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The mission of the �鶹��ýCollege of Dental Medicine is to improve the health of Northern New England and to help shape the future of dentistry through excellence in education, discovery, and service.

The College offers the Doctor of Dental Medicine (DMD) as the professional degree that prepares students for careers as dentists in a variety of practice settings. Students will matriculate with an undergraduate education (minimum 3 years, Bachelor's degree preferred). The DMD degree is awarded after successful completion of four years of professional study in the College of Dental Medicine.  

The first two years of the program focus on integrated biomedical sciences and dental sciences including extensive utilization of dental simulation and early clinical experiences. Students will work closely with faculty and peers while attaining foundational biomedical knowledge and its relationship to patient care. Students commence dental patient simulation in the first term of the program in order to attain, practice, and eventually demonstrate competency in all of the clinical disciplines of dentistry. 

Students engage in clinical experiences across all four years of the program, commencing during the first semester of the program primarily through peer-to-peer experiences. During the second year, students begin to provide limited patient care and then progress to providing comprehensive patient care in the University-based dental clinic in Portland, Maine with continued didactic and seminar studies. As their clinical education continues, students will be responsible for providing comprehensive general dental care to their family of patients. Throughout their clinical experiences, students will practice as associates in a group practice led by clinical faculty mentors and will provide patient care commensurate with their individual level of education and training.

The College of Dental Medicine has also established a robust community-based education program that encompasses extramural experiences throughout all four years of the DMD program. Students are introduced to service learning in their first year and enter into community-based dental education venues in their second year. Their community-based experiences, which emphasize the development of communication skills through direct patient contact, take place in a variety of settings, and students interact with many at-risk populations (e.g., pregnant mothers, infants/toddlers/children from lower socio-economic backgrounds, special needs patients, and senior citizens who are housed in long-term care facilities). As dental students progress through the DMD curriculum, they transition into providing more comprehensive patient care at these extramural sites.

The fourth year of the program focuses on clinical practice in a distributed, community-based clinical network across Northern New England (Maine, New Hampshire, and Vermont) and beyond. Specifically, students participate in two to three clinical externships across the region in federally qualified community health centers, Veteran’s Administration dental clinics, other non-profit clinics, etc.  The College of Dental Medicine shares UNE's global initiatives and philosophy to strengthen our students' competencies in the global economy and prepare them to work successfully in a demographically changing United States by embedding their education and training in a variety of diverse cultural environments. International practice and research opportunities allow our students to find common solutions to diverse access to care issues.

In addition to the experiences in the biomedical sciences, dental sciences, and clinical sciences, students will develop knowledge and skills in the areas of professionalism, practice management, public health, and research and scholarship. Students become sophisticated consumers of science through the hands-on, application-oriented professional academic program in which faculty serve as facilitators of knowledge and students are engaged in learning.

The College is committed to providing a safe and effective environment in which students can learn; apply knowledge; develop skills and values; provide patient and community-centered, evidence-based care in an interprofessional practice model; and develop to the level of an independent, competent oral health care provider. 

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

	Credits
First Year
1st Semester (Fall)
DMD5100: Embryology and Histology	3
DMD5105: Cariology and Preventative Therapies	2
DMD5110: Molecular and Cellular Basis of Medicine	4
DMD5140: Clinical Dentistry 1	8
DMD5155: Foundations of Patient Care 1	8
DMD5160: Dental Anatomy	6
DMD5180: Medical Microbiology	2
DMD5185: Medical Immunology	2
DMD5190: Principles of Public Health	2
DMD5195: Professional Development 1	1
TOTAL	38
2nd Semester (Spring)
DMD5200: Human Anatomy	5
DMD5205: Systems 1	4
DMD5215: Systems 2	4
DMD5245: Clinical Dentistry 2	8
DMD5265: Foundations of Patient Care 2	12
DMD5290: Principles of Epidemiology	2
DMD5295: Professional Development 2	1
TOTAL	36
Second Year
1st Semester (Summer)
DMD6100: Prosthodontics 1	8
DMD6105: Systems 3	3
DMD6160: Clinical Dentistry 3	12
DMD6165: Foundations of Patient Care 3	12
DMD6190: Patient Care 1	4
DMD6195: Professional Development 3	1
TOTAL	40
2nd Semester (Fall)
DMD6200: Prosthodontics 2	8
DMD6210: Systems 4	5
DMD6220: Systems Histology	2
DMD6260: Clinical Dentistry 4	8
DMD6265: Foundations of Patient Care 4	7
DMD6270: Dental Public Health Policy and Management	2
DMD6290: Patient Care 2	2
DMD6295: Professional Development 4	1
TOTAL	35
3rd Semester (Spring)
DMD6300: Prosthodontics 3	8
DMD6315: Applied Medical Science	3
DMD6340: Clinical Dentistry 5	8
DMD6345: Orthodontics	3
DMD6375: Social and Behavioral Health	4
DMD6380: Applied Dental Public Health	4
DMD6385: Patient Care 3	4
DMD6395: Professional Development 5	1
TOTAL	35
Third Year
1st Semester (Summer)
DMD7100: Patient Care 4	31
DMD7110: Professional Development 6	1
DMD7120: Clinical Dentistry 6	8
TOTAL	40
2nd Semester (Fall)
DMD7200: Patient Care 5	37
DMD7210: Professional Development 7	1
DMD7215: Dental and Public Health Financial Management	2
TOTAL	40
3rd Semester (Spring)
DMD7300: Patient Care 6	39
DMD7310: Professional Development 8	1
TOTAL	40
Fourth Year
1st Semester (Summer)
DMD8400: Patient Care 6	39
DMD8410: Professional Development 9	1
TOTAL	40
2nd Semester (Fall)
DMD8500: Patient Care 7	39
DMD8510: Professional Development 10	1
TOTAL	40
3rd Semester (Spring)
DMD8600: Patient Care 8	39
DMD8610: Professional Development 11	1
TOTAL	40

Academic Program Standards:

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

Technical Standards – abilities and skills:

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

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

• Observation: A student must be able to observe a patient accurately, at a distance and close up, interpreting non-verbal communications while performing dental operations or administering medications. A student must be able to perform dental examinations and treatments that require the use of sight and touch. He or she must be able to see fine detail, focus at a variety of distances, and discern differences and variations in color, shape, and texture that are necessary to differentiate normal and abnormal soft and hard tissues. He or she must be able to use tactile senses to diagnose directly by palpation and indirectly by sensations transmitted through instruments. A student must also possess the visual acuity to read charts, records, radiographs, small print, and handwritten notation.
• Communication: A student must be able to: communicate effectively and sensitively with patients; convey and exchange information at a level allowing development of a health history; identify problems; explain alternative solutions; and give directions during treatment and post-treatment. A student must be able to communicate effectively and efficiently with all members of the healthcare team. A student must have sufficient facility with English to: retrieve information from texts and lectures and communicate concepts on written exams and patient charts; elicit patient backgrounds; describe patient changes in moods, activity, and posture; and coordinate patient care with all members of the health care team. A student must be able to communicate in lay language so that patients and their families can understand the patient’s conditions and, thereby, be more likely to comply with treatment and preventative regimes.
• Motor, Strength, and Mobility: A student must possess sufficient motor functioning to execute movements essential to providing oral health care to patients. A student must possess the motor skills to perform palpation, auscultation, and other diagnostic maneuvers; basic laboratory tests; and diagnostic and restorative procedures. Such actions require coordination of gross and fine muscular movements, equilibrium, and functional uses of the senses of touch and vision. A student must be able to perform basic life support including CPR, to transfer and position patients with disabilities, to physically restrain himself or herself around the patient and chair in a sitting or standing position. A student must promote and support the ability of coworkers to perform prompt care. A student must be able to operate controls, use high-speed or low-speed dental hand pieces for tooth preparation, and use hand instrumentation including scalpels for surgical procedures. A student must be able to maintain strength, posture and reach and manipulate equipment to all positions in order to control the operating environment.
• Sensory: A student must be able to acquire a predetermined level of required information through demonstrations and experiences in basic and dental science courses. Such information includes, but is not limited to, information conveyed through: a) physiologic and pharmacologic demonstrations, b) microscopic images of microorganisms and tissues in normal and pathologic states; and c) demonstration of techniques using dental models. A student must be able to acquire information from written documents, and to evaluate information presented as images from paper, films, slides, or video. A student must be able to benefit from electronic and other instrumentation that enhances visual, auditory, and somatic sensations needed for examination or treatment.
• Cognitive: A student must be able to measure, calculate, reason, analyze, integrate, and synthesize. A student must be able to comprehend three dimensional relationships and understand the spatial relationships of structures. Problem solving requires all of these intellectual abilities. A student must be able to perform these problem solving skills in a timely manner.
• Behavioral and Social:  A student must possess the emotional health required for full use of his or her intellectual skills, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients. A student must be able to endure physically-taxing workloads and to function effectively under stress. He or she must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. Compassion, integrity, concern for others, interpersonal skills, interests, and motivations are all personal qualities that will be assessed during the admissions and educational processes. A student must be able to manage apprehensive patients with a range of moods and behaviors in a tactful, congenial, personal manner so as not to alienate or antagonize them. A student must be able to interrelate among colleagues, staff, and patients with honesty, integrity, respect, and nondiscrimination.

Disabilities

Graduates of the DMD program must have the knowledge and skills to function in a broad variety of clinical, administrative, and leadership situations and to render a wide spectrum of patient care.
The �鶹��ý, College of Dental Medicine acknowledges and complies with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA) 1990, as amended, and requires minimum technical standards be present in students accepted into the Doctor of Dental Medicine program.  The college will engage in an interactive process with applicants with disabilities, but the College reserves the right not to matriculate any applicant who cannot meet the technical Standards set forth in this section, with reasonable accommodations.

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

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

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

When a letter of acceptance to the DMD program is mailed, a detailed copy of the Technical Standards for completion of the curriculum will be included. The applicant will be asked to respond in writing whether he/she can meet the standards with or without accommodation. The provision of or request for an accommodation for a disability is always voluntary for the student. An applicant should be able to evaluate him or herself for compliance with these Technical Standards.  In the event that accommodation is requested, the student must submit documentation of disability with the proposed accommodation from a certified specialist to UNE’s Student Access Center.  A continuing student who develops a disability should request accommodations based on the limitations of the disability through the Student Access Center.  Individuals unable to meet the Technical Standards for the DMD program may be unable to progress and/or complete the DMD program. 

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

For more information on disabilities and accommodations, please contact the 

(Academic policies have been revised for the Class of 2021, entering in the fall of 2017. Students who are remediating Year 1 (D1) will re-enter Year 1 under these new policies.)

Academic and Professional Standards Committee

The College of Dental Medicine’s Academic and Professional Standards Committee (APSC) is charged to develop, distribute, update, and implement policies for the evaluation of dental student performance, including policies for grading, promotion, and graduation of students. It shall also be responsible for implementing and enforcing policies and shall make recommendations to the Dean regarding promotion or graduation of each student. The Committee shall follow guidelines in full accord with the rules of the �鶹��ý and the requirements of due process. The Dean of the �鶹��ýCDM will appoint faculty and staff to the APSC and designate a chair of the committee. The APSC will convene to review student progress at the conclusion of each academic term, generally within 15 business days. Additionally, the APSC meets on a regular basis to monitor student progress based on input from course directors, clinical faculty, and community-based preceptors. During the 3rd and 4th years of the program, students are evaluated to determine their readiness to enter the community-based education program based on the demonstration of adequate progress toward clinical and professional competence. Students that have not successfully maintained academic, clinical, ethical, and/or professional standards will be invited to meet with the APSC to offer additional information for the committee to consider prior to making a recommendation to the Dean. 

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

A student under review by the APSC will be given the opportunity to meet with the committee and notified in writing of the reason, date, time, and location. The student will inform the chair at least one day before the meeting if she or he wishes to be present at the APSC meeting. The student will be afforded at least 15 minutes, though time allotted may be increased at the discretion of the committee chair. The student may request that the committee consider other sources of information, such as witness testimony or other supporting documents.  A designee from Graduate and Student Affairs will be present at the meeting should the student need someone to confer with.  The designee cannot address the APSC in any way during the student’s comments but may participate in the deliberations. The student will not be present for deliberations. The APSC will have an opportunity to review the additional information, if presented, and will then make a final recommendation to the Dean. The Dean will make the final decision and inform the student in writing.

 Grading Policies

All courses within the curriculum are evaluated as Pass/Fail. Students will receive a grade based on the following:

Score	Final Grade
Pass (69.5% - 100% course average)	P
Fail  (69.4% or below course average, or unsuccessful remediation)	F
Incomplete*	I

W = Withdrawal
I = Incomplete

*Incomplete Grade (I): An Incomplete (I) indicates that a student has not been able to finish all required work for issuance of a final grade. An "I" may also be awarded during the course remediation process at the discretion of the course director. An "I" must be replaced before the student registers for the next academic term, unless other arrangements are made with the instructor and the Dean of the College of Dental Medicine. University policy states that all grades of "I" will automatically convert to an "F" after four to six weeks, depending on the duration of the academic term in question.

Dental students must earn a grade of "Pass" in all courses in order to be considered to be making satisfactory academic and professional progress and to be considered for promotion to the next academic year. Official grades are submitted to the Registrar by course directors, at which time the online student records system is updated. Official grade reports and unofficial transcripts will be available on the student records system throughout the academic year. Class rank is not reported on transcripts.

Dental students who receive an "F" in a course will be reviewed by the APSC. The APSC, after consultation with the course director, may recommend one of the following to the Dean, who makes the final decision: 

1. Remediate the course
2. Repeat the course
3. Repeat the academic year
4. Dismissal from the program

The student will be notified of the decision in writing by the Dean or his/her designee. Notification must be either sent by Certified Mail or hand-delivered to the student.

Promotion

Promotion is defined as academic and professional progression from one academic year to the next. The APSC will recommend students to the Dean of the College for promotion. Students will be ineligible for progression from one academic year to the next if any of the following apply:

• The student has a grade of "I" or "F" in a required course without an approved remediation plan
• The student has a grade of "I" or "F" in a remediation plan for a previously failed class
• Failure to meet or maintain ethical and/or professional standards as outlined in the Code of Professional Conduct found in the Student Handbook
• Failure to meet or maintain technical standards
• Unpaid tuition and fees
• Failure to meet the National Board Dental Examinations Policy found in the Student Handbook

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

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

Course Remediation

Remediation is the process for addressing deficiencies in a student’s knowledge, skills, and/or professional behavior. The educational objectives that underlie remedial teaching and evaluation should be the same as the educational objectives that underlie regular courses in the curriculum.

Grades earned during an attempted remediation of a course will be reviewed critically by the APSC and the Dean of the College of Dental Medicine. Failure to earn a passing grade may result in dismissal from the College or repeating the academic year. Upon successful completion of remediation, a “Pass” will be reported to the Registrar’s Office and become part of the official student transcript, along with the notation “remediated course”.

Decisions regarding remediation will be made on an individual basis after considering all pertinent circumstances. The decision will be made by the Dean of the College of Dental Medicine, based upon the recommendation of the APSC. The Committee will base its recommendation on the student’s academic record and other considerations after consultation with the student’s faculty advisor/Group Practice Leader, course director, Dean (or his/her designee), clinical preceptor, and the student involved, as is appropriate.

Probation or Academic Suspension

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

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

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

Students on probation are expected to remove themselves from all elected officer responsibilities and leadership roles in co-curricular activities associated with the University and/or with professional associations.

On-campus students on probation must meet with a faculty member designated by the APSC at least once a month. It is the student’s responsibility to contact the faculty member to arrange these meetings.

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

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

Dismissal

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

• Received a grade of “Fail” in one or more course(s)
• Received a grade of “Fail” in a remediated course, or for a failure to remediate a course
• Violating the Code of Professional Conduct as outlined in the Student Handbook.
• Failed to meet or maintain Technical Standards as outlined in the Student Handbook

Graduation

To be eligible for graduation, a student must:

• Not be on academic suspension or probation
• Have earned a grade of “Pass” in all required coursework and have no outstanding grades of "I" or "F"
• Meet the National Board Dental Examinations Policy found in the Student Handbook
• Have successfully completed all prescribed academic requirements, including:
  • All courses/modules
  • Final Student Progress Review meeting with Group Practice Leader
  • Have demonstrated competency for all �鶹��ýCDM Competency Statements
  • Have completed the online �鶹��ýCDM Graduation Survey and the online ADEA Senior Survey
  • Completed and submitted a �鶹��ýCDM DMD Student Sign-Out Sheet
  • Successfully completed required clinical externships.
• Have demonstrated appropriate ethical, professional, and personal conduct, as defined in the �鶹��ýStudent Handbook and the College of Dental Medicine Academic Standards, thus making it appropriate to award the degree of Doctor of Dental Medicine
• Be expected to march with his/her class in the graduation ceremony, unless the Dean or President has granted special permission 
• Have complied with all the legal and financial requirements of the University and College

Student Appeal Process

Academic Progression Appeals

A student may submit a written appeal of an academic progression decision based on one or both of the two grounds described in the �鶹��ýStudent Handbook. Please refer to the �鶹��ýStudent Handbook for the detailed policy and process information regarding this type of appeal. In a case where the adverse decision was rendered by the Dean, the written appeal must be received by the Provost within 7 business days of when the adverse decision was communicated to the student. The appeal must be based on: 1) new evidence that could not have been presented to the APSC at the time of original decision, or 2) procedural errors in the original process that had a substantial impact on or otherwise prejudiced the original determination. The Provost has 15 business days to review the appeal request and will notify the student in writing of the outcome. The Provost may choose to uphold the adverse decision or return the matter to the Dean for reconsideration. The �鶹��ýStudent Handbook is available online at .

Grade or Penalty Appeal (excluding academic progression appeals)

A student may also submit a written appeal of a grade (e.g., grade within a course or final course grade) or penalty (e.g., exclusion from a course, lab, or clinical experience). The first level of the appeal is at the academic course level from which the grade or penalty was issued. Within 5 business days after receipt of the grade or penalty, the student must request a review by the College’s course director. In the event of an inability to satisfactorily resolve the matter at this level, the student must submit his/her appeal in writing to the Associate Dean of Curriculum Integration and Analytics within 5 business days after the grade appeal decision was received by the student from the course director. The decision of the Associate Dean of Curriculum Integration and Analytics is final.

Competencies for the New General Dentist

(Adopted from the American Dental Education Association)

(Journal of Dental Education July 2011)

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

Domains
1. Critical Thinking
2. Professionalism
3. Communication and Interpersonal Skills
4. Health Promotion
5. Practice Management and Informatics
6. Patient Care
          a. Assessment, Diagnosis and Treatment Planning
          b. Establishment and Maintenance of Oral Health

1. Critical Thinking

Graduates must be competent to:

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

2. Professionalism
Graduates must be competent to:

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

3. Communication and Interpersonal Skills
Graduates must be competent to:

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

4. Health Promotion
Graduates must be competent to:

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

5. Practice Management and Informatics
Graduates must be competent to:

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

6. Patient Care

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

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

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

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

Glossary of Terms

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Transfer Credit

No transfer credit will be granted.

Advanced standing

No Advanced Standing is available.

Experiential Learning

No credit will be awarded to students for experiential learning.

PREREQUISITE COURSES

COURSES*	SPECIFICS	SEMESTER HRS	Quarter hrs
General Biology (Zoology acceptable)	Lab	4	6
Human Anatomy	Lab	4	6
Microbiology	Lab	4	6
General Chemistry	Lab	4	6
Organic Chemistry	Lab	4	6
Biochemistry		3	4
Additional Biology, Chemistry and/or Physics courses		12	18
English Composition/Technical Writing		3	4
* AP credit does not count toward meeting prerequisite courses. (Upper level courses in any of the necessary prerequisite subject areas with a "C" or better may be considered for their fulfillment.)

Recommended Courses:

Studies that include Human Physiology are strongly recommended
Others:

• Physics
• Business, Computers
• 3-Dimensional Art (e.g. Sculpture)
• Communications
• Ethics
• Histology and/or Genetics

ACADEMIC/EXPERIENCE REQUIREMENTS

Applicants who meet the minimum requirements for application should understand that the average GPA and number of hours of direct patient care for students accepted into the program are well above the minimum requirements.  Just meeting minimum requirements does not guarantee an interview or acceptance.

• College/University Education: formal minimum of three years of college or university coursework from a US regionally accredited school, or international equivalent, (90 semester hours or 135 quarter hours) at time of enrollment; however, a baccalaureate degree is preferred.
• US Dental Admissions Test (DAT): Applicants are required to take and submit DAT scores. The DAT examination must be taken by October 2 of the application year and scores must be sent directly to ADEA AADSAS from the American Dental Association.
• Community Service: Applicants are strongly encouraged to demonstrate community service through volunteerism or service-oriented employment.
• Clinical Dental Experience: Minimum of thirty (30) hours dental experience is required.
• Technical Standards for Dental Medicine: Applicants must meet all technical standards for the profession.

Note: Before matriculation, accepted applicants will be expected to meet all health immunization requirements; to obtain a physical examination with proof of up-to-date immunization status.  Please visit Student Health Carefor details.

Students must consent to and have an acceptable criminal background check prior to matriculation and periodically throughout the DMD program.

PROCEDURES AND POLICIES

• Applications for admissions are accepted through the Associated American Dental Schools Application Service ().
• Applications must be submitted to AADSAS by posted deadline. Given the normally heavy volume of applications, it is strongly encouraged that completed applications be submitted as early as possible in the cycle. The AADSAS application portal opens at the beginning of June each year.
• Upon request, submit supplemental application and all supplemental materials directly to �鶹��ýby the posted deadline.
• On-campus interviews, by invitation only, are required for admission to the program.
• Applicants are selected for interviews on a rolling basis, with interviews taking place between fall and early spring of each year.
• �鶹��ýfollows the AADSAS “traffic” rules and accepted applicants are notified by mail on or after December 1 until the class has been filled.
• International applicants and applicants with international degrees must have transcripts evaluated for degree and grade equivalency to that of a regionally accredited US institution. See for a list of educational credential evaluators.
• All applicants to �鶹��ýmust be able to understand and communicate in English to be admitted to the university. �鶹��ýaccepts several methods of English Proficiency, see .  If an applicant cannot prove English Proficiency in another way, scores from the Test of English as a Foreign Language ) are required and must be submitted as a part of the completed application.
• Official transcripts for degrees and other prerequisites completed after the submission of the AADSAS application must be submitted to the Office of Graduate and Professional Admissions prior to matriculation. (This includes all degrees/coursework in progress and planned at the time of submission of the AADSAS application).

For additional information on the admissions process and requirements, please access the 

Policy exceptions

The Dental Medicine program and the DMD Admissions Committee in collaboration with the Office of Graduate and Professional Admissions reserve the right to make exceptions to the admissions criteria and to make changes or exceptions to policies and procedures, on a case by case basis, when it deems such a decision is necessary and appropriate.

Tuition and Fees

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

The �鶹��ý College of Osteopathic Medicine fosters health care leaders across the continuum including undergraduate, predoctoral, graduate medical and continuing medical education. �鶹��ýCOM advances exceptional osteopathic healthcare locally and globally through practice, research, scholarship, education and community health.

Core Values

• Support the creation and maintenance of outstanding medical practitioners.

• Maintain a caring, collegial environment.

• Foster integrity and accountability through a strong ethical base.

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

• Facilitate Learning, critical thinking, research and scholarship.

• Shape the future creatively while preserving our heritage.

• Promote an innovative, interprofessional and entrepreneurial culture.

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

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

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

 

The degree of Doctor of Osteopathic Medicine (DO), granted to graduates of osteopathic medical schools, demonstrates to the public that these physicians received a unique and distinctive education based upon the general principles articulated by its founder, Dr. Andrew Taylor Still, and by the American Osteopathic Association.

Consistent with the philosophy and training programs of the osteopathic profession, the majority of osteopathic physicians practice primary care specialties. Their focus on holistic medicine, one of the basic tenets of their osteopathic heritage, directs them to provide both preventive and curative services to their patients on a comprehensive and continuing basis.

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

1. Curriculum Overview

NOTE: Medical education is continuously evolving in alignment with best practices for learning and teaching. To maintain the most up-to-date, productive learning environment for our students, the �鶹��ý College of Osteopathic Medicine (�鶹��ýCOM) reserves the right to revise and amend as appropriate the policies and practices described in this catalog.

The �鶹��ýCOM curriculum is designed to develop osteopathic primary care and other specialized physicians who are skilled in health promotion and illness prevention, as well as the delivery of health care to the ill. To that end, �鶹��ýCOM provides an innovative, contemporary, patient-focused curriculum that fosters life-long, self-directed, evidence-based learning and professional development.

Our progressive, integrated four-year curriculum aligns educational activities with the principles of adult learning to maximize the attainment and retention of knowledge, skills, and attitudes crucial to the delivery of health care in the 21^st century.

2. Pre-Clerkship Education

�鶹��ýCOM students spend the first two years of the program on the �鶹��ý (UNE) campuses in Biddeford and Portland, Maine. The curriculum consists of a series of large and small group learning activities, combined with independent experiential learning in physicians’ offices, hospitals, extended care facilities and health centers. Facilitated learning sessions include traditional didactic lectures, interactive problem solving sessions, patient case-based study discussions, hands-on laboratory exercises, panel discussions, demonstrations, and clinically focused encounters with standardized and real patients. Learning activities are constructed to provide a strong foundation in the basic biomedical and social sciences as well as clinical skills as they apply to the rapidly changing practice of medicine in the 21st century. A thorough grounding in the manual skills characteristic of Osteopathic Manipulative Medicine (OMM) is provided in the first two years and supplemented, reinforced, and expanded in Years 3 and 4.

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

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

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

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

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

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

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

6. Practice-Based Learning and Improvement: The student will demonstrate the ability to investigate and evaluate patient care practices using scientific evidence and apply these to patient care.

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

High quality laboratory and educational facilities provide a stimulating venue for the mastery of the seven AOA competencies. The specially constructed Leonard Hall redefines the teaching and learning environment by creating an intentional space that fosters group dialogue, case-based study, and interactive connection using emerging technologies. The Harold Alfond Center for Health Sciences houses laboratories and lecture halls that place �鶹��ýCOM at the national forefront of health and life sciences education. The Donor Lab (including cadaveric dissection) is among the most advanced facilities in the world. The Osteopathic Principles and Practice (OP&P) Lab is spacious and well designed with the latest technological support. The Clinical Performance Center is an interactive clinical skills teaching, testing and evaluation facility with well-established Standardized Patient and Patient Simulator Programs.

Capitalizing on the University’s support of multiple degree programs in the health and allied health professions, including medicine, dentistry, nursing, pharmacy, physician assistant and social work, the College engages in intensive interprofessional education and collaboration.

3. Clerkship Education

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

The �鶹��ýCOM Clinical Campuses form a consortium of community based education sites, each consisting of one or more training institutions, within a specific geographic region, that allows coordinated delivery of the core academic training experience. Each campus provides the patient base, didactic and experiential learning opportunities, supervisory infrastructure and longitudinal evaluation necessary for the accomplishment of the educational goals of core clerkships. The College’s Clinical Campuses are located in the New England states, as well as in New York, New Jersey and Pennsylvania.

Year 3 students are assigned to clerkships in the six core disciplines at one of the College’s Clinical Campuses. Reflecting its focus on primary care, �鶹��ýCOM clinical campus training programs are based in community hospitals, private physician offices, and community health centers, throughout the northeast, that represent environments in which many �鶹��ýCOM graduates will eventually practice. Ambulatory care programs train students in office practice and familiarize them with the collaborative roles and skills of non­-physician health care providers. While community hospitals form the core of the Year 3 and Year 4 clinical rotations, affiliations with specialty focused facilities allow students to pursue a range of clinical experiences. Many of these hospitals also provide Graduate Medical Education (GME) as members of the Northeast Osteopathic Medical Education Network (NEOMEN) (see below). Year 4 students continue their learning with selective and elective clinical rotations at �鶹��ýCOM-approved programs of their choice.

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

4. Postgraduate Education

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

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

5. Concurrent Graduate Degree Program

�鶹��ýCOM offers medical students the opportunity of pursuing a in Public Health while pursuing the Doctor of Osteopathic Medicine degree.

The College of Osteopathic Medicine (COM) is an academic program of the �鶹��ý (UNE). UNE is accredited by the New England Association of Schools and Colleges, Commission on Institutions of Higher Education (NEASC CIHE), whose mission is to establish and maintain high standards of education through the doctoral level. Accreditation by NEASC signifies that �鶹��ýmeets or exceeds those high standards.

1. Predoctoral Medical Education

The College of Osteopathic Medicine receives accreditation from the American Osteopathic Association Commission on Osteopathic College Accreditation (AOA COCA), the only national accrediting agency for predoctoral osteopathic medical education in the United States.

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

2. Postdoctoral Medical Education

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

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

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

3. Continuing Medical Education

�鶹��ýCOM’s Office of Continuing Medical Education (CME) is accredited by the American Osteopathic Association and the Maine Medical Association and provides postdoctoral medical education to both osteopathic (DO) and allopathic (MD) physicians. Each agency grants accreditation based on the demonstrated ability to plan and implement CME activities in accordance with accreditation requirements. �鶹��ýCOM is one of a handful of providers to hold the distinction of maintaining this dual accreditation and sponsors collaborative CME activities for these two physician groups.

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

4. Articulation Agreements

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

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

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

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

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

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

1. �鶹��ýCOM Courses – Year 1

Osteopathic Medical Knowledge IA – 14 Credits

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

Osteopathic Clinical Skills IA ­- 14 credits

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

Osteopathic Medical Knowledge IB - 14 credits

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

Osteopathic Clinical Skills IB - 14 credits

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

2. �鶹��ýCOM Courses – Year 2

Osteopathic Medical Knowledge IIA – 16 credits

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

Osteopathic Clinical Skills IIA – 12 credits

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

Osteopathic Medical Knowledge IIB – 16 credits

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

Osteopathic Clinical Skills IIB – 12 credits

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

The following table provides a more detailed view of the �鶹��ýCOM Courses in Years 1 and 2:

YEAR 1 CURRICULUM Blocks 1-6

Osteopathic Medical Knowledge I-A, 14 credits Osteopathic Medical Knowledge I-B, 14 credits

The above integrated courses include the following Biomedical Science Disciplines: Biochemistry, Physiology, Pharmacology, Genetics, Microbiology (Bacteriology, Virology, Immunology, and Parasitology), Pathology, Molecular and Cell Biology, Medical Ethics and Legal Aspects of Medicine, Preventative Medicine and Public Health, and Research

Osteopathic Clinical Skills I-A, 14 credits Osteopathic Clinical Skills I-B, 14 credits

The above integrated courses include: Anatomy (including Embryology and Histology), Osteopathic Principles and Practice, Clinical Skills, Physical and Differential Diagnosis, Preventative Medicine and Public Health, Standardized Patient Experiences, Clinical Experiences (or Preceptorship), and Humanities

YEAR 2 CURRICULUM

Osteopathic Medical Knowledge II-A, 16 credits Osteopathic Medical Knowledge II-B, 16 credits

The above integrated course includes the following Systems: Neuroanatomy, Psychiatry, Hematology, Oncology, Pulmonology, Cardiology, and longitudinal integration of Geriatrics, Pediatrics, Pharmacology, Microbiology, Infectious Disease, Radiology, Differential Diagnosis and Case Based Learning, Medical Ethics and Legal Aspects of Medicine, Preventative Medicine and Public Health, Research, and Medical Informatics The above integrated course includes the following Systems: Gastrointestinal, Renal, Urology, Reproductive (Obstetrics and Gynecology), Endocrinology, Musculoskeletal, Dermatology, and longitudinal integration of Geriatrics, Pediatrics, Pharmacology, Microbiology, Infectious Disease, Radiology, Differential Diagnosis and Case Based Learning, Medical Ethics, Health Policy, Research, and Medical Informatics

Osteopathic Clinical Skills II-A, 12 credits Osteopathic Clinical Skills II-B, 12 credits

The above integrated course includes  Osteopathic Principles and Practice, Clinical Skills, Physical and Differential Diagnosis, Geriatrics Practicum, Clinical Experiences (or Preceptorships), Standardized Patient Experiences, Simulation Experiences, and Humanities

 

3. �鶹��ýCOM Courses – Years 3 & 4

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

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

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

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

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

3rd YEAR REQUIREMENTS	WEEKS	4th YEAR REQUIREMENTS	WEEKS
Core Family Medicine	6	Selective Internal Medicine  or Pediatrics	4
Core Internal Medicine	12	Selective Surgery	4
Core Obstetrics/Gynecology	6	Selective Emergency Medicine	4
Core Pediatrics	6	Selective Osteopathic Manipulative Medicine	4
Core Psychiatry	6	Electives	18
Core Surgery	6	Total Weeks Year 4	34
Selective Community Health	4
1 Elective	2
Total Weeks Year 3                          48
Total Clerkship Weeks Years 3 and 4			82

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

1.   Technical Standards

Medical education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of specific skills and professional attitudes and behavior. Medical school faculties have a responsibility to society to matriculate and graduate the best possible physicians, and thus admission to medical school has been offered to those who present the highest qualifications for the study and practice of medicine. All required courses in the curriculum are necessary in order to develop essential skills required to become a competent general physician.

The essential technical standards presented are pre-requisite for matriculation, subsequent promotion from year to year, and ultimately graduation from the �鶹��ý College of Osteopathic Medicine (�鶹��ýCOM). These standards pertain to all students enrolled in �鶹��ýCOM.

The faculty is committed to fostering relationships with its students that encourage human and professional growth. Its policies and procedures attempt to reflect this commitment to proactive and supportive communication. At the same time, it is imperative that all students recognize that the primary responsibility for a successful medical school education, both in and outside the classroom, rests with the individual student.

All students, including students with disabilities, must have the capacity to manage their lives and anticipate their own needs. Situations can arise in which a student’s behavior and attitudes resulting from a disability or other personal circumstances present a problem which impairs the student’s ability to meet the College’s standards, even after reasonable accommodations have been considered and, if appropriate, made by the College.

The College’s obligation and mission is to produce effective and competent osteopathic, primary care physicians and to seek candidates and graduate physicians who will be best able to serve the needs of society. Therefore, all applicants, regardless of disability, will be held to the same admission standards, and all enrolled students, regardless of disability, will be held to the same academic standards, understanding that all properly submitted requests for reasonable accommodation will be considered.

Policies:

1. No otherwise, qualified individual will be denied admission to �鶹��ýCOM based solely upon a disabling condition.

2. Students with disabilities applying for admission to �鶹��ýCOM will be expected to have achieved the same requirements as their non-disabled peers, with reasonable accommodation provided, if properly requested and approved.

3. Enrollment in �鶹��ýCOM assumes that admitted students will possess certain levels of cognitive, emotional, and technical skill. Osteopathic medical students with disabilities will be held to the same fundamental standards as their non-disabled peers. Reasonable accommodations will be provided to assist the student in learning, performing and satisfying the fundamental standards, so long as the student applies properly for the accommodation/s and they are approved.

4. The College is obligated to provide reasonable accommodations that will eliminate or minimize the barriers disabled students may face in the process of successfully completing the requirements for graduation from �鶹��ýCOM. Accommodations are not reasonable if they would fundamentally alter the nature of the program, lower programmatic standards, impose an undue burden to the College, significantly impact the rights of other students in the program, or pose a health or safety risk to any other individual, including patients.

Abilities and Skills:
A candidate for the Doctor of Osteopathic Medicine degree must have abilities and skills of five varieties: (1) observation skills; (2) communication skills; (3) fine and gross motor skills; (4) conceptual, integrative and quantitative, cognitive skills and (5) behavioral and social/emotional skills.

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

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

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

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

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

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

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

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

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

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

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

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

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

2. Student Rights and Responsibilities

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

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

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

3. Standards for Professional Behavior and Conduct

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

Each student enrolled in the �鶹��ý College of Osteopathic Medicine is expected to:

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

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

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

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

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

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

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

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

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

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

4. Registration

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

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

5. Academic Records

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

University students wishing to review their records may do so by providing a written request to Registration Services.

6.Student Access and Annual Notification

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

1. inspect and review the student's education records within 45 days of the day the University receives a request for access. The student should submit to Registration Services a written request that identifies the records s/he wishes to inspect. The office will notify the student of the time and place where the records may be inspected.

2. request the University to amend the student's education records that the student believes are inaccurate or misleading. The student should write to the University Registrar, clearly identifying the part of the record s/he wishes to be changed, and specify why it is inaccurate or misleading. If it is determined not to amend the record as requested by the student, the University will notify the student of the decision and advise the student of the right to a hearing regarding the request for amendment. Additional information regarding hearing procedures will accompany this notification.

3. consent to disclosure of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the University has contracted (such as attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, or assisting another school official in performing his or her task; or the Veterans Administration for students registered for various GI Bill programs. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.

4. file a complaint with the US Department of Education concerning alleged failure(s) by the �鶹��ý to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is:

Family Policy Compliance Office
US Department of Education
600 Independence Avenue, SW
Washington, DC 20202­4605

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

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

7.Student Enrollment Status

The �鶹��ý classifies student credit load status for the purposes of financial aid loan deferments. Enrollment classifications.

8. Comprehensive Osteopathic Medical Licensing Examinations

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

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

Students are allowed a maximum of six years (or within 150% of the standard time to obtain the degree) to complete all of the College of Osteopathic Medicine curriculum, including passage of COMLEX-USA Level 1, and Level 2 PE and CE. At the conclusion of six years (or within 150% of the standard time to obtain the degree), students who have not met all requirements will be considered for dismissal from the college.

Note: Registration and scheduling of the exams is the responsibility of the student. Students should also plan to register and take the COMLEX-­USA Level 1 and 2 (PE and CE) with sufficient time allowed to receive exam results and be able to comply with any deadlines for clinical rotations or graduation. Graduating Year 4 students are advised to schedule a date for their COMLEX-­USA Level 2-PE and CE no later than October 31 of the year preceding their anticipated graduation date in order to receive scores in time to meet residency ranking and graduation requirements. This may require registration and scheduling with NBOME up to 18 months in advance.  It is recommended that these exams be taken earlier in order to ensure that the exams are passed with sufficient time to allow for retesting if necessary.

9. Laptop Requirement

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

10.Course Grade Reporting

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

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

1. Attendance

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

2. Academic Standing

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

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

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

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

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

4. Failure to abide by the Standards for Professional Behavior and Conduct or to exhibit the behavior, ethics, or professional manner deemed necessary, in the judgment of the Committee on Student Progress, for the continued study and later practice of osteopathic medicine.

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

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

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

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

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

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

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

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

5. Student is required to repeat the academic year.

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

7. Student is recommended for dismissal from the College.

3. Withdrawal/Dismissal

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

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

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

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

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

Probation: Placement of a student on academic probation or disciplinary probation indicates the student’s failure to maintain satisfactory academic or behavioral performance. While on probation, the student will not represent the college at outside events and will be asked to curtail elected office responsibilities until their performance improves. In addition, a student on academic probation must pass all units of study; a student on disciplinary probation must discontinue the behavior leading to probation and maintain a record of exemplary behavior. Students who violate the conditions of probation as listed above will be reviewed again by CSP, which will make such recommendations to the Associate Dean of Academic Affairs (ADAA)  or the Associate Dean of Clinical Education (ADCE) as it sees fit.

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

4. Academic Progress

1. Course Failures

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

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

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

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

2. repeat the entire academic year, or

3. dismissal from the college.

2. Course Retesting or Academic Intervention Policy

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

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

3. A �鶹��ýCOM student who is assigned a final grade of Failure (F) in a course which allows retesting or academic intervention maybe allowed to enroll in a formal educational activity recommended by CSP with approval of the Associate Dean of Academic Affairs (ADAA) or the Associate Dean of Clinical Education( ADCE).

4. Permission to pursue retesting or academic intervention will be based upon:

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

2. the student’s overall performance in the course.

5. The academic intervention will:

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

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

3. carry a tuition charge
3. Upon successful completion of the retesting or academic intervention, the student will be given a grade of Pass (P) for the course.
8. Failure on the assessment following the completion of a retest or academic intervention activity will result in the student being considered for one of the following actions:
9. repeat the course when it is next offered, or

2. repeat the academic year, or

3. dismissal from the college.   

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

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

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

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

4. Practice­-Based Learning and Improvement: The student will demonstrate the ability to investigate and evaluate patient care practices using scientific evidence and apply these to patient care.

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

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

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

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

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

Admissions Requirements

Applicants to the �鶹��ý’s College of Osteopathic Medicine are judged on their demonstration of scholastic abilities, motivation to practice osteopathic medicine in New England, and the emotional stability necessary to study and practice osteopathic medicine. Admission will be denied to applicants who fail to maintain a good scholastic record and personal conduct during the period between their acceptance and matriculation.

Prerequisite Courses

COURSES	SPECIFICS	SEMESTER HRS	QUARTER HRS
General Biology	Labs	8	12
General Chemistry	Labs	8	12
Physics	Labs	8	12
Organic Chemistry	Labs	4	6
Biochemistry		3	5
English1		6	9
Behavioral Sciences1 (Courses in psychology, sociology, and anthropology, only, will fulfill this prerequisite)		6	9

¹AP credits will only be accepted for English and Behavioral Science prerequisite (3 credits each). No AP credits will be accepted for science prerequisites. International Baccalaureate credits, CLEP exams and other test credits are not accepted.

 

• Upper level coursework can be accepted to fulfill general science requirements.
• �鶹��ýCOM will accept the online science courses offered through .
• All prerequisite courses must be completed with a grade of  “C” or better (”C-­”grades are not acceptable).  Pass/Fail coursework will not be accepted for prerequisite requirements.
• Prerequisite coursework must be completed by January 1 of the matriculation year. Please include any in-progress or planned coursework in your American Association of Colleges of Osteopathic Medicine Application Service () application.  Planned or in-progress prerequisites not listed on the AACOMAS application will result in not meeting our minimum requirements.

• Additional coursework in Genetics, Behavioral Sciences, Humanities, Math/Statistics, Cell/Molecular, Biology, Anatomy, or Physiology are recommended.

ACADEMIC/EXPERIENCE REQUIREMENTS
Minimum requirements for application to �鶹��ýCOM:

• 90 semester hours or 75 percent credit towards a baccalaureate degree from a US regionally accredited university, or international equivalent, at time of application resulting in a degree awarded prior to matriculation
• Cumulative GPA of 2.8 or better and a science GPA of 2.8 or better as calculated by AACOMAS at time of application
• Satisfactory completion of the Medical College Admissions Test () taken within two (2) years of application with a minimum score of 490 (no two digit scores will be accepted). MCAT scores must be sent directly from the testing service (AAMC) to AACOMAS (number 600). �鶹��ýCOM will not accept the January 2018 MCAT scores.

Applicants who meet minimum requirements for application should understand that the average GPA and test scores for students accepted into the program are well above the minimum requirements. Meeting minimum requirements does not guarantee an invitation to submit a supplemental application, invitation to interview or acceptance.

POLICIES AND PROCEDURES
Applicants are encouraged to complete their AACOMAS applications as early as possible in the admissions cycle in order to ensure consideration for an invitation to interview.

• All applicants to UNE's College of Osteopathic Medicine must electronically submit their application through the American Association of Colleges of Osteopathic Medicine Application Service ().
• AACOMAS will not send your application to �鶹��ýCOM until it is completed and verified. Please be sure to check the status of your AACOMAS portal account to be certain that all of your materials have been received and your application has been sent to your selected schools. We will notify you via email when �鶹��ýCOM has received your application. Additional communications will be sent throughout the admissions cycle as your status changes.
• Once �鶹��ýhas received your verified AACOMAS application, a preliminary review of your application will begin and qualified applicants will be offered invitations to submit payment for the �鶹��ýCOM supplemental application. The supplemental application fee, of $55.00, must be paid to be considered for admission. Supplemental application questions have been embedded into the primary AACOMAS application.
• Once the supplemental application fee has been received, applications will be reviewed for completion, including all required letters of recommendation.  Completed applications will then be reviewed for interview offers on a rolling admissions basis. 
• On-campus interviews are offered to qualified applicants by invitation only and are required for admission. On-Campus Interview Sessions will be held September through March on select Tuesdays, Wednesdays and Thursdays. Admissions are rolling and decisions are made after weekly interview sessions.
• Additional policies​
  • Before matriculation, accepted applicants will be expected to obtain a physical examination with proof of up-to-date immunization status to meet all health immunization requirements. Please visitfor details.
  • As required by the College and clinical training sites, students will be subject to criminal background checks and drug screens prior to matriculation, and periodically throughout the COM program.
  • All students must meet the Essential Technical Standards of the �鶹��ý College of Osteopathic Medicine.
• International Admissions
  • International applicants and applicants with international degrees (including Canadian students and students with Canadian coursework/degrees) must have their transcripts evaluated for degree and grade equivalency to that of a regionally accredited US institution through the World Education Service (see ).
  • All applicants to �鶹��ýmust be able to understand and communicate in English to be admitted to the university. �鶹��ýaccepts several methods of English Proficiency (see ).
  • If an applicant cannot prove English Proficiency in another way, scores from the Test of English as a Foreign Language () are required and must be submitted as a part of the completed application. 

POLICY EXCEPTIONS
The Doctor of Osteopathic Medicine program and the COM Admissions Committee, in collaboration with the Office of Graduate and Professional Admissions, reserves the right to make exceptions to the admissions criteria and to make changes or exceptions to policies and procedures, on a case by case basis, when it deems such a decision is necessary and appropriate.

TRANSFER CREDIT
Students in good standing at other Colleges of Osteopathic Medicine may apply for transfer admission into the third year of the Doctor of Osteopathic Medicine program at �鶹��ýCOM. Acceptance of a transfer student will be dependent upon the student's qualifications, academic compatibility, and available space. Credits may be transferred only from colleges accredited by the American Osteopathic Association Commission on Osteopathic College Accreditation (AOA COCA). Transfer application requests should be sent to the Office of Graduate and Professional Admissions, 11 Hills Beach Road, Biddeford, ME, 04005, not to AACOMAS. The transfer candidate must provide:

• Letter of application
• Official transcripts from all colleges and universities attended, including the current College of Osteopathic Medicine
• Medical College Admission Test (MCAT) scores
• Official scores for the COMLEX USA- Level 1
• Letter from the Dean of the College of Osteopathic Medicine in which the student is enrolled, stating that the student is in satisfactory academic and social standing.
• Letters of recommendation from two faculty members at the Osteopathic College where the student is enrolled.

ADVANCED STANDING
No advanced standing is available.

EXPERIENTIAL LEARNING
No credit will be awarded to students for experiential learning.

 

1. Tuition and Fees

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

2. Special Examination Fee

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

3. Leave of Absence Tuition Credit

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

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

Notes

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

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

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

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

4. Financial Aid

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

To provide an exemplary, learner centered pharmacy education and advance the practice of pharmacy through interprofessional collaboration, research, patient care and service. 

Overview

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

Students applying to UNE for the pre-professional course of study will be directly admitted to the College of Pharmacy.  Coursework within the pre-professional years will be accomplished at UNE’s Biddeford Campus in Biddeford, Maine.

Pharmacy is one of the most highly respected healthcare professions in the United States.   Maine ranks high in its need for pharmacists and although we recognize that not all of our graduates will remain in our state, we believe that our program makes a difference in providing competent practitioners to serve the health needs of our citizens.

Research Objectives

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

Core Values 

The College operates by a set of values that emphasize:

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

�鶹��ý College of Pharmacy’s Doctor of Pharmacy program is accredited by the Accreditation Council for Pharmacy Education, 135 South LaSalle Street, Suite 4100, Chicago, IL 60503, 312/664-3575; FAX 312/664-4652, web site .

	Credits
1st Year
Fall Semester
PHAR 101 -   Integrated Group Learning I	2
PHAR 103 -   Abilities Lab I	2
PHAR 111 -   Foundations of Medicinal Chemistry	1
PHAR 113 -   Foundations of Pharmacology	2
PHAR 115  -   Introduction to Pharmacy	1
PHAR 117 -  Foundations of Drug Information	1
PHAR 119 - Foundations of Pharmacy Calculations	1
PHAR 121 - Biochemistry	3
PHAR 123 - Pharmaceutics	3
Total	16
Spring Semester
PHAR 102 -  Integrated Group Learning II	2
PHAR 104 -  Abilities Lab II	2
PHAR 112 - Foundations of Pharmacogenomics	2
PHAR 120 - Medical Immunology	3
PHAR 122 - Pharmacokinetics	3
PHAR 124 - Evidence Based Medicine & Biostatistics	4
Total	16
Summer
PHAR 140 -  Introductory Pharmacy Practice Experience I	4
2nd Year
Fall Semester
PHAR 201 -  Integrated Group Learning III	2
PHAR 203 -  Abilities Lab III	2
PHAR 205 -  Drugs and Disease I - Introduction to Drugs and Disease	4
PHAR 207 - Drugs and Disease II - Cardiovascular I	3
PHAR 209 -  Drugs and Disease III - Cardiovascular II	2
PHAR 231 - Healthcare Systems and Quality	3
Elective	2
Total	18
Spring Semester
PHAR 202 - Integrated Group Learning IV	2
PHAR 204 -  Abilities Lab IV	2
PHAR 206 - Drugs and Disease IV - Endocrine & GI	3
PHAR 208 - Drugs and Disease V - Infectious Disease I	3
PHAR 210 - Drugs and Disease VI - Infectious Disease II	3
PHAR 230 - Social Behavior, Outcomes, and Population Health	3
Elective	2
Total	18
Summer
PHAR 240 - Introductory Pharmacy Practice Experience II	3
3rd Year
Fall Semester
PHAR 301 -  Integrated Group Learning V	2
PHAR 303 -  Abilities Lab V	2
PHAR 305 - Drugs and Disease VII - Renal	2
PHAR 307 - Drugs and Disease VIII - Pain/Inflammation	2
PHAR 309 - Drugs and Disease IX - Oncology	3
PHAR 331 -  Pharmacy Management and Leadership	3
Interprofessional Elective	3
Total	17
Spring Semester
PHAR 302 - Integrated Group Learning VI	2
PHAR 304 - Abilities Lab VI	2
PHAR 306 - Drugs and Disease X - Neuro/Psych I	2
PHAR 308 - Drugs and Disease XI - Neuro/Psych II	3
PHAR 310 - Drugs and Disease XII - Respiratory, Mens/Womens Health	3
PHAR 330- Pharmacy Law & Ethics	3
PHAR 340 - Introductory Pharmacy Practice Experience III (Longitudinal)	1
Elective	2
Total	18
4th Year
Summer, Fall, Spring
PHAR 400 -  Advanced Pharmacy Practice Experience (6 x 6 weeks)	36
Total Credit Hours	146

Pharmacy Practice Experiences

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

Introductory Pharmacy Practice Experience (IPPE)
All course requirements in the first and second professional years must be successfully  completed before a student may participate in an IPPE. The Introductory Pharmacy Practice Experience (IPPE) will consist of two courses, one of four weeks duration, and one of three weeks duration. The four week course will occur in a community (retail) pharmacy while the other will occur in an institutional (hospital) pharmacy. The community course experience, totaling 160 hours, will provide four semester hours of credit, while the institutional course, totaling 120 hours, will provide three semester hours for a total of 7 semester credit hours.  A one-credit hour course, PHAR 340, registered for in the third year, is required to provide the additional credit hour needed for the full 300 hours of IPPE experience. Introductory Pharmacy Practice Experiences in community and institutional pharmacy settings begin early in the professional curriculum and are interfaced with didactic course instruction. This provides an introduction to the profession and continues in a progressive manner preparing the pharmacy student for the advanced pharmacy practice experiences.

Advanced Pharmacy Practice Experience (APPE)
All previous course requirements must be successfully completed before a student may participate in an APPE. The Advanced Pharmacy Practice Experience (APPE) will occur immediately following the third year and throughout the fourth and final year which will consist of six, six-week assignments. Each experience will provide 6 semester hours of credit for a total of 36 credit hours (1440 contact hours). Each student will be required to successfully complete four required experiences in the following patient care settings: inpatient acute care medicine; outpatient or ambulatory care, community pharmacy, and institutional pharmacy as well as two elective experiences in various practice environments.

 

The Graduate Certificate in Public Health program combined with the Doctor of Pharmacy degree provides students with the core public health concepts they need enhance their pharmacy knowledge to manage populations of patients, in addition to providing individualized care. Participants who complete this program may decide to pursue a graduate degree in public health; as these 18 credit hours are the foundation courses for �鶹��ýOnline’s Master of Public Health degree.

Academic Program Standards

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

Term and cumulative GPA calculation

TBD

Matriculation and Continued Enrollment Requirements

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

1. COP Code of Professional Conduct
2. �鶹��ýCOP Name Badges - -College Name badges are issued to students upon matriculation. Students are expected to wear these name badges at all times to identify themselves as members of the College of Pharmacy community
3. Immunizations - Students are required to have appropriate immunizations before they matriculate into and as they progress through the PharmD program
4. CPR Training - All College of Pharmacy students are required to have current CPR certification. The training program needs to be the American Heart Association Basic Life Support (BLS) for Healthcare Providers (CPR and AED) Program or the American Red Cross CPR/AED for the Professional Rescuer & Health Care Provider.  An online or blended course will not be accepted.  A copy of your CPR card must be uploaded to the student’s RxPreceptor account along with the expiration date
5. Pharmacy Intern License - Students must be able to meet the Maine State Board of Pharmacy Licensing requirements to obtain a valid Maine Pharmacy Intern License, which is required to complete experiential courses in the State of Maine. Inability to obtain and maintain a valid license may prevent a student from continuing in the program and completing the requirements for graduation.  In accordance with the Maine Board of Pharmacy rules and regulations, any change in your name, address, email address, criminal convictions, disciplinary actions, or any material change set forth in your original application for licensure must be reported to the Board of Pharmacy within 10 days. Failure to follow this requirement may result in an immediate suspension of your intern license and a possible civil penalty/fine
6. HIPPA - Students must be in compliance with �鶹��ýHIPAA requirements to attend classes and rotations
7. PCOA Assessment and End of Year Assessments - All students are required to take these assessments.  All P3s are required to take the PCOA exam.  All P1s and P2s are required to take the End of Year Assessments
8. Skills Assessment - All P3 students are required to take this assessment and to follow up with remediation as needed
9. NAPLEX Review Week - All P4 students are required to take part in the College of Pharmacy NAPLEX Review week during the week between the end of the spring term of the graduation year and the �鶹��ýCommencement and COP Hooding ceremonies
10. Electronic Portfolio - Students will maintain an electronic portfolio as directed by College policy, faculty and faculty advisors
11. Health Insurance - This is a requirement of all students at the �鶹��ý COP.

    The insurance must cover inpatient and outpatient services for injuries sustained or diseases contracted while on rotations. Proof of this coverage must be provided to the COP Dean’s Office when requested

12. Drug Screening - Rotation sites may request drug screens. Information obtained in drug screens may inhibit students from completing introductory or advanced practice experiences and thus may delay or hinder graduation.  Students must pay for these tests

13. Background checks - The College may be required to provide information from background checks on each student who participates in IPPE and APPE rotations. Any disqualification of a student by a practice facility could prevent the student from undertaking clinical rotations that are required to complete the pharmacy program at the �鶹��ý.  Students may have to pay for these checks

14. Transportation - All students must provide their own transportation to off-campus pharmacy practice experience sites

15. Laptop Computers - Students must have laptop computers, meeting College of Pharmacy minimum specifications, upon arrival to campus to attend required sessions/classes

16. College sponsored professional events - All students are expected to be in attendance at the following events: White Coat, Professional Transition, �鶹��ý Commencement and College of Pharmacy Hooding Ceremonies

Technical Standards

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

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

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

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

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

The following skills are required, with or without accommodation:

Observation

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

Communication

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

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

Motor

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

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

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

Intellectual

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

Behavioral and Social

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

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

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

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

For more information on disabilities and accommodation, please contact the

Honors

 

Honors Designations

COP Graduation honors are awarded to candidates for the full-time Pharm.D. degree who have distinguished themselves by virtue of high academic achievement while enrolled in the Doctor of Pharmacy program at the �鶹��ý College of Pharmacy. Grades from didactic and IPPE courses are included in the calculation of the cumulative grade point for a designation. Students who have been or are on academic probation at any time during the entire program will not be eligible for graduation with honors regardless of their GPA. Any student who receives a failing grade in didactic (D or F) or experiential (C- or below) courses will be excluded.

Grade Point Average	Honor
> 3.8	Summa Cum Laude
3.7-3.79	Magna Cum Laude
3.6-3.69	Cum Laude

Course Load

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

Grading Policy

Upon completion of a course of study, the faculty member in charge of that course submits a grade for each student to the Registrar. The Doctor of Pharmacy program uses a standard letter grade format. (A, A-, B+, B, B-, C+, C, C-, D, and F.  Starting with the 2015-2016 academic year, the minimum passing grade for didactic courses is a C-. The minimum passing grade for IPPE and for APPE is a C. Any course that receives a grade less than minimum for passing will require remediation of the course, as dictated by the Student Progression Committee.

Incomplete Grade Policy

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

Course Add/Drop or Withdrawal Policy

Due to the standard curriculum sequence within the Doctor of Pharmacy program, students are not allowed to add or drop Doctor of Pharmacy program core courses.

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

Repeat Course Policy

Courses in the Doctor of Pharmacy program are offered once per year. If a course is failed, placing the student on probation, the student may be allowed to repeat it, depending on their circumstances and previous grades; however, the student must wait until the next time that course is offered or come to an agreement with the course instructor and the Student Progress Committee in the Doctor of Pharmacy program.

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

 

Non- Matriculated Audit Course Policy (matriculated students may not audit a course)

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

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

In keeping with the mission of the College of Pharmacy, our overarching curricular philosophy includes the following:

1. Both the pharmaceutical and clinical sciences will be integrated throughout the curriculum, instilling in our graduates the understanding and need for continuous development (lifelong learning) of knowledge in these areas throughout their careers.
2. The curriculum will be patient focused, developing our students as primary care providers through their understanding and application of the pharmaceutical and clinical sciences, and social, behavioral and administrative functions necessary to current pharmacy practice.
3. Throughout the curriculum, students will have ample practical experience based on the provision of pharmaceutical care.
4. Faculty will endeavor to continuously improve their didactic and experiential abilities to provide the most effective approaches to teaching and learning.
5. The curriculum will remain current in regard to changes in pharmaceutical and clinical science, patient care, teaching methods, and practice experience in response to faculty, student, and relevant community input.

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

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

Transfer Credit

Transfer credits are rarely awarded to students who transfer from another Doctor of Pharmacy program.  The Associate Dean of Academic Affairs in the College of Pharmacy, with input from the course directors, will review courses and award transfer credits on a case-by-case basis.

ADVANCED STANDING

No advanced standing is available.

Experiential Learning

No credit will be awarded to transfer students for experiential learning.

ADMISSIONS REQUIREMENTS
All candidates for the Doctor of Pharmacy program must complete a minimum of two years of pre-professional coursework with 58 required undergraduate semester credits (82 quarter credits) from a US regionally accredited institution or international equivalent.  Pre-professional coursework must include ALL of the following prerequisite courses.

PREREQUISITE COURSES

Courses*	Specifics	Semester Hrs	Quarter Hrs
Cellular Biology	Lab	4	6
General Chemistry I & II	Labs	8	12
Human Anatomy & Physiology	Labs	8	12
Physics I		3	4
Organic Chemistry I & II	Labs	8	12
College Calculus		3	4
Statistics for Life Sciences		3	4
English Composition		3	4
Social Science (Psychology/Sociology/Economics/Anthropology)		3	4
Public Speaking		3	4
Humanities/Liberal Arts		3	4
Social/Global Awareness		3	4
Microbiology		3	4
General Education		3	4
Total Required		58	82

*AP Credit will be accepted to fulfill prerequisite coursework with a score of "4" or better only.  AP Credit must appear as transfer credit on the undergraduate transcript.  Regardless of total AP credit awarded, candidates must complete 48 credit hours of undergraduate coursework post high school graduation to be eligible for admission.

ACADEMIC/EXPERIENCE REQUIREMENTS
Applicants who meet the minimum requirements for application should understand that the average GPAs for students accepted into the program are well above the minimum requirements. Just meeting minimum requirements does not guarantee an interview or acceptance, just eligibility for consideration.

• Have earned a minimum overall GPA of 2.5 as calculated by PharmCAS, factoring all courses taken and grades earned from all colleges attended
• Have earned a minimum math/science prerequisite GPA of 2.5 calculated by �鶹��ý using the best grade earned for course that has been repeated (does not include non-math/science coursework)
• All math and science courses should be completed within five (5) years of enrollment into the Doctor of Pharmacy program (Summer 2013 or more recent)
• Successfully complete all prerequisite coursework with a grade of "C” or better by August 1 of the year of enrollment into the Doctor of Pharmacy program ("C-" grades are not acceptable). Please note that minimum grade of "C" is acceptable for successful completion of the prerequisites, however, applicants will not meet the minimum 2.5 prerequisite Math/Science and Cumulative GPAs with all "C" grades.
• Applicants must maintain good academic and social standing through the completion of all requirements for enrollment
• Have successfully completed the Pharmacy College Admissions Test by the end of January of the desired year of matriculation into the College of Pharmacy. (Use PharmCAS code 104 to have scores reported directly to PharmCAS.) Please Note: the PCAT requirement will be waived for all applicants with a 3.2 or higher cumulative and 3.2 or higher prerequisite GPA, ONLY.
• Two (2) letters of reference are required as part of the PharmCAS application. (Letters of reference from clergy, co-workers, family members, friends, or politicians will not be accepted.)
  • One letter is required from a science professor who can speak to your academic ability to be successful in a doctoral level graduate program.
  • One letter is recommended but not required from a Pharmacist. 
• Health care related experience is recommended

​Note:  Before or upon matriculation, accepted/deposited students will be expected to meet all health immunization requirements and; to obtain a physical examination with proof of up-to-date immunization status.  Please visit for details.

Students will be subject to passing a criminal background check prior to matriculation.

PROCEDURES AND POLICIES (FOR ALL APPLICANTS)

• Applications for admissions are accepted from the Pharmacy College Application Service() only.
• On-campus interviews are required for admission to the program and are granted to qualified applicants by invitation only 
• Admissions are rolling and decisions are made after each interview session and continue until the program starts with candidates on the waitlist being offered admissions as seats become available. Candidates are strongly encouraged to apply early in the admissions cycle.
• Pre-requisites may be in-progress or planned at the time of application, but must be completed before enrollment. Please include any in-progress or planned coursework in your PharmCAS application. (Transcripts for coursework and/or degrees completed in the fall term prior to the PharmD program start must be submitted to PharmCAS to be verified during the Fall academic update period.)Transcripts for coursework and/or degrees completed in the spring or summer terms and not verified by PharmCAS must be submitted directly to UNE’s Office of Graduate and Professional Admissions as soon as they are available.)
• International applicants and applicants with international degrees must have their transcripts evaluated for degree and grade equivalency to that of a regionally accredited US institution.   Please see for details.
• All applicants to �鶹��ýmust be able to understand and communicate in English to be admitted to the university. �鶹��ýaccepts several methods of English Proficiency (see ). If the applicant cannot prove English Proficiency in another way, scores from the Test of English as a Foreign Language () are required and must be submitted as a part of the completed application. (Use code 8246 to have TOEFL scores reported directly to PharmCAS.)

For additional information on the admissions process and requirements, please access the 

Exceptions to Policy

The College of Pharmacy and the COP Admissions Committee in collaboration with the Office of Graduate and Professional Admissions reserve the right to make exceptions to the admissions criteria and to make changes or exceptions to policies and procedures, on a case by case basis, when it deems such a decision is necessary and appropriate.

Tuition and Fees

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

Books and Computers

Students in the didactic phase can plan on spending approximately $1,200 to $1,500 on required textbooks. Course syllabi and the program book list also include recommended books which students are not required to purchase, but may wish to have as important reference materials. A laptop computer is required for all students entering the Doctor of Pharmacy program.   At least one copy of all required textbooks will be available for use within the Portland Campus library.

Other Expenses

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

Student Employment

The program discourages students from having outside employment while attending the Doctor of Pharmacy Program. If a student feels that it is necessary to work while in the program, it is advisable that the student informs their academic advisor.

Housing

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

Student Health Care

�鶹��ýhas Student Health Care Centers on both the Biddeford Campus and the Portland Campus. For more information visit the Student Health Care website.

Financial Aid

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

The University is committed to ensuring the success of all online students. The mission of the College of Graduate and Professional Studies is to enhance, expand, and enrich learning opportunities in the online landscape through student-centered operations, innovative instructional design techniques, and sustainable business practices.  

The Science Prerequisites for the Health Professions (SPHP) program is for students who have completed a baccalaureate degree and wish to enter a health professions program, but lack the necessary prerequisite courses. Most students enrolled in these courses will be working professionals. Students may enroll in SPHP courses at any time and from anywhere in the world.  The courses are designed to be completed in 16 weeks, but they are self-paced, so students may complete the courses at an accelerated pace in order to meet their personal academic needs.

All of the courses are accredited by the New England Association of Schools and Colleges (NEASC).

Many health professions programs accept these courses, but we encourage you to check with specific schools to verify that the courses are transferrable before you apply and/or register.

For more information on the courses offered within the SPHP program, including prerequisites, registration information, and a description of laboratory components, please call 855-325-0894 or e-mail prehealth@une.edu.

Courses	Credits
MEDT 1000 - Medical Terminology	3
MATH 1005 - Statistics	4
PHYS 1010 - Physics I	4
PHYS 1011 - Physics II	4
CHEM 1010 - Medical General Chemistry I/Lecture	3
CHEM 1010L - Medical General Chemistry I/Lab	1
CHEM 1011 - Medical General Chemistry II/Lecture	3
CHEM 1011L - Medical General Chemistry II/Lab	1
CHEM 1020 - Medical Organic Chemistry I/Lecture	3
CHEM 1020L - Medical Organic Chemistry I/Lab	1
CHEM 1021 - Medical Organic Chemistry II/Lecture	3
CHEM 1021L - Medical Organic Chemistry II/Lab	1
BIOL 1010 - Medical Biology I w/Lab	4
BIOL 1011 - Medical Biology II w/Lab	4
CHEM 1005 - Medical Biochemistry	4
PHSL 1010 - Medical Physiology	4
BIOL 1020 - Microbiology for Health Professions/Lecture	3
BIOL 1020L- Microbiology for Health Professions Lecture & Lab	4
ANAT 1005 - Medical Anatomy for the Health Professions	4
BIOL 1030 - Pathophysiology for Health Professions	4
BIOL 1040 - Genetics	4
NTRN 1010 - Principles of Human Nutrition	3

Course Length:

 1. Courses in the SPHP program are equivalent to one-semester courses, designed to be completed in 16 weeks.

2. Enrollment in the course begins the day your section opens, which is listed in the Academic Calendar found on the SPHP Webpage.

Upon completion of a course, the course instructor submits a grade for each student.   The instructor will notify students once their final grade has been calculated.

Technology requirements may differ by course. Please email prehealth@une.edu regarding technology requirements for a specific course.

Students take their final proctored exam online using Proctor U.  For instructions on taking online exams, please visit .

Withdrawal from the Course and Refunds

To withdraw from a course, please use go to http://www.une.edu/registrar/registration/registration-forms and complete the withdrawal form under "Science Prerequisite Course Forms."  All correspondence with the �鶹��ýRegistrar's office must be from your UNE email address. Please complete all sections of the withdrawal form, including your PRN, the CRN, course subject and number (Example: ANAT 1005). This action will result in a W grade for the course.  For withdrawal deadlines, please refer to the academic calendar.

Refund POLICY

To learn about the refund policy, please refer to the College of Graduate and Professional Studies' . 

Students may enter the program at any time, as long as they meet the prerequisites for the individual courses.  They may take as many courses as needed to meet the prerequisite requirements for the health professions program to which they are applying.  For students wishing to take more than two courses at a time, please email an Enrollment Counselor at prehealth@une.edu or call 855-325-0894. 

We do not accept any type of financial aid or payment plan at this time, with the exception of military assistance.  Students are expected to make payment in full at the time of checkout.