It is the responsibility of the student to substantiate the assertion that an incorrect final grade has been assigned.

Appeals Process

• The first level of the appeal is the academic course from which the grade or penalty was issued. Within five (5) business days after receipt of the grade or penalty in question, the student must request, in writing, a review by the Course Director. The student should then meet with the Course Director to discuss their concerns and to present any evidence that an erroneous or arbitrary or capricious final grade has been assigned. The Course Director should document this meeting and send a follow-up email to the student that outlines the basis for the decision to either uphold or change the grade or penalty.
• If the student's concerns are not resolved through a meeting with the Course Director, the student may submit a written appeal to the Associate Dean of Academic Affairs (ADAA; or designee) within five (5) business days after the receipt of the grade appeal decision from the Course Director (see Student Grade/Penalty Appeal Form). This written appeal must contain information to substantiate the student’s assertion, including a copy of the course syllabus and other pertinent material to support the argument that a grade/penalty change is warranted. The ADAA (or designee) will review the appeal to determine if there were errors made or arbitrary or capricious grading/penalties. If the ADAA believes the aforementioned to be true, they will notify the Course Director and solicit a response. The ADAA (or designee) will then decide to either uphold the grade with stated reasons or recommend a change in grade with stated reasons. A written decision will generally be communicated within fifteen (15) business days of receipt of the appeal. The decision of the ADAA (or designee) is final.

Competencies for the New General Dentist

(Adopted from the American Dental Education Association)

(Journal of Dental Education July 2011)

The general dentist is the primary oral health care provider supported by dental specialists, allied dental professionals, and other health care providers. The practice of general dentistry requires a dentist to possess the ability to incorporate understanding, skills, and values in an integrated response to clinical and other professional situations. The competency statements describe the performance of the ɫ����ƵCollege of Dental Medicine graduates as they enter dental practice settings, rather than that of students in individual courses. This document is viewed by the College as dynamic. As the practice of dentistry evolves, the College will revisit its competency statements. 

Domains

• Critical Thinking
• Professionalism
• Communication and Interpersonal Skills
• Health Promotion
• Practice Management and Informatics
• Patient Care
  • Assessment, Diagnosis, and Treatment Planning
  • Establishment and Maintenance of Oral Health

1. Critical Thinking

Graduates must be competent to:

1.1. Evaluate and integrate emerging trends in health care as appropriate.
1.2. Utilize critical thinking and problem-solving skills.
1.3. Evaluate and integrate best research outcomes with clinical expertise and patient values for evidence-based practice.

2. Professionalism

Graduates must be competent to:

2.1. Apply ethical and legal standards in the provision of dental care.
2.2. Practice within one’s scope of competence and consult with or refer to professional colleagues when indicated.

3. Communication and Interpersonal Skills

Graduates must be competent to:

3.1. Apply appropriate interpersonal and communication skills.
3.2. Apply psychosocial and behavior principles in patient-centered health care.
3.3. Communicate effectively with individuals from diverse populations.

4. Health Promotion

Graduates must be competent to:

4.1. Provide prevention, intervention, and educational strategies.
4.2. Participate with dental team members and other health care professionals in the management and health promotion for all patients.
4.3. Recognize and appreciate the need to contribute to the improvement of oral health beyond those served in traditional practice settings.

5. Practice Management and Informatics

Graduates must be competent to:

5.1. Evaluate and apply contemporary and emerging information including clinical and practice management technology resources.
5.2. Evaluate and manage current models of oral health care management and delivery.
5.3. Apply principles of risk management, including informed consent and appropriate record keeping in patient care.
5.4. Demonstrate effective business, financial management, and human resource skills.
5.5. Apply quality assurance, assessment, and improvement concepts.
5.6. Comply with local, state, and federal regulations including OSHA and HIPAA.
5.7. Develop a catastrophe preparedness plan for the dental practice.

6. Patient Care

A. Assessment, Diagnosis, and Treatment Planning
Graduates must be competent to:

6.1. Manage the oral health care of the infant, child, adolescent, and adult, as well as the unique needs of women, geriatric, and special needs patients.
6.2. Prevent, identify, and manage trauma, oral diseases, and other disorders.
6.3. Obtain and interpret patient/medical data, including a thorough intra/extra oral examination, and use these findings to accurately assess and manage all patients.
6.4. Select, obtain, and interpret diagnostic images for the individual patient.
6.5. Recognize the manifestations of systemic disease and how the disease and its management may affect the delivery of dental care.
6.6. Formulate a comprehensive diagnosis, treatment and/or referral plan for the management of patients.

B. Establishment and Maintenance of Oral Health
Graduates must be competent to:

6.7. Utilize universal infection control guidelines for all clinical procedures.
6.8. Prevent, diagnose, and manage pain and anxiety in the dental patient.
6.9. Prevent, diagnose, and manage temporomandibular disorders.
6.10. Prevent, diagnose, and manage periodontal diseases.
6.11. Develop and implement strategies for the clinical assessment and management of caries.
6.12. Manage restorative procedures that preserve tooth structure, replace missing or defective tooth structure, maintain function, are esthetic, and promote soft and hard tissue health.
6.13. Diagnose and manage developmental or acquired occlusal abnormalities.
6.14. Manage the replacement of teeth for the partially or completely edentulous patient.
6.15. Diagnose, identify, and manage pulpal and periradicular diseases.
6.16. Diagnose and manage oral surgical treatment needs.
6.17. Prevent, recognize, and manage medical and dental emergencies.
6.18. Recognize and manage patient abuse and/or neglect.
6.19. Recognize and manage substance abuse.
6.20. Evaluate outcomes of comprehensive dental care.
6.21. Diagnose, identify, and manage oral mucosal and osseous diseases.

Glossary of Terms

Competency: A complex behavior or ability essential for the general dentist to begin independent, unsupervised dental practice; it assumes that all behaviors and skills are performed with a degree of quality consistent with patient well-being and that the general dentist can self-evaluate treatment effectiveness.

Critical thinking: The process of assimilating and analyzing information; this encompasses an interest in finding new solutions, a curiosity with an ability to admit to a lack of understanding, a willingness to examine beliefs and assumptions and to search for evidence to support these beliefs and assumptions, and the ability to distinguish between fact and opinion.

Curriculum guidelines (content): The relevant and fundamental information that is taught for each category of foundation knowledge; these are to be used as curriculum development aids and should not be construed as recommendations for restrictive requirements.

Domain: A broad, critical category of activity for the general dentist.

Emerging technologies: Current and future technologies used in patient care, including technology for biomedical information storage and retrieval, clinical care information, and technologies for use at the point of care.

Evidence-based dentistry: An approach to oral health care that requires the judicious integration of systematic assessments of clinically relevant scientific evidence relating to the patient’s oral and medical condition and history integrated with the dentist’s clinical expertise and the patient’s treatment needs and preferences.

Foundation knowledge and skills: The basic essential knowledge and skills linked to and necessary to support a given competency; these would serve to help guide curriculum in dental schools, assist educators in removing irrelevant, archaic information from current curricula, aid in including important new information, and help test construction committees develop examinations based upon generally accepted, contemporary information.

General dentist: The primary dental care provider for patients in all age groups who is responsible for the diagnosis, treatment, management, and overall coordination of services related to patients’ oral health needs.

Health promotion: Public health actions to protect or improve oral health and promote oral well-being through behavioral, educational, and enabling socioeconomic, legal, fiscal, environmental, and social measures; it involves the process of enabling individuals and communities to increase control over the determinants of health and thereby improve their health; includes education of the public to prevent chronic oral disease.

Informatics: Applications associated with information and technology used in health care delivery; the data and knowledge needed for problem solving and decision making; and the administration and management of information and technology in support of patient care, education, and research.

Interprofessional health care: The delivery of health care by a variety of health care practitioners in a cooperative, collaborative, and integrative manner to ensure care is continuous and reliable.

Management: Includes all actions performed by a health care provider that are designed to alter the course of a patient’s condition; such actions may include providing education, advice, treatment by the general dentist, treatment by the general dentist after consultation with another health care professional, referral of a patient to another health care professional, and monitoring the treatment provided; it may also include providing no treatment or observation.

Patient-centered care: The ability to identify, respect, and care about patients’ differences, values, preferences, and expressed needs; relieve pain and suffering; coordinate continuous care; listen to, clearly inform, communicate with, and educate patients; share decision making and management; and continuously advocate disease prevention, wellness, and promotion of healthy lifestyles, including a focus on population health.

Problem-solving: The process of answering a question or achieving a goal when the path or answer is not immediately obvious, using an acceptable heuristic or strategy such as the scientific method.

Special needs care: An approach to oral health management tailored to the individual needs of people with a variety of medical conditions or physical and mental limitations that require more than routine delivery of oral care; special care encompasses preventive, diagnostic, and treatment services.

Admissions Requirements

Applicable to the 2024–2025 Application Cycle

Due to the COVID-19 pandemic, the following is applicable to courses completed during the Spring 2020, Summer 2020, Fall 2020, Spring 2021, Summer 2021, and Fall 2021 semesters only:

• Applicants who had the option of taking a prerequisite course for a letter grade or Pass/Fail must have chosen the letter grade option for the course to count toward the prerequisite requirements. If the applicant did not have the option to choose a letter grade for a prerequisite course due to COVID-19, we will consider Pass/Fail grades on a case-by-case basis pending verification from the institution’s Registrar’s Office that a graded option was not available for the prerequisite course.
• While letter grades are preferred for non-prerequisite courses, Pass/Fail grades will also be acceptable.

Doctor of Dental Medicine (D.M.D.) 4-year Degree Program

Application

The ɫ����ƵCollege of Dental Medicine (ɫ����Ƶ CDM) participates in the . All applicants are required to apply online through this service.

Degree Requirement

Applicants must have completed a minimum of ninety (90) semester (one-hundred and thirty-five (135) quarter) credits at a U.S. regionally accredited institution or international equivalent, at the time of enrollment. However, a baccalaureate degree is preferred.

• All applicants are required to submit official transcripts from all colleges and universities attended. Official transcripts should be sent directly to . Please see the application for additional information and instructions.

Prerequisite Coursework Requirements

Additional Recommended Courses

• Human Physiology (strongly recommended)
• Immunology (strongly recommended)
• Pharmacology
• Histology
• Public Health
• Ethics
• 3-Dimensional Art (e.g., sculpture)
• Genetics
• Business
• Communications

Other Important Prerequisite Coursework Considerations

• All prerequisite courses must be successfully completed with a grade of "C" or better ("C minus" grades are not acceptable).
• AP credits cannot be applied toward any prerequisite course.
• Upper-level courses in any of the necessary prerequisite subject areas completed with a grade of "C" or better are acceptable.
• Prerequisite courses may be in progress or planned at the time of application. All courses must be successfully completed with an official transcript submitted to the ɫ����Ƶ Office of Graduate Admissions prior to the start of the program.
• Official transcripts for coursework and/or degrees completed in the summer/fall term should be submitted and verified by ADEA AADSAS during the period.
• Official transcripts for coursework and/or degrees completed after the ADEA AADSAS Academic Update periods should be submitted directly from the University's Registrar to ɫ����Ƶ’s Office of Graduate Admissions prior to the start of the program.

All planned or in-progress coursework should be listed on the ADEA AADSAS application at the time of application submission; not doing so may result in the applicant not meeting all admissions requirements.

Online courses offered through are acceptable to fulfill prerequisites.

Standardized Tests

The is required to be taken for the first time no later than October 1 of the application year. First-attempt exam scores from after the October 1 DAT deadline will not be considered.

• Applicants may choose to take the DAT a second time after October 1 and have those scores considered.
• All official scores must be submitted directly to ADEA AADSAS.
• The DAT must have been taken within five (5) years of the application deadline.

Letters of Evaluation

Two (2) letters of evaluation are required, and must be submitted via ADEA AADSAS

• One (1) letter must be from a science professor.
• It is recommended that the second letter come from a dentist.
• Committee letters are accepted in place of the two (2) required letters.
• Letters from friends or family members are not acceptable.
• All letters must be submitted electronically via the ADEA AADSAS application. Letters of recommendation dated within the last three (3) years are strongly preferred.

Volunteer/Experience Hours

Community Service: Applicants are strongly encouraged to demonstrate community service through volunteerism or service-oriented employment.

Clinical Dental Experience: Required minimum of thirty (30) hours of dental shadowing/experience.

• All experiences should be documented in the ADEA AADSAS application.

Personal Statement

• Please refer to the ADEA AADSAS application for specific writing prompts and additional information.

Interviews

Interviews are a required part of the application process and are done by invitation only.

• Applicants are selected for interviews on a rolling basis.
• Interviews are typically conducted between August and December; spring interview sessions may be held as needed.
• The ɫ����Ƶ College of Dental Medicine reserves the right to adjust interview dates, modalities, and processes as needed. Applicants will be notified immediately if changes to the format or timing of interviews occur at any point during the application cycle.

Given the normally heavy volume of applications, it is strongly encouraged that candidates submit and complete their AADSAS application as early as possible in the cycle to ensure full consideration for an interview.

Supplemental Fee

• All verified applications will undergo a preliminary admission review, after which select competitive applicants will be invited to submit the ɫ����Ƶ Dental Medicine supplemental processing fee of $55 in order to be reviewed by the Admissions Committee.
• Upon receipt of an invitation to complete the ɫ����Ƶ Dental Medicine supplemental processing fee, please be sure to make payment promptly and by the deadline listed in the invitation.

International Applicants

International applicants and those with foreign degrees and coursework are required to satisfy the following additional requirements:

• Official course-by-course evaluation by or . The completed credential evaluation should be submitted directly to ADEA AADSAS. Please refer to the International Admissions section of the ɫ����Ƶ website for more information on the type of credential evaluation required for admission review.
• Applicants whose first language is not English must demonstrate written and spoken fluency through the successful completion of a ɫ����Ƶ-approved English language proficiency test.
• Applicants should refer to the Graduate Admissions criteria outlined on the English Language Proficiency webpage for specific information and minimum score requirements.
• Please refer to the ADEA AADSAS application for test score submission instructions.

Other Requirements/Information

Prior to matriculation, accepted and deposited students will be required to complete the following additional compliance requirements:

• Completion of physical examination with proof of up-to-date immunization status. Please refer to ɫ����Ƶ’s Student Health Center for detailed information.
• Satisfactory completion of a criminal background check and/or drug screen prior to matriculation, as well as periodically throughout the program (as required by clinical affiliations).
• All students must have the ability to meet all Academic and Technical Standards of the Dental Medicine profession.
• ɫ����Ƶ follows the ADEA AADSAS “traffic” rules. Those offered admission are notified via email beginning on the designated notification date and continuing until the class is full.
• Only those applicants who meet the minimum requirements will be considered for admission. However, meeting minimum requirements does not guarantee an interview or acceptance.

All materials submitted as part of the application become the property of ɫ����Ƶ and will not be returned or released to anyone, including the applicant. This policy includes letters of reference, primary and secondary applications, personal statements, transcripts, and other supporting materials.

Policy Exceptions

• Policies are established to ensure fair and consistent admissions practice for all applicants to the university and its programs.
• All criteria presented in this summary are subject to change per professional accreditation requirements, changes in curriculum and/or other institutional standards, and clinical affiliation requirements.
• Exceptions to existing admission policies are rare and made only when it is deemed necessary and appropriate to maintain fair and consistent practice for all candidates, not individual candidates.

Transfer Credit

• No transfer credit granted.

Experiential Learning

• No credit will be awarded for experiential learning.

Doctor of Dental Medicine advanced standing track (D.M.D. AST) for International Dentists

The D.M.D. AST is offered on a space-available basis only. Please visit the for current information.

Application

The ɫ����ƵCollege of Dental Medicine (ɫ����Ƶ CDM) participates in the . All applicants are required to apply online through this service.

Degree Requirement

To be eligible for admission, applicants must have a dentist's degree from a non-U.S./Canadian dental school.

All applicants must provide a notarized, school-issued document confirming the conferred foreign dental degree (B.D.S., D.D.S., D.M.D., Odontology, etc.).

• Submit, through ADEA CAAPID application, original dental school, non-dental school, and all postgraduate program transcripts. For all foreign transcripts, applicants must submit an official, detailed, course-by-course evaluation by or .

Standardized Tests

English-Language Proficiency Tests:

• Applicants whose first language is not English must demonstrate written and spoken fluency through the successful completion of an English language proficiency test, such as the or the International English Language Testing System .
• Official score reports are required and must be submitted as a part of the completed application.
• Applicants should refer to the Graduate Admissions criteria on the English Language Proficiency webpage for specific information and minimum score requirements.

Additional Tests:

• Passage of both NBDE Part I and Part II exams (or INBDE) is mandatory, preferably within the last five (5) years. Official scores must be submitted through ADEA CAAPID.
• Advanced Dental Admission Test (ADAT) results will be accepted if submitted via ADEA CAAPID, but this is not required.

Letters of Evaluation

Three (3) letters of evaluation are required and must be submitted via ADEA CAAPID

Letters of evaluation should be submitted from the following individuals:

• Dean or chief/senior administrator of the applicant’s dental school (Dean level preferred).
• Dental school clinical instructor who is able to evaluate the applicant’s potential.
• One professional reference who can attest to the applicant’s character, conduct, and professional ability.
• Letters from friends or family members are not acceptable.
• Three (3) letters of evaluation are required, and no more than four (4) will be accepted. Only letters submitted through ADEA CAAPID will be accepted.

All letters must be written in English, or translated by a certified US translator at the applicant’s expense. The letters must also include the evaluator’s current contact details. Letters of recommendation dated within two (2) years of application are strongly preferred.

Interview and Bench Test

Interviews are conducted by invitation only. Only candidates with completed ADEA CAAPID and supplemental applications will be considered for an interview.

• Interviews for full consideration to the D.M.D. AST include an evaluative interview (virtual or in-person, as determined by ɫ����Ƶ CDM), an on-campus bench test, and a written exam and/or writing sample.
• Applicants are invited to interview on a rolling basis at the discretion of the ɫ����Ƶ CDM admissions committee.
• The fee to complete the bench test will be $500 and must be received by ɫ����Ƶ CDM prior to the bench test date.

Residency Requirement

All applicants must provide proof of US citizenship (US passport, US birth certificate, or Certificate of Naturalization) or proof of permanent resident status (Green Card), or other appropriate immigration documentation.

• It is the candidate’s responsibility to maintain legal immigration status for the duration of enrollment in the D.M.D. AST program.

Supplemental Fee

All complete applications will undergo preliminary admission review, after which select applicants will be invited to submit the required, non-refundable ɫ����Ƶ Dental Medicine supplemental processing fee of $100 in order to continue moving forward in the application review process.

All materials submitted as part of the application become the property of ɫ����Ƶ and will not be returned or released to anyone, including the applicant. This policy includes letters of reference, primary and secondary applications, personal statements, transcripts, and other supporting materials.

Policy Exceptions

• Policies are established to ensure fair and consistent admissions practice for all applicants to the university and its programs.
• All criteria presented in this summary are subject to change per professional accreditation requirements, changes in curriculum and/or other institutional standards, and clinical affiliation requirements.
• Exceptions to existing admission policies are rare and made only when it is deemed necessary and appropriate to maintain fair and consistent practice for all candidates, not individual candidates.

Transfer Credit

No transfer credit granted.

Advanced Standing

Please see application and admissions details above for the D.M.D. Advanced Standing Track (AST) for International Dentists.

Experiential Learning

No credit will be awarded for experiential learning.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The mission of the School of Nurse Anesthesia is to provide an academic environment that allows students to master the intellectual and technical skills necessary to become competent in the safe conduct of anesthesia. This is accomplished by providing a select group of experienced, graduate-level critical care nurses with the highest level of didactic, simulation lab, and clinical site experiences. ɫ����Ƶ's graduate nurse anesthetists develop life-long scholarship, critical thinking skills, technical skills, and professionalism needed to become compassionate, patient-centered Certified Registered Nurse Anesthetists (CRNA) in independent practice or within a collaborative anesthesia environment.

Certified Registered Nurse Anesthetists (CRNAs), as Advanced Practice Registered Nurses, have been providing anesthesia care in the United States of America for over 150 years. Currently, there are approximately 60,000 CRNAs in the United States with more than 2,800 students graduating per year.

CRNAs are anesthesia specialists who safely administer approximately 50 million anesthetics to patients in the United States each year. As advanced practice nurses, they serve in a variety of capacities in daily practice, such as a clinician, educator, administrator, manager, and researcher. CRNAs work in the administrative positions of hospitals, academic institutions, and other health care facilities.

• CRNAs administer anesthesia to patients across the lifespan for all types of surgical cases, using all anesthetic techniques. CRNAs practice in every setting in which anesthesia is delivered, from university-based and tertiary medical centers, community hospitals, free-standing surgical facilities, and office-based surgeries. CRNAs deliver anesthesia in traditional hospital surgical suites and obstetrical delivery rooms; critical access hospitals; ambulatory surgical centers; ketamine clinics; the offices of dentists, podiatrists, ophthalmologists, plastic surgeons, and pain management specialists; and the healthcare facilities of the U.S. military, Public Health Services, and Department of Veterans Affairs.
• CRNAs are the primary anesthesia providers in almost 100% of rural hospitals in the United States, affording access to anesthesia care where it would otherwise not be available. CRNAs also provide anesthesia in inner cities, as well as urban areas.
• CRNAs are qualified and permitted by state law or regulations to practice in every state in the nation. They provide anesthesia in collaboration with surgeons, anesthesiologists, podiatrists, dentists, and other healthcare professionals.
• Nurses first provided anesthesia on the battlefields of the American Civil War. During World War I, nurse anesthetists became the predominant providers of anesthesia care to wounded soldiers on the front lines in Europe. Today, CRNAs have full practice authority in every branch of the military and are the primary providers of anesthesia care to U.S. military personnel on front lines, navy ships, and aircraft evacuation teams around the globe.
• The School of Nurse Anesthesia at the ɫ����Ƶhas been involved in nurse anesthesia education since 1970, serving as an academic affiliate for hospital-based certificate nurse anesthesia programs. In 1988, we initiated a program leading to the Master of Science in Nurse Anesthesia. In 1993, the ɫ����Ƶ MSNA program became the sole authority of the education of nurse anesthesia students when the last hospital-based program in Maine closed.
• In 2021, the D.N.P. program was approved by the Council on Accreditation of Nurse Anesthesia Programs. The first class matriculated in August 2022 and will graduate in August 2025 with a D.N.P./NA degree.

Three-phase program

The University of New England's doctoral program is a front-loaded thirty-six (36)-month three (3)-phase program. On-campus classes are conducted on the historic Westbrook College of Health Professions campus located in the coastal city of Portland.

• Phase I comprises two (2) hybrid didactic semesters that are completed online with one (1) to two (2) on-campus weekends per semester. Courses in these semesters encompass the topics of informatics, leadership, epidemiology, economics, health policy, and fundamentals of anesthesia.
• Phase II encompasses two (2) full-time on-campus semesters of didactic instruction in basic sciences and anesthesia taught by our CRNA and science faculty. During these semesters, state-of-the-art task trainers and simulation labs are utilized to prepare students for the clinical experience. The simulation lab is housed in a multi-million-dollar, high-fidelity center in Innovation Hall on the Portland campus, increasing the quality and number of simulation experiences provided. Students are prepared for the clinical phase of instruction in courses such as Physical Assessment, Pain Theory and Management, Airway Management, and the Basic Principles of Anesthesia.
• Phase III of the program comprises clinical training at our hospital affiliates for a period of nineteen (19) months. Didactic instruction continues during the clinical phase through hybrid and on-campus courses in advanced principles of anesthesia, pain management, and research, culminating in a scholarly project. Anesthesia crisis resource management is taught in both lecture and simulation modalities. The School of Nurse Anesthesia has contractual relationships with over thirty-eight (38) hospitals, ambulatory surgery centers, and offices located in New England and throughout the country, offering our students a varied and diverse clinical education experience. Students are trained in collaborative anesthesia environments as well as in non-medically directed, CRNA-only sites. Each student spends at least two (2) months in a CRNA-only rotation. Students gain experience in all facets and types of anesthesia management, including ultrasound-guided regional anesthesia, pain management, invasive monitoring, and pre- and post-anesthesia patient assessment. The average number of clinical hours in the Class of 2023 was 2727, well above the COA minimum of 2000 hours. The average number of cases was 971, exceeding the 650 cases required by the COA.

We encourage professional activities both through didactic courses and require student attendance at state and national AANA meetings. Participation on state association boards and student associations is also highly encouraged. Business concepts are taught, advocacy experiences are encouraged, and all students are members of the American Association of Nurse Anesthetists (AANA) from the first month in school.

Research is required with courses occurring over four (4) semesters, culminating in a doctoral scholarly project with posters exhibited at Research Day. Manuscripts are submitted to the ɫ����Ƶ digital library available to researchers worldwide, or may be submitted for publication to peer-reviewed journals.

With successful completion of the thirty-six (36)-month program, students are awarded a Doctor of Nursing Practice in Nurse Anesthesia (D.N.P./NA). The graduate is then qualified to take the National Certifying Examination. Upon successful completion of the exam, the graduate becomes a Certified Registered Nurse Anesthetist qualified to practice in all fifty (50) states. To date, 100% of our students have passed the certifying examination in their first- year post-graduation and 100% have successfully obtained employment within six (6) months of graduation.

The Doctor of Nursing Practice in Nurse Anesthesia is accredited by the Council on Accreditation (COA) of Nurse Anesthesia Educational Programs, a specialized accrediting body recognized by the Council for Higher Education Accreditation and the U.S. Department of Education through the fall of 2031. The program received the maximum 10-year accreditation length in the fall of 2021. 

Contact information for the Council on Accreditation:
Council on Accreditation of Nurse Anesthesia Educational Programs
10275 W. Higgins Rd
Suite 906
Rosemont, IL 60018-5603
Phone: (224) 275-9130

View the department performance data sheet (PDF)

• The first two (2) semesters are conducted hybrid with coursework online. Students will come to campus one (1) to two (2) weekends per semester for in-person classes.
• During the second two (2) semesters, students will attend classes full time on the Portland campus. The majority of the basic science and anesthesia didactic courses are offered during this period. Cadaver lab experience is provided during the on-campus semesters. The remaining nineteen (19) months of the program are clinically based, with an emphasis on advanced coursework, clinical training, simulation lab experiences, and completion of a senior research project. All students are required to complete the entire curriculum with a minimum GPA of 3.0. The minimum acceptable grade in any course is a B-.
• The purpose of the catalog is to provide a comprehensive list of required courses. The School of Nurse Anesthesia can provide a degree map listing which courses are taken in each stage of this timeline.

Clinical training

Upon completion of the on-campus didactic semesters of the program, the students move on to the nineteen (19)-month clinical portion of the curriculum. The primary focus is clinical experiential anesthesia education. The clinical experience obtained encompasses all areas for the student to achieve clinical competency and required skills in anesthesia. This is accomplished through affiliations at various clinical sites. The Council on Accreditation of Nurse Anesthesia Educational Programs has set minimum standards for clinical experiences that each student must achieve prior to graduation from the program to qualify for the National Certifying Examination. Each student is required to administer a specific number of anesthetics including all techniques, agents, and patients across the lifespan.

All types of anesthesia techniques and the latest agents are available for student learning. Students are able to obtain experience in general anesthetics, intravenous agents, invasive line placement, and regional anesthesia including spinal, epidural, and peripheral nerve blocks including the use of ultrasound. During the clinical phase, more than the required minimum case numbers and clinical hours are obtained. All of the surgical specialties are included, and specialty experiences such as neurosurgery, open-heart surgery, and obstetrics are obtained through clinical rotations. Each student spends one (1) to two (2) months in a CRNA-only clinical site.

Clinical Affiliates

Please refer to the clinical education website for a list of clinical sites currently utilized by the School of Nurse Anesthesia.

The following criteria must be met to qualify for graduation:

• Satisfactory completion of all didactic and clinical courses with a minimum GPA of 3.0 on a 4.0 scale.
• Satisfactory completion of clinical experience in case types, numbers, and clinical hours as required by the School of Nurse Anesthesia and the Council on Accreditation of Nurse Anesthesia Educational Programs.
• Satisfactory completion and fulfillment of stated ɫ����Ƶ School of Nurse Anesthesia Student Learning Outcomes.
• Completion of thirty-six (36) actual months in the program, exclusive of probationary time.
• All evaluations must be completed and signed, including University and Program evaluations.
• All clinical cases must be recorded and logged in Medatrax.
• Successful completion of the scholarly project.
• All missed clinical days must be made up.
• Submitted proof of professional meeting attendance to include one (1) national and two (2) state or regional meetings during the time in the program for a total of three (3) meetings.
• All fees must be paid in full.
• All library books must be returned.
• Completed exit meeting with Student Financial Services.
• Complete the exit clinical facility surveys.
• Submission of all required program evaluations.
• A current RN license and ACLS, PALS, BLS certifications must be on file.
• Successful completion of the Self-Evaluation Exam (SEE) from the NBCRNA. Students are required to obtain a SEE score of 425 or higher or two (2) attempts before they can complete the program. The program will pay for the first attempt and the student is responsible for subsequent SEE payments, if required. If the benchmark score is not attained on the second attempt, the student is required to take an extra comprehensive exam and pass with an 80% score. Failure to meet this benchmark may cause a delay in program completion.

WCHP Academic Policy

The Department of Nurse Anesthesia, the Westbrook College of Health Professions and the ɫ����Ƶare committed to offering a quality Nurse Anesthesia Education program that complies with the evaluative criteria of the Council on Accreditation of Nurse Anesthesia Educational Programs (COA). The program provides learning experiences and didactic knowledge to enable graduates to take the National Certifying Exam and become providers of high-quality anesthesia. Please refer to the WCHP Graduate Program Progression Policies and Procedures (PDF) for a detailed description of academic standards.

Program Completion Timeline

Students are expected to complete thirty-six (36) actual months in the program.

Rules of Conduct while on affiliation at clinical sites

Success in the Nurse Anesthesia profession requires certain behavioral attributes including but not limited to personal commitment and hardiness, self-awareness, resilience, perseverance, empathy, discipline, honesty, integrity, personal regard for others, the ability to work effectively with others in a team environment, and the ability to address a crisis or emergency situation in a composed manner. Adherence to these attributes requires a high level of maturity and self-control, even in highly stressful situations. During the clinical phase, students must conduct themselves in a highly professional manner consistent with the patient care responsibilities with which they will be entrusted. Failure to adhere to these standards, as noted below, or comply with the Clinical Rotation Policies will result in disciplinary action ranging from a written warning to dismissal from the program (depending upon the violation and the circumstances surrounding the offense).

• Creating or contributing to situations that jeopardize patient safety. This includes refraining from engaging in extraneous activities that abandon or minimize vigilance while providing direct patient care (e.g., texting, emailing, etc.).
• Students are expected to follow all policies in the Student Code of Conduct section of the ɫ����ƵHandbook. Unethical behavior such as academic dishonesty, falsifying case logs, or medical records is considered a violation of the Program’s standards of conduct.
• Respect the confidentiality of patients and fellow students. Students are not permitted to discuss any patients by name outside the clinical encounter situation. Students should not discuss other students with preceptors. For academic presentations, all identifying data, including name, initials, date of birth, and facility where seen will be omitted.
• Unauthorized possession, use, copying, or distribution of hospital records or disclosure of information contained in such records to unauthorized persons.
• Use, distribution, or unauthorized possession of intoxicating beverages or drugs on hospital premises or reporting to work under the influence of intoxicants.
• Unauthorized absence from the Anesthesia Department during regularly scheduled clinical hours.
• Failure or refusal to follow instructions of a duly assigned preceptor including refusal to accept clinical assignment.
• Use of vile, intemperate or abusive language, or acting in a disrespectful manner to any employee, supervisor, patient, or visitor.
• Any disorderly conduct on hospital premises.
• Creating or contributing to unsanitary conditions.
• Theft, fraud, or unauthorized use of property belonging to the hospital, patient, or visitor.

Clinical Practicum Course Expectations

To successfully complete each clinical practicum course, students must achieve a grade of A or B. Details regarding clinical practicum expectations will be detailed in the Student Handbook and course syllabus. Clinical progression will be monitored during each clinical practicum. If students are not meeting clinical objectives, they will be placed on monitoring or probation. If a student is placed on a thirty (30)-day probationary status, they will continue with the clinical objectives scheduled for that level. The student will communicate with program faculty and clinical faculty to develop a plan based on their clinical evaluations, clinical faculty feedback and/or program faculty findings. The plan will include strategies for the improvement of clinical performance.

At the end of the thirty (30)-day probationary status, the student’s performance will be re-evaluated by the clinical and program faculty. If they are successful, they will resume their clinical practicum at the same level as their peers and return to good standing. Being placed on probationary status will delay the student's graduation date accordingly. If progress continues to be unsatisfactory, the student will receive an 'F' for the course and be dismissed from the program.

Students may be placed on a second thirty (30)-day probationary period for additional (unresolved or newly identified) performance issues. The process described above would apply to this as well. Students are granted a maximum of two (2) probationary periods not to exceed sixty (60) days total. If additional (newly identified) performance issues continue to occur after a student has been granted two (2) probationary periods, the student would be immediately dismissed.

Essential Technical Standards

Principles

Nurse anesthesia education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of specific skills and professional attitudes and behavior. Nurse Anesthesia faculty have a responsibility to society to matriculate and graduate the best-prepared nurse anesthetists, and thus admission to this program is offered to those who present the highest qualifications. The essential technical standards presented in this document include pre-requisites for matriculation, subsequent promotion from year to year, and ultimately, graduation from the ɫ����ƵSchool of Nurse Anesthesia. These standards pertain to all matriculated students. All required courses in the curriculum are necessary in a progressive order to develop the essential skills and knowledge required to become a competent nurse anesthetist.

The faculty is committed to fostering relationships with its students that encourage human and professional growth. Its policies and procedures attempt to reflect this commitment to proactive and supportive communication.

It is imperative that all students recognize that the primary responsibility for a successful nurse anesthesia education, both in and outside the classroom, rests with the individual. Students, including students with disabilities, must have the capacity to manage their lives and anticipate their own needs. The School has incomplete influence in helping students achieve these personal adaptations. Situations can arise in which a student’s behavior and attitudes resulting from a disability or other personal circumstances represent a secondary problem that impairs the student’s ability to meet the School’s standards, even after implementation of all reasonable accommodations have been made by the School.

Recommendations

• No otherwise qualified individual will be denied admission to the School of Nurse Anesthesia based solely upon a disabling condition.
• Candidates with disabilities applying to the School of Nurse Anesthesia will be expected to have achieved the same requirements as their non-disabled peers.
• Matriculation into the School of Nurse Anesthesia assumes certain levels of cognitive, emotional, and technical skills. Nurse anesthetist candidates with disabilities will be held to the same fundamental standards as their non-disabled peers. Reasonable accommodations will be provided to assist the candidates in learning, performing, and satisfying the fundamental standards, so long as the candidate provides timely, comprehensive documentation establishing the candidate’s disability status and need for reasonable accommodation.
• Reasonable accommodations that facilitate candidate progress will be provided but only to the extent that such accommodation does not significantly interfere with the essential functions of the School of Nurse Anesthesia, fundamentally alter the program, significantly affect the rights of other candidates, or pose a health or safety risk to any individual including patients.
• The School of Nurse Anesthesia, under the law, is obligated to provide all reasonable accommodations that will eliminate or minimize the barriers disabled candidates may face in the process of successfully completing the requirements for graduation from the University of New England’s School of Nurse Anesthesia.

Abilities and Skills

A candidate for this program must have abilities and skills of five (5) varieties including observational skills; communication skills; fine and gross motor skills; intellectual skills: conceptual, integrative, and quantitative abilities; and behavioral and social/emotional attributes.

Observational Skills

The candidate must be able to acquire a defined level of required information as presented through demonstration and experiences in the basic sciences and anesthesia courses including, but not limited to, information conveyed through labs and simulated anesthesia exercises. Furthermore, a candidate must be able to observe a patient accurately, both at a distance and close at hand, acquire information from written documents and visualize information as presented in radiographic images and patient monitors. The candidate must have visual and hearing acuity, including use of depth perception and peripheral vision; hearing normal and faint body sounds (blood pressure and heart sounds), and hearing auditory alarms on monitors and anesthesia delivery systems. Such observation and information acquisition necessitate the functional use of visual, auditory, and somatic sensation while being enhanced by the functional use of other sensory modalities.

In any case, where a candidate’s ability to observe or acquire information through these sensory modalities is compromised, the candidate must demonstrate alternative means and/or abilities to acquire and demonstrate the essential information without reliance upon another person’s interpretation of the information. The university will provide appropriate reasonable accommodations to foster the student’s ability to meet these standards, so long as the student registers with ɫ����Ƶ Student Access Center.

Communication Skills

The candidate must be able to effectively and efficiently communicate using verbal, written, and reading skills, in a manner that demonstrates sensitivity to patients, their families, and all members of the health care team. A candidate must be able to accurately elicit information, describe a patient’s change in mood, thought, activity, and status. The candidate must also demonstrate established communication skills using traditional or alternative reasonable means that do not substantially modify the standard.

Fine and Gross Motor Skills

The candidate must be able to, with or without the use of assistive devices, but without reliance on another person, interpret x-ray and other graphic images and digital or analog representations of physiologic phenomenon (such as EKGs).

The ability to participate in basic diagnostic and therapeutic maneuvers and procedures (e.g. palpation, auscultation) is required. It is also essential for a candidate to possess the gross motor skills sufficient to provide a full range of safe and effective care to patients. These include the ability to move within confined spaces, reach above shoulders, bend, stoop, squat, stretch, and reach below the waist. Fine motor skills are necessary to perform psychomotor skills such as picking up objects, grasping, pinching with fingers (intubations, manipulating a syringe, starting IVs), twisting, and squeezing.

Physical stamina sufficient to complete the rigorous course of didactic and clinical study is required. In addition, physical endurance and strength are requirements in order to tolerate training during an entire shift (including overtime or call), standing for long periods of time, and sustaining repetitive movements (performing CPR, positive pressure ventilation, etc). Candidates must be able to provide hands-on patient care such as lifting, pushing, and pulling excessive weight to position patients, pick up and carry children, ambulate patients, and transfer anesthetized patients from stretchers and beds. When transporting patients to patient recovery areas, the candidate is required to move not only the patient's weight but also the heavy bed.

The candidate is required to carry heavy equipment and supplies, sit for long periods of time on stools with and without any back support, twist and turn to visualize monitors and the surgical field, and possess the strength and flexibility to assist in the restraint of combative patients. In addition, the candidate must be able to move quickly to respond to emergencies. At all times the ability to administer care to patients in a safe manner is paramount.

Intellectual Skills: Conceptual, Integrative, and Quantitative Abilities

The candidate must be able to measure, calculate, reason, analyze, and synthesize information in a timely fashion. In addition, the candidate must be able to comprehend three (3)-dimensional relationships and understand the spatial relationships of structure. Problem-solving, the critical skill demanded of nurse anesthetists, requires all of these intellectual abilities. These problem-solving skills must be able to be performed in a precisely limited time demanded by a given clinical setting. In addition, the candidate must be able to adapt readily to changing environments and deal with unexpected activities.

Behavioral and Social/Emotional Attributes

Candidates must possess the emotional health required for full utilization of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients.

Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. They must be able to measure, calculate, reason, analyze and synthesize information effectively in a precisely limited time demanded by a given clinical setting, while under stress, and in an environment in which other distractions may be present.

Compassion, integrity, concern for others, interpersonal skills, self-reflection, emotional intelligence, interest, and motivation are all personal qualities that will be assessed during the admissions and educational processes.

Upon completion of this educational program, the student shall demonstrate, to the satisfaction of the faculty, specific competencies expected of graduates. These competencies identify the knowledge and skills necessary for the competent entry-level practice of nurse anesthesia. Upon completion of the program, the graduate will:

• Demonstrate understanding of the peri-anesthetic management of patients based on theory and research evidence learned in the basic sciences, basic principles, and advanced principles of anesthesia practice during the didactic phase of the program.
• Apply theoretical and evidence-based knowledge learned during the didactic phase of the program and demonstrate mastery in the peri-anesthetic management of the patient in the clinical setting to provide individualized, patient-centered, culturally competent, safe care across the lifespan.
• Communicate effectively with all health care professionals, patients, and families in the delivery of culturally competent, ethical, and peri-anesthetic care throughout the anesthesia experience while maintaining patient confidentiality and dignity.
• Demonstrate vigilance and adherence to patient safety principles throughout the anesthetic experience.
• Demonstrate professional responsibility, integrity, and accountability to peers, interprofessional colleagues, and other health care stakeholders throughout the program and peri-anesthetic clinical experiences.
• Demonstrate the ability and understanding to administer anesthesia utilizing all techniques to all physical classes of patients across the lifespan.
• Demonstrate the integration of critical and reflective thinking in the leadership approach while fostering interprofessional collaboration.
• Apply analytical processes in the areas of advocacy, health policy, quality improvement of patient care outcomes, information systems, and business practices to support and improve healthcare delivery systems.

Transfer Credit

No transfer credit will be awarded for prior coursework.

Advanced Standing

No advanced standing track is available.

Experiential Learning

No credit will be awarded for experiential learning.

application process

• All applicants are required to apply online through .
• All verified applications received on or before the application deadline will receive full admission consideration.
• All verified applications undergo preliminary review for minimum admissions requirements and documentation.
• Qualified applicants will move on to full admission review with the faculty admissions committee.
• Highly qualified applicants will be invited to interview. Interviews are done by invitation only.
• ɫ����Ƶ communicates all status updates, notifications, and admission decisions via email.

For specific academic dates, please view the ɫ����Ƶ academic calendar.

Application Requirements

Items to submit to NursingCAS:

• Application with application fee
• Official transcripts from all colleges/universities attended
• Three (3) letters of recommendation
• Resume
• Proof of current unencumbered RN license
• Copies of required certifications/score reports: ACLS & PALS
• Proof of satisfactory completion of Statistics prerequisite course.
• Proof of satisfactory completion of Biochemistry Prerequisite*

*If you are unsure whether or not a specific biochemistry course will count towards our prerequisite requirement, please submit the . Your submission will be reviewed and a reply will be sent to you via email within five (5) to seven (7) business days.

Degree Requirement

Completion of a Bachelor’s Degree (or higher) in Nursing or completion of an Associate’s Degree in Nursing and a Bachelor of Science degree in a science-related field of study.

All degrees must have been completed at a U.S. regionally accredited college/university or international equivalent, and all nursing degrees must have been completed at an accredited nursing program, before starting the Nurse Anesthesia program.

Licensure and Certifications

• Proof of current unencumbered RN licensure in your home state at the time of application; licensure in the state where clinical experience occurs is obtained after enrollment
• Upload copies of all licenses and certifications in NursingCAS
• Certifications Required:
  • Current Advanced Cardiac Life Support (ACLS) 
  • Pediatric Advanced Life Support (PALS)
• Certifications highly recommended:
  • CCRN and/or other specialty certification (i.e., CEN)
    • Upload copy of certification in NursingCAS
    • Upload score report in NursingCAS

GPA Requirement

• A minimum cumulative GPA of 3.0 is required, with additional emphasis on science courses.
• Coursework in biology, chemistry, organic chemistry, anatomy, physiology, microbiology, pharmacology, and pathophysiology specifically is recommended and will be reviewed closely.
• Due to the program’s competitive nature, meeting minimum admission requirements does not guarantee an interview or acceptance.

Experience Hours/Clinical Experience

All applicants are encouraged to shadow a nurse anesthetist for at least one (1) day in the operating room prior to application to more fully understand the commitment involved in studying to become a nurse anesthetist.

• Minimum of eighteen (18) months experience as a critical care nurse. Two (2) or more years is recommended.
• All experience hours must be completed prior to application submission.
• All experience hours must be completed within the United States.

Acceptable areas: ICU, CCU, CVICU, SICU, MICU, NICU, PICU and Neuro ICU*

*Important Note: Emergency Room, Critical Care Transport, Cath Lab, PACU, and OR experiences do not fulfill the critical care experience required to apply.

Prerequisite Coursework Requirements

Biochemistry (3-4 semester credits)

• Must be an upper-division course (300-level or above).
• Community College courses are not acceptable.
• Biochemistry must be completed with a grade of “B” or better (“B minus” grade is not acceptable).
• Biochemistry course must have been completed no more than five (5) years prior to the application deadline for the ɫ����Ƶ Nurse Anesthesia program.

Statistics (3 semester credits)

• Must be successfully completed with a grade of “C” or better ("C minus" grade is not acceptable).

All planned or in-progress coursework should be listed on the NursingCAS application at the time of application submission. Not doing so may result in the applicant not meeting all admissions requirements and therefore may not be eligible for admission review.

All prerequisite coursework must be successfully completed, with an official transcript submitted to NursingCAS no later than the final application deadline.

Online courses offered through as well as online courses from other regionally accredited U.S. colleges or universities are acceptable.

Letters of Evaluation

Three (3) letters of evaluation are required, submitted via NursingCAS:

• One letter must be from the immediate acute care nursing supervisor or manager attesting to the total length of time, in years and months that an applicant has worked in the acute care setting as a registered nurse.
• It is recommended that the remaining two (2) letters come from those who can attest to the clinical and professional skills of the applicant.
• Letters from friends or family members are not acceptable.

Interviews

Interviews are a required part of the application process:

• Qualified applicants will be contacted and invited to interview during the winter/spring months, prior to the fall start of the Nurse Anesthesia program.
• Interviews are done by invitation only.
• Alternate interview modalities may be instituted at the discretion of the Nurse Anesthesia program, as deemed necessary. Applicants will be notified immediately if changes to the format or timing of interviews occur at any point during the application cycle. 

International Applicants

International applicants and those with foreign degrees and coursework are required to satisfy the following additional requirements:

• Official credential evaluation by , confirming degree and grade equivalency to that of a U.S. Bachelor's Degree. Please refer to the International Admissions section of the ɫ����Ƶ website for more information on the type of credential evaluation required for admission review.
• Applicants whose first language is not English must demonstrate written and spoken fluency through the successful completion of an English language proficiency test.
• Applicants should refer to the English Language Proficiency webpage on the ɫ����Ƶ website for specific information and minimum score requirements.
• Minimum eighteen (18) months of Critical Care experience must be completed in the United States.

Other Requirements

Prior to matriculation, accepted and deposited students will be required to complete the following additional compliance requirements:

• Completion of physical examination with proof of up-to-date immunization status. Please refer to ɫ����Ƶ’s Student Health Center for detailed information.
• Satisfactory completion of a criminal background check and/or drug screen prior to matriculation, as well as periodically throughout the program (as required by clinical affiliations).
• All students must have the ability to meet the Academic and Technical Standards of the Nurse Anesthesia profession.

All materials submitted as part of the application become the property of ɫ����Ƶ and will not be returned or released to anyone, including the applicant. This policy includes letters of reference, primary and secondary applications, personal statements, transcripts, and other supporting materials.

Policy Exceptions

• Policies are established to ensure fair and consistent admissions practice for all applicants to the university and its programs.
• All criteria presented in this summary are subject to change per professional accreditation requirements, changes in curriculum and/or other institutional standards, and clinical affiliation requirements.
• Exceptions to existing admission policies are rare and made only when it is deemed necessary and appropriate to maintain fair and consistent practice for all candidates, not individual candidates.

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

Miscellaneous fees that students should plan for in the program include but may not be limited to the following (approximate amounts):

Financial Aid

Detailed information and applications are available on request from the Financial Aid Office at the Biddeford Campus. Call (207) 283-0170, ext. 2342 or by visiting the Financial Aid website.

The ɫ����ƵCollege of Osteopathic Medicine fosters health care leaders across the continuum in undergraduate, graduate, and continuing medical education to advance exceptional osteopathic healthcare locally and globally through education, research, scholarship, practice, and community health.

Vision

The University of New England, College of Osteopathic Medicine will become a recognized leader in educating primary care physicians for Maine, New England, and the nation by developing into:

• A medical school that offers a state-of-the art curriculum, dynamic clinical rotations, and support unique GME
• A major contributor in clearly defined, and well-focused medical research
• A strong clinical program that serves our community through collaborative and entrepreneurial efforts
• An organization that offers leadership to our profession and our community
• A catalyst for inter‐profession education and service
• A trusted partner in health care for our community

Core Values

• Foster an environment of wellness, equity, inclusion, and diversity across our community
• Creatively shape the future while preserving our heritage to train osteopathic physicians to care for rural and underserved populations of Maine and New England
• Strengthen our commitment to the principles of osteopathic medicine
• Promote a diverse, innovative, interprofessional, and entrepreneurial culture
• Maintain our caring, collegial environment
• Foster integrity and accountability through a strong ethical base
• Utilize evidence-based methods, practice-focused research, scholarship, critical thinking, and a variety of learning modalities to improve medical education and healthcare outcomes
• Actively seek internal and external collaborations to further our mission

The degree of Doctor of Osteopathic Medicine (D.O.), granted to graduates of osteopathic medical schools, demonstrates to the public that these physicians have received a complete medical education grounded in the general principles of osteopathic medicine, the interrelatedness of mind, body, and spirit, as articulated by its founder, Dr. Andrew Taylor Still, and the American Osteopathic Association.

Consistent with osteopathic philosophy and training, the majority of osteopathic physicians practice in primary care specialties or with underserved populations. Osteopathic physicians provide both preventive and curative services to patients on a comprehensive and continuing basis. Recognizing the interrelatedness of mind, body, and spirit to each individual’s state of health, osteopathic medicine, with its patient-centered focus, embodies both conventional and complementary approaches to patient care.

In addition to the primary care specialties (e.g., Family Medicine, Pediatrics, Internal Medicine, Geriatric Medicine), many osteopathic physicians choose residency training in other medical and surgical specialties, and in settings such as active military practice, hospitalist care, and academic health centers. All fifty (50) states in the USA and more than sixty (60) countries offer unlimited medical licensure to qualified osteopathic physicians.

Curriculum Overview

Medical education is continuously evolving in alignment with best practices for learning and teaching. To maintain the most up-to-date, productive learning environment for our students, ɫ����Ƶ COM reserves the right to revise and amend as appropriate the policies and practices described in this catalog.

The ɫ����Ƶ COM curriculum is designed to educate and train osteopathic primary care and other specialized physicians who are skilled in health promotion and illness prevention, and the treatment and care of those who are ill. To that end, ɫ����Ƶ COM provides an innovative, contemporary, patient-focused curriculum that fosters lifelong, self-directed, evidence-based learning, and professional development. Our progressive, integrated four (4)-year curriculum aligns educational activities with the principles of adult learning to maximize the attainment and retention of knowledge, skills, and attitudes crucial to the delivery of health care in the 21st century.

The four (4)-year curriculum is under the supervision of the Dean, the Associate Dean for Academic Affairs (ADAA), and the Associate Dean for Clinical Education (ADCE) with guidance and input from the Curriculum Advisory Committee, Dean’s Leadership Team, COM faculty, and COM students. The ɫ����Ƶ COM dean is the arbiter. ɫ����Ƶ COM has adopted, as learning objectives (outcomes), the following seven (7) core competencies and the core Entrustable Professional Activities (EPAs) of the American Osteopathic Association (AOA) and the American Association of Colleges of Osteopathic Medicine (AACOM).

The AOA Seven (7) Core Competencies

Osteopathic Principles and Practice

The student will understand and apply osteopathic principles to patient care.

Patient Care

The student will have the knowledge, attitudes, and skills to provide compassionate, appropriate, and effective patient care.

Medical Knowledge

The student will demonstrate knowledge of established biomedical, epidemiological, social, and behavioral sciences and their application to patient care.

Practice-Based Learning and Improvement

The student will demonstrate the ability to investigate and evaluate patient care practices using scientific evidence and apply these to patient care.

Interpersonal and Communication Skills

The student will demonstrate interpersonal and communication skills that result in effective and empathetic interactions with patients, families, and colleagues.

Professional

The student will demonstrate a commitment to carrying out professional responsibilities in an ethical and sensitive manner.

System-Based Practice

The student will demonstrate an awareness of and responsiveness to the system of health care to provide care that is of optimal value.

Pre-Clerkship Education

ɫ����Ƶ COM students spend the first two (2) years of the program on the ɫ����Ƶ campuses in Biddeford and Portland, Maine. The curriculum consists of a patient-centered basic and medical science curriculum integrated with osteopathic clinical skills learning activities, which are applied to experiential learning in simulation, standardized patient settings, physicians’ offices, hospitals, extended care facilities, and health centers. Learning sessions include traditional didactic lectures, interactive problem-solving sessions, patient case study discussions, hands-on skills training, panel discussions, demonstrations, and clinically focused encounters with standardized, simulated, and real patients. Our integrated curriculum offers learning activities to provide a strong foundation in the basic biomedical, medical, behavioral, and social sciences as well as physical examination and clinical skills as they apply to the rapidly changing practice of medicine in the 21st century. A thorough grounding in the manual skills, characteristic of osteopathic manipulative medicine (OMM), is provided in the first two (2) years and supplemented, reinforced, and expanded in the third and fourth year.

Student preparation before class and active participation in class is a consistent element in the learning dynamic throughout the curriculum. An open, respectful dialog between faculty and students is characteristically valued and encouraged. Capitalizing on the University’s support of multiple degree programs in the health and allied health professions, including medicine, dentistry, nursing, pharmacy, physician assistant, and social work, the curriculum engages in, endorses and promotes interprofessional education (IPE), collaboration, and practice (IPP).

High-quality laboratory and educational facilities provide a stimulating venue for learning activities. The specially constructed Leonard Hall redefines the typical medical school teaching and learning environment by creating an intentional space that fosters group dialogue, case-based study, and interactive connection using emerging technologies. The Harold Alfond Center for Health Sciences houses laboratories, lecture halls, and clinical skills training spaces that place ɫ����Ƶ COM at the national forefront of health and life sciences education. The Donor Lab (including full cadaveric dissection) is an advanced facility where students work in teams and engage with clinical and anatomy faculty as they learn from their “first patients.” The Manipulative Medicine and Clinical Skills Lab spaces are spacious and well designed with the latest technological support. The Clinical Performance Center is an interactive clinical skills teaching, testing, and learning facility with a well-established Standardized Patient Program. The Clinical Simulation Center is a state-of-the-art facility designed for interprofessional learning opportunities, team-based interactions, meaningful debriefing, and student reflection.

Clerkship Education

The last two (2) years of pre-doctoral training occur in community-based hospital and clinical settings, which prioritize experiential and hands-on learning to expand the student’s clinical acumen and further develop individual and team knowledge and skills. During third year, each student is assigned to one (1) of our Core Clinical Sites located in the Northeastern US for a twelve (12)-month period. These serve as the base for educational opportunities and completion of the entire year three (3) curriculum.

The ɫ����Ƶ COM Core Clinical Sites are a consortium of community-based education sites, each consisting of one (1) or more community-based training institutions within a specific geographic region that allows coordinated delivery of the core academic clinical training experience. In keeping with our focus on primary care, ɫ����Ƶ COM Core Clinical Site training programs are based in community hospitals, private physician offices, and community health centers that represent environments in which many ɫ����Ƶ COM graduates will eventually practice the College's Core Clinical Sites are primarily located in the New England states, New York, New Jersey, and Pennsylvania. Students, in their third year, complete clinical clerkships in the six (6) core disciplines (family medicine, general surgery, pediatrics, internal medicine, obstetrics and gynecology, and psychiatry) at their assigned Core Clinical Site. Each campus provides the patient base, didactic and experiential learning opportunities, supervisory infrastructure, and longitudinal evaluation necessary for the accomplishment of the educational goals of third-year core clerkships; and the establishment of a solid foundation in general medicine in preparation for fourth year and residency.

While community hospitals form the core of year three (3) and most year four (4) clinical rotations, affiliations with specialty-focused facilities allow students to pursue a broad range of clinical experiences. Fourth-year students continue their learning with selective and elective clinical rotations at ɫ����Ƶ COM-approved programs of their choice. Many of these hospitals also provide Graduate Medical Education (GME) as members of the Northeast Osteopathic Medical Education Network (NEOMEN).

Postdoctoral Medical Education (Residency Training)

ɫ����Ƶ COM actively participates in affiliations with a number of postgraduate residency programs (GME) through partnerships in the Northeast Osteopathic Medical Education Network (NEOMEN). The college and NEOMEN serve as a liaison to promote residency training, advise and assist with residency development, and partner with affiliated programs for training in Osteopathic Principles and Practices. ɫ����Ƶ COM graduates apply to these and other programs for residency training.

The College of Osteopathic Medicine is an academic program at the University of New England. ɫ����Ƶ is accredited by the New England Commission of Higher Education (NECHE), whose mission is to establish and maintain high standards of education through the doctoral level. Accreditation by NECHE signifies that ɫ����Ƶ meets or exceeds those high standards.

The College of Osteopathic Medicine receives accreditation through the American Osteopathic Association Commission on Osteopathic College Accreditation (AOA COCA), the only national accrediting agency for predoctoral osteopathic medical education in the United States. In the spring of 2023, ɫ����Ƶ COM again earned COCA’s highest level of re-accreditation — ten (10) years with exceptional outcomes. Being granted this level of accreditation signifies that ɫ����Ƶ COM has exceeded the COCA standards for educational quality and is deemed to have the credentials to confer the degree of Doctor of Osteopathic Medicine to its graduates.

Postdoctoral Medical Education

The College advises and assists residency programs in the Northeast Osteopathic Medical Education Network (NEOMEN) Consortium with accreditation and osteopathic recognition by the Accreditation Council for Graduate Medical Education (ACGME) programs. ɫ����Ƶ COM graduates may apply to these and other postgraduate programs for residency training.

Continuing Medical Education

ɫ����Ƶ COM’s Office of Continuing Medical Education (CME) is accredited by the American Osteopathic Association (AOA) and the Maine Medical Association and provides postdoctoral medical education to both osteopathic (D.O.) and allopathic (M.D.) physicians through the AOA and Accreditation Council for Continuing Medical Education (ACCME). Each agency grants accreditation based on the demonstrated ability to plan and implement CME activities in accordance with accreditation requirements. ɫ����Ƶ COM is one (1) of a handful of providers to hold the distinction of maintaining this dual accreditation and sponsor collaborative CME activities for these two (2) physicians’ groups.

The College of Osteopathic Medicine maintains its accreditations with continued adherence to required sets of criteria and its commitment to continual quality review and improvement of its programs and services.

Articulation Agreements

The College of Osteopathic Medicine has established articulation agreements with both undergraduate institutions and post-baccalaureate programs.

The institutions that have entered into an agreement whereby qualified individuals who meet the criteria of the agreement receive a guaranteed interview with ɫ����Ƶ COM are the following:

• University of New England, Biddeford, Maine
• Cheyney University of Pennsylvania, Cheyney, Pennsylvania
• Tufts University Post-Baccalaureate Premedical Program, Medford, Massachusetts
• University of Vermont Master of Medical Science Program, Burlington, Vermont

• Medical education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of specific skills and professional attitudes and behavior. Medical school faculties have a responsibility to society to train and graduate the best possible physicians who are competent for safe practice appropriate to their level of training, and thus admission to medical school has been offered to those who present the highest qualifications for the study and practice of medicine. Successful completion of all required courses in the curriculum is necessary in order to develop the essential skills required to become a competent physician and to enter residency.
• The essential technical standards presented in this document are prerequisites for matriculation, subsequent promotion from year to year, and ultimately graduation from the ɫ����ƵCollege of Osteopathic Medicine (ɫ����Ƶ COM). These standards pertain to all students enrolled in ɫ����Ƶ COM.
• The faculty is committed to fostering relationships with its students that encourage personal and professional growth. Its policies and procedures attempt to reflect this commitment to proactive and supportive communication. At the same time, it is imperative that all students recognize that the primary responsibility for a successful medical school education, both in and outside the classroom, rests with the individual student.
• The College’s obligation and mission is to produce effective and competent osteopathic, primary care physicians who will be best able to serve the needs of society. Therefore, the College seeks applicants best suited to meet this mission and all applicants will be held to the same admission standards, and all enrolled students will be held to the same academic standards.
• All students must be able to demonstrate competency for patient safety appropriate to the learner’s level of training. Demonstration of fluency of skills and knowledge appropriate to the level of training is a requirement for progression through the curriculum. Most assessments are designed to simulate activities in the clinical training and clinical practice settings and are tied to the learner’s demonstration of competency for patient safety. These assessments may be performed in a timed and structured environment and are designed to evaluate the learner’s ability to demonstrate appropriate fluency of skills and knowledge under specific conditions.
• All students, including students with disabilities, must have the capacity to manage their lives and anticipate their own needs.

Technical Standards Policies

• No otherwise qualified individual will be denied admission to ɫ����Ƶ COM based solely upon a disabling condition.
• Enrollment in ɫ����Ƶ COM assumes that admitted students will possess certain levels of cognitive, emotional, and technical skill. All osteopathic medical students are held to the same fundamental standards. Academic and clinical requirements that are essential to graduation from ɫ����Ƶ COM or directly related to licensing requirements will not be eliminated for any student. Reasonable accommodations will be provided to assist the student in learning, performing and satisfying the fundamental standards, so long as the student applies properly for the accommodation(s) and they are approved.
• The College is obligated to provide reasonable accommodations that are necessary to afford students with a disability an equal opportunity to participate in the ɫ����Ƶ COM program. Accommodations are not reasonable if they would fundamentally alter the program or the assessment, impose an undue burden to the College, or pose a direct health or safety risk to any other individual, including patients.
• Excessive absenteeism of the mandatory curriculum does not allow students the exposure, application, practice and development of the knowledge, skills and attitudes necessary to become an osteopathic physician. Students may miss 21% of the mandatory curriculum or less as defined in the course syllabus of any course. Students who exceed this threshold will not be allowed to proceed in the course and will be required to meet with the Committee on Student Progress (CSP) for review and recommendation and may be required to take a leave of absence.

Abilities and Skills

A candidate for the Doctor of Osteopathic Medicine degree must have abilities and skills of five (5) varieties: observation skills; communication skills; fine and gross motor skills; conceptual, integrative and quantitative, cognitive skills; and behavioral and social/emotional skills. Students demonstrate their ability to meet these technical standards through their participation in mandatory curricular activities.

Observation Skills

The student must be able to acquire a defined level of required information as presented through demonstrations and experiences in the basic sciences, including, but not limited to, information conveyed through physiologic and pharmacological demonstrations in animals, dissection of cadavers, examination of specimens in anatomy, pathology, neuroanatomy laboratories, microbiologic cultures, microscopic study of microorganisms and tissues in normal and pathologic states. Furthermore, a candidate must be able to observe a patient accurately, at a distance and close at hand, acquire information from written documents and visualize information as presented in images from paper, films, radiographs, computer screens, slides or video. The student must be capable of using instruments such as, but not limited to, a stethoscope, an ophthalmoscope, a microscope, an otoscope, and a sphygmomanometer. Such observation and information acquisition necessitate the functional use of visual, auditory and somatic sensation while being enhanced by the functional use of other sensory modalities. An intact sense of smell is necessary to assist in the clinical setting.

In any case where a candidate’s ability to observe or acquire information through these sensory modalities is compromised, (i.e. physical disabilities or chemical sensitivities/allergies) the student must demonstrate alternative means and/or abilities to acquire and demonstrate the essential information without reliance upon another person’s interpretation of the information.

Communication Skills

The student must be able to effectively, efficiently, and respectfully communicate in English using verbal, written, and reading skills, in a manner that demonstrates sensitivity to patients, their families, and all members of the health care team.

A student must be able to accurately elicit information and describe a patient’s change in mood, thought, activity, and posture. Students must demonstrate established communication skills using traditional or alternative reasonable means that do not fundamentally modify this standard. Assistive devices may be used, if appropriate under these standards

Motor Skills

The student must be able to, with or without the use of assistive devices, but without reliance on another person, interpret X-rays and other graphic images and digital or analog representations of physiologic phenomenon (such as electrocardiograms).

The ability to participate in basic diagnostic and therapeutic maneuvers and procedures, including but not limited to palpation, percussion, and auscultation is required. Students must have sufficient motor function to safely execute movements required to provide osteopathic manipulative medical care to patients. Students must be able to negotiate patient care environments and must be able to maneuver between settings, such as clinic, classroom building, and hospital. Physical stamina sufficient to complete the rigorous course of didactic and clinical study is required. Long periods of sitting, standing, and moving are required in classroom, laboratory, and clinical experiences.

It is also essential for a student to be able to execute motor movements reasonably required to provide general and emergency diagnosis, osteopathic manipulative care, and medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and suturing of wounds. At all times the ability to administer care to patients in a safe manner is paramount.

Intellectual-Conceptual, Integrative, and Quantitative Skills

The student must be able to measure, calculate, reason, analyze and synthesize information in a timely fashion. In addition, the student must be able to comprehend three (3)-dimensional relationships and understand the spatial relationships of structure. Problem-solving, the critical skill demanded of physicians, requires all of these intellectual abilities. These problem-solving skills must be able to be performed in the precisely limited time demanded by each specific clinical setting.

Behavioral and Social/Emotional Skills

Every student must behave in a manner exhibiting high moral and behavioral standards reflecting the position and status of an osteopathic physician. Students need to show respect for individuals and groups without regard for age, gender, nationality, race, religion, sexual orientation, including gender identity or expression, physical or mental disability, or veteran status. Students must possess the emotional health required for full utilization of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients.

Students must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and to learn to function in the face of the uncertainties inherent in the clinical problems of patients. They must be able to measure, calculate, reason, analyze and synthesize information effectively in a precisely limited time demanded by each specific clinical setting, while under stress, and in an environment in which other distractions may be present.

Compassion, integrity, concern for others, interpersonal skills, interest, and motivation are all personal qualities that will be assessed during the admissions and educational processes.

Students demonstrate their ability to meet these technical standards via their participation in mandatory curricular activities.

Participation in Osteopathic Manipulative Medicine and Clinical Skills Practice and Training Sessions

Active participation in Osteopathic Manipulative Medicine and Clinical Skills training and practice sessions (laboratories) is an admission, matriculation, and graduation requirement. The development of manipulative medicine palpatory skills is taught in all four (4) years of the curriculum. This learning requires active participation in all laboratory sessions. During the first two (2) years, each student will palpate, in the laboratory setting, a variety of people representing all genders and individuals with different body types to simulate the diversity of patients expected in a practice setting. Being palpated by other students and faculty helps the student appreciate how palpation feels from the patient’s perspective and enables students to provide feedback to their laboratory partners, thus, enhancing their palpatory skills. Reading and observation, although helpful, do not develop the skills required to perform palpatory diagnosis and manipulative treatment. Each student is required to actively participate as both an active learner and a recipient in all skills development laboratory sessions.

General Health

The student must have sufficient physical stamina to perform strenuous workloads for long periods. They should be free of chronic or reoccurring debilitating diseases that would interfere with or require a fundamental alteration of the program or preclude successful completion of the curriculum.

*All Elective Rotations have a formal approval process.

**These are the common elective rotations taken. This is not a comprehensive list.

Courses

ɫ����Ƶ’s integrated interdisciplinary curriculum is delivered over the first two (2) years through concurrent semester-long longitudinal courses titled Osteopathic Medical Knowledge (OMK) and Osteopathic Clinical Skills (OCS). The courses run in parallel within common clinical frameworks with frequent integration between the courses.

The student is required to complete eighty-two (82) weeks of clinical training in years three (3) and four (4) (typically forty-two (42) to forty-eight (48) weeks are done in the third year). ɫ����Ƶ COM defines three (3) categories of clinical requirements:

Core — Fourty-Two (42) Weeks

Required Discipline — The student is assigned by the ɫ����Ƶ COM Department of Clinical Education; Core rotations are typically referred to as “clerkships.” There are six (6) weeks each of Family Medicine, Pediatrics, Ob-Gyn, Psychiatry, and Surgery, and twelve (12) weeks of Internal Medicine.

Selective — Sixteen (16) Weeks

Required Discipline — Site selected by the student, subject to approval by the Department of Clinical Education. There are four (4) weeks each of Emergency Medicine, Internal Medicine, Surgery, and Osteopathic Manipulative Medicine.

Elective

Discipline and site selected by the student, subject to approval by the department.

Elective Rotation Requirements

Sufficient quantity to meet graduation requirements.

Family Medicine

Core Family Medicine is a hospital and/or ambulatory experience that enhances the student’s understanding of patient and family dynamics in illness and health, the physician/patient relationship, and the careful and economical use of medical therapeutics, technological and laboratory investigation, and hospitalization. Special attention is given to the patient interview, directed physical examination, and patient education.

Internal Medicine

Core Internal Medicine is twelve (12) weeks (general or mix of general plus subspecialty) and may complete one (1) or more additional rotations in Internal Medicine subspecialties, typically in a hospital setting. Applying principles learned in the preclinical years, and working within a multidisciplinary team, the student learns to formulate a differential diagnosis based on the history and physical, prioritize a problem list, identify appropriate diagnostic tests, develop a treatment plan, and present patients to supervising physicians and in team meetings. Further developing and refining the ability to communicate effectively with patients and members of the treatment team is of critical importance.

Obstetrics and Gynecology

Core Obstetrics and Gynecology is intended to provide practical clinical exposure in the diagnosis and management of the female patient with normal and pathologic obstetric and gynecologic processes. Gynecologic procedures, surgery, labor and delivery, fetal evaluation and monitoring, pre-operative evaluations, and post-operative care are emphasized.

Pediatrics

Core Pediatrics places an emphasis on primary care of the newborn to the adolescent. In hospital and/or ambulatory settings, the student gains a greater understanding of the continuum of child development, including physical, social, and emotional aspects, as well as the role of family dynamics. The student develops communication skills with both the pediatric patient and the family and, as appropriate, refines their skill at educating the child, parents, and other caregivers in health promotion.

Psychiatry

Core Psychiatry encourages the student to recognize, screen for, and assess key symptoms of common mental illnesses, using the mental status examination as the basis for differential diagnosis and therapy. Additional content areas include cognitive, psychomotor, and affective development, risk assessment, substance abuse issues, and the impact of mental illness on patients and families.

Surgery

Core General Surgery and one (1) selective in General Surgery or a surgical subspecialty must be completed by each student. This clerkship is an introduction to the principles and practice of surgery. The student will experience the totality of care from the patient’s pre-surgical visit through the surgical encounter and post-operative recovery.

Emergency Medicine

Emergency Medicine selective represents where knowledge and skills gained by the student in Core rotations come together in the fast-paced emergency department. In conjunction with Emergency Department personnel, the student will evaluate and treat patients of all ages who are experiencing medical, surgical, or psychiatric emergencies.

Osteopathic Manipulative Medicine

Osteopathic Manipulative Medicine focuses on osteopathic philosophy and principles, which are intrinsic to the entire curriculum and are incorporated throughout the clinical portion of the student’s education. In the fourth year, the student completes a total of four (4) weeks of osteopathic manipulative medicine to gain in-depth experience by working with a practitioner who is well versed in these principles and utilizes them in the clinical care environment.

Graduation Requirements

The Board of Trustees of the ɫ����Ƶconfers the Doctor of Osteopathic Medicine (D.O.) degree upon those students who have satisfactorily completed the requirements for graduation and who have been recommended for graduation by the faculty of the College.

Every candidate for the degree of Doctor of Osteopathic Medicine must:

• Be of good moral character and meet the ɫ����Ƶ COM standards for professional behavior and conduct as described under academic and technical standards.
• Have met and completed the academic requirements of the College, including passage of COMLEX-USA Level 1 and 2CE, within six (6) academic years (or within 150% of the standard time) for the awarding of the degree and have been enrolled at this College for at least the last two (2) years. Successful completion of or its equivalent is under discussion by the COCA and consideration of this graduation requirement will be adjusted based on their decision. Each student must pass the third-year clinical assessment examination provided by ɫ����Ƶ COM.
• Be free of indebtedness to this College, the University, and their affiliates.
• Have demonstrated the ethical, personal, and professional qualities deemed necessary for the successful and continuing study and practice of osteopathic medicine.
• Have been recommended by the faculty for graduation.
• Be present at the University Commencement Ceremony as well as the ɫ����Ƶ COM Physician Hooding Ceremony of their class at the time the degree is conferred, unless otherwise excused by the Dean.

Student Rights and Responsibilities

As part of its review, the ɫ����Ƶ COM Committee on Admissions evaluates each applicant in the areas of personal and academic integrity and personal values. An invitation to join the ɫ����Ƶ COM community indicates that the institution believes that the applicant has a well-developed set of values and a high level of integrity. The faculty and administration are committed to fostering this integrity and to developing students' increasing awareness of the multifaceted demands of professionalism ­as student physicians who are ultimately responsible for their own learning, as people who need to reflect and reappraise themselves consistently and honestly, and as future physicians who must learn to cope with an ever-­evolving set of demands.

Student physicians are expected to behave professionally and ethically with respect and integrity, to face new situations and people with open minds, to maintain their intellectual and personal curiosity, and to meet their obligations. These expectations form the basis of student responsibilities.

Likewise, student rights are based on the premise of reciprocity. Students should expect to be met with the same sense of integrity, respect, and openness.

Statement on the ɫ����Ƶ COM Student Code of Ethics and Professional Conduct Policy

The proper practice of medicine requires the physician to maintain an unwavering standard of professionalism and ethics. The medical student, by accepting the invitation to join the medical profession, acknowledges their responsibility to uphold these high standards.

Ethics are a body of moral values that govern a particular group. The terms ethical and unethical used in this document pertain to what is right and wrong.

Any violation of the ɫ����Ƶ COM Student Ethics Code can result in referral to Committee on Student Progress (CSP) and may result in probation, course failure, and/or dismissal.

Professionalism is the behaviors and attitudes and individual exhibits within a particular profession. The ɫ����Ƶ COM Student Professional Conduct Policy was designed to set a minimum standard of behaviors society should reasonably expect of a physician in training.

Professionalism is one (1) of the competencies assessed and graded in each course. Failure to learn and meet expectations for professionalism can lead to a grade of unsatisfactory (U) or failure (F). Details are provided in course syllabi. In some cases, including unprofessional behaviour outside of the curriculum, a referral to the Committee on Student Progress (CSP) will be made. CSP will recommend what actions should be taken. The appropriate Associate Dean will render a decision.

It is the responsibility of all ɫ����Ƶ COM students to:

• Uphold and have knowledge of university policy including the Conduct Rules and Regulations as defined in the ɫ����Ƶ Student Handbook
• Abide by the ɫ����Ƶ COM Student Code of Ethics
• Abide by the ɫ����Ƶ COM Student Professional Conduct Policy
• Abide by the American Osteopathic Association (AOA) Code of Ethics

ɫ����Ƶ COM Student Code of Ethics

A ɫ����Ƶ COM student will:

• Act honorably and honestly at all times
• Not tolerate dishonest or deceptive actions
• Confront or report any dishonest behavior

ɫ����Ƶ COM Professional Student Conduct Policy

Satisfactory completion of the curricular requirements for graduation from the University of New England, College of Osteopathic Medicine (ɫ����Ƶ COM), includes the demonstration of acceptable professional behavior and conduct. Students must meet the standards as outlined in the COM Student Handbook Supplement and uphold the Code of Ethics throughout all years of ɫ����Ƶ COM training to maintain eligibility for graduation.

Registration

The University conducts a registration confirmation for students during the initial days of each term. Students are expected to have finalized payment of tuition and related fees, including filing appropriate documents and photos with the following offices: Registrar, Student Financial Services, Business Affairs, and Recruitment, Students & Alumni Services by their respective due dates.

Individuals who fail to confirm program registration by the established process and deadline may be administratively withdrawn from the program. Students may request special consideration, and if approved will be assessed a late registration fee and will not be allowed to participate in any learning activities until the requirement is completed.

Students must be cleared by a background check and immunization compliance prior to matriculation. Additional background checks will be required prior to the start of rotations and prior to certain clerkship rotations in year four (4). Students failing to comply may be administratively withdrawn from the program.

Academic Records

Complete records and related documents are maintained by the Office of the Registrar. Under the terms of the Family Educational Rights and Privacy Act (FERPA), students have the right to review and inspect all education records pertaining to their academic enrollment. However, letters of recommendation submitted on the basis of a pledge of confidentiality prior to January 1, 1975, need not be shown to students, and a student may be allowed but not required to waive their right of access to letters of recommendation received after that date. FERPA requires post-­secondary institutions to provide students not only access to official records directly related to them, but also an opportunity for a hearing to challenge such records on the grounds that they are inaccurate, misleading, or otherwise inappropriate. It is the right of students to file a complaint with the Department of Education concerning an alleged failure by an educational agency or institution to comply with Section 438 of the Act that guarantees such rights.

University students wishing to review their records may do so by providing a written request to the Office of the Registrar.

Student Access and Annual Notification

FERPA affords students certain rights with respect to their education records, specifically the right to:

• Inspect and review the student's education records within forty-five (45) days of the day the University receives a request for access. The student should submit to Registration Services a written request that identifies the records they wish to inspect. The office will notify the student of the time and place where the records may be inspected.
• Request the University to amend the student's education records that the student believes are inaccurate or misleading. The student should write to the University Registrar, clearly identifying the part of the record they wish to be changed and specify why it is inaccurate or misleading. If it is determined not to amend the record as requested by the student, the University will notify the student of the decision and advise the student of the right to a hearing regarding the request for amendment. Additional information regarding hearing procedures will accompany this notification.
• Consent to disclosure of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One (1) exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff) ; a person or company with whom the University has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, or assisting another school official in performing their task; or the Veterans Administration for students registered for various GI Bill programs. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill their professional responsibility.
• File a complaint with the U.S. Department of Education concerning alleged failure(s) by the ɫ����Ƶto comply with the requirements of FERPA. The name and address of the Office that administers FERPA is:
  Family Policy Compliance Office
  U.S. Department of Education
  600 Independence Avenue, SW
  Washington, DC 20202­4605

FERPA permits the University to disclose "directory information" without a student's consent. Directory information is defined as name, address, e­mail address, telephone listing, photograph, date and place of birth, level of education, academic major, degrees, honors and awards received, and educational institutions in which a student was enrolled.

Active students who wish to have directory information withheld from release must do so in writing on a ‘per­-academic­-year’ basis. Request forms are available in Registration Services or Office of Recruitment, Student, and Alumni Services. Requests must be submitted prior to September 30 (if first-time enrollment for academic year is fall semester) or January 30 (if first-time enrollment for academic year is spring semester) to affect a "withhold" status.

Student Enrollment Status

The ɫ����Ƶclassifies student credit load status for the purposes of financial aid loan deferments. See enrollment classifications.

Comprehensive Osteopathic Medical Licensing Examinations

The Comprehensive Osteopathic Medical Licensing Examinations (COMLEX-­USA) are administered by the National Board of Osteopathic Medical Examiners (NBOME) and are divided into three (3) levels. Levels one (1) and two (2) are completed during the predoctoral years and Level three (3) is given to qualified graduates during their first year of postgraduate (residency) training.

Details of student eligibility for the Level 1 examination are described in the COM Student Handbook Supplement. Students must pass COMLEX Level 1 as a condition to start core clinical rotations.

Students must take and pass the Level 2 CE examination as a condition of graduation.

Students are allowed a maximum of three (3) attempts to pass COMLEX-USA Level 1 and COMLEX-USA Level 2. Any student who fails to pass any individual component of the COMLEX-USA examination series after three (3) attempts will be recommended for dismissal from the college.

Students are allowed a maximum of six (6) years to complete all of the College of Osteopathic Medicine curriculum, including passage of COMLEX-USA Level 1, and Level 2 CE. At the conclusion of six (6) years, students who have not met all graduation requirements will be recommended for dismissal from the College.

Registration and scheduling of the exams is the responsibility of the student. Students should also plan to register and take the COMLEX-USA Level 1 and 2 (CE) with sufficient time allowed to receive exam results and be able to comply with any deadlines for clinical rotations or graduation. Students applying for residency should have registered for and taken COMLEX –USA Level 2 CE prior to the start of residency interviews. Students should plan on taking COMLEX-USA Level 2 no later than May 31st of their third year and COMLEX-USA Level 2 CE no later than July 31 of their fourth year. This timing should allow sufficient time to receive scores for residency interviews and allow time to meet graduation requirements. Students are responsible for being current in their knowledge of residency application guidelines and graduation requirements and take steps to ensure they meet all requirements in a timely manner. This may require registration and scheduling with NBOME up to twelve (12) months in advance. It is recommended that these exams be taken early enough to ensure that the exams are passed with sufficient time to allow for any necessary retesting.

Laptop Requirement

The College has instituted a mandatory laptop computer requirement. Specifics regarding the minimum configuration are updated and made available annually.

Course Grade Reporting

The process of determining grades and the criteria for passing a course are described explicitly in each course syllabus ratified by the Curriculum Advisory Committee (CAC) and posted prior to the beginning of the course.

A final course grade is determined by the course director and must comply with the standards and principles endorsed by the Curriculum Advisory Committee.

Academic Standing

The Committee on Student Progress (CSP) is responsible for making recommendations of each student's progress through the curriculum. Recommendations for yearly progress go to the COM Dean, while recommendations for interruption of progress will go to the Associate Dean of Academic Affairs (first and second year) or the Associate Dean of Clinical Education (third and fourth year). This includes recommendations on behavioral, disciplinary, and academic matters. The CSP makes recommendations to the COM Dean concerning the promotion of students to the next class, and to the COM Faculty Assembly (COMFA) and COM Dean on the awarding of the degree of Doctor of Osteopathic Medicine to those who have satisfied all graduation requirements.

In addition to the ɫ����Ƶ COM Student Code of Ethics and Professional Conduct Policy, ɫ����Ƶ COM students must also follow the ɫ����Ƶ Student Code of Conduct. Any violations to the ɫ����Ƶ Code of Conduct will be reviewed and addressed through the ɫ����Ƶ process outlines in the Student Handbook. Students experiencing academic, behavioral and/or professional difficulties may be referred to CSP.

The CSP may review the status of a referred student whenever the student's performance is found to be unsatisfactory in the accumulation of knowledge or skills, professional behaviors, and/or personal growth, which are all considered part of the student’s academic performance. For example, the student’s academic progress may be reviewed for any of the following reasons:

• Absence(s) from class, laboratory, or clinical experience.
• Failure to obtain a satisfactory grade in any unit of study such as a course, preceptorship, clinical rotation (clerkship) or other educational activities.
• Failure to obtain a satisfactory grade in either the Comprehensive Osteopathic Medical Self-Assessment Examination (COMSAE), or Comprehensive Osteopathic Medical Licensing Examination (COMLEX).
• Failure to meet the Technical Standards and Student Code of Ethics and Professional Conduct Policy as per the COM student handbook supplement or to exhibit the behavior, ethics, or professional manner deemed necessary, in the judgment of the Committee on Student Progress, for the continued study and later practice of osteopathic medicine.
• Personal or medical reasons; in assessing personal growth, such factors as ethics, emotional stability, integrity, general conduct, reliability, judgment, and rapport with faculty, professional staff, peers, supervisors, and patients are considered.

After discussion and deliberation on any matter, CSP decides by majority vote to make a recommendation to the appropriate Associate Dean.

Academic Progress Policy

All students are expected to meet the academic requirements for progression. Any student failing to do so, including for failure to meet criteria for professional behavior, will meet with CSP. Based on the student’s overall performance, CSP will, in consultation with the Course Director, make a recommendation to the appropriate associate dean.

Course Retesting Policy

The syllabus of the original course, approved by the Curriculum Advisory Committee (CAC), may or may not allow for retesting; and will specify the dates, duration, and plan of any allowable retesting, reassessment, competency assurance process (CAP) or remedial activity for any failed assessment, competency, discipline or achievement criteria.

Withdrawal/Dismissal

A student who is required to repeat a course, or an academic year, or is suspended or dismissed from the College, may appeal this decision to the Dean according to the guidelines in the COM Student Handbook Supplement and the University Student Handbook. The Dean may, at their discretion, convene an Academic Appeals Review Committee for a review of the decision. The charge of the Academic Appeals Review Committee will not be to repeat the deliberations of the Committee on Student Progress (CSP), but rather to determine whether or not the following conditions apply to the original decision:

• New information is available that was not available to the original recommending committee (CSP).
• Procedural errors in the original review process that had a substantial impact on, or otherwise prejudiced the original determination.

If the Academic Appeals Review Committee upholds the original recommendation, the decision is final and there is no further appeal. If the Academic Appeals Review Committee does not uphold the requirement to repeat the year, suspension, or dismissal, it will recommend to the Dean such other requirements, as it deems appropriate.

An application for voluntary withdrawal from the College must be submitted in writing to the appropriate associate dean. The dean may grant a leave of absence due to financial difficulties or for personal, medical, or family problems. Students should complete the appropriate form for Leave of Absence or Withdrawal found on the Registrar's website.

Probation

Placement of a student on academic probation or disciplinary probation indicates the faculty’s extreme dissatisfaction with the student’s behavioral performance and the student’s failure to maintain satisfactory academic or behavioral standards. While on probation, the student will not represent the college at outside events and will be asked to curtail elected office responsibilities until their performance improves. In addition, a student on academic probation must pass all units of study; a student on disciplinary probation must discontinue the behavior leading to probation and maintain a record of exemplary behavior, which will be monitored by the College. Students who violate the conditions of probation as listed above will be reviewed again by CSP, which will make such recommendations to the Associate Dean for Academic Affairs (ADAA) or the Associate Dean for Clinical Education (ADCE) as appropriate. For further information please refer to the COM Student Handbook Supplement.

Exceptional ɫ����Ƶ undergraduate students aspiring to a career in medicine or dentistry may apply to the ɫ����ƵHuMed program which provides the opportunity that spans their junior and senior years as an undergraduate and their four years in ɫ����Ƶ’s College of Osteopathic Medicine or College of Dental Medicine. ɫ����Ƶ HuMed makes it possible to deepen student learning in English, History, or Liberal Studies while they prepare for a career as a dentist or an osteopathic physician. Requirements are described at http://www.une.edu/humed.

During their years as an undergraduate in ɫ����Ƶ’s College of Arts and Sciences, students complete the requisite coursework in the natural sciences to prepare for their graduate education, while earning a Bachelor of Arts in English, History, or Liberal Studies. As a HuMed student, they are not required to take the DAT or the MCAT. Instead, the College of Osteopathic Medicine requires individuals to take the United Kingdom Clinical Aptitude test (UKCAT). In both programs, students have an assurance of acceptance contingent upon fulfilling the HuMed curricular requirements and passing the interview process.

Application

The ɫ����ƵCollege of Osteopathic Medicine participates in the centralized application service. All applicants are required to apply online through this service.

Applications for admission are reviewed holistically by the ɫ����Ƶ COM Committee on Admissions based on compatibility with the Mission, Vision, and Core Values of ɫ����Ƶ COM and a combination of GPA, academic record, MCAT scores, applicant interview, and lived experiences.

Degree Requirement

Completion of ninety (90) semester hours or 75% credit progress towards a bachelor’s degree, to be earned at a U.S. regionally accredited college or university, or international equivalent, at time of application. Undergraduate degree must be conferred with official transcripts submitted to the Office of Graduate Admissions & Recruitment prior to matriculation.

• All applicants are required to submit official transcripts from all colleges and universities attended. Official transcripts should be sent directly to . Please refer to the for additional information and instructions.

GPA Requirements

• Minimum cumulative GPA of 2.8 at the time of application, as calculated by AACOMAS (inclusive of all coursework taken with no forgiveness for retakes)*.
• Minimum science GPA of 2.8 at the time of application, as calculated by AACOMAS (inclusive of all coursework taken with no forgiveness for retakes)*.
• All applicants must meet minimum GPA requirements to be considered for admission.

*The average GPAs for those offered admission to ɫ����Ƶ COM are well above published minimums.

Prerequisite Coursework Requirements

Additional Recommended Courses

• Anatomy
• Physiology
• Cell/Molecular Biology
• Genetics
• Math/Statistics
• Microbiology
• Behavioral Sciences
• Humanities

Other Prerequisite Coursework Considerations

• Pass/Fail courses are accepted for prerequisite courses taken in spring 2020 only.
• All prerequisite courses must be successfully completed with a grade of C or better (C- grades are not acceptable).
• Advanced Placement (AP) and International Baccalaureate (IB) test credit can be accepted towards prerequisite requirements. To apply AP or IB test credits towards prerequisite requirements, the credits must be broken down by subject on the undergraduate transcript. An official letter from the University Registrar, including subject breakdown, is also acceptable.
• Prerequisite courses may be in-progress or planned at the time of application. However, all courses must be completed by January 1, 2025, with an official transcript submitted to the Office of Graduate Admissions & Recruitment prior to the start of the program.

All planned or in-progress coursework must be listed on the AACOMAS application at the time of application submission; not doing so will result in the applicant not meeting all admissions requirements and therefore will not be eligible for admission review.

Online courses offered through as well as online courses from other regionally accredited U.S. colleges or universities are acceptable.

Standardized Tests

Completion of the is required.

• Although ɫ����Ƶ COM does not have a minimum score requirement, highly competitive applicants typically score in the 50th percentile or higher.
• Official MCAT score reports must be submitted directly to AACOMAS from the Association of American Medical Colleges (AAMC).
• The MCAT must have been taken between January 2022 and January 2025.

Letters of Evaluation

Three (3) letters of evaluation are required – submitted via AACOMAS

The ɫ����Ƶ COM Committee on Admissions seeks evaluation letters that outline a holistic description of the applicant, including information on student engagement (especially teamwork within academic settings), interpersonal skills, character, and professionalism.

• ɫ����Ƶ COM prefers that all letters of evaluation be submitted directly through AACOMAS.
• Evaluation letters from are acceptable, as long as the letter is sent directly to the Office of Graduate Admission by the letter writer.
• Letters from friends or family members are not acceptable.
• Preferred sources of evaluations include Pre-Health Committee Advisor, Pre-Health Advisor, a faculty member with substantial knowledge of the applicant, a direct supervisor with substantial knowledge of the applicant, or a health care professional with substantial knowledge of the applicant (preferably physicians). Letters from an Osteopathic Physician (D.O.) are recommended but not required.
• Most successful applicants submit letters that characterize and reflect their most recent academic, clinical, and community engagement experiences.

Personal Statement

Please refer to the AACOMAS application for ɫ����Ƶ COM-specific writing prompts and additional instructions.

Interviews

Interview sessions are held from September to March and are done by invitation only. Interviews are a required part of the application process.

ɫ����Ƶ COM reserves the right to adjust interview dates, modalities, and processes as needed. Applicants will be notified immediately if changes to the format or timing of interviews occur at any point during the cycle.

International Applicants

International applicants and those with foreign degrees and coursework are required to satisfy the following additional requirements:

• Official credential evaluation by , confirming degree and grade/course equivalency to that of a U.S. bachelor’s degree. Please submit the WES ICAP course-by-course evaluation. The completed credential evaluation should be sent directly to AACOMAS. Please refer to the International Admissions section of the ɫ����Ƶ website for more information on the type of credential evaluation required for admission review.
• Applicants whose first language is not English must demonstrate written and spoken fluency through the successful completion of an English language proficiency test.
• Applicants should refer to the English Language Proficiency page on the ɫ����Ƶ website for specific information and minimum score requirements.
• Please refer to the AACOMAS application for test score submission instructions.

Other Requirements

Prior to matriculation, accepted and deposited students will be required to complete the following compliance requirements or may have their acceptance offer rescinded without return of deposit:

• Completion of physical examination with proof of up-to-date immunization status. Please refer to ɫ����Ƶ’s Student Health Center for detailed information.
• Satisfactory completion of a criminal background check and/or drug screen prior to matriculation, as well as periodically throughout the program (as required by ɫ����Ƶ COM and clinical training sites).
• All students must have the ability to meet all Academic and Technical Standards of ɫ����Ƶ COM.
• ɫ����Ƶ follows AACOMAS traffic rules, with notification dates and deadlines structured as such.

All materials submitted as part of the application become the property of ɫ����Ƶ and will not be returned or released to anyone, including the applicant. This policy includes letters of reference, primary and secondary applications, personal statements, transcripts, and other supporting materials.

Policy Exceptions

• Policies are established to ensure fair and consistent admissions practice for all applicants to the university and its programs
• All criteria presented in this summary are subject to change per professional accreditation requirements, changes in curriculum and/or other institutional standards, and clinical affiliation requirements
• Exceptions to existing admission policies are rare and made only when it is deemed necessary and appropriate to maintain fair and consistent practice for all candidates, not individual candidates

Transfer Credit

• Students in good standing at other Colleges of Osteopathic Medicine may apply for transfer admission into the third year of the Doctor of Osteopathic Medicine program at ɫ����Ƶ.
• For more information on the transfer process please contact the Office of Graduate Admissions and Recruitment.

Advanced Standing

• No advanced standing placement is available.

Experiential Learning

• No credit is awarded for experiential learning.

Mission

Advance the practice of pharmacy through an exemplary, learner-centered pharmacy education built upon interprofessional collaboration, patient care, service, and research. 

Core Values

The School of Pharmacy operates by a set of values that emphasizes

• Learner-centered approaches
• Professional and servant leadership
• Diversity and inclusiveness
• Lifelong learning, discovery, and creativity
• Integrity and accountability
• Continuous quality improvement

Overview

The school offers the Doctor of Pharmacy as the professional degree that prepares students for careers as pharmacists in a variety of practice settings. A minimum of two (2) years of undergraduate pre-professional education is required for admission which can be completed at ɫ����Ƶ or elsewhere. The Doctor of Pharmacy (Pharm.D.) degree is awarded after successful completion of four (4) years of professional study in the Westbrook College of Health Professions School of Pharmacy located on ɫ����Ƶ’s Portland Campus in Portland, Maine. To apply or to learn more about our exciting professional pharmacy program, please call 1 (800) 477-4ɫ����Ƶ, or email gradadmissions@une.edu.

Pharmacy is one of the most highly respected healthcare professions in the United States. We believe that our program makes a difference in providing competent practitioners to serve the health needs of our citizens. In addition to achieving the Doctor of Pharmacy degree, all graduates of the program will be further certified to immunize patients, perform Medication Therapy Management, and communicate to patients about Point of Care Testing options. These certifications are offered by national pharmacy associations and the ɫ����Ƶ SOP has incorporated them into the curriculum.

Interprofessional education

Vision

We envision interprofessional learning as a cornerstone of education for healthcare professions.

Mission

The mission of the ɫ����Ƶ School of Pharmacy Interprofessional Education (IPE) program is to prepare healthcare professionals to provide patient and community care in a collaborative team environment. We integrate with ɫ����Ƶ's diverse collection of programs in the healthcare professions to provide opportunities for students to learn from and with one another. Collaborative patient- and community-centered practice is cultivated to improve the effectiveness of healthcare and patients quality of life.

Goals

• ​Establish collaborative relationships with other health professions and community partners to foster student-centered learning environments reflective of the Interprofessional Education Collaborative (IPEC) competencies (communication; teamwork; roles and responsibilities; values, ethics, and population health).
• Create, implement, and assess the curriculum and co-curricular activities guided by IPEC competencies. 
• Collaborate with faculty, students, and staff from other health professions and community partners on research and scholarly activities.
• Advance the development of the next generation of leaders in Interprofessional Education (IPE)/Interprofessional Practice (IPP).

Research Objectives

The School of Pharmacy strives to achieve balance in its research efforts between discovery of clinically relevant drugs or drug delivery systems and pre-clinical and clinical development of these entities. Our primary area of focus will be the discovery and development of new drug molecules. Other areas of research activity will include therapeutic biomarkers, drug delivery methods, nutraceuticals, herbal medicines, and strategies for assessing individual variations in drug response, nutritional status or inborn errors of metabolism. We educate our pharmacy students about the drug discovery process and the necessary regulatory compliance required for drug development. Our students will understand the basic science, thought process, and strategies for the generation of new drug discoveries. They will also be familiar with the safety, the formulation, and the delivery of new drug entities. They will have instruction on the principles of proper clinical trial design and the process by which a new drug product is introduced into commercial use.

ɫ����ƵSchool of Pharmacy’s Doctor of Pharmacy program is accredited by the Accreditation Council for Pharmacy Education, 190 LaSalle Street, Suite 2850, Chicago, IL 60603-3410, Phone: (312) 664-3575, Fax: 1 (866) 228-2631, website .

*The purpose of the catalog is to provide a comprehensive list of required courses. The School of Pharmacy can provide a degree map listing which courses should be taken in each stage of this timeline.

Pharmacy Practice Experiences

The process of experiential education provides the student with the ability to integrate first-hand practical experience with their didactic and laboratory coursework.

Introductory Pharmacy Practice Experience (IPPE)

All course requirements in the first and second professional years must be successfully completed before a student may participate in an IPPE. The Introductory Pharmacy Practice Experience will consist of two (2) courses, one (1) of four (4) weeks duration, and one (1) of three (3) weeks duration. The four (4) week course will occur in a community (retail) pharmacy while the other will occur in an institutional (hospital) pharmacy. The community course experience, totaling one-hundred and sixty (160) hours is four (4) credits while the institutional course, totaling one-hundred and twenty (120) hours, is three (3) credits. Completion of the Pharmacy Success courses one (1) through six (6) will provide the student with twenty (20) hours of IPPE simulation and is required to meet the full three-hundred (300) hours of IPPE for the degree. Introductory Pharmacy Practice Experiences in community and institutional pharmacy settings begin early in the professional curriculum and are interfaced with didactic course instruction. This provides an introduction to the profession and continues in a progressive manner preparing the pharmacy student for advanced pharmacy practice experiences.

Advanced Pharmacy Practice Experience (APPE)

All first- through third-year courses must be successfully completed before a student may participate in an Advanced Pharmacy Practice Experience. The APPEs will begin immediately following the third year and continue throughout the fourth year. These experiences will consist of six (6), six (6)-week assignments for a total of thirty-six (36) credit hours (one-thousand and four-hundred and forty (1440) contact hours). Each student will be required to successfully complete four (4) required experiences in the following patient care settings: inpatient acute care medicine; outpatient or ambulatory care, community pharmacy, institutional pharmacy, as well as, two (2) elective experiences in various practice environments.

Major Description

The Bachelor of Science with a major in Pharmacy Sciences degree will be an in-course B.S. degree. It is not intended to be a stand-alone degree. It will be awarded after the second year of pharmacy school while the student is pursuing the Pharm.D. degree. The additional Pharm.D. requirements can be found above.

Curricular Requirements

*PSY 105 or SOC 150 (if not already taken to satisfy General Education Requirements) or BUEC 204 or BUEC 203 or any course with subject ANT or PSC.

**Students transferring into PSI may choose a three (3)-credit elective in place of PHM 110, 120, and 130.

The additional Pharm.D. requirements can be found above.

Academic Standards

All students in the Pharmacy Sciences major are subject to the ɫ����Ƶ WCHP undergraduate grading policy (see undergraduate academic policy) and progression guidelines.

PROGRESSION GUIDELINES

Students in the Pharmacy Sciences (Pre-Pharmacy) program will be retained providing the following criteria are maintained throughout the undergraduate experience:

1. Students must meet the following minimum requirements for successful progression in years one (1) and two (2), as outlined in the:
   • ɫ����Ƶ Undergraduate Catalog.
   • WCHP Common Curriculum Academic Progression Policies.
2. In keeping with the guidelines for the School of Pharmacy professional program, students must meet certain benchmarks prior to being accepted into the professional pharmacy program:
   • Students may remain in the Pharmacy Sciences major for a maximum of six (6) full-time semesters (twelve (12) or more attempted credits per semester).
   • Students must be accepted into the professional pharmacy program after six (6) semesters or change to another major. Students who want to remain in the Pharmacy Sciences degree for more than six (6) semesters must appeal to the School of Pharmacy Student Development Committee.
3. Students must achieve a minimum grade of C in all required courses in the Pharmacy Sciences major to be admitted into the ɫ����Ƶ professional pharmacy program (Doctor of Pharmacy/Pharm.D. degree). Please refer to the ɫ����Ƶ Pharmacy Admissions website for more information regarding admissions requirements.
4. Please refer to the WCHP Graduate Program Progression Policies and Procedures (PDF) for a further description of graduate program standards.

Once a student matriculates into the PharmD degree program they will be held to the School of Pharmacy specific Academic and Progression Policies (See School of Pharmacy Academic and Technical Standards).

Technical Standards

All students must be able to meet the following ɫ����Ƶ(ɫ����Ƶ) School of Pharmacy technical standards. A student accepted into the Doctor of Pharmacy program must have abilities and skills in five (5) categories observation, communication, motor, intellectual, and behavioral/social. Standards are developed as criteria to achieve the Doctor of Pharmacy degree in preparation for licensure as a practicing pharmacist and for postgraduate professional training and education in any of the varied fields of pharmacy. Further, the safety of the patient, on whom the pharmaceutical education process is largely focused, must be guarded as the final and ultimate consideration.

The University of New England, Westbrook College of Health Professions School of Pharmacy acknowledges Section 504 of the 1973 Vocational Rehabilitation Act and PL 11-336, the Americans with Disabilities Act (ADA) 19903, and requires minimum technical standards be present in students accepted into the Doctor of Pharmacy program. The School of Pharmacy will engage in an interactive process with applicants with disabilities but the School of Pharmacy reserves the right not to admit any applicant who cannot meet the Technical Standards set forth below, with reasonable accommodations. Applicants are not required to disclose the nature of their disability(ies), if any, to the Admissions Committee. However, any applicant with questions about these technical standards is strongly encouraged to discuss their specific issue(s) with the Student Access Center prior to the interview process. If appropriate, and upon the request of the applicant, reasonable accommodations will be provided.

Reasonable accommodation for persons with documented disabilities will be considered on an individual basis, but a student in the Doctor of Pharmacy program must be able to perform in an independent manner. Every applicant is considered without regard to disability. Once accepted, students must complete all elements of the curriculum with or without reasonable accommodations. In the case of a documented disability, the School of Pharmacy must be fully satisfied that the applicant can make progress through the curriculum. Students in the Doctor of Pharmacy program must have the functional use of the senses of vision and hearing. A student's skills will also be lessened without the functional use of the senses of equilibrium and smell. Additionally, they must have sufficient exteroceptive senses (touch, pain, and temperature), and sufficient motor functions to permit them to carry out the activities described in the sections that follow. Doctor of Pharmacy students must be able to integrate information received from multiple senses quickly and accurately. They must also have the intellectual ability to learn, integrate, analyze, and synthesize data. Graduates of the School of Pharmacy must have the knowledge and skills to function in a broad variety of clinical, administrative, and leadership situations and to render a wide spectrum of pharmaceutical care.

Throughout the Pharmacy program, a student will be expected to maintain the technical standards and demonstrate them through their coursework, interaction with peers and faculty, and in their professional experiences. Students who fail to demonstrate the technical standards while in the program will be evaluated and appropriate action (e.g., remediation, counseling, or dismissal) will be taken. Because this expectation is separate from academic achievement, simply maintaining a passing GPA is not sufficient.

While the School of Pharmacy recognizes that certain disabilities can be accommodated without compromising the standards required by the school and the integrity of the curriculum, the use of a trained intermediary means that a student's judgment must be mediated by someone else's powers of selection and observation, and is not acceptable. Additionally, those individuals who would constitute a direct threat to the health or safety of others are not considered suitable candidates for continued matriculation.

The Following Skills Are Required, With or Without Accommodation

Observation

Students must be able to observe demonstrations and conduct exercises in a variety of areas related to contemporary pharmacy practice, including but not limited to monitoring of drug response and preparation of specialty dosage forms. Students must be able to observe demonstrations and experiments in the basic and pharmaceutical sciences, medical illustrations and models, microscopic studies of microorganisms and tissues in normal and pathological states. A student must be able to observe a patient accurately at a distance and close at hand, noting nonverbal as well as verbal signals. The student must be able to observe and interpret presented information. Specific vision-related requirements include, but are not limited to the following abilities: visualizing and discriminating findings on monitoring tests; reading written and illustrated material; discriminating numbers and patterns associated with diagnostic and monitoring instruments and tests; observing the activities of technical staff operating under their supervision; reading information on a computer screen and small print on packages or package inserts; distinguishing shapes, colors, markings, and other characteristics of small objects (e.g. different dosage forms); and competently using instruments for monitoring drug response. Observation requires not only the functional use of the sense of vision but other sensory modalities as well such as hearing and other somatic senses. For example, observation can be enhanced in some situations by the use of the sense of smell.

Communication

A pharmacy student should be able to speak, hear, and observe patients and other health care professionals in order to elicit both verbal and non-verbal information, and must be able to communicate effectively with and about patients. Communication includes speech, reading, writing, and computer literacy. The student must be able to perceive and respond appropriately to all types of communication including telephone communications (verbal, non-verbal, written) from faculty, staff, peers, patients, caregivers, the family of patients, the public, and all members of the health care team.

Specific requirements include but are not limited to the following abilities; reading, writing, speaking and comprehending English with sufficient mastery to accomplish didactic, clinical, and laboratory curricular requirements in a timely, professional and accurate manner; eliciting a thorough medication and medical history; and communicating complex findings in appropriate terms that are understood by patients, caregivers, and members of the healthcare team. Each student must be able to read and record observations and care plans legibly, efficiently, and accurately. Students must be able to prepare and communicate concise but complete summaries of individual activities, decisions, and encounters with patients. Students must be able to complete forms or appropriately document activities according to directions in a complete and timely fashion.

Motor

Pharmacy students must have sufficient motor function to carry out basic laboratory techniques and skills to accomplish basic pharmacy practice tasks utilizing both gross and fine motor skills. These include but are not limited to; compounding prescriptions, filling prescriptions, counting prescription medications, administering medications, preparing intravenous products, and administering intramuscular and subcutaneous injections. The student must be able to conduct a physical assessment of a patient by palpation, auscultation, and other diagnostic maneuvers. Other motor activities include performing first aid and/or cardiopulmonary resuscitation in the clinical setting.

Students must be able to transport themselves to off-site settings and experiential locations in a timely manner. Students must be able to respond promptly to urgencies within the practice setting and must not hinder the ability of their co-workers to provide prompt care. Examples of such emergency treatment reasonably required of pharmacists include arriving quickly when called, rapidly and accurately preparing appropriate emergency medication, and the preparation of sterile intravenous medications.

Students must be able to use computer-based information systems and have sufficient motor function and coordination required for the manipulation of small and large objects. The student must have the ability to move and position another person in a manner that will facilitate physical assessment or another diagnostic lab testing. Lastly, students must exhibit the physical and mental stamina needed while standing or sitting for prolonged periods of time.

Intellectual

A student should possess sufficient intellectual, conceptual, integrative, and quantitative abilities to complete a rigorous and intense didactic and experiential curriculum. These abilities include measurement, calculation, reasoning, analysis, decision-making, judgment, information integration, and solution synthesis. In addition, the student should be able to comprehend three (3)-dimensional relationships and to understand the spatial relations of structures. Especially important is the appropriate and rapid calculation of dosages for a variety of patient-specific conditions such as renal or hepatic failure, obesity, cardiac or respiratory arrest, etc. Additionally, calculations involving appropriate dilution or reconstitution of drug products, electrolytes, etc. must be made accurately and quickly. Students must be able to retain and recall critical information in an efficient and timely manner. Students must be able to identify and acknowledge the limits of their knowledge to others when appropriate and be able to recognize when the limits of their knowledge indicate further study or investigation before making a decision. Students must be able to interpret graphs or charts describing biological, economic, or outcome relationships. They must be able to learn through a variety of modalities including, but not limited to, classroom instruction, small group activities, individual study, preparation and presentation of reports, and use of computer technology. Students are expected to be fully alert and attentive at all times in the classroom and clinical settings.

Behavioral and Social

A pharmacy student must possess the physical and emotional health required for full utilization of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the care of patients, and the development of effective relationships with patients. Students must adapt to changing environments, to display flexibility and function in the face of uncertainties inherent in the academic and clinical environments with appropriate coping responses. Compassion, integrity, concern for others, interpersonal skills, interest, and motivation are qualities that are assessed during the admission and education process. The student must recognize and display respect for differences in culture, values, and ethics among patients, faculty, peers, clinical and administrative staff, and colleagues. The student must be able to identify and demonstrate appropriate behavior to protect the safety and well-being of patients, faculty, peers, clinical and administrative staff, and colleagues. Lastly, the student should handle situations appropriately and professionally when those situations may be physically, emotionally, or intellectually stressful, including those situations that must be handled promptly and calmly. At times, this requires the ability to be aware of and appropriately react to one's own immediate emotional responses and environment.

When a letter of acceptance to the ɫ����ƵWestbrook College of Health Professions School of Pharmacy is mailed, a detailed copy of the Technical Standards for completion of the curriculum will be included. The applicant will be asked to respond in writing whether they can meet the standards with or without accommodation. An applicant should be able to evaluate themself for compliance with these Technical Standards. In the event that accommodation is requested, the student must submit documentation of disability with the proposed accommodation from a certified specialist to ɫ����Ƶ's Student Access Center. A continuing student who develops a disability should request accommodations based on the limitations of the disability through the Student Access Center. Individuals unable to meet the above Technical Standards may be unable to progress and/or complete the Pharm.D. program.

Students must be able to meet the Maine State Board of Pharmacy licensing requirements to obtain a valid Introductory (IPPE) and Advanced Pharmacy Practice Experiences (APPE) License. These licenses are required to complete off-campus experiential courses. Inability to obtain a Maine IPPE or APPE License may prevent completion of experiential courses and prevent a student from continuing in the program and completing the requirements for graduation. Students completing their experiential education in other states must meet the licensing requirements of that state.

The School of Pharmacy's Admissions Committee will consider the applicant based on the criteria for admission of all applicants. An applicant who discloses a disability and requests accommodation in the admission process may be required to submit, in writing, the request for accommodation and pertinent supporting documentation. This pertinent information may include a history of accommodations granted previously in other educational programs.

Requests for accommodation may be initiated with ɫ����Ƶ's Student Access Center.

For more information on disabilities and accommodation, please contact the ɫ����Ƶ Student Access Center.

The additional Pharm.D. requirements can be found below.

Learning Outcomes

Upon completion of the degree, students will be able to:

• Demonstrate the ability to think critically, solve complex problems, make thoughtful ethical decisions, and reason quantitatively, qualitatively, and scientifically.
• Demonstrate the ability to communicate effectively orally and in writing as well as through creative expression.
• Demonstrate understanding of themselves and their place in the world as engaged citizens and responsible professionals.
• Appraise knowledge of self and self-reflective abilities for Interprofessional practice.
• Demonstrate mastery of pharmacy science skills and knowledge.
• Apply pharmacotherapy knowledge to select patient conditions.

The additional Pharm.D. Learning Outcomes can be found below.

Transfer Credit

Transfer students are encouraged to apply to the University of New England. See Undergraduate Admissions Requirements.

ADVANCED PLACEMENT CREDIT

Students must achieve a score of four (4) or better on an AP examination for credit to be counted. This transfer policy applies to all courses before the start of PHAR courses.

Honors

Graduation honors are awarded to candidates who have distinguished themselves by virtue of high academic achievement while enrolled. Grades from didactic courses are included in the calculation of the cumulative grade point for a designation. Students who have been or are on academic probation at any time during the entire program will not be eligible for graduation with honors regardless of their GPA. Any student who receives a failing grade in didactic will be excluded.

Grade Point Average Honor

> 3.8 Summa Cum Laude
3.7-3.79 Magna Cum Laude
3.6-3.69 Cum Laude

Admissions

Preferred conditions for entry into the B.S. with a major in Pharmacy Sciences degree are completion of at least three (3) years of high school mathematics and three (3) years of high school science, including biology, chemistry, and physics.

See Undergraduate Admissions for more information.

Tuition and fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees for the undergraduate portion of this program, please consult the Financial Information section of this catalog.

Pharmacy students must complete all Doctor of Pharmacy program requirements and receive a passing grade in all courses and clinical rotations to be eligible for graduation. The graduating student must have a cumulative grade point average of 2.0 or better.

Matriculation and continued enrollment requirements

In addition to receiving a passing grade in all course and clinical rotations, a student is expected to read, understand, accept and adhere to the following requirements. Failure to comply with these requirements by stated deadlines is considered unprofessional conduct and may impact or delay the student's graduation.

School of Pharmacy (SOP) Code of Professional Conduct

• ɫ����Ƶ SOP Name Badges
  • School Name badges are issued to students upon matriculation.
  • Students are expected to wear these name badges at all times to identify themselves as members of the School of Pharmacy community.
• Immunizations
  • Students are required to have appropriate immunizations before they matriculate into and as they progress through the PharmD program.
• CPR Training
  • All School of Pharmacy students are required to have current CPR certification. The training program needs to be the American Heart Association Basic Life Support (BLS) for Healthcare Providers (CPR and AED) Program or the American Red Cross CPR/AED for the Professional Rescuer & Health Care Provider. An online or blended course will not be accepted. A copy of your CPR card must be uploaded to the student’s CORE account along with the expiration date.
• Pharmacy Intern License
  • Students must be able to meet the Maine State Board of Pharmacy Licensing requirements to obtain a valid Maine Pharmacy Intern License, which is required to complete experiential courses in the State of Maine. Inability to obtain and maintain a valid license may prevent a student from continuing in the program and completing the requirements for graduation.
  • In accordance with the Maine Board of Pharmacy rules and regulations, any change in your name, address, email address, criminal convictions, disciplinary actions, or any material change set forth in your original application for licensure must be reported to the Board of Pharmacy within ten (10) days. Failure to follow this requirement may result in an immediate suspension of your intern license and a possible civil penalty/fine.
• HIPPA
  • Students must be in compliance with ɫ����Ƶ HIPAA requirements to attend classes and rotations.
• Communication skills
  • Students must pass a written and verbal English proficiency test.
• NAPLEX Review Week
  • All P4 students are required to take part in the School of Pharmacy NAPLEX Review week during the week between the end of the spring term of the graduation year and the ɫ����Ƶ Commencement and WCHP Hooding ceremony.
  • Students must achieve a passing raw score of 70% or greater on a pre-NAPLEX exam during their P4 year.
• Electronic Portfolio
  • Students will maintain an electronic portfolio as directed by School policy.
• Health Insurance
  • This is a requirement of all students at the University of New England.
• Drug Screening
  • Rotation sites may request drug screens. Information obtained in drug screens may inhibit students from completing introductory or advanced practice experiences and thus may delay or hinder graduation.
  • Students must pay for these tests.
• Background checks
  • The School may be required to provide information from background checks on each student who participates in IPPE and APPE rotations.
  • Any disqualification of a student by a practice facility could prevent the student from undertaking clinical rotations that are required to complete the pharmacy program at the University of New England.
  • Students may have to pay for these background checks.
• Transportation
  • All students must provide their own transportation to off-campus pharmacy practice experience sites.
• Laptop Computers
  • Students must have laptop computers, meeting School of Pharmacy minimum specifications, upon arrival to campus to attend required sessions/classes.
• School-sponsored professional events
  • All students are expected to be in attendance at the following events: White Coat, ɫ����ƵCommencement, and WCHP Hooding Ceremony.

Technical Standards

All students must be able to meet the following ɫ����Ƶ(ɫ����Ƶ) School of Pharmacy technical standards. A student accepted into the Doctor of Pharmacy program must have abilities and skills in five (5) categories observation, communication, motor, intellectual, and behavioral/social. Standards are developed as criteria to achieve the Doctor of Pharmacy degree in preparation for licensure as a practicing pharmacist and for postgraduate professional training and education in any of the varied fields of pharmacy. Further, the safety of the patient, on whom the pharmaceutical education process is largely focused, must be guarded as the final and ultimate consideration.

The University of New England, Westbrook College of Health Professions School of Pharmacy acknowledges Section 504 of the 1973 Vocational Rehabilitation Act and PL 11-336, the Americans with Disabilities Act (ADA) 19903, and requires minimum technical standards be present in students accepted into the Doctor of Pharmacy program. The School of Pharmacy will engage in an interactive process with applicants with disabilities but the School of Pharmacy reserves the right not to admit any applicant who cannot meet the Technical Standards set forth below, with reasonable accommodations. Applicants are not required to disclose the nature of their disability(ies), if any, to the Admissions Committee. However, any applicant with questions about these technical standards is strongly encouraged to discuss their specific issue(s) with the Student Access Center prior to the interview process. If appropriate, and upon the request of the applicant, reasonable accommodations will be provided.

Reasonable accommodation for persons with documented disabilities will be considered on an individual basis, but a student in the Doctor of Pharmacy program must be able to perform in an independent manner. Every applicant is considered without regard to disability. Once accepted, students must complete all elements of the curriculum with or without reasonable accommodations. In the case of a documented disability, the School of Pharmacy must be fully satisfied that the applicant can make progress through the curriculum. Students in the Doctor of Pharmacy program must have the functional use of the senses of vision and hearing. A student's skills will also be lessened without the functional use of the senses of equilibrium and smell. Additionally, they must have sufficient exteroceptive senses (touch, pain, and temperature), and sufficient motor functions to permit them to carry out the activities described in the sections that follow. Doctor of Pharmacy students must be able to integrate information received from multiple senses quickly and accurately. They must also have the intellectual ability to learn, integrate, analyze and synthesize data. Graduates of the School of Pharmacy must have the knowledge and skills to function in a broad variety of clinical, administrative, and leadership situations and to render a wide spectrum of pharmaceutical care.

Throughout the pharmacy program, a student will be expected to maintain the technical standards and demonstrate them through their coursework, interaction with peers and faculty, and in their professional experiences. Students who fail to demonstrate the technical standards while in the program will be evaluated and appropriate action (e.g., remediation, counseling, or dismissal) will be taken. Because this expectation is separate from academic achievement, simply maintaining a passing GPA is not sufficient.

While the School of Pharmacy recognizes that certain disabilities can be accommodated without compromising the standards required by the school and the integrity of the curriculum, the use of a trained intermediary means that a student's judgment must be mediated by someone else's powers of selection and observation, and is not acceptable. Additionally, those individuals who would constitute a direct threat to the health or safety of others are not considered suitable candidates for continued matriculation.

The following skills are required, with or without accommodation

Observation

Students must be able to observe demonstrations and conduct exercises in a variety of areas related to contemporary pharmacy practice, including but not limited to monitoring of drug response and preparation of specialty dosage forms. Students must be able to observe demonstrations and experiments in the basic and pharmaceutical sciences, medical illustrations and models, microscopic studies of microorganisms and tissues in normal and pathological states. A student must be able to observe a patient accurately at a distance and close at hand, noting nonverbal as well as verbal signals. The student must be able to observe and interpret presented information. Specific vision-related requirements include, but are not limited to the following abilities: visualizing and discriminating findings on monitoring tests; reading written and illustrated material; discriminating numbers and patterns associated with diagnostic and monitoring instruments and tests; observing the activities of technical staff operating under their supervision; reading information on a computer screen and small print on packages or package inserts; distinguishing shapes, colors, markings, and other characteristics of small objects (e.g. different dosage forms); and competently using instruments for monitoring drug response. Observation requires not only the functional use of the sense of vision but other sensory modalities as well such as hearing and other somatic senses. For example, observation can be enhanced in some situations by the use of the sense of smell.

Communication

A pharmacy student should be able to speak, hear, and observe patients and other health care professionals in order to elicit both verbal and non-verbal information, and must be able to communicate effectively with and about patients. Communication includes speech, reading, writing, and computer literacy. The student must be able to perceive and respond appropriately to all types of communication including telephone communications (verbal, non-verbal, written) from faculty, staff, peers, patients, caregivers, the family of patients, the public, and all members of the health care team.

Specific requirements include but are not limited to the following abilities: reading, writing, speaking and comprehending English with sufficient mastery to accomplish didactic, clinical, and laboratory curricular requirements in a timely, professional and accurate manner; eliciting a thorough medication and medical history; and communicating complex findings in appropriate terms that are understood by patients, caregivers, and members of the healthcare team. Each student must be able to read and record observations and care plans legibly, efficiently, and accurately. Students must be able to prepare and communicate concise but complete summaries of individual activities, decisions, and encounters with patients. Students must be able to complete forms or appropriately document activities according to directions in a complete and timely fashion.

Motor

Pharmacy students must have sufficient motor function to carry out basic laboratory techniques and skills to accomplish basic pharmacy practice tasks utilizing both gross and fine motor skills. These include but are not limited to; compounding prescriptions, filling prescriptions, counting prescription medications, administering medications, preparing intravenous products, and administering intramuscular and subcutaneous injections. The student must be able to conduct a physical assessment of a patient by palpation, auscultation, and other diagnostic maneuvers. Other motor activities include performing first aid and/or cardiopulmonary resuscitation in the clinical setting.

The student must be able to transport themself to off-site settings and experiential locations in a timely manner. Students must be able to respond promptly to urgencies within the practice setting and must not hinder the ability of their co-workers to provide prompt care. Examples of such emergency treatment reasonably required of pharmacists include arriving quickly when called, rapidly and accurately preparing appropriate emergency medication, and the preparation of sterile intravenous medications.

Students must be able to use computer-based information systems and have sufficient motor function and coordination required for the manipulation of small and large objects. The student must have the ability to move and position another person in a manner that will facilitate physical assessment or another diagnostic lab testing. Lastly, students must exhibit the physical and mental stamina needed while standing or sitting for prolonged periods of time.

Intellectual

A student should possess sufficient intellectual, conceptual, integrative, and quantitative abilities to complete a rigorous and intense didactic and experiential curriculum. These abilities include measurement, calculation, reasoning, analysis, decision-making, judgment, information integration, and solution synthesis. In addition, the student should be able to comprehend three (3)-dimensional relationships and to understand the spatial relations of structures. Especially important is the appropriate and rapid calculation of dosages for a variety of patient-specific conditions such as renal or hepatic failure, obesity, cardiac or respiratory arrest, etc. Additionally, calculations involving appropriate dilution or reconstitution of drug products, electrolytes, etc. must be made accurately and quickly. Students must be able to retain and recall critical information in an efficient and timely manner. Students must be able to identify and acknowledge the limits of their knowledge to others when appropriate and be able to recognize when the limits of their knowledge indicate further study or investigation before making a decision. Students must be able to interpret graphs or charts describing biological, economic, or outcome relationships. They must be able to learn through a variety of modalities including, but not limited to, classroom instruction, small group activities, individual study, preparation and presentation of reports, and use of computer technology. Students are expected to be fully alert and attentive at all times in the classroom and clinical settings.

Behavioral and Social

A pharmacy student must possess the physical and emotional health required for full utilization of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the care of patients, and the development of effective relationships with patients. Students must adapt to changing environments, to display flexibility and function in the face of uncertainties inherent in the academic and clinical environments with appropriate coping responses. Compassion, integrity, concern for others, interpersonal skills, interest, and motivation are qualities that are assessed during the admission and education process. The student must recognize and display respect for differences in culture, values, and ethics among patients, faculty, peers, clinical and administrative staff, and colleagues. The student must be able to identify and demonstrate appropriate behavior to protect the safety and well-being of patients, faculty, peers, clinical and administrative staff, and colleagues. Lastly, the student should handle situations appropriately and professionally when those situations may be physically, emotionally, or intellectually stressful, including those situations that must be handled promptly and calmly. At times, this requires the ability to be aware of and appropriately react to one's own immediate emotional responses and environment.

When a letter of acceptance to the ɫ����ƵWestbrook College of Health Professions School of Pharmacy is mailed, a detailed copy of the Technical Standards for completion of the curriculum will be included. The applicant will be asked to respond in writing whether they can meet the standards with or without accommodation. An applicant should be able to evaluate themself for compliance with these Technical Standards. In the event that accommodation is requested, the student must submit documentation of disability with the proposed accommodation from a certified specialist to ɫ����Ƶ's Student Access Center. A continuing student who develops a disability should request accommodations based on the limitations of the disability through the Student Access Center. Individuals unable to meet the above Technical Standards may be unable to progress and/or complete the Pharm.D. program.

Students must be able to meet the Maine State Board of Pharmacy licensing requirements to obtain a valid Intern License. These licenses are required to complete off-campus experiential courses. Inability to obtain a Maine IPPE or APPE License may prevent completion of experiential courses and prevent a student from continuing in the program and completing the requirements for graduation. Students completing their experiential education in other states must meet the licensing requirements of that state.

The School of Pharmacy's Admissions Committee will consider the applicant based on the criteria for admission of all applicants. An applicant who discloses a disability and requests accommodation in the admission process may be required to submit, in writing, the request for accommodation and pertinent supporting documentation. This pertinent information may include a history of accommodations granted previously in other educational programs.

Requests for accommodation may be initiated with ɫ����Ƶ's Student Access Center.

For more information on disabilities and accommodation, please contact the ɫ����Ƶ Student Access Center.

Course load

A pharmacy student must be registered for at least ten (10) credits to be classified as full-time status. Being enrolled in less than ten (10) credits will result in part-time student status. Maintaining less than a six (6)- or ten (10)-credit load may affect financial aid, scholarship receipt, or insurance verifications. It is the student's responsibility to monitor their own enrollment status.

Please refer to the WCHP Graduate Program Progression Policies and Procedures (PDF) for a detailed description of academic standards. 

Grading policy

Upon completion of a course of study, the faculty member in charge of that course submits a grade for each student to the Registrar’s Office. The Doctor of Pharmacy program uses a standard letter grade format (A, A-, B+, B, B-, C+, C, C-, D, and F). The minimum passing grade for didactic courses is a C-. The minimum passing grade for IPPE and for APPE is a C. Any course that receives a grade less than the minimum for passing will require remediation of the course, as dictated by the Student Development Committee.

Incomplete Grade Policy

An incomplete grade (I) is given to a student who is doing passing work in a course, but who, for reasons beyond their control, is not able to complete the work on time. The incomplete grade must be changed within the time limit determined by the instructor and usually does not extend beyond six (6) weeks following the end of the semester. The incomplete grade defers the computation of credits for the course to which it is assigned. Failure to complete the work before the limitation date, or within the time imposed by the instructor, results in the assignment of a failing grade (F) for the course.

Course Add/Drop or Withdrawal policy

Under special circumstances, students may withdraw from a Doctor of Pharmacy program core course without penalty up to two-thirds (2/3) of the way through the semester if the student is passing the course based on accumulated grades to that point in the course. After that time, a student receives either a WP, for Withdraw Passing, or a WF, for Withdraw Failing, depending on accumulated grades to that point. Students contemplating course or curriculum withdrawal should seek the advice of their advisor or the personnel in the Dean's office.

Repeat Course Policy

Courses in the Doctor of Pharmacy program are offered once per year. Any course that receives a grade less than the minimum for passing will be classified as "failed" and will require repeat of the course as dictated by the Student Development Committee.

Upon completion of a repeated course, a new listing and assigned grade are placed on the student's transcript. The original course listing and grade remain on the student's transcript. All courses are listed chronologically on the transcript by semester or academic period in which they are enrolled.

Non-Matriculated Audit Course policy*

Any non-matriculated student, with the prior consent of the instructor, may enroll in a course for an audit grade (AU). This must be done at the time of registration for the course and must be accompanied by the signed approval of the instructor. Reversal or change of an audit grade is not possible (i.e. once enrolled for AU the grade becomes permanent on the person’s academic record). A person who wishes later to be graded for such a course must matriculate into the pharmacy program and then re-enroll in and pay for graded credit. In auditing a course, the person is expected to attend classes regularly but is not permitted to submit coursework for evaluation, take examinations, receive grades, or earn credit. Auditing a course does not count towards enrollment status (i.e., part-time, full-time, etc.) and therefore cannot be considered for financial aid purposes, veteran’s benefits, etc. Audit courses carry zero (0) credit.

*This applies to non-matriculated students. Matriculated students may not audit a course.

Curricular philosophy

The goal of the ɫ����Ƶ School of Pharmacy (SOP) curriculum is to create a student-centered learning experience that cultivates highly competent pharmacy practitioners. The pharmacist of the twenty-first century will be prepared to deliver optimal patient-centered care in a collaborative, interprofessional environment. Didactic and experiential learning experiences integrate foundational knowledge for optimizing patient care and therapeutic outcomes in health systems, community practice, and research settings. Students will interact with health care professionals and students from other disciplines in order to function effectively as part of an interprofessional team. The curriculum promotes the core values of ɫ����Ƶ SOP including professionalism, servant leadership, diversity, and lifelong learning. To cultivate critical thinking as well as clinical reasoning, modes of instructional delivery include interactive lectures, laboratories, case studies, and group problem solving and discussion. 

Upon completion of the Doctor of Pharmacy curriculum, students will achieve the following outcomes:

• Develop, integrate, and apply knowledge from the foundational sciences to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient-centered care.
• Provide patient-centered care as the medication expert.
• Manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.
• Design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.
• Describe how population-based care influences patient-centered care and influences the development of practice guidelines and evidence-based best practices.
• Identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution.
• Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.
• Assure that patients' best interests are represented.
• Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.
• Recognize social determinants of health to diminish disparities and inequities in access to quality care.
• Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.
• Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth.
• Demonstrate responsibility for creating and achieving shared goals, regardless of position.
• Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.
• Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.

Transfer credit

• Transfer credits may be awarded to students who transfer to ɫ����Ƶ from another Doctor of Pharmacy program.
• The Director of Academic Affairs in the School of Pharmacy, with input from program faculty, will review courses and award transfer credits on a case by case basis.

Experiential learning

• No credit will be awarded for experiential learning.

Application

The ɫ����ƵSchool of Pharmacy participates in the . All applicants are required to apply online through this service.

The ɫ����Ƶ School of Pharmacy utilizes a holistic approach in the evaluation of applicants, with the goal of identifying candidates with unique strengths, experiences, and perspectives.

Degree Requirement

All candidates must complete a minimum of two (2) years of pre-professional coursework from a U.S. regionally accredited institution or international equivalent (minimum total of forty (40) semester or sixty (60) quarter credits).

• All applicants are required to submit official transcripts from all colleges and universities attended. Official transcripts should be sent directly to . Please refer to the application for additional information and instructions.

GPA Requirement

• Overall GPA of 2.75 or higher is preferred, as calculated by PharmCAS (inclusive of all coursework taken with no forgiveness for retakes).
• Prerequisite GPA of 2.75 or higher is preferred, as calculated by ɫ����Ƶ using the best grade received (if there is repeated coursework).

Prerequisite Coursework Requirements

Additional Recommended Courses

• Microbiology
• Public Speaking
• Behavioral Sciences (e.g. Psychology)

Additional Important Prerequisite Coursework Considerations

• All prerequisite courses must be successfully completed with a grade of C or better (C- grades are not acceptable).
• All math and science courses should be completed within ten (10) years of anticipated enrollment into the ɫ����Ƶ Doctor of Pharmacy program. Courses beyond the ten (10) year limit will be reviewed by the Admissions Committee on a case-by-case basis.
• AP credit is accepted to fulfill prerequisite requirements, as long as the course, subject, and credits are broken down and detailed as transfer credit on the applicant's undergraduate transcript.
• All courses must be successfully completed with official transcripts submitted to the ɫ����Ƶ Office of Graduate Admissions & Recruitment prior to starting the program.
• After application submission, official transcripts for coursework and/or degrees completed in the fall term should be submitted to PharmCAS for verification during the fall period.
• All planned or in-progress coursework (including prerequisite coursework) must be listed on the PharmCAS application at the time of application submission; not doing so will result in the applicant not meeting all admissions requirements and therefore will not be eligible for admission review.
• Online courses, such as those offered through as well as online courses from other regionally accredited U.S. colleges or universities are acceptable with program approval.

Standardized Tests

The Pharmacy College Admission Test (PCAT) is not required for admission.

Letters of Evaluation

Two (2) letters of evaluation are required as part of the application and no more than four (4) will be accepted - submitted directly to PharmCAS

• We encourage at least one (1) letter from a faculty or pharmacist who can speak to the applicant's ability to be successful in a doctoral-level graduate program and/or work experience.
• Letters from friends or family members are not acceptable.

Experience Hours

• All experiences should be listed directly in the PharmCAS application.
• Healthcare-related experience is recommended, but not required.

Personal Statement

• Please refer to the PharmCAS application for specific writing prompts and additional information.

Interviews

Interviews are required for admission:

• Qualified applicants will be contacted and invited to interview by the Office of Graduate Admissions & Recruitment.
• Interviews are conducted by invitation only.

International Applicants

International applicants and those with foreign degrees and coursework are required to satisfy the following additional requirements:

• Official credential evaluation by , confirming degree and grade equivalency to that of a U.S. bachelor’s degree. The completed credential evaluation should be sent directly to PharmCAS. Please refer to the International Admissions section of the ɫ����Ƶ website for more information.
• Applicants whose first language is not English must demonstrate written and spoken fluency through the successful completion of a ɫ����Ƶ-approved English language proficiency test for graduate students.
• Applicants should refer to the English Language Proficiency page on the ɫ����Ƶ website for specific information on acceptable tests, minimum score requirements, and test score submission instructions.

Other Requirements

Prior to matriculation, accepted and deposited students will be required to complete the following compliance requirements:

• Completion of physical examination with proof of up-to-date immunization status. Please refer to ɫ����Ƶ’s Student Health Center for detailed information.
• Satisfactory completion of a criminal background check and/or drug screen prior to matriculation, as well as periodically throughout the program (as required by clinical affiliations).
• All students must be able to meet all Academic and Technical Standards of the pharmacy profession.

All materials submitted as part of the application become the property of ɫ����Ƶ and will not be returned or released to anyone, including the applicant. This policy includes letters of reference, primary and secondary applications, personal statements, transcripts, and other supporting materials.

Policy exceptions

• Policies are established to ensure fair and consistent admissions practice for all applicants to the university and its programs.
• All criteria presented in this summary are subject to change per professional accreditation requirements, changes in curriculum and/or other institutional standards, and clinical affiliation requirements.
• Exceptions to existing admission policies are rare and made only when it is deemed necessary and appropriate to maintain fair and consistent practice for all candidates, not individual candidates.

Tuition and fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

Books and Computers

Course syllabi and the program booklist include recommended books which students are not required to purchase, but may wish to have as important reference materials. A substantial number of the required textbooks for courses are available to students through an online service via college subscription. A laptop computer is required for all students entering the Doctor of Pharmacy program. At least one (1) copy of all required textbooks will be available for use within the Portland Campus library.

Other Expenses

Students are responsible for expenses involved with travel, parking, living expenses and meals at clinical sites.

Housing

For information about on-campus and off-campus housing visit the Housing and Residence Life website.

Student Health Care

ɫ����Ƶ has Student Health Centers on both the Biddeford Campus and the Portland Campus. For more information visit the Student Health Center website.

Financial Aid

Detailed information and applications are available on request from the Financial Aid Office at the Biddeford Campus. Call (207) 602-2342 or visit the Student Financial Services website.