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The mission of the Â鶹´«Ă˝College of Dental Medicine is to improve the health of Northern New England as well as rural and underserved areas while shaping the future of dentistry through excellence in education, discovery, and service.

The College offers the Doctor of Dental Medicine (D.M.D.) 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 D.M.D 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 D.M.D. 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 D.M.D. 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 up 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.

First Year

First Semester (Fall) Courses	Credits
DMD5101: Foundations of Biomedical Sciences	6
DMD5140: Clinical Dentistry 1	8
DMD5155: Foundations of Patient Care 1	8
DMD5165: Introduction to Dental Sciences	6
DMD5170: Principles of Epidemiology	2
DMD5195: Professional Development 1	1
Total	31

Second Semester (Spring)	Credits
DMD5201: Biomedical Systems 1	6
DMD5245: Clinical Dentistry 2	8
DMD5265: Foundations of Patient Care 2	12
DMD5285: Principles of Public Health	2
DMD5295: Professional Development 2	1
Total	29

Second Year

First Semester (Summer) Courses	Credits
DMD6100: Prosthodontics 1	8
DMD6101: Biomedical Systems 2	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

Second Semester (Fall) Courses	Credits
DMD6200: Prosthodontics 2	8
DMD6201: Biomedical Systems 3	4
DMD6260: Clinical Dentistry 4	8
DMD6265: Foundations of Patient Care 4	7
DMD6285: Patient Care 2	4
DMD6295: Professional Development 4	1
Total	32

Third Semester (Spring) Courses	Credits
DMD6300: Prosthodontics 3	8
DMD6302: Biomedical Systems 4	2
DMD6340: Clinical Dentistry 5	8
DMD6375: Social and Behavioral Health	4
DMD6389: Patient Care 3	16
DMD6395: Professional Development 5	1
Total	39

Third Year

First Semester (Summer) Courses	Credits
DMD7110: Professional Development 6	1
DMD7125: Orthodontics	3
DMD7130: Patient Care 4	36
Total	40

Second Semester (Fall) Courses	Credits
DMD7210: Professional Development 7	1
DMD7230: Patient Care 5	36
DMD725#: Elective Seminar	2
Total	39

Third Semester (Spring) Courses	Credits
DMD7310: Professional Development 8	1
DMD7330: Patient Care 6	36
DMD735#: Elective Seminar	2
Total	39

Fourth Year

First Semester (Summer) Courses	Credits
DMD8100: Patient Care 7	39
DMD8110: Professional Development 9	1
Total	40

Second Semester (Fall) Courses	Credits
DMD8200: Patient Care 8	39
DMD8210: Professional Development 10	1
Total	40

Third Semester (Spring) Courses	Credits
DMD8300: Patient Care 9	39
DMD8310: 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 Â鶹´«Ă˝ 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 Â鶹´«Ă˝ 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 handpieces for tooth preparation, and use hand instrumentation including scalpels for surgical procedures. A student must be able to maintain strength and posture and to reach and manipulate equipment to all positions in order to control the operating environment.

Sensory

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

Cognitive

A student must be able to measure, calculate, reason, analyze, integrate, and synthesize. A student must be able to comprehend three-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 D.M.D. program must have the knowledge and skills to function in a broad variety of clinical, administrative, and leadership situations and to render a wide spectrum of patient cares.

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

Applicants are not required to disclose the nature of their disability(ies), if any, to the Admissions Committee. However, any applicant with questions about these technical standards is strongly encouraged to discuss 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 D.M.D. 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 either 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 D.M.D. program may be unable to progress and/or complete the D.M.D. program.

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

For more information on disabilities and accommodations, please contact the Â鶹´«Ă˝Student Access Center.

(Academic policies have been revised for the Class of 2025, entering in the fall of 2021. 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 with the development, distribution, and implementation of policies to aid in the evaluation of dental student academic, clinical, and professional development. The APSC is responsible for overall review of student progress and making decisions regarding promotion, potential disciplinary and corrective actions, and completion of graduation requirements for each student. The APSC will convene to evaluate student progress at the conclusion of each academic term, generally within 15 business days. Students who have not successfully maintained academic, clinical, ethical, technical, and/or professional standards will be invited to meet with the APSC to offer additional information for the committee to consider before it makes a decision regarding an appropriate course of action. The APSC shall follow guidelines in full accord with the rules of the Â鶹´«Ă˝ and the requirements of due process. The Dean of the Â鶹´«Ă˝CDM will appoint faculty and staff to the APSC and designate a chair of the committee.

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

A student under review by the APSC will be notified in writing of the reason and given the opportunity to meet with the committee at a specified date, time, and location. The student will inform the chair at least one day before the meeting if he or she 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. The student may ask a Â鶹´«Ă˝faculty representative to accompany him or her to the meeting. The faculty representative cannot address the APSC in any way during the student’s comments, though they may confer with the student. If available, a designee from Graduate and Student Affairs will be present at the meeting should the student need additional consultation. The student and faculty representative will not be present for deliberations; however, the Graduate and Student Affairs designee will participate in the deliberations. The APSC will have an opportunity to review the additional information, if presented, and will then make a final decision and inform the student in writing. The Dean, or designee, will review the decision with the student.

Grading Policies

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

The grade designations on the transcript are:

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

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

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

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

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

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 designee). Notification must be either sent by USPS 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 review student progress and make decisions regarding promotion of each student. Students may be ineligible for progression from one academic year to the next if any of the following apply:

• The student has a grade of "I" or "F" in a required course without an approved course remediation plan
• The student has a grade of "I" or "F" in the remediation of a previously failed course
• The student needs to repeat one or more courses
• Failure to meet or maintain ethical and/or professional standards as outlined in the Code of Professional Conduct found in the Student Handbook
• Failure to meet or maintain technical standards
• Unpaid tuition and fees
• Failure to meet the 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 end-of-academic-year promotion process does not preclude the APSC from deciding on an adverse action (e.g., dismissal, repeat the year, etc.) as a result of a student review at any other APSC meeting (e.g., mid-year, etc.) if the student has failed to meet or maintain the academic, clinical, technical, ethical, and/or professional standards deemed appropriate by the APSC.

Course Remediation

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

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

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

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

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

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

The APSC will base its decision on the student’s overall performance in all other Â鶹´«Ă˝CDM courses (concurrent and previous) and other considerations. Grades earned during an attempted remediation of a course will be reviewed critically by the APSC. The student will be notified of the decision in writing by the Dean (or designee). Notification must be either sent by USPS mail or hand-delivered to the student.

Course Repeat

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

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

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

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

1. Repeat the academic year
2. Dismissal from the program

The APSC will base its decision on the student’s overall performance in all other Â鶹´«Ă˝CDM courses (concurrent and previous) and other considerations. Grades earned during an attempted repeat of a course will be reviewed critically by the APSC. The student will be notified of the decision in writing by the Dean (or designee). Notification must be either sent by USPS mail or hand-delivered to the student.

Academic Year Repeat

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

D.M.D. Program Duration

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

Probation or Academic Suspension

Probation is a serious warning that 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 required to repeat an academic 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. Students on probation must meet with a faculty member designated by the APSC at least once per month. It is the student’s responsibility to contact the faculty member to arrange these meetings.

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

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

Dismissal

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

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

Graduation

To be eligible for graduation, a student must:

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

Extended, Returning, or Repeating Fourth-Year Students

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

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

Students with these designations will be responsible for applicable tuition and registration fees. It will be the student’s responsibility to complete the application to graduate. Please consult the Â鶹´«Ă˝Registrar’s website.

Student Appeal Process

Academic Progression Appeal

The APSC is responsible for the review of student academic progress. A student may submit a written appeal of an academic progression decision to the Dean of the College (or designee) within seven (7) business days of the decision according to the guidelines in the University Student Handbook. Please refer to the Â鶹´«Ă˝Student Handbook for the detailed policy and process information; it is available online at

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

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

Grade or Penalty Appeal (excluding academic progression appeal)

Assignment of Grades

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

Basis for Appeal

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

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

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

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

Appeals Process

1. The first level of the appeal is the academic course from which the grade or penalty was issued. Within 5 business days after receipt of the grade or penalty in question, the student must request, in writing, a review by the Course Director. The student should then meet with the Course Director to discuss his or her concerns and to present any evidence that an erroneous or arbitrary or capricious final grade has been assigned. The Course Director should document this meeting and send a follow-up email to the student that outlines the basis for the decision to either uphold or change the grade or penalty.
2. If the student's concerns are not resolved through a meeting with the Course Director, the student may submit a written appeal to the Associate Dean of Curriculum Integration and Analytics (ADCIA; or designee) within 5 business days after the receipt of the grade appeal decision from the Course Director (see Student Grade/Penalty Appeal Form). This written appeal must contain information to substantiate the student’s assertion, including a copy of the course syllabus and other pertinent material to support the argument that a grade/penalty change is warranted. The ADCIA (or designee) will review the appeal to determine if there were errors made or arbitrary or capricious grading/penalties. If the ADCIA believes the aforementioned to be true, s/he will notify the Course Director and solicit a response. The ADCIA (or designee) will then decide to (1) uphold the grade with stated reasons or (2) recommend a change in grade with stated reasons. A written decision will generally be communicated within fifteen (15) working days of receipt of the appeal. The decision of the ADCIA (or designee) is final.

Competencies for the New General Dentist

(Adopted from the American Dental Education Association)

(Journal of Dental Education July 2011)

The general dentist is the primary oral health care provider supported by dental specialists, allied dental professionals, and other health care providers. The practice of general dentistry requires a dentist to possess the ability to incorporate understanding, skills, and values in an integrated response to clinical and other professional situations. The competency statements describe the performance of the Â鶹´«Ă˝ 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 competency statements. 

Domains

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

1. Critical Thinking

Graduates must be competent to:

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

2. Professionalism
Graduates must be competent to:

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

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

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

4. Health Promotion
Graduates must be competent to:

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

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

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

6. Patient Care

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

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

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

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

Glossary of Terms

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

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

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

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

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

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

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

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

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

Informatics: Applications associated with information¬ and technology used in health care delivery; the data and knowledge needed for problem-solving and decision making; and the administration and 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.

ADMISSIONS REQUIREMENTS

Update for the 2021-2022 Application Cycle

The following statements are applicable for coursework taken during the following semesters only: Spring 2020, Summer 2020, Fall 2020, Spring 2021, Summer 2021, Fall 2021-

• Applicants who have the option of taking a prerequisite course for a letter grade or Pass/Fail must choose the graded option to receive a letter grade for the course. If the applicant did not have the option to choose a letter grade for the prerequisite course, we will consider Pass/Fail grades on a case-by-case basis pending verification from the institution’s Registrar’s Office that a graded option was not available for the prerequisite course.
• Applicants who have the option of taking a non-prerequisite course for a letter grade or Pass/Fail are encouraged to choose the graded option because the course will otherwise not factor into GPA calculations. While graded non-prerequisite courses are preferred, Pass/Fail non-prerequisite courses will also be acceptable.
   

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

APplication

The Â鶹´«Ă˝ College of Dental Medicine (Â鶹´«Ă˝CDM) participates in the . All applicants are required to apply online through this service.

DEGREE REQUIREMENT

Completed a minimum of 90 semester (135 quarter) credits at a U.S. regionally accredited institution or international equivalent, at the time of enrollment. However, a baccalaureate degree is preferred.

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

PREREQUISITE COURSEWORK REQUIREMENTS

• Science Courses
  • General Biology with lab (4 semester, 6 quarter credits); Zoology acceptable to fulfill requirement.
  • Anatomy with lab (4 semester, 6 quarter credits)
    • This requirement can be satisfied by taking Anatomy w/lab OR Anatomy and Physiology I with lab (4 semester, 6 quarter credits) and Anatomy and Physiology II with lab (4 semester, 6 quarter credits)
  • Microbiology with lab (4 semester, 6 quarter credits)
  • General Chemistry with lab (4 semester, 6 quarter credits)
  • Organic Chemistry with lab (4 semester, 6 quarter credits)
  • Biochemistry (3 semester, 4.5 quarter credits)
  • Additional Biology, Chemistry, Calculus, or Physics (12 semester, 18 quarter credits)
• Other Courses
  • English Composition/Technical Writing (3 semester, 4.5 quarter credits)

Recommended Courses:

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

Other Important Prerequisite Coursework Notes:

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

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

Online courses offered through  are acceptable to fulfill prerequisites.

STANDARDIZED TESTS

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

• NEW for the 2021-2022 cycle: Applicants may choose to take the DAT a second time after October 1 and have those scores considered.
• All official scores must be submitted directly to ADEA AADSAS.
• The DAT must have been taken within 5 years of the application deadline.
   

LETTERS OF EVALUATION

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

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

VOLUNTEER/EXPERIENCE HOURS

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

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

• Applicants who have been unable to meet the 30-hour minimum in-person dental shadowing requirement for the 2021-2022 cycle must respond to the question "How have you engaged with the dental profession during the pandemic?", which will be located in the Â鶹´«Ă˝College of Dental Medicine section of the AADSAS application. Please refer to the ADEA AADSAS application for additional instructions and recommendations.
• All experiences should be documented in the ADEA AADSAS application.
  
  *Due to ongoing public health and safety concerns with COVID-19, an exception will be made to the 30-hour minimum shadowing requirement for the 2021-2022 application cycle. Applicants who are unable to obtain in-person experiences will still be eligible for admission consideration this application cycle.
   

PERSONAL STATEMENT

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

INTERVIEWS

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

• Applicants are selected for interviews on a rolling basis.
• Interviews are done by invitation only.
• Interviews are typically scheduled between September and November; spring interview sessions will be scheduled as needed.
• Alternate interviewing protocols may be instituted as necessary to address ongoing public health and safety concerns with COVID-19. The Office of Graduate Admissions will inform applicants of any updates, as necessary.

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

SUPPLEMENTAL APPLICATION FEE

• All verified applications will undergo a preliminary admission review, after which select applicants will be invited to submit the Â鶹´«Ă˝Dental Medicine supplemental application fee of $55 in order to be reviewed by the Admissions Committee.
• Upon receipt of an invitation to complete the Â鶹´«Ă˝Dental Medicine supplemental application fee, please be sure to make payment promptly and by the deadline listed in the invitation.

INTERNATIONAL APPLICANTS

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

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

OTHER REQUIREMENTS/INFORMATION

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

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

Note: All materials submitted as part of the application become the property of Â鶹´«Ă˝and will not be returned or released to anyone, including the applicant. This policy includes letters of reference, primary and secondary applications, personal statements, transcripts, and other supporting materials.

Due to continuing developments with COVID-19, some application requirements and processes may change during the cycle for the health and safety of the university, its employees, and prospective students/applicants. We appreciate your flexibility and consideration.

POLICY EXCEPTIONS

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

TRANSFER CREDIT

• No transfer credit granted

EXPERIENTIAL LEARNING

• No credit awarded for experiential learning

______________________________________________________________________________________________

ADVANCED STANDING DOCTOR OF DENTAL MEDICINE (D.M.D. AST) FOR INTERNATIONAL DENTISTS

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

APPLICATION

The Â鶹´«Ă˝ College of Dental Medicine (Â鶹´«Ă˝CDM) participates in the . All applicants are required to apply online through this service.

DEGREE REQUIREMENT

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

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

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

sTANDARDIZED TESTS

English-Language Proficiency Tests:

• Applicants whose first language is not English must demonstrate written and spoken fluency through the successful completion of an English language proficiency test, such as the Test of English as a Foreign Language  or the International English Language Testing System 
• Official score reports are required and must be submitted as a part of the completed application.
• Applicants should refer to the English Language Proficiency page on the Â鶹´«Ă˝website for specific information and minimum score requirements.

Additional Tests:

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

LETTERS OF EVALUATION

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

Letters of evaluation should be submitted from the following individuals:

• Dean or chief/senior administrator of the applicant’s dental school (Dean level preferred).
• Dental school clinical instructor who is able to evaluate the applicant’s potential.
• One professional reference who can attest to the applicant’s character, conduct, and professional ability.
• Three (3) letters of evaluation are required, and no more than four (4) will be accepted. Only letters submitted through ADEA CAAPID will be accepted.

All letters must be signed and must have been written within the past two (2) years. They must be written in English, or translated by a certified US translator, at the applicant’s expense. The letters must also include the evaluator’s current contact details.

INTERVIEW and bench test

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

• Interviews for full consideration to the DMD AST program include an evaluative interview with CDM faculty and staff, a bench test, and a written exam and/or writing sample.
• The fee to complete the interview and bench test will be $500 and must be received by Â鶹´«Ă˝CDM prior to the interview date.
• Applicants are invited to interview on a rolling basis at the discretion of the Â鶹´«Ă˝CDM Admissions Committee.
   

RESIDENCY REQUIREMENT

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

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

SUPPLEMENTAL APPLICATION FEE 

All complete applications will undergo preliminary admission review, after which select applicants will be invited to submit the required, non-refundable Â鶹´«Ă˝Dental Medicine supplemental application fee of $100 in order to continue moving forward in the application review process.

Note: All materials submitted as part of the application become the property of Â鶹´«Ă˝and will not be returned or released to anyone, including the applicant. This policy includes letters of reference, primary and secondary applications, personal statements, transcripts, and other supporting materials.

Due to continuing developments with COVID-19, some application requirements and processes may change during the cycle for the health and safety of the university, its employees, and prospective students/applicants. We appreciate your flexibility and consideration.

Policy Exceptions

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

Transfer Credit

• No transfer credit granted

Advanced Standing

(please see application and admissions details in the admissions section of this page above)

Experiential Learning

• No credit awarded for experiential learning

Tuition and Fees

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

The Â鶹´«Ă˝, College of Osteopathic Medicine (Â鶹´«Ă˝COM) fosters health care leaders across the continuum in undergraduate, graduate, and continuing medical education to advance exceptional osteopathic healthcare locally and globally through education, research, scholarship, practice, and community health.

Vision

The Â鶹´«Ă˝, College of Osteopathic Medicine will become a recognized leader in educating primary care physicians for Maine, New England, and the nation by developing into:

• A medical school that offers a state-of-the-art curriculum, dynamic clinical rotations, and supports distinctive graduate medical education.
• A major contributor in clearly defined, and well-focused medical research.
• An organization that offers leadership to our profession and our community.
• A catalyst for interprofessional education and service.
• A trusted partner in health care for our community.

Core Values

• Foster a state of wellness across our community.
• Creatively shape the future while preserving our heritage.
• Advance our commitment to the heritage and principles of osteopathic medicine.
• Promote a diverse, innovative, interprofessional, and entrepreneurial culture.
• Maintain our caring, collegial environment.
• Foster integrity and accountability through a strong ethical base.
• Utilize evidence-based methods, practice-focused research, scholarship, critical thinking, and a variety of learning modalities to improve medical education and healthcare outcomes.
• Actively seek internal and external collaborations to further our mission.

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

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

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

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, Â鶹´«Ă˝COM reserves the right to revise and amend as appropriate the policies and practices described in this catalog.

The Â鶹´«Ă˝COM curriculum is designed to provide the student with a strong foundation in medical skills and knowledge; to foster osteopathic physicians who are skilled in health promotion, illness prevention, and care of patients with acute and chronic conditions. To that end, Â鶹´«Ă˝COM provides an innovative, interdisciplinary and interprofessional, patient-focused curriculum that cultivates life-long, self-directed, evidence-based learning and professional development in our graduates.

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

Pre-Clerkship Education

Â鶹´«Ă˝COM students spend the first two years of the program on the Â鶹´«Ă˝ campus in Biddeford, Maine. Designed with a strong emphasis on teamwork and the application of knowledge and skills, the curriculum is delivered through a series of large and small group learning activities combined with team-based and independent experiential learning in physicians’ offices, hospitals, extended care facilities, and health centers. Scheduled learning sessions include traditional didactic lectures, interactive problem-solving sessions, facilitated case-based learning, patient case study discussions, hands-on laboratory exercises, panel discussions, demonstrations, simulation experiences, and clinically focused encounters with standardized and real patients. Medical students work closely with students from UNE’s other health professions programs including dentistry, nursing, pharmacy, physician’s assistant, and social work to engage in interprofessional education and collaboration in simulations labs, conferences, panel discussions, and other activities. Learning activities are constructed to provide students with opportunities to develop and demonstrate strong foundations in clinical skills, basic biomedical, and social sciences, which are applicable to the rapidly changing practice of medicine. A thorough grounding in the manual skills of Osteopathic Manipulative Medicine (OMM) is provided in the first two years, and supplemented, reinforced, and expanded in years 3 and 4.

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

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

1. Osteopathic Principles and Practice: The student will understand and apply osteopathic principles to patient care.
2. Medical Knowledge: The student will demonstrate knowledge of established biomedical, epidemiological, social, and behavioral sciences and their application to patient care.
3. Patient Care: The student will have the knowledge, attitudes, and skills to provide compassionate, appropriate and effective patient care.
4. Interpersonal and Communication Skills: The student will demonstrate interpersonal and communication skills that result in respectful and effective interactions with patients, families, and colleagues.
5. Professionalism: The student will demonstrate a commitment to conducting themselves in an ethical and sensitive manner.
6. Practice-Based Learning and Improvement: The student will demonstrate the ability to investigate and evaluate patient care practices using scientific evidence and apply these to patient care.
7. Systems-Based Practice: The student will demonstrate an awareness of and responsiveness to the larger context and systems of health care, to provide care of optimal value.

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

Clerkship Education

The last two years of predoctoral training focuses on experiential learning in a clinical setting to further develop individual learning, interprofessional and team skills, and expand clinical acumen.

Students spend the entire third-year at one of our affiliated Clinical Campuses. The Â鶹´«Ă˝COM Clinical Campuses form a consortium of community-based education sites, to provide students with a strong foundation in general medicine. Each clinical campus consists of one or more healthcare facilities within a specific geographic region, that allows coordinated delivery of the core clinical training experiences in varied care level settings. The College’s Clinical Campuses base their training programs in community hospitals, private physician offices, and community health centers throughout the Northeast, representing the environments in which many Â鶹´«Ă˝COM graduates will eventually practice. Ambulatory care programs train students in office practice and familiarize them with the collaborative roles and skills of non­-physician health care providers.

Illustrative of its primary care and general medicine focus, Â鶹´«Ă˝COM’s third-year curriculum provides clinical training in family medicine, general surgery, internal medicine, pediatrics, obstetrics and gynecology, and psychiatry. Each clinical campus provides the patient base, didactic and experiential learning opportunities, supervisory infrastructure, and longitudinal evaluation necessary for the accomplishment of the educational goals of core clerkships. Standardization of curriculum and learning objectives provides a consistent experience across the different locations within the clinical campus system. Each student is also engaged in interprofessional activities, as well as exposure to learning activities with residents in various residency programs. The College’s Clinical Campuses are located in the New England states, New York, and New Jersey.

Completion of the third-year curriculum provides students with a strong foundation in general medicine as they enter their final year of medical school. Year 4 students continue their learning with selective and elective clinical rotations at Â鶹´«Ă˝COM-approved programs of their choice. While community hospitals form the core of the Year 3 clinical rotations, affiliations with specialty-focused facilities allow fourth-year students to pursue a range of clinical experiences. Many of these hospitals also provide Graduate Medical Education (GME) and are often members of UNE’s educational collaborative, the Northeast Osteopathic Medical Education Network (NEOMEN). 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.

Postgraduate Education

Â鶹´«Ă˝COM enjoys an educational affiliation with a number of postgraduate residency programs, through partnerships in the Northeast Osteopathic Medical Education Network (NEOMEN). The college and NEOMEN serve as a liaison with the American Osteopathic Association (AOA) and the Accreditation Council for Graduate Medical Education (ACGME) to promote residency training, advise and assist with residency development, and partner with affiliated programs for training in Osteopathic Principles and Practices. Â鶹´«Ă˝COM graduates apply to these and other programs for residency training.

Concurrent Graduate Degree Program

Â鶹´«Ă˝COM offers medical students the opportunity of pursuing a concurrent graduate degree in Public Health while pursuing the Doctor of Osteopathic Medicine degree.

The College of Osteopathic Medicine is an academic program at the Â鶹´«Ă˝. UNE is accredited by the New England Commission of Higher Education (NECHE), whose mission is to establish and maintain high standards of education through the doctoral level. Accreditation by NECHE signifies that Â鶹´«Ă˝meets or exceeds those high standards.

The College of Osteopathic Medicine receives accreditation through the American Osteopathic Association Commission on Osteopathic College Accreditation (AOA COCA), the only national accrediting agency for predoctoral osteopathic medical education in the United States. In the spring of 2018, Â鶹´«Ă˝COM earned COCA’s highest level of re-accreditation; 10 years with exceptional outcomes.  Being granted this level of accreditation signifies that Â鶹´«Ă˝COM has exceeded the COCA standards for educational quality and is deemed to have the credentials to confer the degree of Doctor of Osteopathic Medicine to its graduates.

Postdoctoral Medical Education

The College advises and assists with accreditation and osteopathic recognition of the Accreditation Council for Graduate Medical Education (ACGME) programs. Â鶹´«Ă˝COM graduates may apply to these and other postgraduate programs for residency training.

Continuing Medical Education

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

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

Articulation Agreements

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

Qualified students enrolled in the Early Assurance Pre-Medicine track at the Â鶹´«Ă˝ College of Arts and Sciences (Â鶹´«Ă˝CAS) may apply for early admission to the College of Osteopathic Medicine following their junior year. The Early Assurance Pre-Medicine COM 44 provides the opportunity for mature, qualified Â鶹´«Ă˝CAS students to complete an undergraduate degree and Doctor of Osteopathic Medicine (D.O.) degree in seven years.

Â鶹´«Ă˝COM has established agreements enabling qualified students from the following institutions to have preferential consideration in applying to Â鶹´«Ă˝COM. They are:

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

In addition, Â鶹´«Ă˝COM and the following institutions have entered into agreements whereby qualified individuals who have previously completed a baccalaureate degree can fulfill the required prerequisite courses at their post-baccalaureate institution and be considered for admission:

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

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

Year 1 Courses

Osteopathic Medical Knowledge IA – 14 Credits

Osteopathic Medical Knowledge (OMK) IA occurs in the first semester of year 1. It is a one-semester course with a multidisciplinary design to introduce medical science knowledge in a clinical framework that underpins the practice of osteopathic medicine. The OMK IA curriculum integrates the biomedical and clinical sciences, focusing on a different patient presentation each week. The overall aim is to introduce the student to critical thinking and allow the first-year osteopathic medical student to integrate and apply this knowledge in the solution of clinical problems. Additionally, the student develops collaborative and team-based skills and attitudes that support continual acquisition of medical knowledge.

Osteopathic Clinical Skills IA — 14 credits

Osteopathic Clinical Skills (OCS) IA also occurs in the first semester of year 1. It is a one-semester course that integrates physician skills, and imaging with gross and microscopic anatomy.  Learners begin the transformation into student physicians who demonstrate superior clinical skills, 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 takingÍľ provides an understanding of human structure and function; allows students to begin to acquire a knowledge base leading to skilled 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

Osteopathic Medical Knowledge (OMK) IB occurs in the second semester of year 1 and is a one-semester course that 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

Osteopathic Clinical Skills (OCS) IB occurs in the second semester of year 1 and is a one-semester course that continues the transformation of learners into student physicians who demonstrate superior clinical skills, 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.

Year 2 Courses

Osteopathic Medical Knowledge IIA — 16 credits

Osteopathic Medical Knowledge (OMK) IIA occurs in the first semester of year 2 and is a one-semester course that integrates foundational underlying biomedical scientific principles with the knowledge, skills, and attitudes necessary to address most common and/or important patient presentations. This course uses structured learning activities including interactive and didactic presentations, case study discussions, laboratory sessions, panel discussions, and �grand rounds’ conferences in order to reinforce and expand the student’s understanding of critical biomedical and clinical elements of health care explored in previous 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

Osteopathic Clinical Skills (OCS) IIA occurs in the first semester of year 2 and is a one-semester course that serves as a continuation of OCS IB. 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 (OMT) and advances 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, geriatrics education mentorship, clinical skills assessment, and differential diagnosis.

Osteopathic Medical Knowledge IIB — 16 credits

Osteopathic Medical Knowledge (OMK) IIB occurs in the second semester of year 2 and is a one-semester course that continues the integration of the prior OMK courses. OMK IIB expands and advances 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

Osteopathic Clinical Skills (OCS) IIB occurs in the second semester of year 2 and is a one-semester course that builds on knowledge, skills, and attitudes obtained in previous courses while applying more advanced concepts in clinical diagnostic, therapeutic, and treatment regimens. This course completes students’ pre-clinical training and facilitates their development into exceptional third-year medical students.

The following tables provide a more detailed view of the Â鶹´«Ă˝COM courses in years 1 and 2:

Year 1 Curriculum
Blocks 1-5
OMK IA — 14 Credits  and OMK IB — 14 Credits The integrated course includes: 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, Evidence-based Medicine, Ethics, Professionalism, Interprofessional Education, and Research
OCS IA — 14 credits and OCS IB — 14 credits The integrated course includes: Anatomy (including Embryology and Histology), Osteopathic Principles and Practice, Clinical Skills, Physical and Differential Diagnosis, Preventative Medicine and Public Health, Standardized Patient Experiences, Simulation Experiences, Clinical Experiences (or Preceptorship), Ethics, Professionalism, Interprofessional Education, and Humanities

Year 2 Curriculum
Systems 1-6
OMK IIA — 16 credits | OMK IIB — 16 credits The integrated course includes: Neuroanatomy, Psychiatry, Hematology, Oncology, Pulmonology, Cardiology, Gastrointestinal, Nephrology, 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 and Legal Aspects of Medicine, Preventative Medicine, Health Policy, Public Health, Interprofessional Education, Research, and Medical Informatics
OCS IIA — 12 credits | OCS IIB — 12 credits The integrated course includes: Osteopathic Principles and Practice, Clinical Skills, Physical and Differential Diagnosis, Geriatrics Practicum, Clinical Experiences (or Preceptorships), Standardized Patient Experiences, Simulation Experiences, Interprofessional Education, and Humanities

Â鶹´«Ă˝COM Courses — Years 3 and 4

The student is required to complete 82 weeks of clinical training in years 3 and 4. Â鶹´«Ă˝COM defines three categories of clinical requirements:

• Core: Required Discipline — The student is assigned by the Â鶹´«Ă˝COM Office of Clinical EducationÍľ 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 fourth-year selectives and electives:

Third Year Requirements	Weeks
Core Family Medicine	6
Core Internal Medicine	12
Core Obstetrics/Gynecology	6
Core Pediatrics	6
Core Psychiatry	6
Core Surgery	6
Selective Community Health	4
Elective	2
Year 3 total weeks	48

Fourth Year Requirements	Weeks
Selective Internal Medicine or Pediatrics	4
Selective Surgery	4
Selective Emergency Medicine	4
Selective Osteopathic Manipulative Medicine	4
Electives	18
Year 4 total weeks	34

Total Clerkship Weeks Years 3 and 4	82

Family Medicine

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

Internal Medicine

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

Obstetrics and Gynecology

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

Pediatrics

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

Psychiatry

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

Surgery

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

Community Health

Community Health is a primary care rotation focused on medically underserved populations in the U.S., either urban or rural. Expanding on the Family Medicine experience under the supervision of medical personnel, the student will diagnose and treat patients, often in the absence of sophisticated diagnostic tools. The student also will participate in health screening, preventive care, and patient education.

Emergency Medicine

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

Osteopathic Manipulative Medicine

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

Graduation Requirements

The Board of Trustees of the Â鶹´«Ă˝ confers the Doctor of Osteopathic Medicine (DO) degree upon those students who have satisfactorily completed the requirements for graduation and who have been recommended for graduation by the faculty of the College.

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

1. Be of good moral character and meet the standards for professional behavior and conduct as described under academic and technical standards.
2. Have met and completed the academic requirements of the College, including passage of COMLEX-USA Level 1, 2PE and 2CE, within six academic years (or within 150% of the standard time) for the awarding of the degree and have been enrolled at this College for at least the last two years.
3. Be free of indebtedness to this College, the University, and their affiliates.
4. Have demonstrated the ethical, personal, and professional qualities deemed necessary for the successful and continuing study and practice of osteopathic medicine.
5. Have been recommended by the faculty for graduation.
6. Be present at the Â鶹´«Ă˝COM Physician Hooding Ceremony of his/her class at the time the degree is conferred, unless otherwise excused by the Dean.

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.

PRINCIPLES

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

The essential technical standards presented in this document are pre-requisites for matriculation, subsequent promotion from year to year, and ultimately graduation from the Â鶹´«Ă˝ College of Osteopathic Medicine. These standards pertain to all students enrolled in Â鶹´«Ă˝COM.

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.

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 will be held to the same admission standards, and all enrolled students will be held to the same academic standards.

All students must be able to demonstrate competency for patient safety appropriate to the learner’s level of training. Demonstration of fluency of skills and knowledge appropriate to the level of training is a requirement for progression through the curriculum. Most assessments are designed to simulate activities in the clinical training and clinical practice settings and are tied to the learner’s demonstration of competency for patient safety. These assessments may be performed in a timed and structured environment and are designed to evaluate the learner’s ability to demonstrate appropriate fluency of skills and knowledge under specific conditions.

All students, including students with disabilities, must have the capacity to manage their lives and anticipate their own needs.

Policies

1. No otherwise qualified individual will be denied admission to Â鶹´«Ă˝COM based solely upon a disabling condition.
2. Enrollment in Â鶹´«Ă˝COM assumes that admitted students will possess certain levels of cognitive, emotional, and technical skill. All osteopathic medical students are held to the same fundamental standards. Academic and clinical requirements that are essential to graduation from Â鶹´«Ă˝COM or directly related to licensing requirements will not be eliminated for any student. Reasonable accommodations will be provided to assist the student in learning, performing and satisfying the fundamental standards, so long as the student applies properly for the accommodation/s and they are approved. 
3. The college is obligated to provide reasonable accommodations that are necessary to afford students with a disability an equal opportunity to participate in the Â鶹´«Ă˝COM program. Accommodations are not reasonable if they would fundamentally alter the program or the assessment, impose an undue burden to the college, or pose a direct health or safety risk to any other individual, including patients.

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.

1. 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 necessitate the functional use of visual, auditory, and somatic sensation while being enhanced by the functional use of other sensory modalities. An intact sense of smell is necessary to assist in the clinical setting. 
   In any case where a candidate’s ability to observe or acquire information through these sensory modalities is compromised, (i.e. physical disabilities or chemical sensitivities/allergies) the student must demonstrate alternative means and/or abilities to acquire and demonstrate the essential information without reliance upon another person’s interpretation of the information.
2. 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
3. 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.
4. 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.
5. 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 and Clinical Skills Laboratories 

Active participation in Osteopathic Manipulative Medicine and Clinical Skills 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.

Student Rights and Responsibilities

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

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

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

Standards for Professional Behavior and Conduct

In order to evaluate acceptable demonstration of professional behavior and conduct for graduation, the Â鶹´«Ă˝COM faculty has adopted the following standards.

Each student enrolled in the Â鶹´«Ă˝ College of Osteopathic Medicine is expected to:

1. Behave in a responsible, reliable and dependable manner (e.g., manage time wellÍľ be on time for assignments, meetings, and appointmentsÍľ plan ahead and follow through with commitmentsÍľ cooperate with person(s) in charge of programsÍľ 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 hygieneÍľ wear a white coat and name tag, if expectedÍľ notify preceptor or other leader in case of emergency absence or callsÍľ apologize if unable to notify in advanceÍľ be respectful of other students and patients when performing or practicing 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 procrastinationÍľ learn to be a team memberÍľ adapt to new situationsÍľ 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 avoid endangering others)Íľ respect the difference between physician and physician-­in-­training (i.e., doctor and student doctor)Íľ remain focused on the task at hand; remember that as a student doctor he/she represents Â鶹´«Ă˝COM and the osteopathic profession to the greater community at large.
7. Demonstrate the ability to learn from mistakes and failures and to heed admonitions and warnings from officers of Â鶹´«Ă˝COM and of clinical supervisors (e.g., be responsive to feedback and constructive criticism regarding professional behavior and attitude, and understand the seriousness of academic and disciplinary warnings).
8. Demonstrate compassion and respect toward others (e.g., work cooperatively with differences and diversity in personalities and in cultural backgrounds as well as with differences in social and 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.

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. 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 Â鶹´«Ă˝COM immunization requirements, and complete the medical questionnaire provided by the University, plus complete a satisfactory background check 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.

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.

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) Íľ a person or company with whom the University has contracted (such as attorney, auditor, or collection agent) Íľ a person serving on the Board of TrusteesÍľ or a student serving on an official committee, or assisting another school official in performing his or her taskÍľ 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 U.S. Department of Education concerning alleged failure(s) by the Â鶹´«Ă˝ to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is:
   • Family Policy Compliance Office
     U.S. Department of Education
     600 Independence Avenue, SW
     Washington, DC 20202­4605

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

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

Student Enrollment Status

The Â鶹´«Ă˝ classifies student credit load status for the purposes of financial aid loan deferments. See enrollment classifications.

Comprehensive Osteopathic Medical Licensing Examinations

The Comprehensive Osteopathic Medical Licensing Examinations (COMLEX-­USA) are administered by the National Board of Osteopathic Medical Examiners (NBOME) and are divided into three 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. 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.

Details of student eligibility for the Level 1 examination is described in the COM Student Handbook Supplement. Students must be in good academic standing and achieve a minimum score of 500 in a Â鶹´«Ă˝COM administered, proctored, and timed COMSAE Phase 1 exam. Students become eligible for the Level 2 examinations after successfully passing COMLEX Level 1, achieving a minimum COMSAE Phase 2 score of 500, having advanced to Year 3, and after approval from the COM. Students must have a passing score on COMLEX-USA Level 1 in order to begin rotations at clinical campus sites. Students must take and pass both components of the Level 2 examination as a condition of graduation.

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

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

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

Laptop Requirement

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

Course Grade Reporting

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

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

Attendance

The Â鶹´«Ă˝ 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. In the first- and second-year courses, 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. All activities in years three and four are mandatory unless otherwise specified by the clerkship site.

Academic Standing

The Committee on Student Progress (CSP) is responsible for making recommendations to the Associate Dean for Academic Affairs (ADAA) or the Associate Dean for Clinical Education (ADCE) on matters related to student performance, including disciplinary, professional conduct, and academic. As it deems necessary, the CSP may identify students experiencing academic, behavioral and or professional difficulties, and inform appropriate faculty and administrative personnel of such, to initiate any necessary corrective or remedial action to be taken. Annually, CSP makes recommendations to the Dean on the promotion of students to the next academic year. 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, professional behaviors, and/or personal growth, which are all considered part of the student’s academic performance. For example, the student’s academic progress may be reviewed for any of the following reasons:

1. Unexcused absence(s) from class, laboratory, or clinical experience.
2. Failure to obtain a satisfactory grade in any 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 reasonsÍľ in assessing personal growth, such factors as ethics, emotional stability, integrity, general conduct, reliability, judgment, and rapport with faculty, professional staff, peers, supervisors, and patients are considered.

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

1. No significant deficiency exists, and the student may continue, or is promoted, with such oral or written caution to the student as may be recommended.
2. A significant deficiency exists and one, or several actions must be taken. The severity of the deficiency, the student's overall achievement and the specific circumstances surrounding the deficiency (illness, family emergency, etc.) are considered in the recommendation. Examples of recommendations include but are not limited to:
   1. Student is to take remedial examination(s) after an appropriate interval as 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, training, 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 or semester.
   6. Student is recommended for a leave of absence or suspension from the College.
   7. Student is recommended for dismissal from the College.

Course Failures Policy

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

• Repeat the course when it is next offered
• Repeat the entire academic year
• Dismissal from the college

Course Retesting or Remediation Policy

The syllabus of the original course, approved by the Curriculum Advisory Committee (CAC), will specify the dates, duration, and plan of any allowable retesting, reassessment, competency assurance process (CAP) or remedial activity for any failed assessment, competency, discipline or achievement criteria.

A student who receives a Failure (F) grade upon the completion of a course will be referred to the Committee on Student Progress (CSP) which will make a recommendation to the appropriate Associate Dean, such as:

• Repeat the course when it is next offered
• Repeat the academic year
• Student specific intervention
• Mandatory leave of absence
• Dismissal/withdrawal from the college.

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 COM Student Handbook Supplement and the University Student Handbook. The Dean may, at his/her discretion, convene an Academic Appeals Review Committee for a review of the decision. The charge of the Academic Appeals Review Committee will not be to repeat the deliberations of the Committee on Student Progress, but rather to determine whether or not the following conditions apply to the original decision:

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

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

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

Probation

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

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

1. Osteopathic Principles and Practice: The student will understand and apply osteopathic principles to patient care.
2. Patient Care: The student will have the knowledge, attitudes, and skills to provide compassionate, appropriate and effective patient care.
3. Medical Knowledge: The student will demonstrate knowledge of established biomedical, epidemiological, social, and behavioral sciences and their application to patient care.
4. Practice­-Based Learning and Improvement: The student will demonstrate the ability to investigate and evaluate patient care practices using scientific evidence and apply these to patient care.
5. Interpersonal and Communication Skills: The student will demonstrate interpersonal and communication skills that result in respectful and effective interactions with patients, families, and colleagues.
6. Professionalism: The student will demonstrate a commitment to conducting themselves in an ethical and sensitive manner.
7.  Systems-­Based Practice: The student will demonstrate an awareness of and responsiveness to the larger context and systems of health care, to provide care of optimal value.

Exceptional Â鶹´«Ă˝undergraduate students aspiring to a career in medicine or dentistry may apply to the Â鶹´«Ă˝ 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. Â鶹´«Ă˝HuMed makes it possible to deepen student learning in English, History, or Liberal Studies while they prepare for a career as a dentist or an osteopathic physician. Requirements are described at http://www.une.edu/humed.

During their years as an undergraduate in 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

Application

The Â鶹´«Ă˝ College of Osteopathic Medicine participates in the centralized application service. All applicants are required to apply online through this service.

DEGREE REQUIREMENT

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

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

GPA REQUIREMENTS

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

*Please note that the average GPAs for those offered admission to Â鶹´«Ă˝COM are well above published minimums.

PREREQUISITE COURSEWORK REQUIREMENTS

Science Courses

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

Other Courses

• Behavioral Science (6 semester or 9 quarter credits)
• Â鶹´«Ă˝COM will accept coursework classified as behavioral science by AACOMAS ()

English/Humanities Courses (6 semester or 9 quarter credits)

• Â鶹´«Ă˝COM will only accept coursework in the following subjects, as classified by Â鶹´«Ă˝COM English/Humanities Prerequisite Subject List (PDF).

Additional recommended coursework

• Anatomy, Cell/Molecular Biology, Genetics, Math/Statistics, Microbiology, Physiology, Behavioral Science, and Humanities

Other Important Prerequisite Coursework Notes

*Pass/Fail courses are acceptable for prerequisite courses taken in spring 2020 only.

• All prerequisite courses must be successfully completed with a grade of “C” or better (“C minus” grades are not acceptable).
• Advanced Placement (AP) and International Baccalaureate (IB) test credit can be accepted towards prerequisite requirements. To apply AP or IB test credits towards prerequisite requirements, the credits must be broken down by subject on the undergraduate transcript. An official letter from the registrar with subject breakdown is also acceptable.
• Prerequisite courses may be in-progress or planned at the time of application.
• All courses must be completed by January 1, 2022, with an official transcript submitted to the Office of Graduate Admission prior to the start of the program.

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

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

STANDARDIZED TESTS

• Completion of the with a minimum score of 490 is required*.
• Official MCAT score reports must be submitted directly to AACOMAS from the Association of American Medical Colleges (AAMC) - Â鶹´«Ă˝code is 600
• The MCAT must have been taken between January 2019 and January 2022.

*Please note that average MCAT scores for those offered admission to Â鶹´«Ă˝COM are well above published minimums.

LETTERS OF EVALUATION

Three (3) letters of evaluation are required* â€“ submitted via AACOMAS

The Â鶹´«Ă˝COM Committee on Admissions seeks evaluation letters that outline a holistic description of the applicant, including information on student engagement (especially teamwork within academic settings), interpersonal skills, character, and professionalism.

• Â鶹´«Ă˝COM prefers that all letters of evaluation be submitted directly through AACOMAS.
• Evaluation letters from Interfolio are acceptable, as long as the letter is sent directly to the Office of Graduate Admission by the letter writer.
• Preferred sources of evaluations include: Pre-Health Committee Advisor, Pre-Health Advisor, a faculty member with substantial knowledge of the applicant, a direct supervisor with substantial knowledge of the applicant, or a health care professional with substantial knowledge of the applicant (preferably physicians). Letters from an Osteopathic Physician (D.O.) are recommended but not required.
  *Letters from friends or family members are not acceptable

PERSONAL STATEMENT

• Please refer to the AACOMAS application for specific writing prompts and additional instructions.

INTERVIEWS

• Interview sessions will be held September through March and are conducted by invitation only. Interviews are a required part of the application process.
• Due to the uncertainty around COVID-19, Â鶹´«Ă˝COM reserves the right to adjust interview dates, modalities, and processes as needed. Applicants will be notified immediately if changes to the format or timing of interviews occur at any point during the cycle.

INTERNATIONAL APPLICANTS

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

• Official credential evaluation by , confirming degree and grade equivalency to that of a U.S. bachelor’s degree. The completed credential evaluation should be sent directly to AACOMAS. Please refer to the International Admissions section of the Â鶹´«Ă˝website for more information on the type of credential evaluation required for admission review.
• Due to limitations around the AACOMAS application system, all applicants from English-speaking Canadian institutions are still required to obtain a WES evaluation and must submit the evaluation directly to the Â鶹´«Ă˝Office of Graduate Admission, not AACOMAS. Please feel free to email gradadmissions2@une.edu with questions regarding this requirement.
• Applicants whose first language is not English must demonstrate written and spoken fluency through the successful completion of a UNE-approved English language proficiency test.
• Applicants should refer to the English Language Proficiency page on the Â鶹´«Ă˝website for specific information and minimum score requirements.
• Please refer to the AACOMAS application for test score submission instructions.

OTHER REQUIREMENTS

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

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

Note: All materials submitted as part of the application become the property of Â鶹´«Ă˝and will not be returned or released to anyone, including the applicant. This policy includes letters of reference, primary and secondary applications, personal statements, transcripts, and other supporting materials.

Due to continuing developments with COVID-19, some application requirements and processes may change during the cycle for the health and safety of the university, its employees, and prospective students/applicants. We appreciate your flexibility and consideration.

POLICY EXCEPTIONS

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

TRANSFER CREDIT

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

ADVANCED STANDING

• No advanced standing placement available.

EXPERIENTIAL LEARNING

• No credit awarded for experiential learning.

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 expenses if their course of study extends beyond four (4) years.

Special Examination Fee

All students are required to take and pass the Comprehensive Osteopathic Medical Licensing Examination (COMLEX)-USA 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.

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 full leave of absence tuition credit should the student be called to active duty while attending courses during any given semester.

Financial Aid

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

Notes

• Students should expect annual increases in the cost of attending Â鶹´«Ă˝COM since the University is subject to the same inflationary pressures that affect the rest of society.
• Â鶹´«Ă˝will continue to make every effort to contain costs from the date they are announced through the current academic year. The Board of Trustees, however, reserves the right to make changes in tuition and fees at any time.
• For their own protection while at the University, it is recommended that students carry their own local checking accounts to provide funds for incidental expenses and emergencies.
• The University offers direct deposit to its students. Students with credit balances can have the excess funds directly deposited in the bank of their choice. 

Mission

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

Core Values

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

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

Overview

The school offers the Doctor of Pharmacy as the professional degree that prepares students for careers as pharmacists in a variety of practice settings. A minimum of two years of undergraduate pre-professional education is required for admission which can be completed at Â鶹´«Ă˝or elsewhere. The Doctor of Pharmacy (Pharm.D.) degree is awarded after successful completion of four years of professional study in the Westbrook College of Health Professions School 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 1 (800) 477-4UNE, or email gradadmissions@une.edu

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

Interprofessional education

Vision

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

Mission

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

Goals

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

Research objectives

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

Â鶹´«Ă˝ School of Pharmacy’s Doctor of Pharmacy program is accredited by the Accreditation Council for Pharmacy Education, 190 LaSalle Street, Suite 2850, Chicago, IL 60603-3410, Phone: (312) 664-3575, Fax: 1 (866) 228-2631, website .

First Year

Fall Semester Courses	Credits
PHAR 355 - Integrated Group Learning I	2
PHAR 357 - Abilities Lab I	2
PHAR 361 -Introduction to Pharmacy	1
PHAR 363 - Foundations of Medicinal Chemistry	1
PHAR 365 - Foundations of Pharmacology	1
PHAR 367 - Foundations of Drug Information	1
PHAR 369 - Foundations of Pharmacy Calculations	1
PHAR 371 - Biochemistry	3
PHAR 373 - Pharmaceutics	3
Total	15

Spring Semester	Credits
PHAR 356 - Integrated Group Learning II	2
PHAR 358 - Abilities Lab II	2
PHAR 362 - Foundations of Pharmacogenomics	2
PHAR 364 - Medical Immunology	3
PHAR 366 - Pharmacokinetics	3
PHAR 368 - Evidence Based Medicine & Biostatistics	4
PHAR 372 - Introduction to Self-Care	1
Total	17

Summer	Credits
PHAR 370 - Introductory Pharmacy Practice Experience I	4
PHAR 380 AST Bridge Course *(completed by international students applying under the Advanced Standing Track)	4

 

Second Year

Fall Semester	Credits
PHAR 455 - Integrated Group Learning III	2
PHAR 457 - Abilities Lab III	2
PHAR 477 - Healthcare Systems and Quality	3
PHAR 481 - Drugs and Disease I - Introduction to Drugs and Disease	3
PHAR 483 - Drugs and Disease II - Cardiovascular I	4
PHAR 485 -Drugs and Disease III - Cardiovascular II	2
Elective	2
Total	18

Spring Semester	Credits
PHAR 456 - Integrated Group Learning IV	2
PHAR 458 - Abilities Lab IV	2
PHAR 478 -Social Behavior, Outcomes, and Population Health	3
PHAR 482 - Drugs and Disease IV - Renal	2
PHAR 484 - Drugs and Disease V - Infectious Disease I	3
PHAR 486 -Drugs and Disease VI - Infectious Disease II	3
Elective	2
Total	17

Summer	Credits
PHAR 470 - Introductory Pharmacy Practice Experience II	3

 

Third Year

Fall Semester	Credits
PHAR 555 - Integrated Group Learning V	2
PHAR 557 - Abilities Lab V	2
PHAR 577 -Pharmacy Management and Leadership	3
PHAR 581 - Drugs and Disease VII - Endocrine/GI	3
PHAR 583 - Drugs and Disease VIII - Pain/Inflammation	3
PHAR 585 - Drugs and Disease IX - Oncology	2
PHAR 591 - Interprofessional Experience	3
Total	18

Spring Semester	Credits
PHAR 556 - Integrated Group Learning VI	2
PHAR 558 - Abilities Lab VI	2
PHAR 578 - Pharmacy Law & Ethics	3
PHAR 582 - Drugs and Disease X - Psych	3
PHAR 584 - Drugs and Disease XI - Neurology	2
PHAR 586 - Drugs and Disease XII - Respiratory, Mens/Womens Health	3
PHAR 570 Longitudinal IPPE	1
Elective	2
Total	18

Fourth Year

Summer, Fall, Spring	Credits
PHAR 600's - Advanced Pharmacy Practice Experiences (6 x 6 weeks each)	36
Total	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 coursework.

Introductory Pharmacy Practice Experience (IPPE)

All course requirements in the first and second professional years must be successfully completed before a student may participate in an IPPE. The Introductory Pharmacy Practice Experience will consist of two 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 is four credits while the institutional course, totaling 120 hours, is three credits. A one-credit hour course, PHAR 570, 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 first- through third-year courses must be successfully completed before a student may participate in an Advanced Pharmacy Practice Experience. The APPEs will begin immediately following the third year and continue throughout the fourth year. These experiences will consist of six, six-week assignments 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.

Advanced Standing Track

Pharmacists holding a pharmacy degree (Bachelor's or higher equivalent) from another country may apply to the Advanced Standing Track (AST). Students accepted into this track will complete the AST Bridge course in the summer term and then matriculate into the second year of pharmacy school in the following fall term.

Certificates and Dual Degrees

The Graduate Certificate in Public Health program combined with the Doctor of Pharmacy degree provides students with the core public health concepts they need to 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 Â鶹´«Ă˝Online’s Master of Public Health degree.

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

Matriculation and continued enrollment requirements

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

1. SOP Code of Professional Conduct
2. Â鶹´«Ă˝SOP Name Badges: School Name badges are issued to students upon matriculation. Students are expected to wear these name badges at all times to identify themselves as members of the School of Pharmacy community
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 School of Pharmacy students are required to have current CPR certification. The training program needs to be the American Heart Association Basic Life Support (BLS) for Healthcare Providers (CPR and AED) Program or the American Red Cross CPR/AED for the Professional Rescuer & Health Care Provider. An online or blended course will not be accepted. A copy of your CPR card must be uploaded to the student’s 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 Â鶹´«Ă˝HIPAA requirements to attend classes and rotations
7. PCOA Assessment: All P2 and P3 students are required to take the PCOA exam.
8. Communication skills: Passing a written and verbal English proficiency test.
9. NAPLEX Review Week: All P4 students are required to take part in the School of Pharmacy NAPLEX Review week during the week between the end of the spring term of the graduation year and the Â鶹´«Ă˝Commencement and SOP Hooding ceremonies
10. Students must achieve a passing raw score of 75% or greater on a pre-NAPLEX exam during their P4 year
11. Electronic Portfolio: Students will maintain an electronic portfolio as directed by School policy, faculty and faculty advisors
12. Health Insurance: This is a requirement of all students at the Â鶹´«Ă˝ SOP.
13. 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
14. Background checks: The School may be required to provide information from background checks on each student who participates in IPPE and APPE rotations. Any disqualification of a student by a practice facility could prevent the student from undertaking clinical rotations that are required to complete the pharmacy program at the Â鶹´«Ă˝. Students may have to pay for these checks
15. Transportation: All students must provide their own transportation to off-campus pharmacy practice experience sites
16. Laptop Computers: Students must have laptop computers, meeting School of Pharmacy minimum specifications, upon arrival to campus to attend required sessions/classes
17. School-sponsored professional events: All students are expected to be in attendance at the following events: White Coat, Professional Transition, Â鶹´«Ă˝ Commencement, and School of Pharmacy Hooding Ceremonies

Technical Standards

All students must be able to meet the following Â鶹´«Ă˝ (UNE) School 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 Â鶹´«Ă˝, Westbrook College of Health Professions School of Pharmacy acknowledges Section 504 of the 1973 Vocational Rehabilitation Act and PL 11-336, the Americans with Disabilities Act (ADA) 19903, and requires minimum technical standards be present in students accepted into the Doctor of Pharmacy program. The School of Pharmacy will engage in an interactive process with applicants with disabilities but the School of Pharmacy reserves the right not to admit any applicant who cannot meet the Technical Standards set forth below, with reasonable accommodations. Applicants are not required to disclose the nature of their disability(ies), if any, to the Admissions Committee. However, any applicant with questions about these technical standards is strongly encouraged to discuss 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 School of Pharmacy must be fully satisfied that the applicant can make progress through the curriculum. Students in the Doctor of Pharmacy program must have the functional use of the senses of vision and hearing. A student's skills will also be lessened without the functional use of the senses of equilibrium and smell. Additionally, they must have sufficient exteroceptive senses (touch, pain, and temperature), and sufficient motor functions to permit them to carry out the activities described in the sections that follow. Doctor of Pharmacy students must be able to integrate information received from multiple senses quickly and accurately. They must also have the intellectual ability to learn, integrate, analyze and synthesize data. Graduates of the School of Pharmacy must have the knowledge and skills to function in a broad variety of clinical, administrative, and leadership situations and to render a wide spectrum of pharmaceutical care. 

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

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

The following skills are required, with or without accommodation

Observation

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

Communication

A pharmacy student should be able to speak, 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 Â鶹´«Ă˝ Westbrook College of Health Professions School of Pharmacy is mailed, a detailed copy of the Technical Standards for completion of the curriculum will be included. The applicant will be asked to respond in writing whether 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 School of Pharmacy's Admissions Committee will consider the applicant based on the criteria for admission of all applicants. An applicant who discloses a disability and requests accommodation in the admission process may be required to submit, in writing, the request for accommodation and pertinent supporting documentation. This pertinent information may include a history of accommodations granted previously in other educational programs. Requests for accommodation may be initiated with UNE's Student Access Center.

For more information on disabilities and accommodation, please contact the Â鶹´«Ă˝Student Access Center.

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 the 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

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 personnel in the Dean's office.

Repeat Course Policy

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

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

Non- Matriculated Audit Course policy*

Any non-matriculated student, with 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.

Curricular philosophy

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

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

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 may be awarded to students who transfer to Â鶹´«Ă˝from another Doctor of Pharmacy program
• The Associate Dean of Academic Affairs in the College of Pharmacy, with input from program faculty, will review courses and award transfer credits on a case by case basis

Advanced standing

• Pharmacists holding a pharmacy degree (Bachelor's or higher equivalent) from another country may apply to the Advanced Standing Track (AST). Students accepted into this track will complete the AST Bridge course in a summer term and then matriculate into the second year of pharmacy school in the following fall term.

Experiential learning

• No credit awarded for experiential learning

Admissions Requirements

Application

The Â鶹´«Ă˝ School of Pharmacy participates in the . All applicants are required to apply online through this service.

Degree Requirement

All candidates must complete a minimum of two (2) years of pre-professional coursework from a U.S. regionally accredited institution or international equivalent (minimum total of 61 semester or 91.5 quarter credits).

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

GPA Requirement

• Overall GPA of 2.75 or higher is preferred, as calculated by PharmCAS (inclusive of all coursework taken with no forgiveness for retakes).
• Prerequisite GPA of 2.75 or higher is preferred, as calculated by Â鶹´«Ă˝using the best grade received (if there is repeated coursework).

PREREQUISITE COURSEWORK REQUIREMENTS

Science Courses

• Cellular Biology w/lab (4 semester or 6 quarter credits)
• Human Anatomy & Physiology I & II w/labs (8 semester or 12 quarter credits) or
  • Human Anatomy w/lab, (4 semester or 6 quarter credits) and
  • Physiology w/lab*, (4 semester or 6 quarter credits)
    *Animal and Exercise Physiology not acceptable
• General Chemistry I & II w/ labs (8 semester or 12 quarter credits)
• Organic Chemistry I & II w/labs (8 semester or 12 quarter credits)
   

Other Science Courses (labs not required)

• Physics I (3 semester or 4.5 quarter credits) OR Statistics for Life Sciences (3 semester or 4.5 quarter credits)
• Microbiology (3 semester or 4.5 quarter credits)
• College Calculus (3 semester or 4.5 quarter credits)
   

Other Required Courses

• English Composition (3 semester or 4.5 quarter credits)
• Social Science (6 semester or 9 quarter credits) One course must be either: Intro to Psychology or Intro to Sociology; the second course can be in any of the following disciplines: Psychology, Sociology, Economics, Anthropology, or Political Science).
• Public Speaking (3 semester or 4.5 quarter credits)
• Humanities/Liberal Arts (6 semester or 9 quarter credits) Acceptable courses can be in any of the following disciplines: English Literature, Writing, Foreign Language, History, Cultural Diversity, or Philosophy).
• Social/Global Awareness (3 semester or 4.5 quarter credits)
• General Education (anything but a science or math course) 3 semester or 4.5 qtr credits

Important prerequisite coursework notes

• All prerequisite courses must be successfully completed with a grade of “C” or better (“C minus” grades are not acceptable).
• All math and science courses should be completed within five (5) years of anticipated enrollment into the Â鶹´«Ă˝Doctor of Pharmacy program. Courses beyond the 5-year limit will be reviewed by the Admissions Committee on a case-by-case basis.
• AP credit is accepted to fulfill prerequisite requirements, as long as the course, subject, and credits are broken down and detailed as transfer credit on the applicants' undergraduate transcript.
• Prerequisite courses in progress or planned should be listed in the application.
• All courses must be successfully completed with official transcripts submitted to the Â鶹´«Ă˝Office of Graduate Admission prior to starting the program.
• After application submission, official transcripts for coursework and/or degrees completed in the fall term should be submitted to PharmCAS for verification during the fall period.
• Official transcripts for coursework and/or degrees completed in the spring/summer term should be submitted directly to UNE’s Office of Graduate Admission prior to the start of the program.

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

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

Standardized tests

UPDATE: Due to continuing uncertainty around COVID-19, the PCAT test requirement will be waived for the 2021-2022 application cycle.

Letters of evaluation

Two (2) letters of evaluation are required* - submitted via PharmCAS

• One (1) letter is required from a science professor who can speak to your ability to be successful in a doctoral-level graduate program.
• One (1) letter is recommended but not required from a Pharmacist with whom you have worked or observed.
  *Letters from friends or family members are not acceptable.

Experience hours

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

Personal statement

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

Interviews

Interviews are required for admission:

• Qualified applicants will be contacted and invited to interview by the Office of Graduate Admission.
• Interviews are done by invitation only.
• Alternate interviewing modalities (including virtual interviews) may be instituted as necessary to address ongoing public health concerns with COVID-19. The Office of Graduate Admissions will be in touch with updates, as necessary.

International Applicants

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

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

Other Requirements

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

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

Note: All materials submitted as part of the application become the property of Â鶹´«Ă˝and will not be returned or released to anyone, including the applicant. This policy includes letters of reference, primary and secondary applications, personal statements, transcripts, and other supporting materials.

Due to continuing developments with COVID-19, some application requirements and processes may change during the cycle for the health and safety of the university, its employees, and prospective students/applicants. We appreciate your flexibility and consideration.

Policy exceptions

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

Tuition and fees

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

Books and Computers

Course syllabi and the program booklist include recommended books which students are not required to purchase, but may wish to have as important reference materials. A substantial number of the required textbooks for courses are available to students through an online service that the college subscribes to. 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.

Housing

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

Student Health Care

Â鶹´«Ă˝has 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 Student Financial Services website.

The University is committed to ensuring the success of all online students. The mission of the College of Graduate and Professional Studies reads, "CGPS educates and supports future leaders in industry and service via programs designed to catalyze meaningful career development."

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 1 (855) 325-0894 or email 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 proctored exams online using Proctor U. For instructions on taking online exams, please visit .

Withdrawal from the Course and Refunds

To withdraw from a course, please go to the University Registrar's website and complete the withdrawal form under "Science Prerequisite Course Forms." All correspondence with the Â鶹´«Ă˝Registrar'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

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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, but they are encouraged to limit enrollment to a maximum of two courses simultaneously. For students wishing to take more than two courses at a time, please email an Enrollment Counselor at prehealth@une.edu or call 1 (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.