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The University of New England, College of Osteopathic Medicine (ɫ����Ƶ COM), 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.

1. Core Values

• Foster, nurture, and support the education of outstanding medical practitioners.

• Maintain our caring, collegial environment.

• Foster integrity and accountability through a strong ethical base.

• Advance our commitment to the heritage and principles of osteopathic medicine.

• Facilitate learning, critical thinking, research and scholarship.

• Creatively shape the future while preserving our heritage.

• Promote an innovative, interprofessional and entrepreneurial culture.

• Utilize evidence-based methods, practice-focused research, scholarship, critical thinking and a variety of learning modalities to improve health education and healthcare outcomes.

• Excel in practice-focused research in health, function and medical education.

• Actively seek internal and external collaboration to further our mission.

2. Vision

The University of New England, College of Osteopathic Medicine (ɫ����Ƶ COM), 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 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 leadershiup to our profession and our community.
• A catalyst for inter-professional education and service.
• A trusted partner in health care for our community.

The degree of Doctor of Osteopathic Medicine (DO), granted to graduates of osteopathic medical schools, demonstrates to the public that these physicians have received a unique and distinctive medical education grounded in the general principles of osteopathy 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 primary care specialties. Their patient centered focus on holistic medicine, one of the basic tenets of their osteopathic heritage, directs them to provide both preventive and curative services to patients on a comprehensive and continuing basis.

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 50 states in the USA and more than 50 countries offer unlimited medical licensure to qualified osteopathic physicians.

1. Curriculum Overview

NOTE: 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, the ɫ����ƵCollege of Osteopathic Medicine (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 foster osteopathic primary care and other specialized physicians who are skilled in health promotion and illness prevention, as well as the delivery of health care to the ill. To that end, ɫ����Ƶ COM provides an innovative, contemporary, patient-focused curriculum that cultivates life-long, self-directed, evidence-based learning and professional development in our graduates.

Our progressive, integrated four-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 21^st century.

2. Pre-Clerkship Education

ɫ����Ƶ COM students spend the first two years of the program on the ɫ����Ƶ(ɫ����Ƶ) campus in Biddeford, Maine. The curricullum is designed with a strong emphasis on the application of knowledge and skills. It consists of a series of large and small group learning activities, combined with independent experiential learning in physicians’ offices, hospitals, extended care facilities and health centers. Scheduled learning sessions include traditional didactic lectures, interactive problem solving sessions, facilitated case-based learning, patient case study discussions, hands-on laboratory exercises, panel discussions, demonstrations, and clinically focused encounters with standardized and real patients. Learning activities are constructed to provide a strong foundation in the basic biomedical and social sciences as well as clinical skills as they apply to the rapidly changing practice of medicine. A thorough grounding in the manual skills of Osteopathic Manipulative Medicine (OMM) is provided in the first two years, and supplemented, reinforced, and expanded in Years 3 and 4.

Student preparation before class and active participation in class is a consistent element in the learning dynamic throughout the curriculum. An open, free-flowing dialog between faculty and students is valued and encouraged.

Progressive, level-appropriate mastery of the seven Core Competencies identified by the American Osteopathic Association serves as the educational outcome of the curriculum. The competencies include:

1. Osteopathic Principles and Practice: The student will understand and apply osteopathic principles to patient care.

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

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

4. Interpersonal and Communication Skills: The student will demonstrate interpersonal and communication skills that result in respectful and effective interactions with patients, families, and colleagues.

5. Professionalism: The student will demonstrate a commitment to conducting themselves in an ethical and sensitive manner.

6. 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.

7. Systems-Based Practice: The student will demonstrate an awareness of and responsiveness to the larger context and systems of health care, to provide care of optimal value.

High quality laboratory and educational facilities provide a stimulating venue for the mastery of the seven AOA competencies. The specially constructed Leonard Hall redefines the 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 and lecture halls that place ɫ����Ƶ COM at the national forefront of health and life sciences education. The Donor Lab (including cadaveric dissection) is among the most advanced facilities in the world. The Osteopathic Principles and Practice (OP&P) Lab is spacious and well designed with the latest technological support. The Clinical Performance Center is an interactive clinical skills teaching, testing and evaluation facility with well-established Standardized Patient and Patient Simulator Programs.

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, we work closely with our health profession collegues to engage in intensive interprofessional education and collaboration.

3. Clerkship Education

The last two years of predoctoral training focuses on experiential learning in a clinical setting to further develop individual and team learning and to expand clinical acumen. The entire third year curriculum is conducted, over a twelve month period, at one of our designated Clinical Campuses.

The ɫ����Ƶ COM Clinical Campuses form a consortium of community based education sites, to provide students with a strong general medicine foundation. Each clinical campus consists of one or more healthcare facility within a specific geographic region, that allows coordinated delivery of the core academic training experience. The clinical campus provides the patient base, didactic and experiential learning opportunities, supervisory infrastructure, and longitudinal evaluation necessary for the accomplishment of the educational goals of core clerkships. The College’s Clinical Campuses are located in the New England states, as well as in New York, New Jersey and Pennsylvania.

Year 3 students are assigned to clerkships in the six core disciplines at one of the College’s Clinical Campuses. Reflecting its focus on primary care, ɫ����Ƶ COM clinical campus training programs are based in community hospitals, private physician offices, and community health centers throughout the northeast, that represent environments in which many ɫ����Ƶ COM graduates will eventually practice. Ambulatory care programs train students in office practice and familiarize them with the collaborative roles and skills of non­-physician health care providers.

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

Please see the Core predoctoral clinical clerkship affiliates for more information. The list of Clinical Campuses is subject to change and may vary from year to year.

4. Postgraduate Education

ɫ����Ƶ COM enjoys an educational affiliation with a number of postgraduate internship and residency programs, through partnerships in the Northeast Osteopathic Medical Education Network (NEOMEN). As academic sponsor of some independent programs the College serves as a liaison with the American Osteopathic Association (AOA) to assure compliance with accreditation criteria required for AOA approval of the training programs, as well as advising and assisting with transition to ACGME accreditation. As postgraduate medical education transitions to the new single accreditation system under the American Council of Graduate Medical Education (ACGME) these affiliations will remain in place. ɫ����Ƶ COM graduates apply to these and other postgraduate programs for internship and residency training. These affiliations exemplify the breadth and depth that these collaborative arrangements offer our graduates for postgraduate training.  

Please see postgraduate affiliates for more information on the Northeast Osteopathic Medical Education Network.

5. Concurrent Graduate Degree Program

ɫ����Ƶ COM offers medical students the opportunity of pursuing a in Public Health while pursuing the Doctor of Osteopathic Medicine degree.

The College of Osteopathic Medicine (COM) is an academic program of the ɫ����Ƶ(ɫ����Ƶ). 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.

1. Predoctoral Medical Education

The College of Osteopathic Medicine receives accredited from 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.

Being granted full accreditation signifies that the College of Osteopathic Medicine meets or exceeds the COCA standards for educational quality and is deemed to have the qualifications to confer the degree of Doctor of Osteopathic Medicine (DO) to its graduates.

2. Postdoctoral Medical Education

Osteopathic Postdoctoral Training Institutions (OPTIs) are academic sponsors providing an enhanced quality assurance mechanism for all AOA-approved postdoctoral training programs. While an OPTI ensures a seamless continuum of osteopathic medical education, it also requires continuous educational assessment.

As a sponsor of independent postgraduate internship and residency programs through its OPTI, known as the Northeast Osteopathic Medical Education Network (NEOMEN), ɫ����Ƶ COM serves as a liaison with the American Osteopathic Association, the only accrediting agency for osteopathic postdoctoral medical education, to assure compliance with accreditation criteria required for AOA approval of affiliated postdoctoral training programs.

NOTE: The AOA, the Accreditation Council for Graduate Medical Education (ACGME) and the American Association of Colleges of Osteopathic Medicine (AACOM) have agreed to establish a for graduate medical education programs in the US, with AOA-accredited training programs transitioning to ACGME accreditation between July 1, 2015 and June 30, 2020. Our affiliations with residency programs will remain in place as we move through this transition.

3. Continuing Medical Education

ɫ����Ƶ COM’s Office of Continuing Medical Education (CME) is accredited by the American Osteopathic Association and the Maine Medical Association and provides postdoctoral medical education to both osteopathic (DO) and allopathic (MD) physicians. 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 of a handful of providers to hold the distinction of maintaining this dual accreditation and sponsor collaborative CME activities for these two physician 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.

4. Articulation Agreements

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

Qualified students enrolled in the Medical Biology- Medical Sciences track at the ɫ����ƵCollege of Arts and Sciences (ɫ����Ƶ CAS) may apply for early admission to the College of Osteopathic Medicine following their junior year. The 4 Plus 4 Program provides the opportunity for mature, qualified ɫ����Ƶ CAS students to complete an undergraduate degree and Doctor of Osteopathic Medicine (DO) degree in seven years.

ɫ����Ƶ COM has established agreements enabling qualified students from the following institutions to have preferential consideration in applying to ɫ����Ƶ COM. They are:

• University of Hartford, West Hartford, Connecticut
• Springfield College, Springfield, Massachusetts
• University of Maine, Orono, Maine

In addition, ɫ����Ƶ COM and the following institutions have entered into agreements whereby qualified individuals who have previously completed a baccalaureate degree can fulfill the required prerequisite courses at their Post-baccalaureate institution and be considered for admission:

• Tufts University Post-Baccalaureate Premedical Program, Medford, Massachusetts
• University of Vermont Post-Baccalaureate Premedical Program, Burlington, Vermont

1. ɫ����Ƶ COM Courses – Year 1

Osteopathic Medical Knowledge IA – 14 Credits

Osteopathic Medical Knowledge IA (OMK IA) is a multidisciplinary course designed to introduce medical science knowledge that underpins the practice of osteopathic medicine. The OMK IA curriculum integrates the biomedical and clinical sciences, focusing on a different clinical presentation each week. The overall aim is to allow the first year osteopathic medical student to integrate and apply this knowledge in the solution of clinical problems. Additionally, the student develops cognitive skills and attitudes that support continual acquisition of medical knowledge.

Osteopathic Clinical Skills IA ­- 14 credits

The aim of Osteopathic Clinical Skills IA (OCS IA) is to transform learners into student physicians who demonstrate superior clinical skills and medical professionalism, and embody empathetic, patient centered medical care in preparation for clinical clerkship training. OCS IA provides students with a solid knowledge of clinical anatomy as the basis for competent and safe performance of physical examination and osteopathic manipulative medicine (OMM); instructs learners in the art and skill of medical history taking; provides an understanding of human structure and function in order to formulate a clinical temporal profile leading to a differential diagnosis; and represents the foundation of osteopathic knowledge and skills that will be developed longitudinally throughout the learner’s medical education and practice.

Osteopathic Medical Knowledge IB - 14 credits

OMK IB is a continuation of OMK IA and builds on the knowledge, skills and attitudes developed by the medical scholar in the earlier course.

Osteopathic Clinical Skills IB - 14 credits

The aim of OCS IB is to continue the transformation of learners into student physicians who demonstrate superior clinical skills and medical professionalism, and embody empathetic, patient centered care. OCS IB is a continuation of OCS IA and builds on the knowledge, skills and attitudes developed by the medical scholar in that course.

2. ɫ����Ƶ COM Courses – Year 2

Osteopathic Medical Knowledge IIA – 16 credits

This semester long course integrates foundational underlying biomedical scientific principles with the knowledge, skills and attitudes necessary to address most common and/or important patient presentations. Using a combination of interactive and didactic presentations, case study discussions, laboratory sessions, panel discussions, and ‘grand rounds’ conferences, the structured learning activities reinforce and expand the student’s understanding of critical biomedical and clinical elements of health care explored in the first year ɫ����Ƶ COM courses. The Osteopathic principles of body­-mind­-spirit integration, structure­-function relationship and the body's inherent ability to self­regulate, heal, and maintain health, are prominent themes in the course content.

Osteopathic Clinical Skills IIA – 12 credits

This course is the two-year longitudinal continuation of the OCS I course that begins in Year 1. The course is designed to reinforce and expand the student’s knowledge and osteopathic clinical skills to ensure safe and competent practice during clinical training rotations in Years 3 and 4. OCS IIA introduces the student to more advanced methods of Osteopathic Manipulative Treatment and extends the integration of key concepts into the clinical practice of primary care. Learning activities parallel topics and areas of focus of the OMK II series of courses and include standardized patient experiences, osteopathic manual medicine skills sessions, geriatric mentors with seniors, clinical skills assessment, and differential diagnosis.

Osteopathic Medical Knowledge IIB – 16 credits

This semester long course continues the integration – begun in previous OMK courses – of the foundational underlying biomedical scientific principles with the most common and/or important patient presentations related to a variety of body systems.

Osteopathic Clinical Skills IIB – 12 credits

This course continues the two-year longitudinal OCS course that begins in year 1 and builds on the knowledge, skills and attitudes explored in the first semester of Year 2. The course is designed to reinforce and expand the student’s osteopathic clinical skills and knowledge, and facilitate their development into exceptional third year medical students.

The following table provides a more detailed view of the ɫ����Ƶ COM Courses in Years 1 and 2:

3. ɫ����Ƶ COM Courses – Years 3 & 4

The student is required to complete 82 weeks of clinical training in Years 3 and 4. ɫ����Ƶ COM defines three categories of clinical requirements:

• Core: Required Discipline; The student is assigned by the ɫ����Ƶ COM Office of Clinical Education; Core rotations are typically referred to as “clerkships.”

• Selective: Required Discipline; Site selected by the student, subject to approval by the Office of Clinical Education.

• Elective: Discipline and Site selected by the student, subject to approval by the Office of Clinical Education.

The following table shows the distribution of requirements. Students must complete Cores before commencing 4th year Selectives and Electives:

All students enrolled in the University are encouraged to acquaint themselves with the scholastic regulations, the general and specific requirements of the academic program, and the operational policies that govern the program of study.

1. 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.

2. Standards for Professional Behavior and Conduct

In order to evaluate acceptable demonstration of professional behavior and conduct for graduation, the ɫ����Ƶ COM faculty has adopted the following standards.

Each student enrolled in the ɫ����ƵCollege of Osteopathic Medicine is expected to:

1. Behave in a responsible, reliable and dependable manner (e.g., manage time well; be on time for assignments, meetings, and appointments; plan ahead and follow through with commitments; cooperate with person(s) in charge of programs; and take responsibility for absences or missed assignments).

2. Demonstrate personal integrity, honesty, and self-discipline (e.g., be consistent and truthful, to show appropriate personal control; take on tasks that he/she can manage; be honest in reports and self-evaluations).

3. Project a professional image in manner, dress, grooming, speech, and interpersonal relationships that is consistent with the medical profession's accepted contemporary community standards (e.g., maintain awareness of personal hygiene; wear a white coat and name tag, if expected; notify preceptor or other leader in case of emergency absence or calls; apologize if unable to notify in advance; be respectful of other students and patients when doing physical diagnosis or treatment).

4. Recognize his/her personal limitations and biases, whether they are intellectual, physical or emotional and to strive to correct them (e.g., overcome negative behaviors such as procrastination; learn to be a team member; adapt to new situations; and avoid discriminatory conduct or speech).

5. Demonstrate the professional and emotional maturity to manage tensions and conflicts which occur among professional, personal, and family responsibilities, seeking professional help if necessary (e.g., meet with supposed antagonists to resolve misunderstandings; get needed help from faculty advisors, tutors, counselors, learning assistance professionals and other qualified persons; show ability to prioritize appropriately one’s personal, professional, and academic expectations and activities).

6. Demonstrate the ability to exercise sound judgment and to function under pressure (e.g., request help when needed and to avoid endangering others; respect the difference between physician and physician-­in-­training (i.e., doctor and student doctor); remain focused on the task at hand; remember that as a student doctor he/she represents ɫ����Ƶ COM and the osteopathic profession to the greater community at large).

7. Demonstrate the ability to learn from mistakes and failures and to heed admonitions and warnings from officers of ɫ����Ƶ COM and of clinical supervisors (e.g., be responsive to feedback and constructive criticism regarding professional behavior and attitude, and understand the seriousness of academic and disciplinary warnings).

8. Demonstrate compassion and respect toward others (e.g., work cooperatively with differences and diversity in personalities and in cultural backgrounds as well as with differences in social and in economic status; and respect the privacy and individual choice of others).

9. Demonstrate consistent respect for administrators, faculty, staff, and fellow students of the University.

These standards are taken very seriously and evaluated regularly. Failure to abide by these standards may result in academic warning, probation, or dismissal.

3. Registration

The University conducts an annual registration for students during the start of each academic year. The Office of the University Registrar handles registration for students in Years 1 and 2 with information regarding student status and courses from the COM Office of Academic Affairs. The Office of the University Registrar enrolls medical students in Years 3 and 4 using information on student status from the Office of Clinical Education. Each student is registered in a “place holder” course until the Registrar receives rotation grades. As the completed rotations are processed, the “place holder” is removed and the actual rotation and grade are entered into the academic record. Students are required to confirm their enrollments as classes/educational activities begin through U-­Online. The Registrar sends directions for this process to all students as each semester begins.

During the registration process, students must finalize payment of tuition and related fees, as delineated in the section entitled Tuition and Fees, including filing appropriate documents with Registration Services, Financial Aid, Business Affairs, and the Office of Recruitment, Student and Alumni Services. In addition, all new, incoming students are required to undergo a complete physical examination, meet ɫ����Ƶ COM immunization requirements, and complete the medical questionnaire provided by the University as a prerequisite to enrollment. Failure to comply with meeting immunization requirements may result in the inability to register for courses, receive course grades or proceed with clinical assignments.

4. Academic Records

Complete records and related documents are maintained in Registration Services, Decary Hall. 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 his/her 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 Registration Services.

5. Student Access and Annual Notification

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

1. inspect and review the student's education records within 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 s/he wishes to inspect. The office will notify the student of the time and place where the records may be inspected.

2. 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 s/he wishes 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.

3. 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 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 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 his or her 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 his or her professional responsibility.

4. file a complaint with the US 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
US 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.

6. Student Enrollment Status

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

7. 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 levels. Levels 1 and 2 (which consists of 2 parts) are completed during the predoctoral years and Level 3 is given to qualified graduates during their first year of postgraduate (residency) training. In particular, the Level 2 examination consists of two independent components – a Cognitive Evaluation (Level 2-­CE) and a Performance Evaluation (Level 2-­PE). The former predominantly tests a student’s knowledge base and the latter predominantly his/her clinical skills. Students are eligible for the Level 1 examination after achieving a minimum COMSAE Phase 1 score of 500, having advanced to Year 2, and after approval from the College of Osteopathic Medicine (COM). Students become eligible for the Level 2 examinations after successfully passing COMLEX Level 1, achieving a minimum COMSAE Phase 2 score of 500, having advanced to Year 3, and after approval from the COM. Students must have a passing score on COMLEX-USA Level 1 in order to begin rotations at clinical campus sites. Students must take and pass both components of the Level 2 examination as a condition of graduation.

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

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

Note: 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 (PE and CE) with sufficient time allowed to receive exam results and be able to comply with any deadlines for clinical rotations or graduation. Graduating Year 4 students are required to schedule a date for their COMLEX-­USA Level 2PE by May 31st of their 3rd academic year and COMLEX-USA Level 2CE by July 31st of their 4th academic year preceding their anticipated graduation date in order to receive scores in time to meet residency ranking and graduation requirements. This may require registration and scheduling with NBOME up to 12 months in advance.  It is recommended that these exams be taken earlier in order to ensure that the exams are passed with sufficient time to allow for retesting if necessary.

8. Laptop Requirement

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

9. 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.

1. Attendance

The ɫ����ƵCollege of Osteopathic Medicine creates a variety of venues to support high quality learning and teaching, which the attendance policy strives to support by honoring students' varied learning styles and by allowing faculty and course directors to maintain the integrity of the curriculum. Working in conjunction with the teaching faculty of a course, the course director(s) will specify which educational sessions are mandatory or optional and post this information in the course syllabus or student calendar well in advance of the session.

2. Academic Standing

The Committee on Student Progress (CSP) is responsible for making recommendations to the Associate Dean for Academic Affairs (ADAA) or the Associate Dean for Clinical Education (ADCE) on matters related to student performance, including disciplinary, professional conduct, and academic matters. As it deems necessary, the CSP may identify students experiencing academic (includng behavioral) difficulties and inform appropriate faculty and administrative personnel of such to initiate corrective or remedial action which needs to be taken. Annually, CSP makes recommendations to the Dean on the promotion of students to the next class. Also, each year CSP recommends to the faculty, through the Dean, the awarding of the degree of Doctor of Osteopathic Medicine to those students who have satisfied all graduation requirements.

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

1. Unexcused absence(s) from class, laboratory, or clinical experience.

2. Failure to obtain a satisfactory grade in every unit of study such as a course, preceptorship, clinical rotation (clerkship) or other educational activities.

3. Failure to obtain a satisfactory grade in either the Comprehensive Osteopathic Medical Self-Assessment Examination (COMSAE), or Comprehensive Osteopathic Medical Licensing Examination (COMLEX).

4. Failure to abide by the Standards for Professional Behavior and Conduct 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.

5. Personal or medical reasons; in assessing personal growth, such factors as morals, emotional stability, integrity, general conduct, reliability, judgment, and rapport with patients is considered.

After discussion and deliberation on any matter, CSP may decide by majority vote to make one of the following recommendations to the Dean:

1. No significant deficiency exists, and the student is promoted, with such oral or written caution to the student as may be recommended.

2. A significant deficiency exists and one or several of the following actions must be taken according to the severity of the deficiency, the student's overall achievement and circumstances surrounding the deficiency (illness, family emergency, etc.):

1. Student is to take remedial examination(s) after an appropriate interval recommended by the course director(s) and approved by a majority vote of the Committee on Student Progress.

2. Student is to undertake special projects or studies required to address the perceived deficiency.

3. Student is placed on academic or disciplinary probation for a stated period of time.

4. Student is required to repeat the course(s), preceptorship(s), clerkship(s), or other educational activity in which there is a deficiency.

5. Student is required to repeat the academic year.

6. Student is recommended for a leave of absence or suspension from the College.

7. Student is recommended for dismissal from the College.

3. Withdrawal/Dismissal

A student who is required to repeat an academic year or is suspended or dismissed from the College may appeal this decision to the Dean according to the guidelines in the University Student Handbook. The Dean may, at his/her discretion, convene a Faculty Appeals Committee for a review of the decision. The charge of the Faculty Appeals Committee will not be to repeat the deliberations of the Committee on Student Progress, but rather to determine whether or not the following conditions apply to the original decision:

1. New information is available at this time that was not available to the original recommending committee (CSP), or

2. Evidence exists that the decision the recommending committee reached was capricious or arbitrary, or

3. Consequence of the deliberation (e.g., dismissal, etc.) is unusually harsh or unfair.

If the Faculty Appeals Committee upholds the original recommendation, the decision is final and there is no further appeal. If the Faculty Appeals 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.

Probation: Placement of a student on academic probation or disciplinary probation indicates the student’s failure to maintain satisfactory academic or behavioral performance. 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. 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 it sees fit.

An application for voluntary withdrawal from the College must be submitted in writing to the Dean. The Dean may grant a leave of absence due to financial difficulties or for personal, medical, or family problems.

4. Academic Progress Policy

1. Course Failures

1. All students are expected to meet the requirements for passing by the end of a course.

2. Any student who is assigned a grade of Failure (F) for a course, including for failure to meet criteria for professional behavior, will meet with CSP.

3. Based upon the student’s overall academic performance, CSP will, in consultation with the Course Director for the failed course, make one of the following recommendations:

1. repeat the course when it is next offered, or

2. repeat the entire academic year, or

3. dismissal from the college.

2. Course Retesting or Remediation Policy

1. The syllabus of the original course, which requires Curriculum Advisory Committee (CAC) approval, will specify the dates and duration of any allowable retesting or remedial activity.

2. All courses that allow for remedial activity and reassessment prior to issuing a final course grade following unsuccessful achievement of criteria for passing must develop, describe and publish in the course syllabus a plan for re­assessment and/or remediation.

3. With permission of CSP, a ɫ����Ƶ COM student who is assigned a final grade of Failure (F) in a course which allows retesting or remediation may enroll in a formal remediation activity approved by the Curriculum Advisory Committee and the course director.

4. Permission to pursue retesting or remedial activity will be based upon:

1. the criteria for eligibility published in the course syllabus and

2. the student’s overall performance in all other ɫ����Ƶ COM courses (concurrent and previous).

5. The remediation activity will:

1. be constructed and monitored by the original course director, or, if it is conducted at a remote site, monitored by the original course director;

2. be listed with the Registrar as a separate course; and,

3. carry a tuition charge.

6. The syllabus of the original course, which requires CAC approval, will specify the dates and duration of the remedial activity.

7. Upon successful completion of the retesting or remedial activity, the student will be given a grade of Pass (P) for the course.

8. Failure on the assessment following the completion of a retest or remediation activity will result in the student being considered for one of the following actions:

1. repeat the course when it is next offered, or

2. repeat the academic year, or

3. dismissal from the college.   

To graduate with the degree of Doctor of Osteopathic Medicine, students must demonstrate achievement of the AOA COM competencies:

1. Osteopathic Principles and Practice: The student will understand and apply osteopathic principles to patient care.

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

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

4. 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.

5. Interpersonal and Communication Skills: The student will demonstrate interpersonal and communication skills that result in respectful and effective interactions with patients, families, and colleagues.

6. Professionalism: The student will demonstrate a commitment to conducting themselves in an ethical and sensitive manner.

7.  Systems-­Based Practice: The student will demonstrate an awareness of and responsiveness to the larger context and systems of health care, to provide care of optimal value.

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 .

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.

DOCTOR OF OSTEOPATHIC MEDICINE (DO) ADMISSIONS 

COURSEWORK PREREQUISITES

• Science

• General Biology (with labs, 8 semester or 12 quarter credits)
• General Chemistry (with labs, 8 semester or 12 quarter credits)
• Physics (with labs, 8 semester or 12 quarter credits)
• Organic Chemistry (with lab, 4 semester or 6 quarter credits)
• Biochemistry (3 semester or 4 quarter credits)
• Upper-level coursework with labs, acceptable to fulfill general science requirements

• Other 
  • Behavioral Science (6 semester or 9 quarter credits)
  • ɫ����Ƶ COM will accept coursework classified as behavioral science by AACOMAS (

• English/Humanities (6 semester or 9-10 quarter credits)
  • ɫ����Ƶ COM will only accept coursework in the following subjects, as classified by ɫ����Ƶ COM English/Humanities Prerequisite Subject List

• Additional recommended coursework

• Anatomy, Cell/Molecular Biology, Genetics, Math/Statistics, Microbiology, Physiology
  • ɫ����Ƶ COM accepts online science courses offered through as well as courses from other U.S. regionally accredited colleges or universities

• AP/IB Test Credits

• Advanced Placement (AP) and International Baccalaureate (IB) test credit accepted toward all prerequisite requirements; no other test credit accepted
• To use test credit for your prerequisite requirement it must be listed on your undergraduate transcript, separately by subject, or a breakdown must be provided by your undergraduate institution

• Prerequisite Policies
  • All prerequisite courses must be successfully completed with a grade of “C” or better (“C minus” grades, not acceptable); Pass/Fail coursework not accepted for prerequisite requirements

• All prerequisite coursework must be completed by January 1, 2020; no exceptions made to this policy
  • All planned or in progress prerequisites must be listed on the AACOMAS application of submission
  • Applicants who do not list prerequisite coursework that is planned or in-progress will be withdrawn for not meeting the minimum requirements

ACADEMIC/EXPERIENCE REQUIREMENTS

• Completion of 90 semester hours or 75% credit towards a baccalaureate degree to be earned at a U.S. regionally accredited college or university, or international equivalent, at time of application
  • Degree must be earned and awarded prior to matriculation
• Minimum cumulative GPA of 2.8 and minimum science GPA of 2.8, at time of application, as calculated by AACOMAS (factoring in all courses taken with no forgiveness for repeated coursework)
  • Average overall and science GPAs for those accepted into ɫ����Ƶ COM are well above the published minimums
• Minimum score of 490 on the Medical College Admissions Test (MCAT) 
  • Scores from January 2017 through December 2019 only
  • No January 2020 scores accepted this cycle
  • Score report sent directly from AAMC to AACOMAS, code # 600
  • Average MCAT scores for those accepted into ɫ����Ƶ COM are well above the published minimums
• Only applicants meeting minimum requirements will be considered for admission
  • Just meeting minimum requirements, however, does not guarantee an invitation to submit supplemental application fee, further review, or an invite to interview
  • Qualified applicants will be invited to submit the non-refundable supplemental application fee ($55.00) to be considered for further application review

• Letters of recommendation

• ɫ����Ƶ COM prefers letters of recommendation be submitted through AACOMAS
• Letters are also accepted through Interfolio or mailed directly to the Office of Graduate Admissions by the letter writer
• ɫ����Ƶ COM requires a minimum of three letters of recommendation.  From these letters we seek a holistic description of the applicant including information on engagement as a student (especially teamwork within academic settings), interpersonal skills, character, and professionalism.
• Recommended sources include: 
  • Pre-health committee letter 
  • Pre-health advisor letter 
  • Faculty members with a substantial knowledge of the applicant 
  • Direct supervisor with substantial knowledge of the applicant
  • Health Care Professionals with a substantial knowledge of the applicant, preferably physicians
  • A letter from an Osteopathic Physician (D.O.) is recommended but not required

• Letters of recommendation from friends or family members will not be accepted toward the ɫ����Ƶ COM letter requirements

PROCEDURES AND POLICIES

• Applications for admission are accepted through the American Association of Colleges of Osteopathic Medicine Application Service AACOMAS only 
  • AACOMAS application portal opens annually in early June
  • Applications must be electronically submitted to AACOMAS by the February 1^st deadline
  • For more information and detailed instructions for completion of the application visit
• On-campus interviews are required for admission and are by invitation only
  • Admissions are rolling and decisions are made after interview sessions
• Accepted applicants are required to place a $500, non-refundable first deposit, in accordance with the
  • A second deposit of $1,500 will also be required, refundable through May 1
  • Deposit(s) will be forfeited if applicant does not matriculate
• International applicants and applicants with international coursework or degrees (including Canadian applicants):
  • Must have transcripts evaluated for degree and grade equivalency to that of a U.S. regionally accredited institution
    • Applicants from English-speaking Canadian institutions must have transcript evaluations submitted directly to ɫ����Ƶ’s Office of Graduate Admissions
    • All other international applicants must submit transcript evaluations to AACOMAS
  • Must be able to understand and communicate in English to be admitted to the university
    • ɫ����Ƶ accepts several methods of
    • If an applicant cannot prove English proficiency in another way, scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) is required and must be submitted as a part of the completed application

• Before or upon matriculation, accepted/deposited students will be expected to:
  • Meet all health immunization requirements
  • Pass criminal background checks and drug screenings prior to matriculation , and periodically throughout the program as required by the College of Osteopathic Medicine and clinical training sites
  • Meet Academic Policies and Technical Standards of the ɫ����ƵCollege of Osteopathic Medicine

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

ADVANCED STANDING

• No advanced standing placement available

EXPERIENTIAL LEARNING

• No credit awarded for experiential learning

1. Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include required background checks, books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog. A student may incur additional tuition expense if their course of study extends beyond four (4) years.

2. Special Examination Fee

All students are required to take and pass the Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Level 1, Level 2-CE, and Level 2-PE in order to graduate. All fees are determined by the National Board of Osteopathic Medical Examiners (NBOME) and are paid directly to the Board by the student.

3. Leave of Absence Tuition Credit

In the event a student desires to apply for a leave of absence, a Withdrawal/Leave Form must be submitted to the Dean's Office. The form will include the reason for leaving, as well as the expected date of return. An approved leave of absence during the on-campus portion of the curriculum will result in a refund per the Withdrawal Tuition Refund Policy.

A student in the military reserves will be granted a full leave of absence tuition credit should the student be called to active duty while attending courses during any given semester.

Notes

• Students should expect annual increases in the cost of attending ɫ����Ƶ COM since the University is subject to the same inflationary pressures that affect the rest of society.

• ɫ����Ƶ will continue to make every effort to contain costs from the date they are announced through the current academic year. The Board of Trustees, however, reserves the right to make changes in tuition and fees at any time.

• For their own protection while at the University, it is recommended that students carry their own local checking accounts to provide funds for incidental expenses and emergencies.

• The University offers direct deposit to its students. Students with credit balances can have the excess funds directly deposited in the bank of their choice. 

4. Financial Aid

The Student Financial Services Office at the ɫ����Ƶis committed to providing students with information about the different education financing options available. This information is available on the  website. The website describes the financial aid application process, the types of financial assistance available, and other important information for financing your medical education.