School of Osteopathic Medicine in Arizona

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Welcome to the 2016 - 2017 Academic Year!

Whether you are an entering student, a returning student, or an applicant who is looking for more information about SOMA, you will find that SOMA is a unique osteopathic medical school with an important purpose: To prepare excellent osteopathic physicians to serve the healthcare needs of society through high-quality undergraduate and graduate medical education programs.

SOMA’s innovative program combines our clinical presentation curriculum with contextual learning by embedding our osteopathic medical students (OMS) within one of our community health center (CHC) partner sites in years two through four (OMS II - IV). This early clinical exposure, working with underserved patients as part of the healthcare team, provides SOMA students with an enriched learning experience during the didactic portion of the OMS II curriculum and increases their level of confidence as they move into the clinical training portion of years three and four.

From the beginning, SOMA’s focus has been to train students who have demonstrated an interest in primary care and a passion to work with underserved populations. Although SOMA’s program is relatively new, we are already seeing significant success with 100% residency match rates with greater than 70% of graduates entering primary care specialties and nearly 90% entering “specialties of need” as identified by the National Association of Community Health Centers (NACHC). SOMA’s creation, in partnership with the Wright Center for Graduate Medical Education, of an innovative national network CHC-based family medicine residency program at multiple locations across the country is further evidence of our commitment to this focus.

As you begin this academic year, be sure to remember that you are the future of medicine and will play a critical role in being part of the solution to our nation’s healthcare needs. I wish you all the best for both personal and professional success this year!

Jeffrey W. Morgan, DO, MA, FACOI
Dean,
School of Osteopathic Medicine in Arizona
A.T. Still University of Health Science

About SOMA

Program Accreditation

The Doctor of Osteopathic Medicine degree program is accredited by the American Osteopathic Association’s (AOA) Commission on Osteopathic College Accreditation (COCA), 142 East Ontario Street, Chicago, IL 60611, Phone: 800.621.1773.

For complaints related to accreditation standards and procedures, students must submit the complaint in writing to the Dean. Upon receipt of a written complaint, the Dean will review and evaluate all relevant information and documentation relating to the complaint. If resolution cannot be reached, the student may appeal in writing to the President. If the student has followed the complete appeals process and the student believes that the complaint provides evidence that the school is not following accreditation standards and procedures the student may consult with the American Osteopathic Association’s Commission on Osteopathic College Accreditation at 142 E. Ontario St., Chicago, IL 60611. The COM Accreditation Standards and Procedures can be found at www.aoacoca.org.

School Licensure

ATSU-SOMA has been given degree-granting authority by The Arizona State Board for Private Postsecondary Education. At the Arizona campus, if the student complaint cannot be resolved after exhausting the Institution’s grievance procedure, the student may file a complaint with the Arizona State Board for Private Post-Secondary Education. The student must contact the State Board for further details. The State Board address is 1400 W. Washington, Room 260, Phoenix, AZ 85007. Phone: 602.542.5709. Website: www.azppse.gov.

ATSU-SOMA has been granted a Certificate of License to Operate an Institution of Higher Education from the District of Columbia Education Licensure Commission in accordance with the provisions of Title 38, Chapter 13, of the District of Columbia Official Code (D.C. Official Code .§38-1301 et seq.) and applicable regulations of the DC Education Licensure Commission. D.C. Higher Education Licensure Commission, 810 First Street, NE, 2nd Floor, Washington, DC 20002.

ATSU-SOMA is authorized to operate as a post-secondary degree-granting educational institution in the State of Hawaii by the Department of Commerce and Consumer Affairs (DCCA). Pursuant to Hawaii Revised Statutes (HRS) §305J-12(a), authorization by the DCCA is conditioned on the maintenance of accreditation by A.T. Still University and continuing compliance with HRS §305J-14 (financial integrity). Inquiries concerning the standards or school compliance may be directed to the 335 Merchant Street, Room 310, Honolulu, HI 96809.

ATSU-SOMA has been granted Operating Authority in the Chicago Region by the Illinois Board of Higher Education under the “Private College Act” (110 ILCS 1005) and “The Academic Degree Act” (110 ILCS 1010). This authorization is subject to implementation and maintenance of the conditions presented in the institution’s application and that form the basis upon which the authorization is granted. Inquiries concerning the standards or school compliance may be directed to the Illinois Board of Higher Education, 1 N. Old State Capitol Plaza, Suite 333, Springfield, IL 62701-1377.

ATSU-SOMA has been granted the authorization by the Ohio Board of Regent – University System of Ohio to offer clinical and practicum experience in Ohio to fulfill program requirements for the Doctor of Osteopathic Medicine degree. Inquiries concerning the standards or school compliance may be directed to the Ohio Board of Regents, 25 South Front Street, Columbus, OH 43215.

ATSU-SOMA is a nonprofit corporation authorized by the State of Oregon to offer and confer the academic degree described herein, following a determination that state academic standards will be satisfied under OAR 583-030. Inquiries concerning the standards or school compliance may be directed to the Office of Degree Authorization, 775 Course St NE, Salem, Oregon 97301.

ATSU-SOMA is licensed by the South Carolina Commission on Higher Education, 1122 Lady Street, Suite 300, Columbia, SC 29201, Telephone 803.737.2260, www.che.sc.gov. Licensure is not equivalent to or synonymous with accreditation by an accrediting agency recognized by the U.S. Department of Education.

ATSU-SOMA is authorized by the Washington Student Achievement Council and meets the requirements and minimum educational standards established for degree-granting institutions under the Degree-Granting Institutions Act. This authorization is subject to periodic review and authorizes A.T. Still University of Health Sciences to offer specific degree programs. The Council may be contacted for a list of currently authorized programs. Authorization by the Council does not carry with it endorsement by the Council of the institution or its programs. Any person desiring information that the requirements of the act or the applicability of those requirements to the institution may contact the Council at P.O. Box 43430, Olympia, WA 98504-3430.

SOMA Mission Statement

The mission of A.T. Still University School of Osteopathic Medicine in Arizona (ATSU-SOMA) is to prepare community- and research-minded osteopathic physicians who serve the unmet healthcare needs of society through innovative, learner-centered undergraduate and graduate medical education programs.

Values

Our vision is to improve (transform) delivery of healthcare to underserved populations through selection, training, and placement of graduates, leading to improved outcomes in the community.

Goals and Objectives

The School of Osteopathic Medicine-Mesa (SOMA) will strive to accomplish goals in the areas of teaching, research, and service.

Teaching

1. Use Best Evidence Medical Education (BEME) to pursue innovative approaches to learning.
2. Model the knowledge, skills and behaviors of successful osteopathic physicians.
3. Be scholars in the discipline of medical education.

Research and Scholarship

1. Engage in medical education research.
2. Investigate innovative strategies for health care delivery including a focus on interdisciplinary and interprofessional team practice.
3. Collaborate with the Kirksville College of Osteopathic Medicine (KCOM) to advance knowledge in the biomedical sciences, clinical medicine, and osteopathic principles and practices.

Service

1. Work with all clinical affiliates to promote and provide distinctive osteopathic health care including osteopathic manipulative medicine.
2. Will seek to improve health in underserved communities through its partnership with its community campuses.

Graduate Medical Education

1. Form partnerships with existing residency programs to increase the number of training slots through alternative funding mechanisms.
2. Identify opportunities for new residency program development in community-based settings to meet the needs of our graduates in a changing healthcare environment.

Osteopathic Pledge of Commitment

As members of the osteopathic medical profession, in an effort to instill loyalty and to strengthen the profession, we recall the tenets on which this profession is founded: The dynamic interaction of mind, body and spirit; the primary role of the musculoskeletal system; that preventive medicine is the key to maintain health. We recognize the work our predecessors have accomplished in building the profession. We will commit ourselves to continuing that work.

I pledge to:

Provide compassionate, quality care to my patients;
Partner with them to promote health;
Display integrity and professionalism throughout my career;
Advance the philosophy, practice and science of osteopathic medicine;
Continue life-long learning;
Support the profession with loyalty in action, word and deed; and
Live each day as an example of what an osteopathic physician should be.

SOMA Contact Information

A.T. Still University - School of Osteopathic Medicine in Arizona
5850 E. Still Circle
Mesa, AZ 85206
www.atsu.edu/soma

Jeffrey W Morgan, DO, MA, FACOI
Dean
480.265.8017
jmorgan01@atsu.edu

Lisa Watts, DO
Associate Dean for Clinical Education & Services
lwatts@atsu.edu

John George, PhD
Associate Dean for Academic Affairs
480.248.8174
jhgeorge@atsu.edu

TBD
Assistant Dean of Curriculum Integration for OMS I and OMS II

Doctor of Osteopathic Medicine Program

The SOMA curriculum is aligned with the American Osteopathic Association (AOA) Seven Osteopathic Core Competencies for Medical Students. Under each of these competency domains, there are measurable curricular goals which, upon student attainment and completion, indicate competence in the domain. These curricular goals broadly shape and define the courses and clerkships (clinical rotations) within the four-year SOMA curriculum. For each curricular goal, there are accompanying learning activities, whose purpose is to help students achieve the goal and learn course content. Each learning activity is guided by a set of specific, measurable learning objectives that state what the student will accomplish during the activity.

1. Osteopathic Principles & Practices
   “Graduates must demonstrate knowledge of osteopathic principles and practice (OPP), and they must exhibit and apply knowledge of somatic dysfunction diagnosis and osteopathic manipulative treatment (OMT) in clinical settings.”
   1. Demonstrate and communicate knowledge of osteopathic principles and osteopathic manipulative therapy (OMT) including the scientific basis and physical findings of somatic dysfunction as well as the mechanism of action, indications, contraindications, and basic application of OMT.
   2. Perform and document a complete and appropriately focused osteopathic structural examination in a respectful, logical, and organized manner.
   3. Apply osteopathic principles and OMT consistently and appropriately into specific patient care plans.
   4. Demonstrate the knowledge and skills necessary to integrate osteopathic principles and practice into all aspects of whole person healthcare.
2. Clinical Skills & Osteopathic Patient Care
   “Graduates must demonstrate effective use of motor and cognitive skills in diagnosis, management and prevention of common health problems encountered in patient care within a variety of clinical settings and across the lifespan.”
   1. Elicit a comprehensive and appropriately focused history and generate a list of a patient’s concerns in a respectful, rationale and organized manner.
   2. Perform a complete and appropriately focused physical examination in a respectful, rationale and organized manner; and correlate abnormal findings to clinical presentations and disease processes.
   3. Perform basic clinical procedures essential for general osteopathic medical practice.
   4. Utilize clinical reasoning strategies to accurately diagnose medical conditions originating from common clinical presentations.
   5. Determine and implement evidence-based clinical intervention plans and management strategies, while monitoring their effectiveness and adjusting appropriately.
   6. Incorporate health education counseling, preventive medicine approaches, and health promotion strategies during patient encounters.
3. Medical Knowledge
   “Graduates must demonstrate knowledge and application of osteopathic, biomedical, clinical, epidemiological, biomechanical, social and behavioral sciences in the context of patient-centered care.”
   1. Recognize and explain normal structure and function across the lifespan.
   2. Identify and explain the molecular, biochemical and cellular mechanisms that support normal structure and function.
   3. Distinguish between the mechanisms of disease pathogenesis, describe their impact on the body, and relate them to patient signs and symptoms.
   4. Explain and apply principles of contemporary therapeutics, including osteopathic, surgical, pharmacologic, molecular, biologic, behavioral and contemporary/alternative.
   5. Interpret diagnostic studies and correlate abnormal findings to disease states.
   6. Describe the epidemiology of common disease states within a defined population, and the systematic approaches useful in reducing the incidence and prevalence of those disease states.
4.  Professionalism
   “Graduates must demonstrate through knowledge, behavior and attitudes, a commitment to the highest standards of competence, ethics, integrity, and accountability to patients, society and the osteopathic profession.”
   1. Demonstrate respect, altruism, compassion, interest, integrity, honesty, accountability and trustworthiness in all interactions with patients, their families, faculty, staff, peers and colleagues.
   2. Apply ethical decision making in all aspects of professional practice.
   3. Demonstrate awareness, sensitivity and responsiveness to culture, socio-economic status, religion, age, gender, sexual orientation, and mental/physical disabilities of patients, their families, faculty, staff, peers and colleagues.
   4. Demonstrate professional work behaviors such as punctuality, appropriate appearance, accepting responsibility for errors, and maintaining professional boundaries.
   5. Demonstrate a commitment to continuous professional development, learning, and internal & external assessment.
5. Interpersonal and Communication Skills
   “Graduates must demonstrate the knowledge, behaviors and attitudes that facilitate accurate and efficient information gathering, empathetic rapport building, and effective information giving in interactions with patients, their families and colleagues of the inter-professional health care team.”
   1. Document and record patient information in an accurate, organized, and confidential manner appropriate to the clinical situation and present relevant aspects of a patient’s case in a logical, articulate fashion both orally and in writing.
   2. Work effectively and collaboratively with patients, their families and colleagues of the inter-professional healthcare team in providing whole person healthcare.
   3. Demonstrate effective and appropriate active listening, verbal, non-verbal, and written and electronic communication skills when dealing with patients, their families, faculty, staff, peers and colleagues of the inter-professional health care team.
6. Practice-Based Learning and Improvement
   “Graduates must demonstrate the ability to apply scientific theory and methodology and exhibit the critical thinking skills essential for integrating evidence-based principles and practice into patient care.”
   1. Apply fundamental biostatistical and epidemiologic concepts to practice-based learning and improvement.
   2. Conduct a systematic review of literature on basic and clinical science research and critically synthesize the results for relevance and validity.
   3. Describe the clinical significance of and apply strategies for integrating best medical evidence into clinical practice.
   4. Identify, describe and apply systematic methods relating to continuous evaluation of osteopathic clinical practice patterns, practice-base improvements, and the reduction of medical errors.
   5. Integrate technology into the practice of medicine and the delivery of healthcare services.
7. Systems-Based Practice
   “Graduates must demonstrate awareness of and responsiveness to the larger context and systems of health care, and effectively identify system resources to advocate for and maximize the health of the individual and the community or population at large.”
   1. Demonstrate knowledge of health delivery systems that affect the practice of an osteopathic physician and how delivery systems influence the utilization of resources and access to health care.
   2. Demonstrate knowledge of how patient care and professional practices affect other health care professionals, health care organizations, and society.
   3. Demonstrate the ability to work effectively in a variety of health care systems (with an emphasis on community health care) and provide quality patient care while advocating for the best interests of patients.
   4. Demonstrate the ability to implement safe, effective, timely, patient-centered and equitable systems of care in a team-oriented environment.

Several important pedagogical modalities are used to bring basic science into a clinical context. These modalities include: clinical presentation “schemes,” small group learning discussions, hands-on laboratories, demonstrations, and simulation activities.

Community Health Center (CHC) Learning Partnerships

A unique feature of SOMA’s education program is its emphasis on contextual learning in community healthcare settings. Beginning in the second year (OMS II year), students are stationed at one of the Community Health Centers (CHCs) listed below. Each of these locations has dedicated classroom space for didactic instruction, OPP training, and clinical skills application and practice. These classrooms are equipped with internet connectivity and video conferencing capabilities so that academic interaction can occur with the Mesa campus faculty and with the other CHC sites. SOMA’s CHC partnerships include:

• Adelante Healthcare: Mesa, Arizona
• Beaufort-Jasper-Hampton Comprehensive Health Services: Ridgeland, South Carolina
• El-Rio Community Health Center: Tucson, Arizona
• Family Healthcare Network: Visalia, California
• HealthPoint: Renton, Washington
• HealthSource: Mt. Oreb, Ohio
• Near North Health Service Corporation: Chicago, Illinois
• North Country Healthcare: Flagstaff, Arizona
• Northwest Regional Primary Care Association: Portland, Oregon
• Sunset Park Family Health Center: Brooklyn, New York
• Unity Health Care: Washington, DC
• Waianae Coast Comprehensive Health Center: Waianae, Hawaii

Admissions

Application process

SOMA uses the American Association of Colleges of Osteopathic Medicine Application Service (AACOMAS). AACOMAS provides centralized services including data collection, analysis, and distribution of the online primary application to osteopathic medical schools the applicant designates. Please visit www.aacom.org or contact AACOMAS at 5550 Friendship Boulevard, Suite 310, Chevy Chase, MD 20815-7231, phone: 301.968.4100.

Application Deadline

The deadline for submission of the AACOMAS application is March 1; however due to SOMA’s rolling admissions process and early admission decisions, applicants are strongly encouraged to apply early.

Upon review of the AACOMAS application, SOMA will send qualified applicants a secondary (supplemental) application. A non-refundable application fee, at least one letter of recommendation (LOR) from a science faculty member (or from the pre-medical committee), and at least one LOR from a physician (strong preference for a letter from a D.O.) must be submitted with the secondary application.

The deadline for submission of the secondary (supplemental) application is April 1. Due to SOMA’s rolling admissions process and early admission decisions, applicants are strongly encouraged to apply early.

Admission Requirements

Applicants for admission to the first-year DO class must meet the following requirements prior to matriculation.

1. The applicant must have achieved a minimum 2.8 cumulative grade-point average (GPA) and a minimum 2.8 science GPA on a 4.0 scale.
2. Applicants must have completed a bachelor of arts or science from a U.S. regionally accredited college or university or equally accredited Canadian institution
3. Applicants must have successfully completed one full academic year (or equivalent) with a grade (or equivalent) of “C-” or better in each of the following courses prior to matriculation:
   1. English
   2. Biology/Zoology (with laboratory)
   3. Inorganic/General Chemistry (with laboratory)
   4. Physics (with laboratory)
   5. Organic Chemistry (with laboratory)
      
      Additionally, SOMA recommends the following elective courses:
      1. Anatomy
      2. Behavioral Science
      3. Biochemistry
      4. Genetics
      5. Immunology
      6. Microbiology
      7. Molecular Biology
      8. Multicultural Studies
      9. Physiology
      10. Public Health/Epidemiology
4. Applicants are required to submit scores from the Medical College Admission Test (MCAT) that have been taken within three years of application.
5. Matriculants are required to submit complete official transcripts from each school attended by the date of matriculation.
6. SOMA and many of its clinical affiliations require criminal background checks on matriculants and students to ensure the safety of patients and employees. The checks are conducted by a vendor selected by ATSU. The student will pay the cost of the criminal background check directly to the vendor. Failure to comply with this mandate will result in denial to matriculate. A matriculant with a positive criminal background screen will be reviewed.
7. Applicants must be a U.S. citizen or permanent resident
8. Applicants must be fluent in the oral and written use of English
9. Applicants must have basic computer literacy.
   1. Matriculants will meet the minimum technology specifications found at: http://its.atsu.edu/knowledgebase/soma-technology-requirements/

Doctor of Osteopathic Medicine and Master of Public Health Dual Degree

With ATSU’s dual Doctor of Osteopathic Medicine and Master of Public Health program, students earn their Master of Public Health (MPH) through ATSU’s College of Graduate Health Studies (ATSU-CGHS) while completing their DO degree at SOMA. Students trained in ATSU-SOMA’s innovative community campus model will be well prepared for a medical career in public health venues. The MPH requires additional courses completed online via ATSU-CGHS. Applications to the MPH program are accepted toward the end of the students’ first year at ATSU-SOMA.

After earning their DO and MPH degrees students will be able to do the following and more:

• Analyze issues of access, quality, and cost for populations, communities, and individuals
• Evaluate social determinants of health and health disparities at your community health center and beyond
• Hypothesize reasons for observed disparities
• Create interventions to address health disparities
• Design research studies to address health disparities
• Compare and contrast research methodologies
• Critically appraise public health and medical literature
• Define health literacy and apply its concepts to health promotion and disease prevention programs
• Apply knowledge and skills acquired from the curriculum and complete an academic paper suitable for publication
• Present research findings at national meetings
• Evaluate health promotion and disease prevention programs from a variety of perspectives

Students must meet the following criteria to apply for the DO/MPH dual degree:

• Must have attended the introductory presentation by the Program Director or have had a meeting with the Program Director to ensure they are informed of the rigor of a dual degree program.
• Must be in good academic standing
• Must have no course failures during the OMS I year
• Must not be identified as At Risk according to the SOMA catalog description

Once these criteria have been met, a letter of support must be obtained for the student from the SOMA Dean. The student may then apply online via the ATSU website. There is no admission fee for potential DO/MPH students.

Hometown Scholars Program

The National Association of Community Health Centers has a hometown scholar program that identifies potential applicants who match the mission and values of SOMA. Please visit www.atsu.edu/hometown-scholars for more details on the Hometown Scholars Program.

Transfer Student Admission

The curriculum model and structure of SOMA does not allow for transfer student admission.

Transfer Credit

The curriculum model and structure of SOMA does not allow for the awarding of course credit.

Advanced Standing Admission

The curriculum model and structure of SOMA does not allow for the awarding of advanced standing into the School.

International Student Admission

All SOMA applicants must be U.S. citizens or permanent residents.

Selection of Applicants

The SOMA Admissions Committee seeks individuals who will be a good match to SOMA’s mission and are capable of meeting SOMA’s academic and professionalism standards. Applicants are screened for academic achievement, clinical involvement, interpersonal skills, leadership qualities, service, perseverance, maturity, motivation, and knowledge of the osteopathic profession. Applicants who pass this screening will be invited for an interview. The interview day is designed to be a two-way process to help the SOMA Admissions Committee determine if the applicant is a good fit for SOMA while enabling the applicant to determine if SOMA is a good fit for the applicant. Attendance at an interview day is mandatory for admission.

Following the interview day, the Admissions Committee will review the applicant’s entire packet and determine the disposition of the application. The Admissions Committee will accept (with or without contingencies), reject, or place candidates on an alternate list. Applicants are notified of the Committee’s decision as soon as possible (usually within two weeks of the interview day).

An offer of acceptance is accompanied by assignment to a specific Community Health Center Contextual Learning Site (informally known as “community campus”). Successful applicants are granted a specified time period to notify the Office of Admissions of their intention to enroll. This letter of intent must be accompanied by payment of a non-refundable acceptance fee.

Admission after acceptance is subject to the satisfactory completion of all academic requirements. Admission to SOMA may be revoked for fraud, misrepresentation, or other violation of University standards.

Matriculation Requirements

The following are required prior to attendance on the first day of class at SOMA. Failure to comply with any of the listed requirements may lead to withdrawal of acceptance and will prevent a student from initially enrolling or remaining enrolled at SOMA.

1. Successful completion of a Bachelor of Arts or Science (B.A., B.S.) degree and all SOMA prerequisite courses from a U.S. regionally accredited college or university or equally accredited Canadian institution: This must be verified with submission of all final official transcripts to the ATSU Admission Office.
2. Attendance at all SOMA osteopathic medical student, year 1 (OMS I) orientation activities: These activities occur during the week prior to the first day of class.
3. Background Check: SOMA requires that entering students submit to and provide the results of background check prior to enrollment. Recognize that this is a minimum standard and that some clinical facilitates may have additional requirements that students must meet prior to beginning clerkships (clinical rotations) at those sites. These requirements may include (but not be limited to) additional background checks and drug screening.
4. Required Immunizations: SOMA requires all entering students to provide proof of their immunizations in order to enroll in courses. Please see the Academic Standards, Guidelines, and Requirements section for the specific immunization requirements.
5. Proof of Health Insurance: ATSU requires that all students maintain personal hospitalization/health insurance coverage. Proof of adequate coverage as defined by ATSU must be presented to the Registrar’s Office. Coverage must be maintained throughout the duration of enrollment. Non-compliance at any time during a student’s enrollment could result in suspension and/or dismissal. For coverage details, see the University Student Handbook.
6. Proof of Disability Insurance: All students enrolled in the residential programs at ATSU are required to carry disability insurance coverage. For Arizona, the University has contracted with Northwestern Mutual to provide group coverage. Students will be enrolled in the group policy with the option of opting-out provided they can provide verification that they have a current, comparable disability policy.
   
   Graduate school is an expensive investment and ATSU is dedicated to helping students protect their financial well-being. Disability insurance helps protect students from financial hardships if their education is disrupted. Students will be enrolled in the group policy during orientation and coverage will continue through graduation. Students who withdraw from ATSU will be un-enrolled from the policy on the date of withdrawal but can continue the coverage privately by contacting the provider. Graduates will have the option of continuing the disability insurance coverage after graduation on an individual basis. Non-compliance at any time during a student’s enrollment will result in suspension and/or dismissal.
   
   The fees for the disability insurance policy are part of the university student fee structure and financial aid budget and are charged to all residential students (see below for fee structure).
    
7. Basic Life Support (BLS) Certification: SOMA requires that all students obtain and maintain BLS certification throughout the entire duration of enrollment. Proof of certification must be on file by the end of OMS I orientation. It is the student’s responsibility to renew certification prior to the expiration date. Proof of Advanced Cardiac Life Support (ACLS) certification must be obtained prior to reporting for clerkship duty in the OMS III year. These requirements may only be met using an online course if it is a certification renewal. First-time certification must be completed via a live course. Non-compliance at any time during a student’s enrollment will result in suspension and/or dismissal.

Minimal Technical Standards for Admission and Matriculation

Statement of Diversity and Inclusion

Diversity and inclusion encompass an authentic understanding and appreciation of difference and, at their core, are based upon the value each human being brings to our society and each person’s access and opportunities to contribute to our University’s cultural proficiency.

Technical standards are the non-academic skills and abilities necessary for the successful completion of the course of study in osteopathic medicine. A.T. Still University of Health Sciences is committed to equal access for all qualified applicants and students. Minimal Technical Standards for Matriculation (the “Standards”) state expectations of ATSU students. The Standards provide sufficient information to allow the candidate to make an informed decision for application. Minimal Technical Standards for Matriculation are a guide to accommodation of students with disabilities. Academic adjustments can be made for disabilities in some instances, but a student must be able to perform in a reasonably independent manner. Procedures to apply for academic adjustments are found at the conclusion of this policy.

Every SOMA student is expected to possess those intellectual, ethical, physical, and emotional capabilities required to undertake the full curriculum and to achieve the levels of competence required by the faculty. The holder of a doctor of osteopathic medicine degree must have the knowledge, skills, and attitudes to function in a broad variety of clinical situations and to render a wide spectrum of patient care.

Categories of Technical Standards

SOMA’s minimal technical standards are as follows. The examples mentioned are not intended as a complete list of expectations, but only as samples demonstrating the associated standards.

1. Observation: Students must have sufficient vision to observe demonstrations, experiments and laboratory exercises. Students must have adequate visual capabilities for proper evaluation and treatment integration. They must be able to observe a patient accurately at a distance and up close.
2. Communication: Students should be able to hear, observe and speak to patients in order to elicit and acquire information, examine them, describe changes in mood, activity, and posture, and perceive their nonverbal communication. Students must also be able to communicate effectively in English, in oral and written form, with staff, faculty members, patients, and all members of the health care team.
3. Motor: Motor skills include reasonable endurance, strength and precision. Students should have sufficient motor function to execute movements reasonably required for general care and emergency treatment. Such movements require coordination of both gross and fine muscular activity, equilibrium, and functional use of the senses of touch and vision.
4. Sensory: Students need enhanced sensory skills including accuracy within specific tolerances and functional use for laboratory, classroom and clinical experiences. Students who are otherwise qualified but who have significant tactile sensory or proprioceptive disabilities must be evaluated medically. These disabilities include individuals who were injured by significant burns, have sensory motor deficits, cicatrix formation, or have malformations of the upper extremities.
5. Strength and mobility: Students must have sufficient posture, balance, flexibility, mobility, strength and endurance for standing, sitting and participating in the laboratory, classroom and clinical experiences.
6. Intellectual, conceptual, perceptual, integrative and quantitative: These abilities include reading, writing, measurement, calculation, reasoning, analysis, and synthesis. In addition, students should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures. Problem solving, the critical skill demanded of physicians, requires all of these intellectual abilities.
7. Behavioral, emotional, and social: Students must possess the emotional health required for full utilization of their intellectual abilities; the exercise of good judgment; the prompt completion of assignments and other responsibilities, especially those attendant to the diagnosis and care of patients; and the development of mature, sensitive, and effective relationships. Students must be able to tolerate physically, intellectually, and emotionally demanding challenges and workloads and be able to adapt to changing environments, display flexibility, and function in the face of uncertainties inherent in patient care. Compassion, maturity, honesty, ethics, concern for others, interpersonal skills, interest, and motivation are all required personal qualities. Students must be able to successfully endure the physical, intellectual, and emotional demands of the medical education curriculum and process as well as the medical profession.

Additional Information

Records and communications regarding disabilities and academic adjustments with the Director of Learning and Disability Resources have no bearing on the application process. You may contact the director at Director of Learning and Disability Resources, A. T. Still University of Health Sciences, 800 W. Jefferson Street, Kirksville, MO 63501 or by phone at 660.626.2424.

Applying for Academic Adjustments

The institution remains open to possibilities of human potential and achievement, providing support for students with disabilities. The Vice President for Student Affairs is responsible for the administration of and compliance with the Technical Standards and Academic Adjustments Policy (ATSU Policy #20-110) through the Director of Learning and Disability Resources. Please see the University Student Handbook for information on how to apply for academic adjustments.

Advising

Each SOMA student is assigned a primary Mesa faculty advisor, a secondary Mesa faculty advisor, and an RDME faculty advisor(s). All of the student’s advisors are associated with their assigned CHC.

• The Mesa primary faculty advisor is the student’s main support and contact during the OMS I year and continues to provide guidance for the duration of the student’s tenure at SOMA.
• RDME faculty advisors serve the primary advising role in OMS II-IV years (and are additionally available for guidance as needed during the student’s OMS I year).
• The secondary Mesa faculty advisor may provide additional student support and is selected based upon the student’s CHC assignment.

The roles of a faculty advisor include:

• Assisting students with the policies and practices of ATSU-SOMA.
• Addressing questions or concerns regarding course requirements and expectations, performance criteria, academic standing, and professionalism.
• Providing feedback on student progress in course and/or clinical requirements, faculty expectations, graduate competencies and program goals.
• Providing support for student personal and professional growth. This support may include referrals to Student Affairs or external sources as needed.
• Discussing academic performance in an effort to optimize learner success
• Assisting students deemed to be at-risk by providing guidance and support

Students must meet with their faculty advisor at least once per semester in the first year (preferably mid-semester) to promote professional development and self-reflection. Advisees are required to complete a self-assessment prior to these once-per-semester mandatory advising meetings. Students must additionally meet with their faculty advisor following their first examination at SOMA to address their academic performance, receive support, and to promote the faculty advisor-advisee relationship. In the instance that a student is deemed to be performing below expectations, the student will be notified that they must meet with their faculty advisor to discuss their performance. Advisees will be notified by the Assessment Team of the time during which they are required to schedule their advisor/advisee meetings. Students are expected to contact their faculty advisor as soon as they are notified. Failure to do so may be considered a professionalism violation. It is the student’s responsibility to contact their advisor when issues need to be discussed at other times.

A student may request a change of advisors. Requests to change advisors must be made through the Director of Osteopathic Medical Student Academic Performance. Should another advisor be available, the student may be reassigned to promote a more productive mentoring experience.

Auditing a Course

In general, the audit policy is designed for use by SOMA students who either need to review course content or are taking an extended course of study.

The conditions of an audit are as follows:

• Students are allowed to attend class and may participate in laboratory experiences only on a space available basis.
• Students are not allowed to take any of the course assessments offered in class.
• No tuition is charged for the audit(s).
• No record of the audit(s) appears on the transcript.

All audits are subject to the approval of the SOMA Dean or his or her designee.

Program or Course Cancellation

Should the institution cancel a program or course, each currently enrolled student will be permitted to complete such program or course before it is discontinued. No new students will be permitted to enroll in a program or course that the institution has cancelled.

Grading

Grading Guidelines

SOMA students are evaluated by a number of methodologies to insure they are meeting curricular goals and competencies. The following are examples of methods that may be used to provide either formative or summative evaluation of student performance.

• Examinations (either written or computer based), quizzes and assignments
• Observation of Head-To-Toe Physical Exam
• Observation of Problem-Specific Physical Exams
• Performance of Clinical Procedures
• Performance at Clinical Experiences
• Discussion with Preceptors at Clinical Sites
• Behavioral Performance Evaluation
• Comprehensive End-of-Year Examinations
• Faculty Advisory Reviews
• Evaluation of Medical Documentation
• Observation of Patient Presentations
• Objective Structured Clinical Examinations (OSCEs)
• Clinical Examination Exercise (Mini-Cex)

Final pre-clinical course and system grades are reported as Honors (HON 90% and above), Pass (PASS 70-89%), or Fail (FAIL <70%). In addition to earning a cumulative grade above 70%, individual courses may also specify further requirements in order to successfully pass. A failed class that is remediated is reported as a Remediated Pass (RPASS). GPA is calculated using the final actual percentage score a student achieved in a course or system, weighted in proportion to the units of the course or system. Class rank is determined by ordering the GPA’s of the members of the class from highest to lowest. While GPA and class rank are not reported on the official transcript, SOMA can provide this information in an official letter at the student’s request.

Grades for rotations and courses for students in OMS III & IV are reported on the transcript as Honors (HON), High Pass (HPass), Pass (Pass), Low Pass (LPass) or Fail (Fail). For OMS IV course Selective II- Academic Study Option, grades are reported as Pass/Fail only, and do not factor into a student’s rank. A failed rotation that is successfully remediated is designated as a Remediated Pass (RPASS) on the transcript. The following criteria are used to determine OMS III & IV grades:

Non-core rotations:

For non-core rotations, scores are based on the Clinical Performance Evaluation (CPE). See individual course syllabi for additional requirements.

Grade is based on the CPE scale:

Core rotations:

For core rotations, scores are based on the Clinical Performance Evaluation (40%), end-of-rotation exam (40%), and weekly assignments (20%). See individual course syllabi for additional requirements.

Each component of the core rotation grade has its own scale:

*Failure of the CPE will result in failure of the course and a repeat of the clinical rotation.

The three components (CPE, end-of-rotation exam scores, weekly assignments) are combined to determine the final grade based on the following scale:

Should a student fail a post-rotation examination, a limit of two (2) retakes (for a total of three attempts) will be allowed. Any retake requires approval by the Director of Clinical Education, Assessment, and Outcomes. A failure of the rotation will occur if the student does not successfully pass on the third attempt.

For Family Medicine and Internal Medicine, the COMAT is taken at the end of the second rotation. Due to these courses being a total of 8 weeks each (two four-week experiences for Family Medicine and two four-week experiences for Internal Medicine), the COMAT is factored into both rotation grades (Family Medicine I and II for the Family Medicine COMAT, and Internal Medicine I and II for the Internal Medicine COMAT), even if the rotations are taken in different semesters.

Scores for Osteopathic Principles and Practice (OPP) in the OMS III year- first semester & OMS IV year are converted to a pass designation using the following criteria:

Scores for OPP in the OMS III year- second semester are converted to a pass designation using the following chart:

If the COMAT-OPP is failed on the first attempt, the student receives an INCOMPLETE, and the COMAT-OPP must be retaken to remove the INCOMPLETE. The maximum course grade would then be a Pass.

A grade of I (incomplete) indicates that course requirements have not been completed. A grade of IP (in progress) indicates the course spans more than one semester. Grades of I or IP are not replaced on the official transcript until all course requirements are met. Failure to complete course requirements may result in grades of I or IP being replaced with a failing grade.

Grading Grievance Policy and Process

A student who disagrees with an individual assessment grade or course grade should report his or her concern to the course director in writing. If a resolution cannot be reached with the course director, the student can submit his or her concern in writing to the Assistant Dean of Curriculum Integration (if the grade pertains to OMS I or OMS II curricula) or the Associate or Associate Dean for Clinical Education and Services (if the grade pertains to OMS III or OMS IV curricula) for consideration. The decision of the Associate or Assistant Dean is final. Any student who questions a grade on a Clinical Performance Evaluation (CPE) by initiating a discussion with a preceptor about the CPE will be considered to have violated standards of professionalism. Students may discuss their learning, conduct, and experiences with the preceptor, but may not question a grade that has been assigned in an assessment.

Student Performance Committee

Responsibilities and Membership

SOMA’s Student Performance Committee (SPC) is a standing committee that evaluates the academic and professional performance and development of all SOMA students and, when appropriate, forwards recommendations to the Dean as described below. The SPC ensures that all students meet the standards to advance through each year of the SOMA curriculum and that each student has completed all graduation requirements. The voting members of the SPC include clinical and basic medical science faculty appointed by the Dean. The Chair of the SPC is appointed annually by the Dean.

Referrals

An individual with a concern about a student’s academic or professional performance will refer the issue to the appropriate Assistant or Associate Dean(s), who then may refer the matter to the SPC. Examples include, but are not limited to the following:

• Failure of a course, rotation, COMLEX exam, or other required activity
• Overall poor performance in the academic program
• Violation of professionalism standards
• Inability to meet SOMA technical standards
• Failure to abide by SOMA Catalog policies and procedures

Attendance and Notification

The student may be required to attend the SPC meeting (either in person or by videoconference) when the student’s academic status is presented for discussion. Each student is reviewed individually by the SPC, taking into account the student’s overall performance. The student will be notified of the requirement to attend at least two business days (Monday-Friday, excluding holidays) before the meeting. The student’s required dress code for meetings with the SPC is business attire.

Sanctions

The following sanctions may be imposed by the SPC:

1. Consultation - Consultations may include but are not limited to the following:
   1. Mandated meetings with the Learning Advisors in Student Affairs;
   2. Mandated meetings with the student’s academic advisor or RDME;
   3. Mandated counseling sessions with the University’s Mental Health Wellness Counselor or a mental health counselor of the student’s choice (at the student’s expense);
   4. Educational psychology testing to evaluate the student’s cognitive ability to progress in medical school;
   5. Evaluation by a physician, clinical psychologist or psychiatrist to determine the student’s ability to meet the technical standards of the program;
   6. Evaluation and/or treatment by a physician for addictive behaviors.
2. Academic Warning
   1. Academic Warning is issued to a student who fails to meet SOMA’s academic or professionalism standards. This may include a course failure, rotation failure, or first failure of COMLEX Level 1, COMLEX Level 2 CE, or COMLEX Level 2 PE.
   2. The purpose of the Academic Warning is to alert the student, faculty, and administration that the student has experienced difficulty, and that special consideration may be given for consultation, referral, counseling, academic assistance, or other activities to help the student resolve academic or professionalism deficiencies.
   3. Students holding an officer position may be asked to resign at the discretion of the SPC.
   4. Once the deficiencies have been remediated by the student, the warning shall be removed by written notification from the chair of the SPC.
   5. The successful remediation of an academic course will be identified by a notation (70R) on the student’s transcript.
3. Academic Probation
   1. Academic Probation may be imposed on any student who has violated SOMA’s professionalism standards or who has multiple course, rotation, COMLEX Level 1, COMLEX Level 2 CE, or COMLEX Level 2 PE failures.
   2. The purpose of probation is to alert the student, faculty, and administration to the fact that the student has experienced academic difficulty.
   3. This is a status change that will be documented in the student’s official record.
   4. Students holding an officer position will be required to resign but may still participate in club activities.
   5. Students on probation may not be excused from curricular activities for professional development, or attend conferences or events sponsored by the school, without explicit permission from the assistant or associate dean. These measures are employed to assist the student in concentrating on improvement in his or her academic progress.
   6. Once the deficiencies have been remediated by the student, the probation shall be removed by written notification from chair of the SPC.
   7. The successful remediation of an academic course will be identified by a notation (70R) on the student’s transcript.

The Student Progress Committee can recommend the following sanctions to the Dean for review and consideration:

1. Suspension – Suspension is defined by ATSU as a temporary and immediate separation from the institution. The SPC and Dean will determine if the student will be eligible for reinstatement, the terms of the reinstatement, or if the student is to be dismissed from SOMA. Students may be dismissed for various causes including but not limited to:
   1. Posing an immediate threat to the university community and/or to themselves
   2. Engaging in illegal activities
   3. Failure to comply with sanctions imposed by the school or the university
2. Dismissal – Dismissal is a permanent separation from the institution. Students may be dismissed for various causes including but not limited to:
   1. Poor academic performance including multiple failures
   2. Professionalism violations

Following a Student Performance Committee meeting, the student will be notified of the outcome by the SPC Chair in writing within seven business days. Decisions by the SPC may be appealed to the Dean in writing, within seven business days of notification by the SPC Chair. See the appeal process below.

In the event of a SPC recommendation for dismissal, suspension, or extension of the academic program affecting the student’s graduation, the final decision and notification to the student will come directly from the Dean of SOMA.

Right of Appeal

A notification to the student by the SPC regarding the decision concerning the student’s status may be appealed, in writing, to the Dean of SOMA. A student’s appeal must be received no later than seven business days (Monday-Friday, excluding holidays) following receipt of the SPC letter. The appeal must include a statement of the reason(s) the action is unwarranted. The written appeal must be dated and signed by the student. Upon receiving the written appeal, the Dean may choose to meet with the student. The Dean will notify the student in writing of their decision concerning the appeal no later than seven business days following receipt of the student’s appeal. The decision of the Dean regarding the appeal is final.

A decision by the Dean for dismissal, suspension, or extension of the academic program affecting the student’s graduation date may be appealed, in writing, to the Senior Vice President, Academic Affairs (SVPAA) on the basis of one or more of the following criteria:

• New and significant material is brought to light that the SPC and the Dean did not review.
• There was a process error.
• Demonstrated bias affected the decision.

A student’s appeal must be received no later than seven business days following receipt of notification of the Dean’s decision. The appeal must include a statement of the reason(s) the action is unwarranted and which of the three elements above was present. The written appeal must be dated and signed by the student. The SVPAA may meet in person with the student, if indicated. The SVPAA will notify the student in writing of their decision concerning the appeal no later than seven business days following receipt of the student’s appeal. The decision of the SVPAA is final.

Remediation Policy

Remediation examinations for course failures in OMS I and OMS II begin two weeks following the conclusion of the final course in the academic year (excluding the Integrative II course in OMS II) and must be successfully completed before a student can be advanced to the next stage of the curriculum. This minimum two-week period allows for students to focus their attention on remediation examination preparation.

For students needing to remediate course failures in the year 1 curriculum, an individualized remediation examination schedule will be developed by the Assistant Dean of Curriculum Integration. Remediation examinations may occur at the main Arizona campus or at the student’s community campus location with the approval of the Assistant Dean of Curriculum Integration.

For students needing to remediate course failures in the year 2 curriculum, an individualized remediation examination schedule will be developed by the Assistant Dean of Curriculum Integration, in consultation with the Associate Dean for Clinical Education and Services (or designee) and the appropriate Regional Director of Medical Education (RDME). It may be necessary to delay the start of 3rd year clinical rotations and/or sitting for COMLEX Level 1 in order to successfully complete the remediation process. Remediation examinations will occur at the student’s community campus location.

For students wishing to take a remediation examination at one week following the conclusion of the final course in the academic year, a petition can be submitted to the Assistant Dean of Curriculum Integration outlining the reason(s) for the request. If permission is granted to take an earlier remediation examination, the student will be required to sign a waiver acknowledging the potential risk of remediation failure with less preparation time than being advised.

All OMS I and II remediation examinations must be proctored by an ATSU-SOMA employee or designee as approved by the Assistant Dean of Curriculum Integration. A student who fails a course remediation examination will be referred to the Student Performance Committee and is subject to dismissal.

Failed clinical rotations (OMS III and IV) must be repeated and successfully completed. The course and preceptor must be approved by the Associate Dean for Clinical Education and Services.

COMLEX Policies

Passing Level 1 and Level 2 of the Comprehensive Osteopathic Medical Licensing Examination (COMLEX) from the National Board of Osteopathic Medical Examiners (NBOME) is a graduation requirement. These examinations are:

• COMLEX Level 1 (COMLEX 1)
• COMLEX Level 2 CE (COMLEX 2CE)
• COMLEX Level 2PE (COMLEX 2PE)

Students are required to take COMLEX during specific time-frames listed in the sections below. If a student is eligible to take COMLEX, and does not take it according to the scheduling requirements listed in this section (unless prior permission to deviate from the required schedule is granted by the Associate or Assistant Dean), it is a professionalism violation and the student will be removed from clinical rotations until a passing score on COMLEX is received. The student will be referred to the Student Performance Committee at the discretion of the Associate or Assistant Dean.

COMLEX Level 1

Students must take COMLEX 1 prior to the start of the OMS III rotations cycle for the class as published in the SOMA Schedule. Exceptions must be approved in advance by SOMA’s Assistant Dean of Curriculum Integration. The examination may be taken at any NBOME-approved testing center.

A student is eligible to take COMLEX 1 if he or she has:

• Passed all OMS I and OMS II courses
• Achieved a minimum score of 450 on the Phase 1 Comprehensive Osteopathic Medical Self-Assessment Exam Version D (COMSAE-D) or E (COMSAE-E).*
  • If a student does not receive a minimum score of 450 on the Phase 1 COMSAE-D or COMSAE-E, he or she must submit the results of an alternative timed COMSAE (Form A, B, or C) to SOMA’s Associate Dean for Pre-Clinical Education demonstrating a score of 450 or higher at least five business days prior to his or her scheduled COMLEX Level 1 examination date.
  • However, if a student has not achieved a COMSAE score of at least 450 within five business day of his or her examination date, he or she must meet with the Associate Dean for Pre-Clinical Education or his or her designee to assist the student in creating an individualized preparation plan with benchmarks the student will be required to reach before being authorized to take COMLEX Level 1. It may be necessary to postpone the start of clinical rotations.
• Under certain circumstances, such as in cases of overall poor academic performance, the Associate Dean for Pre-Clinical Education may require the student to delay taking the COMLEX until readiness to take the exam is determined.

*The Phase 1 COMSAE-D is administered to OMS II students during the Integrative I course, and the COMSAE-E is administered during the Integrative II course.

COMLEX Level 1 First Failure:

Failure of COMLEX Level 1 may significantly impact a student’s clinical rotation schedule and progression through the curriculum.

A student who fails the first attempt of COMLEX Level 1 is required to inform the Associate Dean for Clinical Education and Services, his or her RDME(s), and his or her clinical education coordinator (CEC). The student will be placed on academic warning.

The Associate Dean and/or faculty designee will work with the student to create an individualized remediation plan which may include time off clinical rotations, Directed Studies, a formal board preparation course, and documentation of an additional COMSAE score greater than 450. The Student Performance Committee will be notified of the failure, and the student will be placed on Academic Warning. Based on the student’s numeric COMLEX score and past academic record, he or she may be required to appear before the Student Performance Committee.

Unless instructed otherwise by the Associate Dean, the student must re-take COMLEX Level 1 within eight weeks of notification of failure.

COMLEX Level 1 Second Failure:

A student who fails the second attempt of COMLEX Level 1 is required to inform the Associate Dean for Clinical Education and Services, his or her RDMEs, and his or her CEC.

The student will be removed from clinical rotations at the conclusion of his or her current rotation, and placed on directed studies until a passing score is received. The student will be placed on academic probation.

The student is required to meet with the Student Performance Committee. The student will be placed on academic probation. At the meeting, the student is to present evidence (such as a formal study plan) to support why he or she should be allowed a third attempt of COMLEX Level 1. If permission for a third (final) attempt is granted, the student will remain on directed studies pending a passing score.

The Associate Dean and/or faculty designee will work with the student to create an individualized remediation plan (as listed above). A formal board preparation course will be required.

Unless instructed otherwise by the Associate Dean, the student is required to make the third (final) attempt of the COMLEX Level 1 within 16 weeks of notification of the failure.

COMLEX Level 1 Third Failure:

A student who fails COMLEX Level 1 three times will meet with the Student Performance Committee and is subject to dismissal from SOMA.

COMLEX Level 2 CE

Students who are on-track with their OMS IV class are required to take COMLEX Level 2CE by September 1 of the OMS IV year. Exceptions to this deadline must be authorized in advance by the Associate Dean for Clinical Education and Services. The examination may be taken at any NBOME-approved testing center.

A student is eligible to take COMLEX Level 2 CE if he or she has:

• Successfully completed all OMS III Core curricular requirements including the Osteopathic Principles and Practice (OPP) course. The requirements for each course are listed in the course syllabus and may include, but are not limited to completion of all patient logs, cases, quizzes, and passage of all post-rotation OMS III NBOME COMAT examinations, including the OPP NBOME COMAT examination.
• Submitted evidence of a minimum score of 450 on the Phase 2 timed Comprehensive Osteopathic Medical Self-Assessment Exam (COMSAE) to the Associate Dean for Clinical Education and Services at least five business days prior to taking the COMLEX Level 2CE.
  • If a student has not achieved a Phase 2 timed COMSAE score of at least 450 within five business dates of their examination date, the student must meet with the Associate Dean for Clinical Education and Services or their designee to assist the student in creating an individualized preparation plan with benchmarks the student will be required to reach before being authorized to take COMLEX 2CE. During this time, the student may be taken off clinical rotations and placed on Directed Studies to prepare for the examination.

If a student is off-track with their OMS IV class for any reason, the student is required to take the COMLEX 2CE within 60 days following successful completion of all OMS III curricular requirements (see above section for OMS III curricular and COMSAE requirements). Exceptions to this deadline must be authorized in advance by the Associate Dean for Clinical Education and Services.

Students are given a 24-hour excused absence from rotations to take COMLEX Level 2CE if a request is submitted to the Clinical Education Department at least 10 business days in advance of the examination.

COMLEX Level 2CE First Failure:

Failure of COMLEX Level 2CE may significantly impact a student’s clinical rotation schedule, progression through the curriculum, ability to match into residency, graduation, and eligibility to start residency. A student who fails the first attempt of COMLEX Level 2CE is required to inform the Associate Dean for Clinical Education and Services and his or her RDMEs and CEC.

The Associate Dean and/or faculty designee will work with the student to create an individualized remediation plan which may include time off clinical rotations, directed studies, and a formal board preparation course. The Student Performance Committee will be notified of the failure, and the student will be placed on academic warning. Based on the student’s numeric COMLEX Level 2CE score and past academic record, he or she may be required to appear before the Student Performance Committee.

Unless instructed otherwise by the Associate Dean for Clinical Education, the student must re-take COMLEX Level 2CE within eight weeks of notification of failure.

COMLEX Level 2CE Second Failure:

A student who fails the second attempt of COMLEX Level 2CE is required to inform the Associate Dean for Clinical Education and Services and his or her RDMEs and CEC. The student will be removed from clinical rotations at the conclusion of his or her current rotation, and placed on directed studies until a passing score is received.

The student is required to meet with the Student Performance Committee. The student will be placed on academic probation. At the meeting, the student is to present evidence (such as a formal study plan) to support why he or she should be allowed a third attempt of COMLEX Level 2CE. If permission for a third (final) attempt is granted, the student will remain on directed studies pending a passing score.

The Associate Dean and/or faculty designee will work with the student to create an individualized remediation plan (as listed above). A formal board preparation course will be required.

Unless instructed otherwise by the Associate Dean, the student is required to make the third (final) attempt of the COMLEX Level 2CE within 16 weeks of notification of the failure.

COMLEX Level 2CE Third Failure:

A student who fails COMLEX Level 2CE three times will meet with the Student Performance Committee and is subject to dismissal from SOMA.

COMLEX Level 2PE

Students who are on-track with their OMS IV class are required to take COMLEX Level 2PE by November 1 of the OMS IV year. Exceptions to this deadline must be authorized in advance by the Associate Dean for Clinical Education and Services. The examination must be taken at an NBOME-approved PE testing center.

A student is eligible to take COMLEX Level 2 PE if he/she has:

• Successfully completed all OMS III curricular requirements including the Osteopathic Principles and Practice (OPP) course. The requirements for each course are listed in the course syllabus and may include, but are not limited to: completion of all patient logs, cases, quizzes, and passage of all post-rotation OMS III NBOME COMAT examinations, including the OPP NBOME COMAT examination.

If a student is off-track with his or her OMS IV class for any reason, he/she is required to take the COMLEX Level 2PE within 120 days following successful completion of all OMS III curricular requirements (see above section for OMS III curricular requirements). Exceptions to this deadline must be authorized in advance by the Associate Dean for Clinical Education and Services.

Students are given a 72-hour excused absence from rotations to take COMLEX 2PE if a request is submitted to the Clinical Education Department at least 10 business days in advance of the examination.

COMLEX Level 2PE First Failure:

Failure of COMLEX Level 2PE may significantly impact a student’s clinical rotation schedule, progression through the curriculum, ability to match into residency, graduation, and eligibility to start residency.

A student who fails the first attempt of COMLEX Level 2PE is required to inform the Associate Dean for Clinical Education and Services and his or her RDMEs and CEC.

The Associate Dean and/or faculty designee will work with the student to create an individualized remediation plan which may include time off clinical rotations, assigned clinical rotations, and/or directed studies. The student will be required to participate in a formal, individualized remediation plan including practice sessions under the direction of the Standardized Patient Program.

The Student Performance Committee will be notified of the failure. The student will be placed on academic warning. Based on the student’s past academic record, he or she may be required to appear before the Student Performance Committee.

Unless instructed otherwise by the Associate Dean for Clinical Education, the student must re-take COMLEX Level 2PE within eight weeks of notification of failure.

COMLEX Level 2PE Second Failure:

A student who fails the second attempt of COMLEX Level 2PE is required to inform the Associate Dean for Clinical Education and Services and his or her RDMEs and CEC.

The student will be removed from clinical rotations at the conclusion of his or her current rotation, and placed on directed studies until a passing score is received.

The student is required to meet with the Student Performance Committee. The student will be placed on academic probation. At the meeting, the student is to present evidence (such as a formal study plan) to support why he or she should be allowed a third attempt of COMLEX Level 2PE.

The Associate Dean and/or faculty designee will work with the student to create an individualized remediation plan (as listed above). A formal board preparation course will be required.

Unless instructed otherwise by the Associate Dean, the student is required to make the third (final) attempt of the COMLEX Level 2PE within 16 weeks of notification of the failure.

COMLEX Level 2PE Third Attempt Failure:

A student who fails COMLEX Level 2PE three times will meet with the Student Performance Committee and is subject to dismissal from SOMA.

COMLEX Level 3:

Following graduation, the ATSU Registrar’s Office approves each graduate to take COMLEX Level 3 through the NBOME website. Generally, graduates take this examination at the completion of the first year of post-graduate training. However, requirements for taking this examination vary from state to state. Graduates should contact the osteopathic medical licensing board in the state where they will have post-graduate training for further information.

Class Rank

Class ranks are calculated at the end of each academic year and may be requested through SOMA’s Dean’s Office. GPA is calculated using the final actual percentage score a student achieved in a course or system, weighted in proportion to the units of the course or system. Class rank is determined by ordering the GPA’s of the members of the class from highest to lowest.

Graduation Requirements

In order to graduate from ATSU-SOMA, a student must:

• Have been a student in an accredited osteopathic medical school or equivalent for at least four academic years.
• Have been enrolled in SOMA for at least his or her final two academic years.
• Successfully complete all academic, administrative, and professional requirements for promotion.
• Take and pass the National Board of Osteopathic Medical Examiners, Inc. (NBOME) Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Level 1, the COMLEX Level 2 Cognitive Evaluation (CE), and the COMLEX Level 2 Performance Exam (PE).
• Have been approved by the faculty to receive his or her diploma.
• Have discharged all financial obligations to ATSU-SOMA.
• Attend the commencement program at which time the degree is conferred.

Completion of Degree

A student is expected to complete all DO degree requirements within SOMA’s usual four-year plan of study. However, a student may have his or her plan of study altered beyond the usual four-year timeframe due to academic or personal issues. Regardless of the circumstances, all DO degree requirements must be completed within seven years of the original date of matriculation. Failure to complete all DO degree requirements within the specified time period will result in an administrative withdrawal from SOMA.

Academic Standards, Guidelines, and Requirements

Attendance

Please see the ATSU Policies section of the catalog for the University policy on student absences.

At SOMA, attendance is mandatory for all scheduled sessions. In the case of excused absences, make-up classes, lab assignments and/or examinations are provided solely at the discretion of the course director responsible for that activity and are not automatic.

Absence Policy

OMS I and OMS II students

SOMA’s faculty members recognize that occasionally a student must miss a curricular activity due to a required or unavoidable circumstance. If this occurs, the student must follow the following procedure:

Planned absences (known in advance of the curricular activity):

Requests for planned absences must be submitted as early as possible, but no less than two weeks in advance of the absence. Requests submitted less than two weeks in advance will not be considered. Examples: scheduled religious observances, conferences (invited presenters or officer requirements only), surgeries, or procedures that cannot be done during academic breaks, etc.

• Email SOMAabsences@atsu.edu with your Excused Absence Request Form properly filled out and supporting documentation. The Excused Absence Request Form may be found within the Blackboard classes for OMS I-II and within E*Value for OMS III-IV. Documentation is required for the request to be considered (examples below).
• If the absence is excused, the Assistant Dean of Curriculum Integration or designee will notify the student and the appropriate course directors that an excused absence has been granted.
• If the absence is not excused, the student will also be notified and will be responsible for attending the activity or receiving a penalty (as published in the course syllabi) for an unexcused absence.

Unplanned absences (known just prior to the curricular activity):

Examples include acute personal illness, acute illness or death of a family member, traffic accident, etc.

• Email SOMAabsences@atsu.edu with your Excused Absence Request Form properly filled out and supporting documentation. The Excused Absence Request Form may be found within the Blackboard classes for OMS I-II and within E*Value for OMS III-IV. Documentation is required for the request to be considered (examples below).
• If the absence is excused, the Assistant Dean of Curriculum Integration or designee will notify the student and the appropriate course directors that an excused absence has been granted.
• If the absence is not excused, the student will also be notified and will be responsible for attending the activity or receiving a penalty (as published in the course syllabi) for an unexcused absence.

For all absences, documentation must be provided for the absence to be excused and eligible for make-up. The nature of the documentation will be determined by the reason for the absence. Typical examples include:

• Personal illness or medical procedure: Physician’s note stating the date(s) the student is required to be out of class AND the date the student is allowed to return to class.
• Family member’s illness or medical procedure: Official document regarding the medical issue (ex. letter from physician, hospital record, etc.) PLUS a signed statement from the student explaining the necessity for student to be present with the family member during class time.
• Death of a family member: Published announcement of the death (newspaper clipping or printout from a webpage, etc.) PLUS an original program from the funeral service.
• Religious holidays: A program, bulletin, or other printed item from the religious observance held on the day of absence or a letter from the leader of the congregation or organization in which the student is a member verifying the necessity of the student’s participation in the activity.

Make-up for excused absences:

If the Assistant Dean of Curriculum Integration determines that the absence is excused, the appropriate course directors will be notified that the student is authorized for make-up. A make-up is offered for all major examinations and must be scheduled within 72 business hours of the original examination. After receiving approval for an excused absence, a student should contact the Assistant Dean of Curriculum Integration to schedule the make-up examination. Students unable to make-up an examination within 72 business hours of the original examination must take an incomplete in the course and fulfill course requirements at the end of the academic year.

Some courses or activities have built-in leeway for missing class or a quiz (e.g. the lowest quiz grade is dropped) and no make-up is offered, even if the absence is excused. Due to expenses incurred in providing a make-up, some courses or activities must charge a fee to students in order to be able to provide the make-up, even if it is excused. Finally, sometimes a make-up is not possible due to the nature of the activity even if the student was granted an excused absence.

Additional requirements for community campus based OMS II students

1. Remember to report each day that you are absent to the RDME at your community campus and electronically copy your RDME when sending excused absence requests to SOMAabsences@atsu.edu.
2. If an OMS II wishes to participate in any academic activity at a community campus other than his or her assigned site, an excused absence request must be submitted to SOMAabsences@atsu.edu no later than two weeks in advance of the planned absence from the assigned site. An OMS II is not permitted to participate in academic activities at another community campus unless approved by the Associate Dean for Pre-clinical Education. Failure to comply with this requirement may result in disciplinary action and/or referral to the Student Performance Committee.

Community campus based OMS III and OMS IV students

For an absence in OMS III or OMS IV, the student must complete the Absence Request Form located on the E*Value homepage in advance of the absence, or as soon as the absence is known. The student then sends that completed form along with any accompanying documentation to their RDME for review. Once the RDME has reviewed and signed the Absence Request Form, the RDME or AA will forward the Absence Request Form and the accompanying documentation to the campus Clinical Education Coordinator.

The Clinical Education Department will notify the student if their absence has been approved. These students should also follow any additional procedures delineated by their RDME or preceptor. For every 4-week rotation, the maximum number of allowable excused days of absence is 3. Any absence beyond 3 requires that the student repeat the rotation. For every two-week rotation, the maximum number of allowable excused days of absence is 2. Any absence beyond 2 requires that the student repeat the rotation. This final decision is at the discretion of the Associate Dean for Clinical Education and Services (or designee).

Flex-Time

Flex-time is defined as the time during the OMS III and IV years when a student is not on clerkships (clinical rotations). Often, flex-time is used to fill in the gap between the end date of one rotation and the start date of the next rotation. Flex-time can also be used for a variety of other purposes including vacation, non-credit academic study, residency interviews, etc. Flex time may NOT be used to take additional clinical rotations. Depending on the academic calendar in a given year, students generally have 12 weeks of flex-time during the two clerkship years. Flex-time must be taken in increments of one-week blocks (no partial weeks) and can include multiple consecutive weeks.

Students wishing to schedule flex-time must discuss this with their RDME and if approved, submit a request to the Clinical Education Department (CED). If approved by the CED, the flex-time will be entered into the student’s schedule by the Clinical Education Coordinator (CEC).

HIPAA and OSHA Training

All SOMA students must complete Health Information Portability & Accountability Act (HIPAA) and Occupational Safety and Health Administration (OSHA) training annually.

Immunizations

SOMA requires all entering students to provide proof of their immunizations in order to enroll in courses. This is necessary for the student’s protection, as well as the protection of any individuals with whom they come in contact. It is the responsibility of the student to maintain up-to-date immunization protection throughout the entire duration of enrollment. Non-compliance at any time during a student’s enrollment could result in suspension and/or dismissal. Documents related to immunizations and screenings will be maintained and monitored by SOMA administration. All testing is at the expense of the student.

1. Diphtheria/Tetanus/Pertussis: Students are required to receive either the primary series of Diphtheria/Tetanus/Pertussis or booster dose within ten (10) years prior to the beginning of the academic year. A single dose of Tdap (Tetanus, Diphtheria, acellular Pertussis) between ages 19 and 64 is required if the student has not previously received Tdap, or to replace one decennial Td booster.
2. Polio: Students are required to provide documentation that they have received the primary series of polio vaccine. If documentation cannot be produced, the student must receive the primary series of inactivated polio vaccine.
3. Measles, Mumps, and Rubella: Students born after 1956 are required to provide documentation of the MMR vaccine prior to matriculation. If the vaccination was given prior to 1975, evidence of a re-booster is recommended.
4. Hepatitis B: Students are required to initiate a series of Hepatitis B vaccine prior to matriculation. Students must complete the series according to the prescribed timeline (completed within 6 months of matriculation).
5. Tuberculosis Skin Test: Students must have had a tuberculosis skin test (PPD) or a Quantiferon blood test within the year prior to matriculation. In those individuals who have had a positive PPD test in the past, PPD testing is not advisable. The Quantiferon test, a negative CXR, or a record of INH treatment may provide evidence of absence of TB disease. In individuals who have had BCG vaccination, PPD testing or the Quantiferon should be performed as noted above. TB status must be updated annually.
6. Varicella immunization, serum titer, or physician documentation of date of contraction.

Recommended Immunizations (some clinical training sites may require some of all of these):

• Influenza
• Hepatitis A
• Meningococcal
• Pneumococcal

Titers:

Some clinical training sites require that students show proof of immunity (example: measles) before being allowed to train at the site. Therefore, it is recommended that students have this testing done in advance of their clinical training portion of the curriculum.

Immunization Exemptions:

Under certain religious or health circumstances, a request for exemption from preventive health requirements may be provisionally granted. However, SOMA cannot guarantee placement at a community campus or in clinical clerkships (rotations) when this exemption is granted. Consequently, students receiving an exemption from preventive health requirements may take longer to complete the curriculum and graduate, or the student may not be able to complete the curriculum and graduate.

Advanced Cardiac Life Support (ACLS) and Basic Life Support (BLS)

SOMA requires that all students obtain and maintain BLS certification throughout the entire duration of enrollment. Proof of certification must be on file by the end of OMS I orientation. It is the student’s responsibility to renew certification prior to the expiration date. Proof of ACLS certification must be obtained prior to reporting for clerkship duty in the OMS III year. These requirements may only be met using an online course if it is a certification renewal. First-time certification must be completed via a live course. Non-compliance at any time during a student’s enrollment will result in suspension and/or dismissal.

Class Schedules

SOMA classes are generally scheduled between the hours of 8 a.m. and 5 p.m. Monday thru Friday. Please check individual course syllabi and class schedules for specific class times. When class times must be changed due to circumstances beyond the control of SOMA, every effort will be made to provide as much advanced notification as possible. Official ATSU holidays are published in the Academic Calendar; students are advised to check this calendar prior to making travel plans for holidays and time away from campus. Occasionally, it is necessary to schedule class activities on evenings or weekend days. Every attempt will be made to provide as much advanced notice as possible for these activities.

Occasionally classes may end early or run late or other circumstances may occur that will cause some lapse in the published schedule. Students are advised to maintain access to study materials during these periods so that time may be utilized productively. Please be advised that faculty are directed to begin and end classes on the published SOMA schedule.

Examinations

Examination content is derived from course goals and objectives. Rescheduling an examination or other assessment can be accommodated if a student receives an excused absence. If you cannot attend an examination or assessment, you are required to follow the Excused Absence Policy in the SOMA Catalog. SOMA reserves the right to assess students for the cost of reproducing examinations or assessments (i.e., pelvic exams) where the reproduction of said exam or assessment would be excessive (i.e., require special scheduling of standardized patients).

Students will be assigned seating for exams by a faculty member. All personal items (books, notebooks, food, etc.) must be placed at the front of the classroom or put away at the direction of the proctor. In examinations where the proctor will give permission for students to be excused, students who need to be excused from the exam may do so one at a time. The student’s exam (or computer) must remain with the proctor until the student returns. Any student who arrives late for an examination will not be given extra time to complete the test.

SOMA students are expected to exhibit the highest degree of intellectual honesty in the writing of examinations and completion of assignments given by SOMA. Behaviors that are not consistent with this standard include (but are not limited to) having or seeking access to exam materials before the exam, impersonating an examinee or engaging someone else to take the exam by proxy, copying answers from someone else or allowing one’s answers to be copied, altering or misrepresenting scores, stealing exam materials, possessing unauthorized items during an exam (e.g. recording or photographic devices, phones, reference material, etc.).

The content of SOMA examinations and assignments is proprietary and strictly confidential. Unauthorized retention, possession, copying, distribution, disclosure, discussion, or receipt of any examination question, in whole or in part, by written, electronic, oral or other form of communication (including but not limited to e-mailing, copying or printing of electronic files and reconstruction through memorization and/or dictation) before, during, or after an examination, is strictly prohibited. Such behaviors are subject to disciplinary actions by the SOMA Student Performance Committee.

All assignments and projects submitted for any course are the property of SOMA and may not be available for return to the student. Students should maintain a copy of all work assignments submitted.

All work on exams, exercises and assignments are to be completed individually unless direction is given by the faculty member that said assignment may be completed as a group project or with the assistance of others.

Professionalism

Areas such as dress code and etiquette are all reviewed and SOMA considers breaches of professional conduct as academic deficiencies. For a full list of the expectations at SOMA, please visit the University Student Handbook.

Community Campuses

Assignment to Community Campus Location

Assignment to a community campus involves the consideration of various factors including the student’s expressed desire concerning location. Campus assignments are ultimately under the purview of the School and SOMA reserves the right to make all campus and clinical assignments. Unauthorized trading or attempts to influence campus placements by bartering, coercion or offering goods or services are grounds for disciplinary action.

Placement at a community campus is considered a permanent assignment. It is only under extraordinary circumstances that transfer from one campus to another will be considered. Requests for transfer and questions about community campuses should be addressed to the Associate Dean for Clinical Education and Services.

Travel to Clinical Experiences

Many of the courses required to complete the curriculum require travel to participate in clinical experiences. Unless otherwise published, travel is at the student’s expense and not paid for by SOMA or clinical agencies. Most students find having a car and valid driver’s license a necessity to complete the program of study. In particular, students are encouraged to consider the travel requirements associated with specific community campuses prior to their indication of interest in attending that campus.

At each site the weather conditions may make travel hazardous. Students should take their cue on travel from the site supervisor and follow local policy that may dictate procedures. Ultimately the decision to travel or not travel should be made using the individual’s best judgment based on the available information.

Housing

Students are responsible for making arrangements for and payment of their housing needs. Please be advised that there are occasions when students will be assigned at a distance from their community campus. In very select cases some subsidies may be available at certain locations. However, housing costs remain the ultimate responsibility of the student. Students are encouraged to investigate housing costs prior to community campus selection.

Community Campus General Policies and Procedures

Injuries and Accidents

Any student who sustains an injury or bloodborne pathogen exposure while on his or her clinical experience must notify their RDME as soon as possible.

In the event that the injury involves exposure to bloodborne pathogens, notify the clinical site’s occupational medical staff immediately and follow their protocols for blood borne exposure. The student must also notify the RDME as soon as possible. A needle-stick protocol checklist and post exposure prophylaxis (PEP) guideline is provided on the E*Value homepage.

If you have a needle-stick injury while on a rotation, there are a few important steps to follow.

1. Notify your supervising physician immediately
2. Follow the host hospital’s or clinic’s protocol for risk evaluation and post-exposure prophylaxis. This information can be obtained through the Emergency Department or the Risk Management Department.
3. Notify SOMA Administration and your RDME immediately or as soon as possible
4. Keep paper copies of your medical records, the incident report and accompanying date.
5. Keep one complete set for your personal records. Give the incident report and confirmation that you followed the host hospital and/or PEP post–exposure guidelines to your RDME and campus administrative assistant (AA). The PEP guidelines link can be found on the E*value homepage. You do not have to provide personal medical information to the RDME or AA. However, we do require documentation that you sought medical advice and any required treatment following national health guidelines.

In the event you experience an injury other than a needle-stick while on a rotation:

1. Notify your attending immediately
2. Seek medical attention as needed
3. Follow your host hospital or clinic’s risk management protocol for reporting and treatment
4. Notify your RDME as soon as possible
5. Provide documentation of the incident (again, no personal medical information is necessary, just proof that you were evaluated and/or treated after an injury) to your RDME and AA for your file.

It is important to recognize that as a student you are not covered by the health insurance of the community campuses as you are not an employee. You are also not covered by the University’s health insurance, as you are not an employee of the University. Therefore, as per University policy, you must carry your own insurance to cover any medical expenses incurred as a result of injury at clinical sites. SOMA has purchased accident insurance and needle-stick coverage that may help to defer the cost of needle-stick injury or exposure to blood-borne pathogens.

Safety Issues in Year 2

Every site should have a disaster plan directing individuals’ actions in the event of an emergency (i.e. tornado, violence at the site, etc). In the event of an emergency follow the site’s emergency plan and the direction of your site supervisor. As soon as it is safe and feasible please notify the SOMA Administration regarding your status.

Students are required to become familiar with the safety procedures that are established at each of the community campuses. As in every situation, especially when one is in an unfamiliar environment, it is prudent to maintain good situational awareness and to be cognizant of one’s surroundings.

Professional Conduct

Students are under the supervision of, and responsible to, the Community Campus faculty, including the RDME and clinical preceptors. The student may be subject to review and removed from the community campus by the SOMA administration if his or her conduct is deemed unsafe or inappropriate by the faculty at the Community Campus.

Student Responsibilities at the Community Campus

The student is expected to put a patient’s needs and safety as the top priority during all clinical encounters.

The student is expected to adhere to the schedule provided by the community campus RDME for both didactic courses and clinical courses. The student is expected to attend conferences, rounds, and clinics assigned by the Community Campus faculty as part of their OMS II curriculum. It is the student’s responsibility to review the curricular objectives and augment didactic and clinical experiences with independent research and discussion with the Community Campus faculty.

Community Campus Responsibility to the Student

The Community Campus must organize an orientation at the start of OMS II year to provide general information about the site, student requirements, and contact information for key personnel. The Community Campus must ensure that on-site faculty guidance is available to assist students in their concerns related to the OMS II curriculum. The student will be provided with information and procedures to handle injuries and other health concerns sustained at the Community Campus.

MSPE, Residency and COMLEX, Level 3

The Medical Student Performance Evaluation (MSPE) is a document utilized in the residency application process. It serves as “an evaluation of a medical student’s performance” (rather than a recommendation or prediction of future performance). The MSPE describes, in a sequential manner, a student’s performance through 3 full years of medical school and, as much as possible, the 4th year. The MSPE includes an assessment of both the student’s academic performance and professional attributes.” (Association of American Medical Colleges-AAMC). The MSPE will include all of the student’s clinical evaluations as well as any of the student’s “unique characteristics”.

Once the MSPE draft has been created for each student, students will be provided the opportunity to review their MSPE and “correct factual errors in the MSPE, but not to revise evaluative statements in the MSPE.” (AAMC). The national release date for the MSPE to residency programs varies by year (usually October-November).

Residency match results which may include a student’s name, specialty, and residency program placement will be made public unless the student opts out. Students may opt out at any time by contacting the Dean’s Office.

Once a graduate is placed in residency, he or she will be required to take and pass COMLEX 3. For information on SOMA COMLEX Level 3 pass rates and residency match rates, please refer to: http://www.atsu.edu/soma/prospective_students/postgraduate_placement.html

Echo36

SOMA uses Echo360 for video and audio recording of many didactic presentations for later playback; however, as with any technology, the Echo360 system may not work at times. SOMA will notify students via ATSU e-mail when the Echo360 is unavailable. The student is always responsible for the material covered in a session, even if an Echo360 recording is not available.

Annual Catalog, Handbook, and Clinical Education Manual Review

All SOMA students are required to read the ATSU University Catalog and the University Student Handbook annually. In addition, the OMS III and OMS IV students must also read the SOMA Clinical Education Manual annually. An attestation is sent via the E*Value system to all students annually. Each student must sign and submit the form, affirming that they have read the required items. Failure to do so may be considered a professionalism violation and may result in a delay in the student’s course work, and may result in the student appearing before the Student Performance Committee.

Programs

• Osteopathic Medicine, DO

Courses

• CORE 7000 - Family Medicine I
• CORE 7001 - Family Medicine II
• CORE 7002 - Internal Medicine I
• CORE 7003 - Internal Medicine II
• CORE 7004 - Pediatrics
• CORE 7005 - OB/Gyn
• CORE 7006 - General Surgery
• CORE 7007 - Psychiatry
• CORE 7008 - Osteopathic Principles and Practice V
• CORE 7009 - Osteopathic Principles and Practice VI
• CORE 8000 - Cardiology
• CORE 8001 - Critical Care
• CORE 8002 - Neurology
• CORE 8003 - Emergency Medicine
• CORE 8004 - Osteopathic Principles and Practice VII
• CORE 8005 - Osteopathic Principles and Practice VIII
• CPSL 7010 - Maternal and Child Health
• CPSL 7011 - Maternal and Child Health
• CPSL 7012 - Maternal and Child Health
• CPSL 7013 - Maternal and Child Health
• DRS 5000 - Directed Studies
• DRS 6000 - Directed Studies
• DRS 7000 - Directed Studies
• DRS 8000 - Directed Studies
• ELEC 7083 - Medical Spanish
• ELEC 8091-8175 - MS4 Elective I
• ELEC 8091-8175 - MS4 Elective II
• ELEC 8091-8175 - MS4 Elective III
• ELEC 8125 - Medical Spanish
• ELEC 8178 - Public Health Practicum: Elective I, II, and III [for SOMA DO/MPH dual degree program only]
• ELECT 7049-7132 - Electives I
• ELECT 7049-7132 - Electives II
• MED 508A - Medical Skills I
• MED 508B - Medical Skills II
• MED 509A - Osteopathic Principles and Practice I
• MED 509B - Osteopathic Principles and Practice II
• MED 514 - Cardiopulmonary I
• MED 515 - Cardiopulmonary II
• MED 516 - Renal, Endocrine and Metabolism I
• MED 517 - Renal, Endocrine and Metabolism II
• MED 520 - Foundations of Health
• MED 521 - Neuromusculoskeletal A
• MED 522 - Neuromusculoskeletal B
• MED 530 - Basic Structural Foundations
• MED 603 - Gastro-Intestinal
• MED 604 - Dermatology
• MED 605 - Hematology
• MED 606 - Mind
• MED 607 - Human Development
• MED 608 - Integrative
• MED 609A - Medical Skills III
• MED 609B - Medical Skills IV
• MED 610A - Osteopathic Principles and Practice III
• MED 610B - Osteopathic Principles and Practice IV
• MED 613 - Genitourinary I
• MED 614 - Genitourinary II
• MED 615 - Senses
• MED 620 - Epidemiology
• MED 621 - Biostatistics & Preventative Medicine
• MED 622 - Integrative II
• PCSL 7014-7048 - Primary Care Selectives
• SELE 8006-8090 - Selective I: Medicine
• SELE 8006-8090 - Selective II: Medicine, Research, or Academic Study
• SELE 8051-8061 - Selective III: Pediatrics
• SELE 8078-8058 - Selective IV: Surgery
• SELE 8177 - Selective II: Public Health [for SOMA DO/MPH dual degree program only]

Return to: Schools and Programs